Progression in Personal Development and Mutual Understanding

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Theme 9:Learning to Live asMembers of the CommunityKey Stage OneStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore developing themselves as members of a community.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise theinterdependence ofmembers in the schoolcommunity.Be aware of our owncultural heritage,its traditions and itscelebrations.Create a Collage to show the relationships between adults and pupils in theschool community, including their roles and responsibilities. Alternativelya display of individuals and groups in school can be linked by pins andthreads/ribbons – try not to create hierarchical relationships i.e. principalat the top, children at the bottom.Human Knot activity: with pupils standing in a circle invite them to join eachhand to a different person across the circle forming a human knot. Withoutdropping hands have everyone ‘unravel’ the knot so that they once againstand in a circle.Enable pupils to contribute to class and school council meetings -teach skills of contributing, listening, compromising and making decisions.Use circle activities to find out if and when class members felt valued,listened to, left out. Use ‘would it help if?’ to sort out negative experiencesin class.‘Suns and clouds’ display based on pupils’ positive and negativeexperiences based on how they have been treated in class and school.Thinking, Problem-Solving andDecision MakingShow their understanding byorganising and summarising.Sequence, order and rank alongdifferent dimensions.Working with OthersAdapt behaviour and languageto suit different situations.Show fairness to others.Recognise and respect otherpeople’s feelings and ideas.Living.Learning.Together.(LLT): Years 3 and 4: Violet Unitand suggested stories/furtherreading/additional resources.ICL: School’s Cool (CCEA).Joined Up (NICIE).ICLs: Let’s Celebrate; Houses andHomes (CCEA).Thematic Units:Celebrations and Good Times;My Place and Yours (CCEA).Be aware of who andwhat influences ownviews, feeling andbehaviour at home.Use photographs of family situations taken from magazines to encouragepupils to identify relationships, interpret scenarios and predictconversations. Include family photographs from other parts of the world toensure there is a global dimension to this activity.Being CreativeListen to and share ideas andexperiences. Generate as manyideas and options as possible,building and combining ideas.Continued on next page17
Theme 9:Learning to Live asMembers of the CommunityKey Stage OneStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesBe aware of who andwhat influences ourviews, feelings andbehaviour at school.Use a Mind Map for each pupil to identify who influences them in the schoolcommunity.Give opportunities for pupils to affirm each other using different formats –spoken, written, action based.Use Revolving Circle activity to explore the positive and possible negativeinfluences of friends.Use role-play to help pupils understand situations where they are beinginfluenced both positively and negatively by peers in school.Practise saying ‘no’ to unsafe or inappropriate situations in scenariosrelevant to school.Working with OthersAdapt behaviour and languageto suit different situations.Show fairness to others.Recognise and respect otherpeople’s feelings and ideas.Thinking, Problem-Solving andDecision-MakingSuggest possible solutionsto problems. Explain theirmethods and opinions, and thereasons for their choices andactions.Wise Up and Think.Living.Learning.Together. (LLT):Year 4 Violet Unit and suggestedstories/further reading/additionalresources.Primary Values:Dinosaurs and all that Rubbish(CCEA).Understand how theenvironment could bemade better or worseto live in and whatcontribution we canmake.Use/create a community map to explore pupils’ knowledge of andinvolvement in the local community. Identify potential areas where theycould make a difference through their contribution. Use ‘Plan, Do, Review’to plan as a class how to go about this e.g. help to prepare for a lunch forolder people, participate in a community clean up or recycling programme.Managing InformationAsk more focussed questionsabout the task, clarify purposeand what needs to be done.Working with OthersDecide what needs to bedone in a group and takeresponsibility for aspects of thework.18
Page 5 and 6: Theme 2:Feelings and EmotionsFounda
Page 7 and 8: Theme 3:Learning to LearnFoundation
Page 9 and 10: Theme 4:Health, Growth and ChangeFo
Page 11 and 12: Theme 4a:SafetyFoundation StageStra
Page 13 and 14: Theme 5:RelationshipsFoundation Sta
Page 15 and 16: Theme 7:Managing ConflictFoundation
Page 17 and 18: Theme 8:Similarities and Difference
Page 19 and 20: Theme 9:Learning to Live asMembers
Page 21 and 22: Thinking Skills & Personal Capabili
Page 23 and 24: Progression in Personal Development
Page 25 and 26: Theme 2:Feelings and EmotionsKey St
Page 27 and 28: Theme 3:Learning to LearnKey Stage
Page 29 and 30: Theme 4:Health, Growth and ChangeKe
Page 35 and 36: Theme 6:Rules, Rights and Responsib
Page 37 and 38: Theme 7:Managing ConflictKey Stage
Page 39: Theme 8:Similarities and Difference
Page 45 and 46: Progression in Personal Development
Page 47 and 48: Theme 1:Self AwarenessKey Stage Two
Page 49 and 50: Theme 2:Feelings and EmotionsKey St
Page 51 and 52: Theme 3:Learning to LearnKey Stage
Page 57 and 58: Theme 4a:SafetyKey Stage TwoStrand
Page 59 and 60: Theme 5:RelationshipsKey Stage TwoS
Page 61 and 62: Theme 6:Rules, Rights and Responsib
Page 63 and 64: Theme 7:Managing ConflictKey Stage
Page 69 and 70: Theme 9:Learning to Live asMembers

Progression in Personal Development and Mutual Understanding

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