Progression in Personal Development and Mutual Understanding

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Theme 5:RelationshipsKey Stage TwoStrand One: Mutual Understanding in the Local and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesExplore and examinewhat influences ourviews, feelings andbehaviours.Complete ‘Who Influences Me’ (LLT Year 7 Blue Unit) to reflect how we areinfluenced by family, friends, society, the media etc. Are these influencespositive or negative? What impact do they have on our lives? Mind Map theinfluences, using different thickness and colours for the lines to describethe strength of the influence.Explore the role of media (soaps, advertising) on choices and attitudes.Practise strategies for saying no.Thinking, Problem-Solving andDecision-MakingExamine options and weigh uppros and cons.Try alternative problem solvingsolutions and approaches.Understand more than one pointof view.Living.Learning.Together. (LLT):Years 5, 6 and 7: Violet Unitand suggested stories/furtherreading/additional resources 7.Active Learning & TeachingMethods for Key Stages 1 & 2(CCEA).Consider thechallenges and issuesthat can arise:••at home;••at school;••between friendsand how they can beavoided, lessened orresolved.Discuss how to deal with a number of difficult situations e.g. jealousy,uncertainty, feeling left out and pressure to belong and conform.Use a decision dice to explore a number of scenarios.Use Consequence Wheel to record potential outcomes.Explore the story ‘Old Friends, New Friends’. How do you cope whenfriendship groups change?Discuss coping with change e.g. transition to a new school. Make a worrybag. Pick out a worry and pupils discuss either as a whole class or a smallgroup how to deal with the situation.Place a concern on a ‘Can you help?’ notice board. Provide sticky notes forthe class to individually contribute their suggestions.Working with OthersWork with peers to reachagreements and begin tomanage disagreements.Self-ManagementBe more confident in theknowledge of personal strengthsand weaknesses.Thinking, Problem-Solving andDecision-MakingDiscriminate between fact andopinion.Primary Values: Old Friends, NewFriends (CCEA).Living.Learning.Together. (LLT):Year 7 Green Unit and suggestedstories/further reading/additionalresources.15
Theme 6:Rules, Rights and ResponsibilitiesKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore human rights and social responsibility.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesExplore andexamine therules withinour families, friendshipgroups, and at school.Understand theneed for rulesand that they arenecessary forharmony at homeand at school.Examine the links between the class charter and school rules/charter.Take part in a review of school rules (if timely), using the language of children’srights and responsibilities, to develop a school charter.Look at the idea of family charters, based on the pupils’ own or fictional families.Use class reading materials and drama techniques to explore and develop adeeper understanding of roles and rules at home and at school.Managing InformationBegin to challenge conventionsand assumptions.Thinking, Problem-Solving andDecision-MakingMake links between possiblecauses and effects. Explain andjustify methods, opinions andconclusions. Understand morethan one point of view.Living.Learning.Together. (LLT):Years 5, 6 & 7: Blue Unit andsuggested stories/further reading/additional resources.Lift OffMe, You, Everyone(Amnesty International).United Nations Convention on theRights of the Child.Identify the variety ofgroups that exist withinour community andtheir roles andresponsibilities.Collect and collate information regarding the life of the community from a varietyof local sources e.g. newspapers, websites, community facilities and individuals.Visit to or invite representatives from local organisations and employers tofurther develop understanding of community.Self-ManagementSeek help from a variety ofsources.Managing InformationBe able to classify, compare andevaluate information.Being CreativeSeek out problems to solve andchallenge the routine method.Value other people’s ideas.Become more self directed byworking independently or with agroup.Continued on next page16
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 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: Theme 5:RelationshipsKey Stage TwoS
Page 63 and 64: Theme 7:Managing ConflictKey Stage
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Progression in Personal Development and Mutual Understanding

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