PR-6628IRE Primary SPHE - Senior Infants

PRIMARY 

www.prim-ed.com 

Social, Personal and Health Education 

for a Happy and Healthy Life 

Review sample 

LESSON PLANS• COPYMASTERS • TEACHER RESOURCES 

6628IRE 87/4

Primary SPHE Book A 

(Senior Infants) 

Published by Prim-Ed Publishing 2017 

Copyright © R.I.C. Publications ® 2016 

ISBN 978-1-84654-887-1 

PR–6628 

Titles in this series: 

Titles in this series: 

Primary SPHE Book A - Senior Infants 

Primary SPHE Book B - 1 st Class 

Primary SPHE Book C - 2 nd Class 

Primary SPHE Book D - 3 rd Class 

Primary SPHE Book E - 4 th Class 

Primary SPHE Book F - 5 th Class 

Primary SPHE Book G - 6 th Class 

This master may only be reproduced by the original 

purchaser for use with their class(es). The publisher 

prohibits the loaning or onselling of this master for 

the purposes of reproduction. 

Copyright Notice 

Blackline masters or copy masters are published and 

sold with a limited copyright. This copyright allows 

publishers to provide teachers and schools with a 

wide range of learning activities without copyright 

being breached. This limited copyright allows the 

purchaser to make sufficient copies for use within 

their own education institution. The copyright is not 

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this form, the complete original document and the 

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Internet websites 

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, 

the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the 

class teacher checks all URLs before allowing pupils to access them. 

View all pages online 

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Email: sales@prim-ed.com

FOREWORD 

Primary SPHE is a seven-book series written to support the 

teaching and learning of the Social, Personal and Health Education 

subject area of the Irish curriculum. 

Primary SPHE has a variety of activities, covering a range of 

objectives from all strands and strand units. Each unit of work 

contains a teachers page, in lesson plan format, and a variety of 

supporting pages. The aim of the activities is to help and encourage 

pupils to lead happy and healthy lives. 

CONTENTS 

Teachers Notes .................................................................................................................................. iv–vii 

Myself ................................................................................................................................................... 2–65 

Self-identity 

Things I Do Well ................................................................................................................................. 2–5 

People Need Help............................................................................................................................... 6–9 

Taking Care of My Body 

My Private Body.............................................................................................................................. 10–13 

Keeping Myself Clean and Healthy................................................................................................. 14–17 

Healthy Eating................................................................................................................................. 18–21 

Growing and Changing 

Growing and Changing .................................................................................................................. 22–25 

People Who Keep Me Safe and Healthy ....................................................................................... 26–29 

Feelings ..........................................................................................................................................30–33 

Dealing with Feelings ..................................................................................................................... 34–37 

Safety and Protection 

Protecting Myself............................................................................................................................ 38–41 

Safe Places..................................................................................................................................... 42–45 

Taking Risks................................................................................................................................... 46–49 

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Road Safety ................................................................................................................................... 50–53 

Water Safety .................................................................................................................................. 54–57 

Safety at Home ...............................................................................................................................58–61 

Danger at Home ............................................................................................................................. 62–65 

Myself and Others ............................................................................................................................. 66–77 

My Friends and Other People 

Feeling Left Out ............................................................................................................................. 66–69 

Bullying .......................................................................................................................................... 70–73 

Being Kind, Fair and Respectful .................................................................................................... 74–77 

Myself and the Wider World............................................................................................................... 78-81 

Media Education 

Good Characters............................................................................................................................. 78-81 

Prim-Ed Publishing www.prim-ed.com 978-1-84654-887-1 Primary SPHE (Book A) iii

FORMAT OF THE BOOK 

This comprehensive teacher resource is divided into 20 units which cover the three SPHE curriculum strands – 

Myself; Myself and Others; and Myself and the Wider World. 

Each strand section contains a varied number of units. 

Each unit contains a teachers page and three supporting pages. 

TEACHERS PAGE 

◆ The title of the unit is provided. 

◆ The relevant strand and 

strand unit are stated. 

◆ Details of the lesson are 

shown in the introduction, 

development and conclusion. 

◆ Differentiation gives 

suggestions for catering for 

different ability levels and 

suggestions for varying the 

lesson. 

Three supporting pages follow each teachers page. 

SUPPORTING PAGES 

The supporting pages vary in content and purpose. Some may be pupil worksheets; others may be teacher resources 

such as stories, games, cards, scenarios or templates that teachers can use to implement the lesson, complete other 

lessons or provide differentiation within the lesson. 

◆ The relevant 

strand and 

strand unit 

are stated. 

◆ The curriculum links 

supported by the unit are 

given. 

◆ Suggested resources 

needed to teach the unit 

are given. These may 

include the following pupil 

pages and other supporting 

materials. 

◆ Suggested assessment 

activities are stated. 

◆ Answers may be included. 

◆ Going further gives 

suggestions for extending 

the lesson provided or ideas 

for other lessons. 

◆ The title of each supporting page 

links it to the teachers page. 

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CURRICULUM LINKS – SENIOR INFANTS 

Pages 

2–5 

6–9 

10–13 

14–17 

18–21 

22–25 

26–29 

30–33 

34–37 

38–41 

42–45 

46–49 

50–53 

54–57 

58–61 

62–65 

66–69 

70–73 

Myself 

Self-identity 

Myself 

Taking Care of My Body 

Myself 


Myself 

Safety and Protection 

78–81Review sample 

74–77 

Myself and Others 

Myself and my Family 


My Friends and Other People 


Relating to Others 

Myself and the Wider World 

Developing Citizenship 

Myself and the Wider World 


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Pages and 

Activity Titles 

2–5 

Things I Do Well 

Classes, Strands 

and Strand Units 

Infant Classes; 

Myself: Self-identity 

Objectives 

• begin to understand, appreciate and respect personal 

abilities, skills and talents 

6–9 

People Need Help 

10–13 

My Private Body 

14–17 

Keeping Myself 

Clean and Healthy 

18–21 

Healthy Eating 

22–25 

Growing and 

Changing 

26–29 

People who Keep 

Me Safe and 

Healthy 

30-33 

Feelings 

34–37 

Dealing with 

Feelings 


Myself: Self-identity 


Myself; Safety and Protection 


Myself; Taking Care of My 

Body 





Body 



Body 

Infant Classes; Science; 

Living Things; Myself 


Myself; Growing and Changing 

Infant Classes; Science; 

Living Things; Myself 









• become more self-reliant and independent 

• explore appropriate safety strategies 

• respect his/her own body and that of others 


• appreciate the need and understand how to care for his/ 

her own body in order to keep it healthy and well 

• recognise and practise basic hygiene skills 

• become aware of the importance of food for growth and 

development 

• explore food preferences and their role in a balanced diet 

• discuss and explore some qualities and categories of food 

• become aware that people have a variety of needs for 

growth 

• realise that growth and change are part of the process of 

life and are unique to each individual 

• become aware of some changes that occur as children 

grow and mature 

• realise that the ability to take responsibility for himself/ 

herself and others increases as he/she grows older 

• identify people who are responsible for safety in the 

community 

• name a variety of feelings and talk about situations where 

these may be experienced 

• explore the variety of ways in which feelings are 

expressed and coped with 

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38–41 

Protecting Myself 

42-45 

Safe Places 







community 

• identify situations and places that are safe and those 

where personal safety might be at risk 

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Pages and 

Activity Titles 

46–49 

Taking Risks 

Classes, Strands 

and Strand Units 



Objectives 

• identify situations and places that are safe and those 

where personal safety might be at risk 

50–53 

Road Safety 

54–57 

Water Safety 

58–61 

Safety at Home 

62–65 

Danger at Home 

66–69 

Feeling Left Out 

70–73 

Bullying 

74–77 

Being Kind, Fair 

and Respectful 








Myself and Others; Myself and 

My Family 




Myself and Others; Myself and 

My Family 


Myself and Others; My Friends 

and Other People 








community and learn and practise safety strategies for 

crossing the road, using the bus or being a pedestrian 

• realise and understand that rules are necessary in order to 

protect people and keep them safe 

• explore how accidents might be prevented at home, in 

school, on the farm or in the water 

• realise and understand that rules are necessary in order to 

protect people and keep them safe 

• explore how accidents might be prevented at home, in 

school, on the farm or in the water 

• realise how families take care of, support and love each 

other 

• realise that many substances used at home or in school 

are dangerous and that permission should be sought 

before exploring the contents 

• realise how families take care of, support and love each 

other 

• identify and appreciate friends at school and how they can 

help and care for each other 

• recognise and appreciate differences in people and know 

how to treat others with dignity and respect 

• recognise and explore bullying behaviour, who is involved 

and the effects on different people 

• know that bullying is always wrong and know what should 

be done if one is being bullied or sees it happening to 

someone else 

• recognise and appreciate the differences in people and 

know how to treat others with dignity and respect 

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Myself and Others; Relating to 

Others 

• practise care and consideration, courtesy and good 

manners when interacting with others 

78–81 

Good Characters 


Myself and the Wider World; 

Developing Citizenship 


Myself and the Wider World; 


• recognise the importance of sharing and co-operating and 

being fair in all activities in the class and school 

• identify favourite television programmes and indicate 

reasons for preference 

• explore popular stories, books and rhymes and discuss 

some of the characters and their appealing traits 

Prim-Ed Publishing www.prim-ed.com 978-1-84654-887-1 Primary SPHE (Book A) vii

Things I Do Well 

Myself – Self-identity 

The Lesson 

Introduction 

• Before the lesson, photocopy, or trace onto 

thick cardboard, the barbell template on page 3. 

Colour it and cut it out if desired. (A real set of 

weights may be used if available.) 

• With the pupils sitting in a circle, hold up the 

barbell or weights (flexing muscles) and ask 

what the object is and what it is used for. Say ‘I 

am strong because I am good at …’, giving an 

example of a personal strength such as playing 

the piano, using the computer, gardening, tying 

shoelaces. A number of different examples may 

be given. How are you strong? What are some 

things you are good at? 

• Pass the barbell from page 3 to the first pupil 

and ask them to repeat the sentence ‘I am 

strong because I am good at …’, completing it 

with one thing they do well. Continue to pass 

the barbell around the circle until all pupils have 

had a turn. 

• Select pupils in the circle to say a different 

strength of another pupil. 

