Medium Term Plan: SEAL Theme 2 Getting on and Falling Out Revised Early Years Foundation Stage Red Set Booklet 30-50 Months
Whole School / Focussed Class Work (PSHE links with SEAL) / Small group activities / Curriculum and other links/follow-up work / Aspects of learningThe Assembly: begin theme with whole school assembly story (see p7 – 14 of TOB for actual story and variations, and see SEAL website for additional assemblies)
Whole school focus for noticing and celebrating achievement (see p 4) To notice and celebrate (using usual means – certificates / calls home etc) children and adults who are observed:
Week 1
Working cooperatively to help a group
Week 2
Being a really good friend
Week 3
Keeping calm and overcoming feelings of anger
Week 4
Solving a difficult problem with a friend
Follow-up assembly End theme with children presenting their best work (see p13 of TOB)
Note:
When the younger children are to attend their first whole-school assembly, have them paired with an older child, and let the older children explain what happens. / Circle games Name Games: Let’s say hello to … (see p6). Stamping name game (see p6). All change games (see p6).
Cooperation games: Ring games (see p7). Roll a ball (see p7). Send a ripple (see p7). Pass the squeeze (see p7). Pass the hug (see p7). Pass the smile (see p7).
Rounds Discuss ways of getting to know one another: “I like…” – refer to foods and colours etc. “Sometimes I feel lonely when…” – discuss falling out and leaving friends behind. “When I play with a friend I feel…” “I think a friend is someone who…” (See p7 and p8). / See Silver Booklet / Core Activity The core activity is the personal, social & emotional learning described in the games & activities above (p26)
Communication, language and literacy Read stories about friendship and cooperation, such as Alex and Roy – Best Friends by Mary Dickinson or The Surprise Party by Pat Hutchins. Write an instruction book about how to make a friend, giving suggestions and using photographs. Make own social stories to use as a teaching point to build social skills - relate these closely to the children’s own experiences (see p26)
Problem solving reasoning and numeracy Use photographs of faces expressing different feelings for sorting, matching and pairs games. Make simple pictogram about likes and dislikes, to highlight possible peers who like the same things (see p26)
Knowledge and understanding of the world Make large structure that requires cooperation e.g. huge spider’s web / group sewing picture. Create activities that involve observation and allow children to appoint their own spokesperson for reporting back. Involve children in setting rules for playing together (see p26)
Physical development Cover faces of jumbo dice with faces expressing different feelings. Throw a die and imitate the face on which it landed, as well as moving your body as if you feel this way. Use parachute games to promote cooperation. Take photographs of the activities to display and refer to (see p26)
Creative development Make pictures of angry faces adding captions about what makes us angry. Paint pictures while listening to angry-sounding music and to calming music. Compare the pictures and draw out the differences (see p26) / This theme focuses on developing children's knowledge, understanding and skills in three key social and emotional aspects of learning:
§ Empathy
§ Managing feelings
§ Social skills
It fosters the skills needed for a cooperative harmonious classroom. It encourages children to value diversity and maintain friendships
Class Issues
Ongoing Whole Class activities
Emotional barometer
Find a visual method for your children to show how much they are feeling (see Whole School Resource file)
Calming down routines Think about establishing one if you don’t have one
Peaceful Problem Solving Process
Use this whenever appropriate as well as when part of planned programme (see whole school resource file)
Focussed Class Learning Opportunities / Core Activities
Cooperation Playing and working together in a group (see p8)
Friendship Playing with other children, being friendly, saying sorry when we have been unkind, sharing toys and making up when we have fallen out with a friend (see p9)
Understanding feelings Knowing when we are feeling angry and being able to tell when others are angry (see p10)
Cooperation and resolving conflict Working in a group with other children, taking turns when playing games and when wanting to speak, and sharing toys (see p11)
Ongoing Activities: Organising the day. The environment. The role of adults.
