Progression in Personal Development and Mutual Understanding

More documents

Recommendations

Info

Theme 2:Feelings and EmotionsFoundation StageStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRealise what makesour friends feel happyor sad.Respond to stories where a character (or a puppet/toy) feels happy, sad,scared or angry, by making suggestions – using ‘would it help if?’Thinking, Problem-Solving andDecision-MakingMake close observations andprovide descriptions of whatthey notice.Make simple predictions andsee possibilities.Give opinions and reasons.The Golden Rules SeriesDonna Luck (We are kind andhelpful, We are gentle etc).(Positive Press).The Right Start - Theme 1:Empathywww.liftoffschools.comRecognise how otherpeople feel when theyare happy, sad, angryor lonely.Identify situations in and around school where their classmates were happy,sad, scared or angry and suggest how to be helpful.Listen to and begin to respond to others in their class who share theirfeelings and emotions during circle activities.Working with OthersBe aware of how their actionscan affect others.3
Theme 3:Learning to LearnFoundation StageStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore their dispositions and attitudes to learning.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesFocus attention,concentrate andremember, by takingpart in a variety ofactivities that reflect theway we learn.‘Show and Tell’ activities, focusing on retelling an experience, explaining howsomething works or how an object was made during play.Use games to promote concentration and recall such as ‘Kim’s Game’ or othercircle activities that focus on concentration and remembering e.g. welcomingeach other by name, clapping or number games.Retell a story or event, in sequence, orally, in pictures or with writing.Plenary session with class to recall what/how they have learned/enjoyed.Working with OthersBe willing to join in.Learn to work and playcooperatively.Develop routines of listening,turn taking, sharing, cooperatingand reaching agreement.Be able to learn fromdemonstration and modelling.Assessment for Learning:A Practical Guide (CCEA, 2009).Living.Learning.Together.(LLT): Years 1 & 2: Red Unit andsuggested stories/further reading/additional resourcesListen and Think: (CCEA, 2010).Develop a positiveattitude to learning.Develop a language to talk about their learning, using the Learning to LearnWall coloured blocks (Assessment for Learning: A Practical Guide, CCEA, 2009).Take part in class discussion or use a puppet to talk about what we are learning(learning intentions) and how we will know we have learned it (successcriteria).Organise a class celebration of learning where each pupil presents anexample/evidence of an achievement in learning. Parents/carers or olderpupils could be invited to attend.Contribute to class displays of learning and achievement.Contribute to a personal home/school portfolio of learning and achievement.Ask pupils to respond to peers’ work e.g. art, construction, writing, usingsimple criteria provided by the teacher.Self-ManagementDevelop the ability to focus,sustain attention and persist withtasks.Self-ManagementTalk about what they are doingand what they have learned.Develop awareness of emotionsabout learning, their likes anddislikes. Be able to make choicesand decisions.Kim’s Gamewww.ltscotland.org.ukLearning to Learn Wall(Foundation Stage) fromAssessment for Learning:A Practical Guide (CCEA, 2009).Going for Goals Years 1 & 2: Socialand Emotional Aspects of LearningProgramme (SEAL) published byDfES and downloadable athttp://nationalstrategies.standards.dcsf.gov.uk/node/664164
Page 5: Theme 2:Feelings and EmotionsFounda
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 and 40: Theme 8:Similarities and Difference
Page 41 and 42: Theme 9:Learning to Live asMembers
Page 43 and 44: Thinking Skills & Personal Capabili
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 65 and 66:
Theme 8:Similarities and Difference
Page 67 and 68:
Theme 8:Similarities and Difference
Page 69 and 70:
Theme 9:Learning to Live asMembers
Page 71 and 72:
Thinking Skills & Personal Capabili
show all

Progression in Personal Development and Mutual Understanding

Create successful ePaper yourself

Delete template?

Save as template?