Development 

• Pupils use page 4 to draw four different things 

they do well. They may include a fundamental 

movement skill such as skipping, a hobby, or a 

social skill such as being friendly. 

Differentiation 

More capable pupils may write words or 

sentences to describe their personal strengths. 

Adult helpers may assist those who want to 

attempt to write words or scribe for others. 

Conclusion 

• All pupils flex their muscles and make big fists, 

saying together, ‘We are all strong because we 

are all good at something.’ 

Curriculum Links 

SPHE, Infant Classes, Myself, Self-identity 

• begin to understand, appreciate and 

respect personal abilities, skills and talents 

Resources 

• One copy of page 4 for each pupil 

• Cardboard barbell from page 3 (or a real set of 

weights if available) 

Assessment 

• Drawn and written responses on page 4, as well as 

anecdotal notes based on oral responses for the 

introduction task, will indicate whether pupils can 

identify personal strengths. 

Going Further 

• Read the poem on page 5 to the pupils. What are 

babies good at doing? 


Write responses on the board for more capable 

pupils to read. 

• Use the poem on page 5 to discuss how the things 

they are good at have changed over time—from 

when they were a baby to the present time. 

• The poem also presents the idea of ways to learn a 

new skill such as persisting until successful. Another 

way to learn a new skill is by learning the separate 

parts until the whole is learnt. For example, learning 

individual phonemes and learning to blend them 

helps pupils learn to read an unknown consonantvowel-consonant 

word. Pupils may suggest other 

strategies. 

• Discuss ways to use personal strengths to help 

others. For example, if Joshua is good at tying 

shoelaces, he might help another child to do theirs 

or show them how he learnt to do it. 

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Things I Do Well – 1 


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When I was a Baby 

When I was a baby I couldn’t do very much, 

But I was very good at crying, sleeping and such. 

Then I learnt to roll and crawl and Mum was very pleased 

Until I crawled onto the cat to give him a big squeeze. 

Now that I am bigger, I try new things every day. 

Sometimes it takes a while and often things don’t go my way. 

But if I keep on trying and do not cry at all, 

I know one day I’ll be good at it—like when I learnt to crawl. 

I can write some of my words and ‘read’ a book to Ted. 

I know my numbers and my body parts from my toes up to my head. 

If I have learnt so many things (and I’m still a little small), 

Imagine all the things I’ll be good at by the time I’m old and tall! 

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People Need Help 


The Lesson 

Introduction 

• Read the story on page 7 to the pupils. 


A large copy may be used with the pupils so 

more capable pupils can follow along as the 

teacher reads. 

• Which character in the story needed help? 

Who helped him/her? How was the character 

helped? Do you need help sometimes? When 

do you need help? Why do you need help? 

When you need help who do you ask? Pupils 

should give examples when answering the 

questions. 

Development 

• Small groups of three or four pupils discuss 

things they need help with and record their 

ideas on an A3 sheet of paper. 


Less capable pupils may record by drawing; 

more capable pupils may write words or short 

sentences. 

• Come together as a group and select pupils 

from each group to give one example from 

their recording sheet. Groups should think of 

a different response if their responses have all 

been expressed. 

• Ask the groups to place their A3 sheets on the 

floor in a circle so all pupils can walk around 

and review what others have recorded. 

Conclusion 

• Read the scenarios on page 8 and ask the 

pupils to respond orally with ‘Ask for help’ if 

the situation requires it or ‘Don’t ask for help’ 

if the situation is one the pupils can deal with 

themselves. (Discussion will be required 

because pupils’ ideas of their own abilities to 

deal with different scenarios will differ.) 


More capable pupils may be given the 

scenarios to read and asked to write ‘Yes’ or 

‘No’ next to each one to indicate if they need to 

ask for help or not. 

• Discuss the idea that every person has 

something they do well and can contribute. 

Quickly ask the pupils to suggest one way they 

can help someone. For example, ‘I can help 

people who want to build with blocks.’ 


SPHE, Infant Classes, Myself, Self-identity 

• become more self-reliant and independent 

SPHE, Infant Classes, Myself, Safety and 

Protection 


Resources 

• One copy of page 8 scenarios to read to the pupils 

• A3 sheets of paper and pencils or crayons 

Assessment 

• Group written responses on A3 recording sheets 

may be used to identify knowledge of things they 

need help with. These may also provide information 

for teachers about pupils lacking in confidence and 

independence. 

• Significant individual oral responses during 

discussions may be recorded as anecdotal notes as 

required. 

Going Further 

• Discuss the idea of having a go first before asking 

for help. The flow chart on page 9 may be used 

with the pupils to show them the steps of attempting 

something first before asking for help. The stars on 

each step are an indication to the pupil that they are 

learning to be more independent. This chart may be 

used as a way to lead discussion or displayed as a 

poster if appropriate to encourage independence. 

• Read the story The Little Red Ant and the Great Big 

Crumb—a Mexican Fable retold by Shirley Climo. 

Discuss how the little red ant asked many other 

characters to help (but later found he was strong 

enough himself and didn’t need help after all). A 

version of the story may be found at . 

• Learn polite ways of asking for, and responding to 

help given, using the words ‘please’ and ‘thank you’. 

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People Need Help – 1 


Daniel was a dump truck. 

He played with Brett in the sand and dirt. 

He played with him every day. 

At night, Brett brought him inside. He put him in his toy box. 

On Monday, Daniel and Brett played in the sand. 

‘Hurry up, Brett!’ called Mum. ‘You have to go to Jack’s party.’ 

Brett ran inside. He left Daniel in the sand. 

That night, it rained. It rained on Tuesday, too. 

Daniel got very wet. 

On Wednesday, Brett pushed Daniel in the sand. He would not 

go. His wheels would not turn. Brett called his mum. 

Mum came with her bottle of oil. She squeezed oil on the 

wheels. She spun the wheels to make them move. 

Brett pushed Daniel in the sand. He moved very well. 

Daniel was a healthy, happy dump truck again. Brett was happy, 

too. 

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My glass of water spills. It needs to be wiped up. 

I cut myself on a sharp piece of wood. It is bleeding. 

I trip over in the classroom. I bang my knee. 

A child in my street keeps saying mean things to me. 

I see a big bee in my bedroom. 

I can’t find my favourite blue shirt. 

My shoelace has come undone. 

A child in my class keeps pushing in when we line up. 

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A child in my class borrows my crayons and scissors 

without asking. 

I get lost at the shopping centre. 

Mum is very late picking me up after school. 

All the other children have gone home. 




Do I Need to Ask for Help? 

Yes 

Yes 

Yes 

Yes 

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My Private Body 

Myself – Taking Care of My Body 

The Lesson 

Introduction 

• Revise the names of different body parts. 

Development 

• Watch the video mentioned in Resources. 

(Alternatively, one of the books may be read 

and discussed.) 

• Discuss the video. What was it trying to tell 

us? (Our body is special. Our body has private 

parts—predominantly those parts covered by 

underwear. We are in charge of our body and 

no-one is allowed to touch it unless we let them. 

There are good and bad touches. If we don’t 

like someone touching us we can say ‘No!’, run 

away, yell and tell someone.) 

• Use the body outline shape on page 11 on a 

whiteboard (or reproduce a large copy on a 

large piece of cardboard). Which parts are our 

private parts? Draw and colour the areas with 

pupil assistance. (Note: Pupils need not include 

the lips as shown in the video.) 

• Discuss good and bad touches. Repeat 

some examples given in the video and ask 

for other suggestions. Pupils may be asked to 

demonstrate a good touch (such as giving a 

friend a ‘high five’). 

• Pupils use the worksheet on page 12 to draw 

one or two other good and bad touches. 


Pupils may, if they wish, write words or 

sentences to match their drawings on the 

worksheet. 

Conclusion 

• Discuss what pupils should do if someone 

touches their private parts or any part of their 

body and they don’t want them to. (Remember 

what the puppets in the video did!) Hold up the 

cards on page 13 and have the pupils yell out 

‘Say No!’, ‘Go/Run away!’, and ‘Tell someone’. 

Repeat the words a number of times. 


SPHE, Infant Classes, Myself, Taking Care of 

My Body 

• respect his/her own body and that of others 


Protection 


Resources 

• One copy of page 11 


• One copy of page 13 (reproduced or written on 

cardboard) 

• (A video about private 

body parts and good and bad touches by Podar 

Jumbo Kids, which lasts for about seven minutes.) 

• My Body Belongs to Me! by proFamilia 

• I Said ‘No!’ A Kid-to-kid Guide to Keeping Private 

Parts Private by Kimberly King 

• No Means ‘No!’ by Jayneen Sanders 

Assessment 

• Provide pupils with their own copy of the body 

outline on page 11 and ask them to draw, have 

scribed by an adult or write what they’ve learnt 

about body parts and when they should be kept 

private. 

Going Further 

• Discuss times when other people need to touch the 

body. For example, a doctor, nurse, Mum or Dad. 

• Discuss good and bad secrets and elicit examples 

from the pupils. Highlight that bad secrets are those 

that make you feel worried, uncomfortable, fearful or 

sad, and should not be kept. They should be told to 

a trusted adult. Good secrets make you feel happy, 

excited or good. 

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My Private Body – 1 


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Good Touches 


Bad Touches 

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Keeping Myself Clean and Healthy 


The Lesson 

Introduction 

• Read the poem on page 15 with the pupils. 


More capable pupils may follow along as the 

teacher reads the words. 

• Discuss what the poem is saying about washing 

hands and keeping clean and healthy. (It is 

sufficient for pupils to understand that washing 

hands properly will remove germs so sickness 

is avoided.) 

• Discuss other suggestions for keeping clean 

and healthy that are included in the poem. Ask 

pupils to show, by raising hands, which of the 

actions they do and how often. (Reread some 

of the lines of the poem if necessary to remind 

them.) 

Development 

• Provide the pupils with the materials listed in 

Resources and one copy each of page 16. 

Ask the pupils to draw the facial features 

(mouth, nose, eyes, hair, eyebrows etc.) and 

colour the hands (and face if desired). 

• Pupils cut out the face and hand pieces, then 

glue or staple a facial tissue to the underside of 

the hand and attach so that the hand and tissue 

cover the mouth and/or nose. 