Assessment
Teacher to think about the ‘I can’ statements. Identify how they will know when a child ‘can do’ (see p1)
Vocabulary
Teacher to recognise the vocabulary for their class. Share with others in the key stage as appropriate (see p4)
Key resources
· SEAL resources
NB All page references concern the Getting on and Falling out Revised Early Years Foundation Stage booklet (except those marked TOB which refer to the Theme Overview booklet)
SEBD Team – Children’s Services
SEAL curriculum links/Early Years Foundation Stage revised Red set booklets
SEBD Team – Children’s Services
Medium Term Plan: SEAL Theme 2 Getting on and Falling Out Revised Early Years Foundation Stage Red Set Booklet 40-60 months
Whole School / Focussed Class Work (PSHE links with SEAL) / Small group activities / Curriculum and other links/follow-up work / Aspects of learningThe Assembly: begin theme with whole school assembly story (see p7 – 14 of TOB for actual story and variations, and see SEAL website for additional assemblies)
Whole school focus for noticing and celebrating achievement (see p 5) To notice and celebrate (using usual means – certificates / calls home etc) children and adults who are observed:
Week 1
Working cooperatively to help a group
Week 2
Being a really good friend
Week 3
Keeping calm and overcoming feelings of anger
Week 4
Solving a difficult problem with a friend
Follow-up assembly End theme with children presenting their best work (see p13 of TOB)
Note:
When the younger children are to attend their first whole-school assembly, have them paired with an older child, and let the older children explain what happens. / Circle games and rounds All change games – use physical appearance as a way for children to change places… Jumble…. A physical untangling activity (see p16)
Rounds What I like about my old friend is ... What I like about my new friend is ... When I fall out with my friend I feel ... When I make up with my friend I feel ... A good friend is someone who... (see p16) / See Silver Booklet / Core Activity The core activity is the personal, social & emotional learning described in the games & activities above (p26)
Communication, language and literacy Read stories about friendship and cooperation, such as Alex and Roy – Best Friends by Mary Dickinson or The Surprise Party by Pat Hutchins. Write an instruction book about how to make a friend, giving suggestions and using photographs. Make own social stories to use as a teaching point to build social skills - relate these closely to the children’s own experiences (see p26)
Problem solving reasoning & numeracy use photographs of faces expressing different feelings for sorting, matching and pairs games. Make simple pictogram about likes and dislikes, to highlight possible peers who like the same things (see p26)
Knowledge and understanding of the world Make large structure that requires cooperation e.g. huge spider’s web / group sewing picture.
Create activities that involve observation and allow children to appoint their own spokesperson for reporting back. Involve children in setting rules for playing together (see p26)
Physical development Cover faces of jumbo dice with faces expressing different feelings. Throw a die and imitate the face on which it landed, as well as moving your body as if you feel this way. Use parachute games to promote cooperation. Take photographs of the activities to display and refer to (see p26)
Creative development Make pictures of angry faces adding captions about what makes us angry. Paint pictures while listening to angry-sounding music and to calming music. Compare the pictures and draw out the differences (see p26) / This theme focuses on developing children's knowledge, understanding and skills in three key social and emotional aspects of learning:
§ Empathy
§ Managing feelings
§ Social skills
It fosters the skills needed for a cooperative harmonious classroom. It encourages children to value diversity and maintain friendships
Class Issues
Ongoing Whole Class activities
Emotional barometer
Find a visual method for your children to show how much they are feeling (see Whole School Resource file)
Calming down routines Think about establishing one if you don’t have one
Peaceful Problem Solving Process
Use this whenever appropriate as well as when part of planned programme (see whole school resource file)
Focussed Class Learning Opportunities / Core Activities
Conflict Resolution Making up when we have fallen out with friends, thinking of ways of sorting things out when we don’t agree, expressing feelings of anger safely, and making ourselves feel better when we get angry (see p19)
Cooperation Working in a group with other children, taking turns when playing a game and when wanting to speak in class, sharing toys (see p20)
Resolving conflicts Making up with friends and thinking of ways to sort things out when we don’t agree (see p21)
Managing feelings Expressing feelings when we are angry, and knowing how to make ourselves feel better when we are angry (see p22)
Ongoing Activities Organising the day. The environment. The role of adults.
