Professional Documents
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Curriculum Area: Health Strand: Keeping Yourself Safe Bullying/ Resolution Conflict Term 2 Duration 5 Weeks Year Level 6
Global Learning Outcomes Students will: Students will recognise that bullying and harassment are unacceptable !hey will de"elop personal skills and practices to ensure it does not flourish in their community Student will learn to understand how to work together to create a safe learning en"ironment that is based on mutual respect# tolerance and a respect for di"ersity $upils learn about themsel"es as growing and changing indi"iduals with their own e%periences and ideas# and as members of their communities !hey become more mature# independent and self&confident !hey learn about the wider world and the interdependence of communities within it !hey de"elop their sense of social 'ustice and moral responsibility and begin to understand that their own choices and beha"iour can affect local# national or global issues and political and social institutions !hey learn how to take part more fully in school and community acti"ities (s they begin to de"elop into young adults# they face the changes of puberty and transfer to secondary school with support and encouragement from their school !hey learn how to make more confident and informed choices about their health and en"ironment) to take more responsibility# indi"idually and as a group# for their own learning) and to resist bullying Specific Learning Intentions The students will learn to apply a petite inquiry using the following steps: Immersion Brainstorm Plan Organise and Investigate Create and Celebrate by: Reflecting on and assessing their strengths in relation to personality# work and leisure Respecting the differences between people as they de"elop their own sense of identify Recognising how others see them# and be able to gi"e and recei"e constructi"e feedback and praise Recognising when pressure from others threaten their personal safety and well&being# and to de"elop effecti"e ways of resisting pressures# including when and where to get help *e"eloping good relationships and respecting the differences between people and the effects of stereotyping# pre'udice# bullying# racism and discrimination and how to challenge them asserti"ely +nderstanding how to empathise with people different from themsel"es +nderstanding about the nature of friendships and how to keep them Recognising some of the culture norms in society# including the range of lifestyles and relationships +nderstanding the changing nature of# and pressure on# relationships with friends and 1 Nathan Janes Year 0-8 Sports Co-ordinator 2011
Striving for Accuracy Remaining open to continuous learning Flexibility Listening with n!erstan!ing an! "mpathy Awareness of own thin#ing $uestioning an! %roblem Solving %recision of language an! thought &a#ing responsible ris#s %ersistence 'reating( imagining( innovating )on!erment( in*uisitiveness &hin#ing inter!epen!ently +rawing on past #nowle!ge ,athering !ata through all the senses -anaging impulsivity Fin!ing humour
Learning 'periences T(roug( an in)uir# process* t(e students +ill investigate and identif#: T(e so +(at,s: !hrough a petite in)uir# the children will: Read and obser"e a range of pictures# books and plays with the theme of bullying and conflict and complete a disco"eries SWSW framework 1uestion and brainstorm the following: the effects of bullying what bullying looks like how to build resiliency against bullying that although people may appear different# we are the same the importance of respect why it is unfair to stereotype people
3n"estigate how to plan for change features that would make their classroom a place where e"eryone has a sense of well& being
0ersonal* Social and $ealt( ducation 1e# Stage 2 nglis( 3ational Curriculum
T(is programme is non.statutor# and sc(ools are not re)uired to follo+ it4 It is included so t(at sc(ools can plan a +(ole curriculum4 During ke# stage 2 pupils learn about themsel"es as growing and changing indi"iduals with their own e%periences and ideas# and as members of their communities !hey become more mature# independent and self&confident !hey learn about the wider world and the interdependence of communities within it !hey de"elop their sense of social 'ustice and moral responsibility and begin to understand that their own choices and beha"iour can affect local# national or global issues and political and social institutions !hey learn how to take part more fully in school and community acti"ities (s they begin to de"elop into young adults# they face the changes of puberty and transfer to secondary school with support and encouragement from their school !hey learn how to make more confident and informed choices about their health and en"ironment) to take more responsibility# indi"idually and as a group# for their own learning) and to resist bullying
d.
e f
a.
b c d
to research# discuss and debate topical issues# problems and e"ents why and how rules and laws are made and enforced# why different rules are needed in different situations and how to take part in making and changing rules to realise the conse4uences of anti&social and aggressi"e beha"iours# such as bullying and racism# on indi"iduals and communities that there are different kinds of responsibilities# rights and duties at home# at school and in the community# and that these can sometimes conflict with each other
b.