• Attach the craft work to a larger sheet of paper 

or cardboard. To label the craft work, ask the 

pupils to write a sentence to say what the 

activity demonstrates about keeping clean and 

healthy. 


Adult helpers may scribe the sentence for 

pupils who need assistance, but more able 

pupils can attempt to write their own words. 

• While the pupils are working, move around the 

room to observe their responses. 

Conclusion 

• Gather together as a group and select pupils to 

share the sentences on their craft work. 

• Read one of the books suggested in Resources 

(optional). 



My Body 

• appreciate the need and understand how to 

care for his/her own body in order to keep it 

healthy and well 

• recognise and practise basic hygiene skills 

Resources 

• One copy of the poem on page 15 to read to the 

pupils 

• One copy of page 16 reproduced onto light 

cardboard; one facial tissue per pupil; coloured 

crayons or pastels; (strips of coloured paper or 

wool for hair may be provided if teachers wish to 

add additional collage materials for hair to the craft 

activity); glue; scissors; an additional, larger sheet 

of cardboard or A3 sheet of art paper on which to 

mount the craft work; stapler 

• One copy of page 17 for each group, enlarged to A3 

and laminated if required, plus a six-sided dice and 

counters (one counter per player) 

• Germs Make Me Sick! by Melvin Berger, Germs are 

Not for Sharing by Elizabeth Verdick and Germs! 

Germs! Germs! by Bobbi Katz (optional) 

Assessment 

• Anecdotal notes based on pupil responses on the 

craft activity gathered during the Development 

activity or oral responses given during the 

Conclusion activity will indicate if pupils can identify 

one way to keep clean and healthy. 

Going Further 

• Play the game on page 17 with the pupils using 

a six-sided dice and counters. The game may be 

enlarged to A3 size and laminated, and played in 

small groups with adult assistance. 

• As a class, construct hygiene signs to place in 

relevant positions around the classroom. For 

example, a sign saying ‘Wash your hands with soap 

and water!’ can be placed above the sink, a sign 

saying ‘Don’t forget to flush!’ can be placed above 

the toilet and so on. An idea for a ‘Wash your hands’ 

sign can be found at . 

• Provide each pupil with the following sentence 

beginning printed on a worksheet: 

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‘I keep myself healthy by …’ 

Ask them to write or draw to complete the 

sentence. Encourage the pupils to think of other 

ways of keeping clean and healthy such as those 

suggested in the poem. The individual sheets may 

be stapled together to create a class book. 


Keeping Myself Clean and Healthy – 1 


There are some little creatures who try to live on me. 

They hide away like scared mice—too small for me to see. 

They live everywhere and are found on everything I touch. 

They float around in the air. I don’t like them very much! 

They’re bad and mean and like to play a nasty trick. 

They get on me, creep inside and make me very sick. 

I do not want them on me! I want them to go away! 

But I can fight them by doing some simple things every day. 

I wash my hands with soap and water after visiting the loo. 

I use a tissue to blow my nose when I have a cold or the flu. 

I throw my tissue in the bin so the germs don’t get away. 

I wash my face when it’s dirty so they have no place to stay. 

Review sample 

I brush my teeth and wash my body until the germs are gone. 

I comb my hair neatly after I put my clean clothes on. 

Goodbye, you horrible germs! You have no place on me! 

I know how to keep you away! 

Flee, nasty germs! Flee! 




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Healthy Eating 


The Lesson 

Introduction 

• Play a game called ‘Remember when …’ with 

the pupils. Ask them to close their eyes and 

remember a time when they felt energetic and 

happy. The pupils should use their bodies to 

show how they felt. Repeat, asking the pupils 

to remember a time when they felt tired, didn’t 

have much energy, couldn’t concentrate or 

listen, or didn’t feel like doing anything. The 

pupils show with their bodies how they felt at 

the time. 

• Explain that when foods are eaten some of 

them make you feel happy and energetic, while 

other foods make you feel tired and lacking in 

energy. Explain that foods that make you feel 

energetic and happy can be called ‘Always’ 

foods, and foods that make you feel tired and 

lethargic can be called ‘Sometimes’ foods. 

Development 

• Display the food images from page 19 and 

explain that each food needs to be sorted into 

either the ‘Sometimes’ or the ‘Always’ hoop. 

Allow the pupils time to consider the images 

before deciding which category each belongs 

in. 

• Select pupils to choose an image and place it in 

the appropriate hoop. Some discussion may be 

needed if there is disagreement. 

• When all food images have been allocated to a 

specific group, ask the pupils to look carefully 

at the groups to see if they are happy with the 

grouping. 


This activity may be completed in smaller 

groups, or individually with pupils grouping 

foods onto large, coloured circles. 

Conclusion 

• Provide each pupil with a green and an orange 

coloured paper circle on which to draw and 

label one ‘Always’ food and one ‘Sometimes’ 

food. 


Encourage pupils to draw, label or write 

sentences depending on their abilities. 

• Ask the pupils to hold up their ‘Always’ food and 

role-play being happy and energetic, then hold 

up their ‘Sometimes’ food and role-play being 

tired and lethargic. 



My Body 

• become aware of the importance of food for 

growth and development 

• explore food preferences and their role in a 

balanced diet 

• discuss and explore some qualities and 

categories of food 

Science, Infant Classes, Living Things, 

Myself 

• become aware that people have a variety of 

needs for growth 

Resources 

• Two hoops—a green one for ‘Always’ foods and an 

orange one for ‘Sometimes’ foods; cardboard labels 

stating ‘Always’ and ‘Sometimes’ 

• One copy of page 19 with the images enlarged, 

coloured, cut out and laminated 

• One small green coloured circle and one orange 

coloured circle per pupil; coloured crayons, pastels 

or markers for Conclusion activity 

• One copy of pages 20 and 21 per pupil 

Assessment 

• Conclusion activity drawing and writing work 

samples will indicate if pupils can draw and label 

one ‘Always’ food and one ‘Sometimes’ food. 

Going Further 

• Discuss other ways to group foods. Include 

categories such as ‘Go!’ (Eat anytime), ‘Slow!’ (Eat 

sometimes) and ‘Whoa!’ (Eat once in a while) which 

can be found at . The 

pupils can use page 20 to draw, cut and paste or 

write one food for each category. If the traffic light 

circles are coloured red, orange and green (from top 

to bottom) before cutting and pasting a picture onto 

them, this will provide an additional visual reminder 

of the grouping of foods. 

• Use page 21 with the pupils to help them sort foods 

into groups. This activity is based on the USDA’s 

MyPlate food guide which was introduced in 2010 as 

a guideline for proper dietary nutrition. Visit for information and 

online tools. 

• View the ‘Sometimes Foods vs. Everyday Foods’ 

animation at . 

Review sample 


Healthy Eating – 1 


Review sample 




Whoa! 

Slow! 

Review sample 

Go! 




Draw or cut and paste one picture for each part of the plate. 

Review sample 



Myself – Growing and Changing 

The Lesson 

Introduction 

• Sing a favourite action rhyme or two involving 

body parts such as ‘Heads, Shoulders, Knees 

and Toes’ (or select from the websites listed in 

Resources). 

Development 

• What are the names of some body parts you 

know? Hold up the body cards on page 23 and 

select pupils to name them. Ask the pupils to 

name and indicate other body parts. 


Add labels to the body part cards so more 

capable pupils can read the words if they wish 

to. 

• Read the book I am Growing and Changing, 

display the photographs suggested in 

Resources or use the images on page 24 to 

discuss how a person grows and changes. 

Have the pupils suggest things the person can 

and cannot do at different stages of growth. 

Conclusion 

• Ask pupils to draw one way they have grown 

and changed from when they were a baby. 


More capable pupils can write to complete the 

sentences ‘When I was a baby I could/couldn’t 

… Now I can …’, using page 25. 


SPHE, Infant Classes, Myself, Growing and 

Changing 

• realise that growth and change are part of the 

process of life and are unique to each 

individual 

Science, Infant Classes, Living Things, 

Myself 

• become aware of some changes that occur as 

children grow and mature 

Resources 

• One copy each of pages 23–25 

• Action rhymes about body parts from and 

• I am Growing and Changing by Bobbie Kalman 

(optional) 

• Photographs of the teacher at various stages of 

growth (optional) 

Assessment 

• Pupil oral responses will indicate whether they can 

name specific body parts. 

• Completed Conclusion drawing and/or writing will 

indicate knowledge of changes and growth. 

Going Further 

• On a large piece of cardboard, trace around one 

pupil to create a body shape. Ask pupils to place the 

body part cards in the appropriate position. 

• Keep a height chart in the room to record the growth 

of the pupils at regular intervals during the year. 

Discuss the amount of growth. 

• Create a display of pupil photographs of themselves 

as babies, toddlers or young children. Discuss to 

compare to the pupils as they are now. 

Review sample 


Growing and Changing – 1 


Review sample 




Review sample 




When I was a baby, I could/couldn’t … 

Now I can … 

When I was a baby, I could/couldn’t … 

Now I can … 

Review sample 


People who Help Keep Me Safe and Healthy 


The Lesson 

Introduction 

• Before the lesson, use the templates to create 

six stick puppets on which the names of people 

you trust have been written. 

• Show the puppets and say, ‘When we need 

help, there are many people we can ask. These 

puppets represent the people I trust to help me. 

I trust them because they love me and make 

me feel safe.’ Hold up and name the puppets. 

• Who do you trust to help you? Select pupils to 

name one or two people. 

Development 

• Provide each pupil with the resources to make 

their own craft stick puppets. While the pupils 

are working, walk around and ask a number of 

pupils to name one of their trusted people. 


Assist the less capable pupils to write name 

labels and complete the puppets, but allow the 

more capable pupils to work independently. 

• Come together as a class. Select some pupils 

to hold up one puppet, name a person they trust 

and say why he/she is trusted. 

Conclusion 

• Select a category and have the pupils hold up 

their puppet to indicate if their trusted person is 

Mum, Dad, a friend, relative, church minister, 

doctor and so on. 

• As a class, orally compose a sentence that 

describes a trusted person. For example, ‘A 

trusted person is someone who loves me and 

keeps me safe.’ 