Assessment Teacher to think about the ‘I can’ statements. Identify how they will know when a child ‘can do’ (see p1)
Vocabulary Teacher to recognise the vocabulary for their class. Share with others in the key stage as appropriate (see p4)
Key resources
· SEAL resources
NB All page references concern the Getting on and Falling out Revised Early Years Foundation Stage booklet (except those marked TOB which refer to the Theme Overview booklet)
SEBD Team – Children’s Services
SEAL curriculum links/Early Years Foundation Stage revised Red set booklets
SEBD Team Children’s Services
Medium Term Plan: SEAL Theme 2 Getting on and Falling Out Blue Book Year 1 Class______
Whole School / Focussed Class Work (PSHE links with SEAL) / Small group activities / Curriculum and other links/follow-up work / Aspects of learningThe Assembly: begin theme with whole school assembly story (see p7 – 14 of TOB for actual story and variations, and see SEAL website for additional assemblies)
Whole school focus for noticing and celebrating achievement (see p 4) To notice and celebrate (using usual means – certificates / calls home etc) children and adults who are observed:
Week 1
Working cooperatively to help a group
Week 2
Being a really good friend
Week 3
Keeping calm and overcoming feelings of anger
Week 4
Solving a difficult problem with a friend
Follow-up assembly End theme with children presenting their best work (see p13 of TOB) / Circle Games Where are you? - a scaling activity to draw out differences. Sharks. The hello and welcome game. Keeper (see p5)
Rounds ‘I was kind / friendly / helpful / gentle when ...’ ‘I like my friend because they ...’ ‘My friend is like me because ...’ ‘My friend is different from me because ...’
(see p6) / See Silver Booklet / Speaking and Listening Children work together to create a role play area. See exemplar lesson plan for Drama (see p29)
Science Speaking and Listening Children conduct various investigations. They decide what to do, listening to each other’s ideas, and finally come to an agreement. They share jobs out and take turns measuring results. They reflect on how talk helped the group to function effectively (see p30)
PE Speaking and Listening Games: Children invent a game using simple equipment and then explain it to others. They plan their explanation; listen to another group’s explanation and then play their game; reflect on successful explanations and good listening behaviours. Gymnastics: Think about what happens when they don’t work well with their partner or group (see p30)
Art and Design and Music Children explore and express their ideas and feelings about music, using movement, dance and expressive and musical language. They listen to peaceful / happy music and write a poem or create a picture in response. Then listen to music that suggests anger and strong emotion in a similar way. See guidance on Music for different moods on the CD-ROM that accompanies these materials. Children create their own piece of music depicting either friendship, getting on or falling out. They develop simple musical patterns to learn the skills of cooperation (see p31)
Mathematics Children create stories about friends getting on or falling out that fit a number statement (see p32)
Citizenship Children to use puppets to develop a solution to a range of playground scenarios involving a problem (see p32)
Geography and drama Listen to the story Katie Morag
and the Two Grandmothers by Mairi T Hedderwick and use face symbols to show how characters feel, use role-play to develop and reflect on characters’ thoughts and feelings, and then generate and explore alternative ways in which the story might continue (see p32)
Or, children work together to plan improvements to the school playground.
History Children debate history from differing points of view. They try to produce ‘win win’ results (see p33)
DT See exemplar lesson plan – children evaluate and design playground equipment that encourages cooperative play and sharing (see p36)
ICT See exemplar lesson plan – children use an art package to illustrate different feelings and music software to create music to match certain feelings (see p 40)
Literacy Read books about friends involved in an enterprise together, the children write a letter to a friend inviting them to visit their house or go to the park, and so on. They give directions and create a map for their friend (see p33)
RE Exploring saying sorry and forgiveness (see p33) / This theme focuses on developing children's knowledge, understanding and skills in three key social and emotional aspects of learning:
§ Empathy
§ Managing feelings
§ Social skills
It fosters the skills needed for a cooperative harmonious classroom. It encourages children to value diversity and maintain friendships
Class Issues
Ongoing Whole Class activities
Emotional barometer
Find a visual method for your children to show how much they are feeling (see Whole School Resource file)
Calming down routines Think about establishing one if you don’t have one
Peaceful Problem Solving Process
Use this whenever appropriate as well as when part of planned programme (see whole school resource file)
Focussed Class Learning Opportunities / Core Activities
Friendship and working together Knowing what a good friend means and working well in a group (see p6)
Listening well Listening when other people are talking (see p8)
Friendship, getting angry and falling out Knowing when we are starting to feel angry and what happens inside and outside the body. Knowing ways to calm down when feeling angry (see p9 )
Friendship and making up Knowing how to make up with a friend when we have fallen out and using the peaceful problem solving process to sort out problems so both people feel OK (see p10)
Assessment
Teacher to think about the ‘I can’ statements. Identify how they will know when a child ‘can do’ (see p1 and p2)
Vocabulary
Teacher to recognise the vocabulary for their class. Share with others in the key stage as appropriate (see p3)
Key resources
· Assembly key points for follow-up discussion (see p4)
· SEAL resources
NB All page references concern the Getting on and Falling Out Years 1 and 2 Guidance booklet (except those marked TOB which refer to the Theme Overview booklet)