c d e f g
b.
c d e f g
'planator# Te't Cross reference to science Sc2 Life processes and living t(ings: $umans and ot(er animals
2 $upils should be taught: Gro+t( and reproduction f about the main stages of the human life cycle
Cross reference to nglis( n6 Speaking and listening: Group discussion and interaction
9 !o talk effecti"ely as members of a group# pupils should be taught to: a make contributions rele"ant to the topic and take turns in discussion b "ary contributions to suit the acti"ity and purpose# including e%ploratory and tentati"e comments where ideas are being collected together# and reasoned# e"aluati"e comments as discussion mo"es to conclusions or actions
Cross reference to (istor# 1no+ledge and understanding of events* people and c(anges in t(e past
2 $upils should be taught: b about the social# cultural# religious and ethnic di"ersity of the societies studied# in Britain and the wider world
Cross reference to geograp(# 1no+ledge and understanding of environmental c(ange and sustainable development
5 $upils should be taught to: a recognise how people can impro"e the en"ironment ;for e%ample# by reclaiming derelict land< or damage it ;for e%ample# by polluting a ri"er<# and how decisions about places and en"ironments affect the future 4uality of people8s li"es b recognise how and why people may seek to manage en"ironments sustainably# and to identify opportunities for their own in"ol"ement ;for e%ample# taking part in a local conser"ation pro'ect<
Cross reference to science Sc2 Life processes and living t(ings: Living t(ings in t(eir environment
5 $upils should be taught: %icro.organisms a about ways in which li"ing things and the en"ironment need protection
ICT opportunit#
$upils could use the internet to look at different reports about the same issue
Cross reference to p(#sical education 1no+ledge and understanding of fitness and (ealt(
: $upils should be taught: a b c d how e%ercise affects the body in the short term to warm up and prepare appropriately for different acti"ities why physical acti"ity is good for their health and well&being why wearing appropriate clothing and being hygienic is good for their health and safety
Cross reference to science Sc2 Life processes and living t(ings: Living t(ings in t(eir environment
5 $upils should be taught: %icro.organisms f that micro&organisms are li"ing organisms that are often too small to be seen# and that they may be beneficial ;for e%ample# in the breakdown of waste# in making bread< or harmful ;for e%ample# in causing disease# in causing food to go mouldy<
Cross reference to design and tec(nolog# -orking +it( tools* e)uipment* materials and components to make )ualit# products
2 $upils should be taught to: f follow safe procedures for food safety and hygiene
Cross reference to (istor# 1no+ledge and understanding of events* people and c(anges in t(e past
2 $upils should be taught: a about characteristic features of the periods and societies studied# including the ideas# beliefs# attitudes and e%periences of men# women and children in the past
7readt( of opportunities
5 *uring the key stage# pupils should be taught the knowledge# skills and understanding through opportunities to: a b c d e f g h i take responsibility ;for e%ample# for planning and looking after the school en"ironment) for the needs of others# such as by acting as a peer supporter# as a befriender# or as a playground mediator for younger pupils) for looking after animals properly) for identifying safe# healthy and sustainable means of tra"el when planning their 'ourney to school< feel positi"e about themsel"es ;for e%ample# by producing personal diaries# profiles and portfolios of achie"ements) by ha"ing opportunities to show what they can do and how much responsibility they can take< participate ;for e%ample# in the school8s decision&making process# relating it to democratic structures and processes such as councils# parliaments# go"ernment and "oting< make real choices and decisions ;for e%ample# about issues affecting their health and well&being such as smoking) on the use of scarce resources) how to spend money# including pocket money and contributions to charities< meet and talk with people ;for e%ample# people who contribute to society through en"ironmental pressure groups or international aid organisations) people who work in the school and the neighbourhood# such as religious leaders# community police officers< de"elop relationships through work and play ;for e%ample# taking part in acti"ities with groups that ha"e particular needs# such as children with special needs and the elderly) communicating with children in other countries by satellite# email or letters< consider social and moral dilemmas that they come across in life ;for e%ample# encouraging respect and understanding between different races and dealing with harassment< find information and ad"ice ;for e%ample# through helplines) by understanding about welfare systems in society< prepare for change ;for e%ample# transferring to secondary school