Changing 

• realise that the ability to take responsibility for 

himself/herself and others increases as he/she 

grows older 


Protection 

• identify people who are responsible for safety 

in the community 

Resources 

• Copies of page 27 (one for each pupil) reproduced 

onto cardboard; one large craft stick for each pupil; 

scissors; glue/sticky tape; pencils, crayons or 

marker pens 

• Copies of page 28 for more capable pupils 

(optional) 

Assessment 

• Oral responses gathered from pupils while 

observing them creating their craft stick puppets will 

indicate whether they can identify trusted people. 

Going Further 

• Can you name some people in the community who 

help to keep you safe or healthy? Displaying the 

community place images on page 28, ask pupils to 

identify each place and name the people who work 

there who try to keep them safe or healthy. 


More capable pupils may be provided with their 

own copies of page 28 and allowed to draw and 

write about trusted community people. 

• The scenarios on page 29 can be read with the 

pupils and discussed. Pupils can suggest sentences 

to use when asking for help. Encourage the pupils 

to talk about personal experiences of asking 

someone for help. The discussion may also deal 

with which strangers to approach when asking for 

help. 

• There are many traditional tales, fables and stories 

that show characters helping others. These include 

The Lion and the Mouse; John Brown, Rose and 

the Midnight Cat; Dick Whittington and his Cat; and 

Puss in Boots. Teachers can select from these to 

discuss characters who help keep others safe and 

healthy. 

Review sample 


People who Help Keep Me Safe and Healthy – 1 


Review sample 




Review sample 



Janice is writing her name at 

home. She is having trouble 

writing the letter ‘a’. 

Who can she ask for help? 

What can she say? 

Su Lin is waiting to go into the 

school library. When she starts 

to walk in, she almost trips 

over her loose shoelace. She 

can’t tie them by herself yet. 

Who can she ask for help? 

What can she say? 

Cameron is playing on the 

climbing equipment when 

Jason pushes him off. He falls 

and hurts his ankle. 

Who can he ask for help? 

What can he say? 


Jack is at football training. He 

kicks the ball but it does not 

go where he wants it to. 



Tom is at the shops. He walks 

away to look at a car in the 

toyshop window. When he 

looks back, he can’t see his 

mum. He has lost her! 



Steven is going to the canteen 

with his friend Doug to buy a 

treat. When he gets there, he 

finds that his money has fallen 

out of his pocket. He must 

have lost it! 



Review sample 


Feelings 


The Lesson 

Introduction 

• Sing one or two songs or action rhymes about 

feelings, such as ‘If You’re Happy and You 

Know it …’ or others from the website listed in 

Resources. 

• Using facial expressions, ask the pupils to 

name the particular feeling being expressed 

(happy, sad, angry, scared etc.). What are some 

other feelings you can name? A feelings poster 

such as the one listed in Resources may be 

used to elicit additional responses. 

Development 

• Display page 31 and read each situation. 


More capable pupils may read the situations 

with the teacher. 

• Discuss how each person is feeling in 

each situation. As feelings are mentioned, 

ask the question, When have you felt this 

way? Encourage pupils to relate personal 

experiences. 

• Provide pupils with a copy of page 32 to 

complete. 


Teachers or adult helpers may work with a 

group of less capable pupils to complete the 

activity orally, write a group response or allow 

pupils to draw their responses. More capable 

pupils can work independently or with some 

adult support. 

NOTE: Teachers may complete one, 

some or all of the responses about 

feelings on page 32, as time allows. 

Conclusion 

• Read The Feelings Book by Todd Parr to 

review different types of feelings. A copy may 

be viewed on YouTube at . 



Changing 

• name a variety of feelings and talk about 

situations where these may be experienced 



Resources 

• (Action rhymes and 

songs about feelings) 

• 

(Selection of feelings posters – optional) 

• One copy of page 31 for class discussion 


• Sufficient copies of page 33, depending on how 

teacher chooses to use it 

Assessment 

• Work samples of page 32 or anecdotal notes of oral 

responses 

Going Further 

• Many books are available that help pupils identify 

the feelings they are experiencing. These include 

The Feelings Book by Todd Parr, When I Feel Sad 

(and other feelings books) by Cornelia Maude 

Spelman, I Have Feelings! by Jana Novotny Hunter, 

I Feel Jealous (and other feeling books) by Brian 

Moses. Pupils should be exposed to a variety of 

these. 

• Use page 33 to help pupils develop awareness 

of the connection between body reactions and 

particular feelings. 


This activity may be completed as a whole 

class, in small groups with adult assistance or as 

individuals. (Teachers may adapt the sentences 

and body reactions to create two puzzle pieces that 

fit together.) 

Review sample 


Feelings – 1 


Review sample 




I feel sad when … 

I feel scared when … 

I feel worried when … 

Review sample 

I feel lonely when … 



Read the facial clues. 

Draw a line to match each feeling to a picture. 


1. When I’m sad, I cry. 

My mouth turns down. 

2. When I’m scared, 

my legs wobble. 

My hands shake. 

My heart races. 

3. When I’m angry, my 

face screws up. My 

face and ears get hot. 

4. When I’m happy, 

my mouth goes up. 

My eyes shine. 

Review sample 

5. When I’m worried, 

my forehead wrinkles. 

My mouth screws up. 


Dealing with Feelings 


The Lesson 

Introduction 

• Hold up the puzzle or puzzle piece. 

Who likes doing puzzles? Read aloud 

the following story about Matt: 

‘Matt is four years old. He and his 

mum are trying to complete a car 

jigsaw puzzle. Matt chooses a piece 

and tries to find where it goes. He 

turns it around trying to make the 

piece match the hole. Mum says, 

‘Let me help you find the right way 

to fit it in!’ Matt pushes Mum’s hand 

away saying, ‘I can do it!’ The piece 

still won’t fit. He gets angry, yells and 

throws the puzzle piece at Mum.’ 

• Discuss how Matt is feeling. Is the way 

he acted a good way to deal with his 

feelings? What should he have done? 

How should he have acted? 

• Select from the card suggestions on 

pages 35 and 36 for things Matt could 

have done. (Some negative actions 

have been included on the cards. 

Teachers may select some of these 

so pupils have to decide if they are 

suitable actions or not.) 

Development 

• Read some of the scenarios provided 

in Resources and select cards 

showing positive ways to deal with 

each situation. Discard the negative 

ways to deal with the scenarios. 


Capable readers can view and read 

the actions. 

Conclusion 

• Sort through the cards and make two 

piles of actions—‘Good ways to deal 

with feelings’ and ‘Bad ways to deal 

with feelings’. 


SPHE, Infant Classes, Myself, Growing and Changing 





Resources 

• Paper plates, large craft sticks and coloured crayons for each 

pupil 

• Jigsaw puzzle or jigsaw puzzle piece as stimulus 

• One copy each of pages 35 and 36, cut out and laminated 

• Scenarios for discussion: 

Steven is trying to do a puzzle. His 

little brother grabs some puzzle 

pieces and runs away laughing. 

Steven is feeling angry. 

Jack is learning to ride his bicycle 

and keeps falling off. Jack is feeling 

frustrated. 

Billy and John both want to play with 

the ride-on car. They are both feeling 

angry. 

Robyn can’t do up her shoelaces, 

no matter how hard she tries. She is 

feeling frustrated. 

Drew paints a beautiful picture. The 

teacher holds up Jason’s picture to 

show to the class. Drew is feeling 

jealous. 

Tilly wants to play with the red ball, 

but Chad has been using it for a 

long time and won’t give it up. She is 

feeling very annoyed. 

Assessment 

Taryn and Jane are playing in the 

dress-up corner. They won’t let Julie 

join in. Julie is feeling sad. 

Karen’s dad has gone away on a long 

trip. She is feeling sad. 

Tom’s parents are going out to 

dinner. A new babysitter is coming to 

look after him. He is feeling nervous. 

Claire runs to the swings to play on 

them at break. They are all being 

used. She is feeling disappointed. 

Sarah is waiting for Dad to pick her 

up from school. All the other children 

have been picked up. She is feeling 

very worried. 

Jaclyn’s best friend, Jill, invites 

her for a play date on Sunday. On 

Saturday, Jill’s mum rings to say Jill 

is ill and cancels the play date. Jaclyn 

is feeling very disappointed. 

• Provide each pupil with a paper plate, a large craft stick and 

coloured crayons. Select an emotion such as anger, frustration, 

nervousness, disappointment etc. and instruct pupils to draw 

a matching face on the front of the plate. Adult helpers can 

scribe on the front ‘When I feel …’. On the back, pupils draw 

one positive way of dealing with this feeling. Join the craft stick 

to the plate so pupils can rotate it and link a positive action with 

a feeling. 


Pupils who are able can write their own words as well as 

drawing the action. 

Review sample 

Going Further 

• Read the scenarios on page 37 and, as a class, complete the 

sentences using positive language. What other positive things 

could we say when we want to deal with anger/frustration/ 

jealousy etc.? 


Dealing with Feelings – 1 


ASK FOR 

HELP 

TAKE A DEEP 

BREATH AND 

COUNT TO 5 

HIT 

RELAX AND 

TRY AGAIN 

CRY 

SHOUT 

WALK AWAY 

FIND A QUIET 

PLACE TO SIT 

AND THINK 

Review sample 

SULK 

THROW 

THINGS 




BITE 

THINK OF A 

DIFFERENT 

WAY TO DO IT 

SCRATCH 

ASK FOR 

A HUG 

TELL A 

GROWN UP 

KICK 

TALK 

ABOUT IT 

SAY HOW YOU 

ARE FEELING 

Review sample 

ASK FOR 

A TURN 

USE WORDS TO 

WORK IT OUT 



Positive words to say to themselves or others 


Review sample 


Protecting Myself 

The Lesson 

Introduction 

• Before the lesson, prepare the body shape as 

described in Resources to be used as an early 

warning signs poster. 

• Watch the video listed in Resources and talk 

about how the cat uses its body to show how it 

is feeling. What does a cat do when it is feeling 

frightened or unsafe? (Review that section of 

the video if necessary.) 

Development 

• How do people show they are feeling frightened 

or unsafe? What happens to their body? Select 

pupils to offer suggestions. These may include: 

jelly knees; sweaty hands; butterflies in the 

tummy; pounding heart; big, wide eyes; hair 

standing up; hot face; tears/crying; gasping for 

breath. Offer suggestions to help if necessary. 

• As suggestions are offered, select pupils to 

draw them in the appropriate places on the 

body outline using the coloured marker pens. 


More capable pupils who wish to label as well 

as draw the body reactions should be allowed 

to do so. 

Conclusion 

• Display the completed outline and review the 

early warning signs suggested. 

• Look at the poster on the website listed in 

Resources and compare it to the one completed 

by the class. Which one do you like best? Do 

the posters have the same early warning signs? 

Would everyone experience the same early 

warning signs? Why/Why not? 


Resources 

Myself – Safety and Protection 


Protection 



in the community 

• One pupil shape outlined on a large sheet of 

butchers paper; coloured marker pens or crayons 

• (A four-minute video 

that talks about body language in cats) 

• (A poster showing 

early warning signs) 

• Sufficient copies of pages 39 and 40 

Assessment 

• Provide each pupil with a copy of page 39 and ask 

them to draw and/or write two or three early warning 

signs they personally experience when they are 

feeling unsafe. These will vary from pupil to pupil. 

Going Further 

• Discuss which people to talk to if feeling unsafe. 

The pupils consider and write the names of five 

trusted people on the fingers of their own traced 

hand or on a copy of page 40. The names should 

include one trusted adult at home, adults outside of 

the home environment or a community helpline if 

known (or supplied by the teacher). 

• Discuss what pupils can do if they are feeling 

unsafe. What do we say to someone who is making 

us feel unsafe? Talk about being assertive by saying 

‘No!’ in a confident voice and using ‘I’ statements. 

Use the poster on page 41 as a stimulus to practise 

this. 

Review sample 


Protecting Myself – 1 


Our body tells us when we feel unsafe, worried or scared. 

The things our body does are called early warning signs. 

Review sample 




Review sample 



DON’T BE 

MEAN! 

DON’T BE 

WEAK! 


BE 

STRONG! 

Stand up for yourself. 

Say ‘No!’ in a strong voice. 

Use ‘I’ statements to say how you feel and 

what you want. (But be nice!) 

What could you say 

to the mean boy? 

I … 

Using ‘I’ statements: 

I feel … 

when … 

Can you please … 

Give me that 

ball! I want 

it now! 

Review sample 


Safe Places 

The Lesson 

Introduction 

• Read the poem ‘My Safe Place’ in Resources. 


A large copy may be shown and read, with the 

teacher pointing to the words for pupils who are 

developing reading skills. 

• Have a class discussion about the question in 

the last line. Do you have a place where you 

feel safe and happy? Where is the safest place 

you know? 

Development 

• Discuss keeping ourselves safe. How can we 

keep ourselves safe at home? What are some 

safe places to play at home? 

• Display page 43. Point to specific places such 

as the driveway, rooftop and top of the tree, 

and ask the pupils whether these would be 

safe places to play. If the answer is ‘No’, place 

a red sticky dot on that place. If the answer is 

‘Sometimes’, ‘If your parents let you’ or ‘If you 

are careful’, place an orange dot on that place. 

If the answer is a definite ‘Yes’, place a green 

sticky dot on the place. (If using page 43 on a 

whiteboard, tick or cross using a whiteboard 

marker pen.) Ensure both unsafe and safe 

places are discussed and identified. The 

discussion should elicit information about why 

the places are safe or unsafe. Discussion may 

also bring up information about things such as 

ovens, hot water taps, medicines etc. in specific 

rooms, that are unsafe to play with. 

Conclusion 

• Discuss the findings and make a generalisation 

to define a safe place. For example, ‘A safe 

place is one where …’ (… I won’t get hurt; there 

are rules to keep me safe; I am happy; I am 

looked after; I can try new things’ etc.) 


Resources 

• Poem: 



Protection 

• identify situations and places that are safe and 

those where personal safety might be at risk 

My Safe Place 

I have a place I like to go 

When I am feeling sad and low. 

It’s not a castle with big, strong walls. 

It’s not a place with windows and halls. 

In my room where no-one goes, 

I have a corner with pillows and throws. 

I curl myself up into a tight, little ball 

And place my back against the wall. 

I pull a blanket over my head, 

Close my eyes and hug my Ted. 

When I am there, I can think or dream. 

I can shut out the world (or so it seems!). 

When I am there I feel safe and happy. 

Do you have a safe place just like me? 

• One copy of page 43 for use on a whiteboard or an 

A3 copy to display on a big book stand 

• Red, orange and green sticky dots (or coloured 

whiteboard marker pens if using page 43 on a 

whiteboard) 


Assessment 

• Ask the pupils to draw and label a picture of a safe 

place they can go to at home. 


Encourage more capable pupils to write a 

sentence; Adult helpers may scribe for less capable 

pupils. 

Review sample 

Going Further 

• Identify safe places at school. 


Provide a simple aerial-view map of the school for 

use on an interactive whiteboard with less capable 

pupils. More capable pupils may create their own 

using page 44. 

• Identify safe places in the community using 

photographs of familiar places. Use page 45 in a 

similar way to page 43 or have the pupils colour or 

cross on their own copy of the map. 

• Discuss rules used at home and school to keep 

pupils safe. Read the class rules. 


Safe Places – 1 


Review sample 




A bird is flying above your school. He is looking down on it. 

1. Draw: buildings the playground 

the car park 

playground equipment 

trees and plants 

2. Colour and label all the safe places. 

other important places 

Review sample 



Safe Places in the Community 


Review sample 


Taking Risks 

The Lesson 

Introduction 

• Read the poem on page 47 to the pupils. 


Encourage more capable pupils to read along 

as the teacher points to the words. 

• Discuss the adventure poem. Was it risky for 

the beetle to go on an adventure on his own? 

Why/Why not? What could have happened to 

the beetle? Why would the beetle want to go 

on an adventure? How did the beetle feel about 

going on a risky adventure? Did the risks stop 

him from going on his adventure? 

• Have you ever had an adventure or done 

something risky? What was it? What happened? 

How did you feel about going on this adventure 

or taking a risk? Did you get hurt? Would you do 

it again? Why/Why not? 

Development 

• Place the two hoops on the floor, overlapping 

like a Venn diagram. Place the label ‘Risky’ at 

the top of one hoop and the label ‘Not risky’ at 

the top of the other. The label ‘May be risky’ 

goes in the overlapping section. 

• Read each situation on page 48 and ask the 

pupils to decide if each is ‘Risky, ‘Not risky’ or 

‘May be risky’. Pupils can indicate by standing 

or raising hands if they would attempt the 

activity or not. Discuss reasons for conclusions. 

(A majority count of hands may need to decide 

some conclusions.) 

• Place each card in the appropriate position in 

the Venn diagram hoops as it is discussed. 


More independent workers may do this in small 

groups or pairs with minimum adult assistance. 

Conclusion 

• Watch the YouTube clip listed in Resources. 

Discuss what is happening, whether the activity 

is risky and how the children appear to feel 

about it. 

• What happens if you try something risky and 

you fail or get hurt? What happens if you try 

something risky and you succeed or have fun? 

Would you attempt the activity again? 


Resources 



Protection 

• identify situations and places that are safe and 

those where personal safety might be at risk 

• One copy of the poem on page 47 for display when 

reading 

• One copy of the risky situations on page 48, cut into 

cards; two hoops; the labels ‘Risky’, ‘Not risky’ and 

‘May be risky’ written on cardboard 

• (YouTube clip of 

young children sliding down a hill) 

Assessment 

• Provide an assortment of challenging or new 

activities for free outside play. Make a note on a 

class checklist of those pupils who are willing to 

have a go and take risks. The obstacle course 

example on page 49 may be used if desired. 

Going Further 

• Read other adventure stories like We’re Going on 

a Bear Hunt by Michael Rosen, The Very Hungry 

Caterpillar by Eric Carle and The Gruffalo by Julia 

Donaldson. 

• Sometimes people take risks and get hurt. Ask 

the pupils to share personal experiences of risky 

situations where people have been hurt. How did 

you feel at the time? What did you think? Discuss 

emergency situations such as when someone 

breaks an arm or receives a deep cut. What should 

you do? 

Review sample 


Taking Risks – 1 


Once a little black beetle left his cosy home 

To have lots of adventures on a country roam. 

He knew it was quite risky to go so far away. 

He was feeling very anxious when he set out on his way. 

Up and down a slippery rock, sticking in the mud. 

In and out of a prickly bush with flowers still in bud. 

Out along a spiky branch, with seed pods filled with goo. 

Underneath a shiny leaf, wet with morning dew. 

Soon he reached a sandy beach sparkling in the sun. 

‘I think my adventure’s over!’ he said. ‘It was scary, but great fun!’ 

Back beneath a shiny leaf, wet with morning dew. 

Back along a spiky branch, with seed pods filled with goo. 

In and out of a prickly bush with flowers still in bud. 

Review sample 

Up and down a slippery rock, sticking in the mud. 

A tired beetle, a happy beetle, reached his cosy home. 

‘Now that I have taken risks, I know it’s fun to roam! 

Nothing bad happened! I feel so very brave! 

Perhaps on my next adventure, I’ll find a spooky cave!’ 




Review sample 



Multiple Skill Obstacle Course/Circuit 


Swing across 

monkey bars. 

Review sample 

Balance on stepping 

cups to walk from one 

marker to another. 


Road Safety 

The Lesson 

Introduction 

• Play the road safety game, ‘What’s that 

Sound?’ from the website listed in Resources. 

• Identify the road safety signs shown in the 

game and ask the pupils to say what they are 

telling people about road safety. 

Development 

• Show each road safety sign to the pupils and 

ask them to tell what it means and how it keeps 

people safe. What is the sign telling us? 


Teachers with pupils who are able to read 

some words may provide a copy of page 52 so 

that pupils can work in small groups or pairs to 

match each sign to its meaning. 

• Display the road sign cards on the board and 

ask pupils to copy and colour the one they like 

best, then write how it keeps people safe. 


Teachers or adult helpers may scribe for those 

who need assistance, while more capable 

pupils should be encouraged to write their own 

words. 

Conclusion 

• Take the pupils for a short walk to find road 

safety signs visible from the school grounds. 


Resources 



Protection 


in the community and learn and practise safety 

strategies for crossing the road, using the bus 

or being a pedestrian 

• 

(Izzy’s road safety games) 

• One copy of the cards on page 51, coloured, 

laminated and cut out 

• One copy of page 52 (optional–See Differentiation 

in Development) 

• One copy of page 53 per pupil 

Assessment 

• Pupils’ responses to the activity in Development will 

indicate if they can identify a safety sign and how it 

helps keep people safe. 

Going Further 

• Page 53 develops the concept of ways the 

community keeps people safe. Pupils write what the 

person does and how he/she helps keep children 

safe on the road. Pupils should be encouraged to 

write or copy the name of the ‘lollipop’ person who 

works outside their school, if they have one. 


Teachers may provide more opportunities for pupils 

to draw or write about other things or people that 

keep them safe. Examples may include people 

such as kitchen workers, who wear caps and 

gloves when preparing food, or surf lifesavers. 

• Use the Izzy activities on the Western Australian 

Department of Education website to find out more 

about bicycle and pedestrian safety. 

Review sample 


Road Safety – 1 


Review sample 




Pedestrian 

crossing 

Roundabout 

Slippery road 

Low flying 

aircraft 

Give way to 

other cars 

Roadworks 

Wild animals 

School zone 

Traffic 

lights 

Review sample 

Stop 

Winding 

road 

Rocks or 

gravel on road 




People in the Community who Keep Me Safe 

Review sample 


Water Safety 

The Lesson 

Introduction 

• Visit the ‘Kids Alive – Do the Five’ water safety 

programme website listed in Resources. Read 

the five safety rules for parents, shown on the 

website. 

Development 

• Ask pupils to suggest some water safety rules 

they know. Encourage the pupils to think of 

rules for swimming pools and beach safety. 

• Display and discuss the images from page 

55. Ask the pupils to look at each symbol and 

describe the information it is trying to impart. 


If teachers have pupils who are capable of 

working in small groups, they may divide the 

class into four groups and give each group 

three water safety symbols to discuss. The 

groups can then report back to the whole 

class. 

• Collect the water safety cards (so they are not 

visible) and ask the pupils to complete page 56 

by drawing and writing about one water safety 

symbol. 


Adult helpers may need to scribe words for 

those pupils needing assistance. 

Conclusion 

• Ask pupils to relate personal experiences of 

events when water safety procedures weren’t 

followed. 


Resources 



Protection 

• realise and understand that rules are necessary 

in order to protect people and keep them safe 

• explore how accidents might be prevented at 

home, in school, on the farm or in the water 

• (‘Kids Alive – Do the Five’ 

water safety programme) 

• One copy of the images on page 55, coloured, 

laminated and cut out 


• One copy of page 57 for each pupil, plus scissors 

and glue 

Assessment 

• Completed pupil copies of page 56 will indicate if 

pupils can identify one water safety symbol. 

Going Further 

• Develop pupil reading skills and knowledge of water 

safety procedures by having the pupils cut out and 

join the beginning of each sentence to its end on 

page 57. Pupils may glue the pieces together onto a 

large piece of paper and illustrate one if desired. 


More capable pupils can join and read the 

sentences independently; adult helpers should 

assist those pupils requiring help. 

• Ask the pupils to think about rules parents may have 

regarding the use of water in the bathroom. 

For example, ‘No splashing water over the edge of 

the bath onto the floor’, or ‘Stand on the bath mat 

after getting out of the bath so water does not splash 

onto the floor and make it slippery’ and so on. 

Review sample 


Water Safety – 1 


Review sample 




Review sample 



Match the beginning to the end of the sentence. 


Review sample 


Safety at Home 

The Lesson 

Introduction 

• Before playing ‘Every Dog’s Guide to Home 

Safety’ as listed in Resources, tell the pupils 

that they are going to watch a video in which 

they need to identify things in the home that are 

unsafe. 

• Discuss the video, having the pupils state the 

things they saw that were unsafe. (Teachers 

may wish to list these by drawing or writing on 

the board if desired or select pupils to do this.) 

NOTE: This video is humorous and exaggerates 

some aspects of safety. 


Teachers can select pupils to draw and/or write 

depending on their capabilities. 

Development 

• Log on to the ‘Spot the Danger’ game as listed 

in Resources and play the game, selecting 

pupils to click on the home hazards. (A number 

of games may be played at different levels.) 

• Pupils should each be given a copy of the 

picture on page 59. They should circle each 

kitchen ‘danger’ in red. As a class, share the 

dangers the pupils found. Pupils should explain 

why each item they circled is dangerous and 

what could be done to eliminate the danger. 

• Provide each pupil with a copy of page 60 for 

them to draw a pathway through the maze from 

‘START’ to ‘SAFE’, avoiding hazards or unsafe 

obstacles along the way. 

Conclusion 

• In a class group, pupils display their completed 

mazes (page 60). Selected pupils may be asked 

to state why they needed to avoid an unsafe 

obstacle on their maze to reach the safe point. 


Pupils may work in pairs to share their 

completed mazes. Ask them to tell each other 

why a particular obstacle shown on the maze is 

unsafe. 


Resources 



Protection 

• realise and understand that rules are necessary 

in order to protect people and keep them safe 

• explore how accidents might be prevented at 

home, in school, on the farm or in the water 

SPHE, Infant Classes, Myself and Others, 

Myself and My Family 

• realise how families take care of, support and 

love each other 

• (An animated video 

titled ‘Every Dog’s Guide to Home Safety’ which 

presents home safety in a humorous way) 

• to play ‘Spot the 

Danger’ 

• One copy of pages 59 and 60 for each pupil 

Assessment 

• Oral responses given in Conclusion will indicate if 

pupils can identify unsafe obstacles. 

Going Further 

• Show the pupils images of symbols found at home 

that relate to being safe. Examples may include 

the symbol on a first aid kit, the symbol for a fire 

extinguisher or a fire blanket, a ‘Beware of the dog’ 

sign and a poison symbol. Images may be found 

online and discussed in relation to their meaning, 

where they are found and what they are trying to 

say about home safety. Alternatively, teachers may 

use the images at the top of page 61. 

• Discuss some home safety procedures (or rules) 

such as those suggested at the bottom of page 61. 

Decide what would happen if the procedure or rule 

was not followed. Ask the pupils to suggest other 

safety procedures in place at their home. 

• Make a list of, or read, class safety rules. Examples 

may include: No running inside; Place chairs under 

desks so no-one trips over them; Keep feet under 

the table; Don’t swing on the back legs of chairs and 

so on. 

Review sample 


Safety at Home – 1 


Review sample 

1 2 3 

4 5 6 

7 8 9 

* 0 # 



Home Safety Maze 


Review sample 

SAFE 

START 



Home Safety Symbols and Procedures 


Put toys away in a toy box 

or container. 

Don’t touch hot water taps 

or hot appliances. 

Don’t touch or play with things 

in the bathroom, kitchen 

or laundry cupboard. 

Keep small objects such as 

buttons, coins, jewellery and 

pins out of your mouth. 

Don’t climb onto high objects 

like chests of drawers 

or ladders. 

Home Safety Procedures 

Don’t go near a fish pond or 

swimming pool without an 

adult. 

Don’t touch or drink from 

containers if you don’t know 

what they contain. 

Keep away from electrical 

appliances and cords. 

Don’t sit too close to, 

or touch, heaters or fires. 

Review sample 

Don’t place plastic over your 

nose or mouth. 

Don’t play rough games 

with a pet. 

Don’t go near a pet while 

it is eating. 


Danger at Home 

The Lesson 

Introduction 

• Display the household items listed in Resources 

and ask the pupils to identify them. Once all 

items have been named, hold up the items 

and have the pupils say ‘safe’ or ‘dangerous’ 

to categorise them. The items may be placed 

together in their groups. 

Development 

• Display the image on page 63 of other 

household items listed in Resources. Ask 

the pupils to name each item and identify 

each as ‘safe’ (s) or ‘dangerous’ (d). As each 

is identified, write ‘s’ or ‘d’ next to each one. 

A discussion should elicit reasons for each 

choice. 


Independent pupils may complete the activity 

as a worksheet with minimal supervision, while 

the teacher uses a single copy to work with 

less able pupils. 

• Ask the pupils to name other dangerous 

household substances. 

• Look at the images on page 64. Which picture 

shows dangerous substances stored correctly? 

Why do you think this is the correct way? Discuss 

different ways to store dangerous substances 

correctly. (Ideas may include: store them up high 

out of reach of children, in a locked cupboard, 

in the garage and not the kitchen, with the right 

labels on them, with a child-resistant cap or lid 

and so on.) 

Conclusion 

• Provide each pupil with a copy of page 65. 

(Alternatively, teachers may use coloured 

cardboard and ask the pupils to fold it into 

shape. A label may be created and photocopied 

for the pupils to glue onto the front of the 

cupboard.) The pupils cut around the ‘cupboard’ 

shape, fold it into shape and inside the locked 

doors, draw a dangerous substance. 


Encourage pupils, who are able, to label their 

dangerous substance. 

(Teachers may ask pupils to draw and cut 

out a simple key shape, and attach it to the 

‘cupboard’ using a strip of ribbon so the pupils 

can pretend to lock away the dangerous 

substance.) 


Resources 



Protection 

• realise that many substances used at home 

or in school are dangerous and that permission 

should be sought before exploring the contents 


Myself and My Family 

• realise how families take care of, support and 

love each other 

• A variety of household substances—spray cleaner, 

dishwashing liquid, a bottle of tablets or medicine, 

a bottle of soft drink etc. to introduce the lesson. 

If possible the items should be different to those 

shown on page 63 

• One copy of page 63 OR multiple copies (see 

Differentiation in Development); coloured marker 

pens 

• One copy of page 64 for discussion (alternatively, 

suitable Internet images may be used) 


Assessment 

• Completed Conclusion activity 

Going Further 

• Ask the pupils to draw and/or label different ways of 

storing dangerous substances correctly. (Refer to 

the third bullet point in Development.) 

• Visit to play ‘Spot the 

Danger’. 

• Use an Internet search to find images of symbols 

that indicate a substance is dangerous. 

• Discuss what to do in an emergency situation such 

as when a dangerous substance is swallowed. 

Review sample 


Danger at Home – 1 


Review sample 



Safe Storage 


Review sample 




Review sample 


Feeling Left Out 

The Lesson 

Introduction 

• Read the poem on page 67. What colour is the 

fish that was left out? How do you think he felt? 


A large copy may be shown and read, with the 

teacher pointing to the words for pupils who are 

developing reading skills. 

Development 

• What could the fish who was left out do? Have 

you ever felt left out? When and where? How 

did you feel? What did you do? Teachers may 

record or emphasise some strategies if they 

feel it is appropriate. 

• Read the second part of the poem on page 68. 

Who helped the white fish? How did the white 

fish feel before the purple and green fish helped 

him? How did he feel after he was asked to join 

in? What did he do to stop himself from being 

left out? 

• Ask the pupils to show, using facial 

expressions, how it feels to be left out and to be 

included. 

Conclusion 

• Review the strategies suggested for dealing 

with being excluded. Select pupils to complete 

the sentence ‘When I’m feeling left out, I 

can …’. 

Resources 

Myself and Others – My Friends and Other People 


SPHE, Infant Classes, Myself and Others, My 

Friends and Other People 

• identify and appreciate friends at school and 

how they can help and care for each other 

• recognise and appreciate differences in people 

and know how to treat others with dignity and 

respect 

• One copy each of pages 67 and 68 (Teachers may 

wish to colour the three fish in their respective 

colours to aid comprehension.) (optional) 

Assessment 

• Provide each pupil with a coloured circle. (Bundles 

of coloured circles are readily available from craft 

shops.) On the front of the circle, the pupils draw 

features to create a face that shows what it feels like 

to be excluded. On the back, pupils draw or write 

one strategy to cope with being excluded. 


Adults should scribe, or assist those requiring help, 

but allow those more capable to make their own 

attempts. 

Going Further 

• Being excluded by others is a form of social 

bullying. A number of valuable books deal with 

the topic of exclusion and inclusion. Some titles 

are Hooway for Wodney Wat by Helen Lester, 

Chrysanthemum by Kevin Henkes and Oliver Button 

is a Sissy by Tomie dePaola. 

• Play class games like those on page 69 that teach 

interpersonal skills. 

• Learning to get along with others is a key social skill. 

Discuss ways to work well in groups. Strategies may 

include listening to each others’ ideas, taking turns, 

being assertive rather than aggressive, sharing, not 

being bossy and so on. 

Review sample 


Feeling Left Out – 1 


Three little fish swam in the sea. 

One was red, one was blue and one was yellow like a bee. 

Along came a fish as white as snow. 

‘Can I play too?’ he wanted to know. 

‘You look very odd. Your colour is wrong. 

You can’t play with us. Just swim along!’ 

The white fish was sad. He felt all alone. 

He had no friend to call his own. 

He swam away slowly. His fins hung low. 

He had no-one to play with. His tears began to flow. 

Review sample 




A little white fish swam in the sea. 

He was as sad as he could be. 

Ahead two fish could be seen. 

One fish was purple. One was green. 

They swam together without a care. 

The white fish wished he could be there. 

‘I will be brave. I will ask to play. 

The worst they can do is say “Go away!”’ 

He swam to the fish and asked to join in. 

The purple fish looked at him and said with a grin, 

‘Of course you can play. We all need more friends.’ 

The white fish was very happy. That’s where the story ends. 

Review sample 



Games that Develop Interpersonal Skills 


Roller Ball 

Equipment: Large ball 

Instructions: 

Bed Sheet Ping Pong 

Equipment: Ping pong balls, bed sheets 

Instructions: 

The pupils stand in a circle and join hands. One pupil 

is chosen to be ‘It’ and stands in the centre of the 

circle with the ball. ‘It’ tries to roll the ball out of the 

circle while the pupils holding hands use their feet 

to keep the ball inside the circle. When the ball rolls 

outside the circle, a new ‘It’ is chosen. 

Under the Bridge 

Equipment: None 

Instructions: 

The pupils skip around the designated playing area 

in pairs. Two pupils are selected as ‘It’ or ‘taggers’. 

When pairs of pupils are tagged, they face each other 

and form a bridge by joining hands and holding them 

above their heads. To release the ‘tagged’ pupils and 

allow them to rejoin the game, another pair of pupils 

must skip under the bridge. The game continues until 

the teacher changes those chosen to be ‘taggers’, or 

until everyone has been ‘tagged’. 

Stuck in the Mud 


Instructions: 

Several pupils are chosen to be ‘It’ to ‘tag’ the other 

pupils. On a signal from the teacher, the pupils run, 

skip, hop, leap, jump or jog around the designated 

area. The ‘taggers’ pursue them, trying to touch 

them. When ‘tagged’, pupils become ‘stuck in the 

mud’ and they must stand with their legs apart on 

the spot where they were tagged. They can only 

become ‘unstuck’ if another pupil crawls through 

their legs. While doing this they must be careful not 

to be ‘tagged’ as well. The game continues until the 

teacher chooses new ‘taggers’ or everyone is ‘stuck 

in the mud’. 

The pupils are grouped in teams of four or five. They 

stand on opposite sides of a bed sheet, holding 

the edges. A ping pong ball is placed in the centre 

of the sheet. The players in each team must work 

together to raise or lower the sheet to try and get the 

ping pong ball to fall off the sheet on the side of the 

opposing team. 

Inside/Outside 


Instructions: 

The pupils stand in a circle with their hands joined 

tightly together. One pupil is chosen to go outside the 

circle and attempt to get inside. The other pupils must 

try to keep the pupil out by gently blocking him or her. 

Once the pupil is able to get inside the circle, another 

pupil is chosen. Teachers may choose to select more 

than one pupil to be outside the circle. Repeat the 

game, selecting specific pupils to help those outside 

the circle to get inside. 

Musical Chairs (adapted) 

Equipment: Music, chairs 

Instructions: 

Arrange the chairs in a circle with the backs facing 

the centre or in two straight lines with the backs 

against each other. (There should be one less chair 

than the number of pupils.) Play the music while the 

pupils dance, skip or walk around the chairs in one 

line. When the music stops, pupils must race to claim 

a seat. Players must find clever, but safe ways to 

ensure everyone has a seat. If everyone is included, 

everyone wins. The game becomes more interesting 

as more seats are removed. At no time is anyone 

excluded. 

Review sample 


Bullying 

The Lesson 

Introduction 

• Introduce the topic by reading one of the books 

listed in Resources or viewing the YouTube 

video ‘Ramon Sticks Up for Himself’. 

Development 

• Discuss the characters in the stories and 

identify the bullies and the victims. 

• Look at the pictures on page 71 to identify the 

bully, who is being bullied, and what the bullying 

behaviour is. (Pupils need to know that bullying 

can be physical, social such as being excluded 

or making fun of someone and psychological 

such as holding the nose to imply someone has 

a personal hygiene problem.) 

• Discuss the pictures on page 72 to identify 

bystander bullies (people who see bullying 

happen and either join in or do nothing to help 

the person being bullied). Pupils suggest what 

they could do instead. 

Conclusion 

• As a class, complete the sentence ‘A bully is 

someone who …’ to define what a bully is. 

• Watch the YouTube clip ‘Pickles and the Bully’ 

to see how one animated character in a story 

deals with bullying. 

Resources 





• recognise and explore bullying behaviour, who 

is involved and the effects on different people 

• know that bullying is always wrong and know 

what should be done if one is being bullied or 

sees it happening to someone else 

• Copies of pages 71-73 to display on an interactive 

whiteboard or sufficient copies for each pupil 

• Bully Beans by Julia Cook 

• Billy the Bully by Barbie Haugen 

• YouTube video ‘Ramon Sticks Up for Himself’ 

 

• YouTube video ‘Pickles and the Bully’ 

 

Assessment 

• Ask the pupils to draw and label a picture of a bully 

or an incident where bullying has taken place. 


Encourage pupils to write a sentence to describe 

the bully or bullying incident. Less capable pupils 

may have their information scribed for them. 

Going Further 

• Read more stories that show how characters cope 

with bullying (in an acceptable manner). Some 

examples are: I am Strong! I am Smart! by Fay A. 

Klingler and The Juice Box Bully: Empowering Kids 

to Stand Up for Others by Bob Sornson. 

• Use the ‘I’ statements on page 73 to practise 

standing up to bullies. 

Review sample 


Bullying – 1 

1. 2. 


3. 4. 

Review sample 



1. 2. 


3. 4. 

Review sample 




Read the words to say to a bully. Practise saying them. 

I don’t like it when you pinch 

me. It hurts, so stop it! 

I’m not listening. Your words 

can’t hurt me anymore! 

You shouldn’t do that! I’m going 

to tell the teacher! 

I’m going to play with someone 

else because you keep being 

mean to me! 

Review sample 

I don’t like you doing that. 

It’s mean, so stop it! 


Being Kind, Fair and Respectful 

The Lesson 

Introduction 

• Write the word ‘kindness’ on the board. What 

does this word mean? What are kind people 

like? How do they act? What do they say? 

Development 

• As a class, complete a T-chart to define what 

kindness means and how it works. Some 

suggestions have been included on the chart 

below to prompt discussion. 

Kindness 

Looks like 

Sounds like 

Helping others 

‘Can I help?’ 

Inviting someone to join ‘You can play with us 

in a game 

too.’ 

Saying nice things ‘I like your shoes.’ 

Taking care of someone Speaking nicely 

Smiling 

Cheerful voices 

Giving hugs ‘Please’ and ‘Thank you’ 

Doing the right thing 

Cleaning up without 

being asked 

• Ask the pupils to draw a picture of someone 

showing kindness to another person. 


Encourage more capable pupils to write words 

or sentences to accompany their illustration. 

Adult helpers can assist or scribe for other 

pupils. 

Conclusion 

• Sing ‘All About Kindness’ or read What Does it 

Mean to be Kind? as listed in Resources. 

75Review 

Resources 

• T-chart drawn up on a large sheet of cardboard 

• ‘All About Kindness’ 

song (optional) 

• What Does it Mean to be Kind? by Rana DiOrio 

(optional) 


• Three craft sticks per pupil, plus scissors and 

staplers or glue will be needed to create the opinion 

sticks on page 

Assessment 

Myself and the Wider World – Developing Citizenship 




• recognise and appreciate the differences in 

people and know how to treat others with 

dignity and respect 


Relating to Others 

• practise care and consideration, courtesy and 

good manners when interacting with others 

SPHE, Infant Classes, Myself and the Wider 

World, Developing Citizenship 

• recognise the importance of sharing and 

co-operating and being fair in all activities in the 

class and school 

• Pupil writing and drawing activity in Development 

will indicate if they can identify how kindness can be 

shown. 

Going Further 

• Repeat the T-chart activity for the words ‘fair’ and 

‘respect’. 

• Provide pupils with the labels on page 75 and craft 

sticks to make ‘Opinion sticks’. Opposing labels are 

glued or stapled to a craft stick. For example, the 

smiley face labelled ‘Kind’ and the sad face labelled 

‘Unkind’ will be stapled back-to-back on the same 

craft stick. Discuss scenarios like those on page 75. 

Pupils indicate, by displaying one side of the craft 

stick, whether the scenario shows someone being 

kind or unkind etc. 

• Read the story on page 76 with the class. Discuss 

what is happening in the story. 


More capable pupils may follow along as the 

teacher reads the words. 

• Who is doing something unkind or being unkind to 

others? Are the children being respectful of each 

other or showing respect to the teacher? Why/Why 

not? Say the names of each character and ask 

how each person could be kinder, fairer or more 

respectful. Ask how the class in the story is feeling 

about what is happening. 

• Play games such as those on page 77 that develop 

ideas about respect, kindness and fairness. 

sample 


Being Kind, Fair and Respectful – 1 

Craft Stick Opinion Labels 


Scenarios for Use with Craft Stick Opinion Labels 

Kind 

The class is going outside to play a game. They have to make 

sure their shoelaces are done up. Josh is having trouble 

doing his up, so Lee helps. 

Fair 

Josh knocked over the paint jar. The teacher asked him to 

clean it up. 

Shows respect 

Tilly hears Lei Mai speaking to her mum in another language. 

At school, she asks Lei Mai to teach her some words in her 

language. 

Kind 

Belinda had a birthday so she brought a cupcake for 

everyone in the class (even the teacher!). 

Unkind 

Lisa tells Nina to go away. She does not want Nina to play 

with her and her friends. 

Unfair 

Mrs White gave everyone with blonde hair a gold star on the 

story they wrote. 

Does not show respect 

Terry laughs at the curry and rice Lu has brought for lunch 

and says, ‘Your lunch smells funny!’ 

Review sample 

Unkind 

Chris laughs at Brad’s old school shoes. 

Fair 

Everyone wants to take the class pet home for the weekend. 

Miss Jackson writes everyone’s name on a piece of paper 

and pulls one name out of a hat. 

Shows respect 

Brad and Sam want to build a road. They place blocks on 

the ground and talk about what they are doing and why. 

Sometimes, after talking, they change what they are doing. 

Unfair 

Jack is in a wheelchair. He cannot use the school library 

because it has steps and no ramp. He has to ask the 

teacher or a friend to get books for him. 

Does not show respect 

The children are working in a small group to glue feathers 

on some artwork. Melissa suggests it might look nice if they 

were overlapped a bit. Jack says her idea is silly. 



At Muddleup School, in Class Red, 

all is not well. Mr Biddle, the teacher, 

is sad. The pupils are behaving very 

badly. 

Jack always grabs the cars first. He 

won’t let anyone else play with them. 

No-one wants to play with Jack. 

Tess always wants to be first in line. 

She pushes others out of the way. 

No-one wants to play with Tess. 


Milly loves the colour red. She takes 

all the red crayons and keeps them for herself. No-one wants to 

sit next to Milly. 

Terry laughs at the clothes Rashid wears and the food he eats. 

No-one sits near Terry at lunchtime. 

Jed borrows everyone’s things without asking, and always 

forgets to give them back. No-one brings things to show or 

share. 

Steven scribbles on everyone’s work. No-one wants to do their 

best work in case Steven scribbles on it. 

Sasha takes things from school bags. She takes lunches, toys 

and coins. No-one puts their school bag near Sasha’s. 

Review sample 

Why does everyone 

feel so bad? 



The ‘Nice’ Ball Game 

Pupils sit or stand in a circle. The 

teacher throws a large soft ball 

to one pupil who catches the 

ball, says something nice about 

another child, then bounces 

the ball to the child named. 

The process is repeated until all 

pupils have had a turn to catch 

the ball and be spoken about. 

Simon says ‘Respect People’s 

Similarities and Differences’ 

Use ‘Simon says’ commands 

such as ‘Everyone with brown 

hair jump up and down’, 

‘Everyone with blue eyes pat 

your head’, ‘Everyone with a pet 

dog put your right hand on your 

head’, ‘Everyone whose favourite 

sport is football stand on one 

foot’, ‘Everyone who speaks more 

than one language, skip on the 

spot’ and so on. 

When the game is finished, have 

the pupils sit in a circle. Ask 

them how they are the same or 

different to others, or one thing 

they found out about another 

person that they did not know 

before. 


The Compliment Relay 

The pupils sit or stand in a circle. One pupil 

is chosen to give a compliment to the 

person next to them. The pupil given the 

compliment replies ‘Thank you’. The aim 

of the game is for each pupil to give and 

receive one compliment. Once the relay 

has gone all around the circle once, the 

game may be repeated after pupils have 

changed positions. 

Fair Play 

Follow the rules to play ‘Bandaid Tag’ 

fairly. 

One pupil is chosen to be ‘It’. The pupils run 

around the designated area, chased by ‘It’. 

When ‘It’ tags (touches) another pupil, he/ 

she must place their hand (bandaid) on the 

spot where they were tagged and continue 

running. If a pupil is tagged three times, he/ 

she must ‘freeze’ in place until two other 

pupils tag him/her at the same time. After 

this, the pupil is free to run again. 

(Teachers should frequently change the 

pupil chosen to be ‘It’.) 

Review sample 


Good Characters 

The Lesson 

Introduction 

• Ask pupils if they have heard the word ‘fable’ 

before. Do they know what a fable is? Tell them 

a fable is a short story that teaches a moral 

lesson, and that fables often have animals as 

characters. 

• Ask pupils if they have heard the word ‘fairy 

tale’ before. Do they know what a fairy tale is? 

Tell them a fairy tale is a traditional story for 

children, and that fairy tales often have magical 

creatures as characters. Can the pupils name 

any fairy tales? 

Development 

• Read Aesop’s fable The Crow and the Pitcher 

to the pupils. An online version is listed in the 

Resources. It may be helpful to have a glass 

with a little water in it, which marbles or other 

objects could be added to, to demonstrate 

how water rises. Pupils should think of positive 

words to describe the crow, before completing 

the first part of page 79. 

• Read Aesop’s fable The Lion and the Mouse 

to the pupils. An online version is listed in the 

Resources. After each paragraph, ask pupils 

to think of words to describe the lion and the 

mouse. At the end of the fable, discuss the 

moral A kindness is never wasted. Discuss 

how the lion and the mouse show kindness in 

the fable, before completing the second part of 

page 79. 


Teachers may ask more capable workers 

to write other positive words to describe the 

characters of the crow, lion and mouse. 

• Play the animated version of The Happy 

Prince to the pupils. The website is listed in 

the Resources. Discuss the kind and generous 

things that the prince and the swallow do in 

the story. Organise the pupils into groups and 

give each group a copy of page 80, pre-cut into 

strips. Each strip tells of a kind thing the prince 

and/or sparrow do in the story. Pupils should 

sequence the strips into the correct order. 


Teachers may ask more capable workers to 

use the sequenced strips as prompts to retell 

the story of The Happy Prince in their own 

words. 

Conclusion 

• Pupils should think of characters in other fairy 

tales or stories that they know, then discuss 

their positive character traits. A list could be 

written on the board. 

Resources 

Myself and the Wider World – Media Education 


SPHE, Myself and the Wider World, Media 

Education 

• identify favourite television programmes and 

indicate reasons for preference 

• explore popular stories, books and rhymes 

and discuss some of the characters and their 

appealing traits 

• (Aesop’s fable The 

Crow and the Pitcher) 

• (Aesop’s fable The 

Lion and the Mouse) 


• 

(Animated version of The Happy Prince by Oscar 

Wilde) 

• One copy of page 80 per group 


Assessment 

• Anecdotal notes based on the pupils’ oral and 

written responses during the Development and 

Conclusion activities will indicate if pupils can 

identify fictional characters and their appealing/ 

positive traits. 

Going Further 

• Have a class discussion about favourite television 

programmes and films. Discuss why the pupils 

like these. Talk about favourite characters. Why 

do the pupils like these characters? What positive 

character traits do these characters have? 

Complete page 81 and draw pictures of the favourite 

characters chosen in the picture frames. 


More capable pupils may complete the sentences 

independently. Adult helpers may assist those who 

want to attempt to write words or scribe for others. 

• Prepare images of ‘good’ and ‘bad’ characters from 

well-known TV programmes, books and films. Show 

pupils images of the characters. Do pupils know 

who the characters are? Can they say if they are 

‘good’ or ‘bad’ characters? Why do they think they 

are ‘good’ or ‘bad’ characters? Characters could 

include Shrek, Lord Farquaad (Shrek), Cinderella, 

Cinderella’s fairy godmother, Superman, Captain 

Hook (Peter Pan) and Cruella de Vil (The 101 

Dalmations). 

Review sample 


Good Characters – 1 

1. Colour the correct word to finish each sentence. 

2. Draw a picture of each fable. 


The crow is clever silly foolish . 

The lion and the mouse are funny mean kind . 

Review sample 




The prince tells the 

swallow that he is sad 

because he can see so 

much misery and poverty 

in the town. 

The prince asks the 

swallow to take the 

sapphire from one of his 

eyes and give it to the 

writer who is too poor to 

buy food. 

The swallow stays with 

the prince, so that he can 

be his eyes, and tell him 

about the things he sees, 

even though the cold of 

winter will probably kill 

the swallow. 


swallow to take the ruby 

from his dagger and give it 

to the family with the sick 

child. 


swallow to take the 

sapphire from his other 

eye and give it to the little 

girl selling matches, even 

though the prince will go 

blind. 


swallow to take bits of 

gold off his body and give 

them to the poor and ill 

people he can see. 

Review sample 




My favourite TV programme is 

. 

I like 

because he/she 

. 

My favourite film is 

I like 

because he/she 

Review sample 

. 

.

PR-6628IRE Primary SPHE - Senior Infants

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