Teacher Notes

Lessons Teacher Notes

Lesson 1 – Perhaps the production of a worry LO- To recognise and understand the qualities and characteristics of a bully. box / sorry box in association with bullying incidents might be helpful. 1.Up, down, freeze game: If you say up, children stand up, if you say down, children sit down, if you say freeze they have to freeze. If not they have to sit out of the circle and help catch out other www.antibullyingalliance.org.uk people. (bit like simon says)

2.Pass the Clap- send a clap round the circle in one direction, send the clap around faster, send clap around the other direction, claps direction can be changed on its way around the circle.

3.Draw out from chd what is bullying? (e.g. repetitive, deliberate, unfair), Can chd give an example of bullying? Can chd give you an example of what bullying is not?

4.Poster production – role on the wall – Bully outline to be drawn – the inside representing a bullies feelings and the outside of the bully outline to represent a bullies actions or what they may look like.

5. Back in the circle, discuss they following questions: What should we do if we witness a bully? How should they react? What actions should be taken?

6. I’m so Happy. Ask children in circle to volunteer amusing and far-fetched ways of completing the sentence stem “I’m so happy I could…”. Giving them an example to start them off e.g. “I’m so happy I could silently scream”. Actions or speech both accepted.

HIAS Healthy schools website SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School 1 Lesson 2- LO- To discover what type of learner each child is. To be able to work with a group of children for a specific purpose. 1. Don’t you dare laugh. Children mill around the room. Each time 2 children meet, they take turns to pull a silly face and say in a silly voice “don’t you dare laugh!”. Any child who does laugh is out and must sit down. The children continue in this way for several minutes or unti only one person is left.

2. Mixing up: Move places if you like neighbours; If you like football; If you got a games console for Christmas; if you have a skirt on.

3. Remind chd that we are all different. They all look different, do things differently and learn differently. Explain to the chdn we are going to explore how people are different in their learning style. Display on the board ‘How am I clever? ((1), SEALS year 3 / 4 pack pg.12)’ sheet and give out ‘How am I clever?’((2) SEALS year 3 / 4 pack pg.14) to individual child. Children to scale themselves (1 being least like that learner style, 10 being most like that learning style) as you go through the different learning styles as a class.

4. Put together children of the same learning style together in groups/pairs. Give them the following statement “ Friendship can have its difficulties”. Those children who are  Linguistic learners: write a poem about the statement on lined paper.  Logical/mathematical learners: write mathematical word problems, using the theme of the statement and solve the answer to their problems e.g. Miss Cable always plays with her 5 best friends on the playground but two were off sick. How many friends did Miss Cable have to play with?  Spatial learner: Make a model using play dough/blue tack.

2 SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School HIAS Healthy schools website  Bodily/kinaesthetic: coordinate a dance/mime/role play.  Intrapersonal learner: Given books and dictionaries to carry out some research on friendship and investigate words related to difficulties.

5. Review tasks as a class; did you enjoy working within the group? Did you feel involved and excited? Was it easy to keep going with the task? Why?

6. Someone Moved game: Have all players sit in a circle and then chose a person to be ‘it’. The ‘it’ is to leave so that ‘it’ cannot see or hear. Have one or four players move in the circle. When ‘it’ returns he is to figure out who has moved in the circle.

Lesson 3 – Story combined with drama techniques. LO- To identify places where we will confident and unconfident in class. To learn its always important to ‘have a go’

1. Chn to use their ‘twinkly fingers’ moving around the classroom, when teachers hands are clapped chn stop, turn to the nearest person to them and tell each other something they really enjoy doing at school and give a reason for why they enjoy doing that, i.e. “I like running, because I’m fast”.

2. Join chn back together, asking a few pairs to tell the rest of the class what they learnt about a partner by miming the action, rest of class have to guess what it is. Discuss with class the confidence you have when you think you’re good at something and the affect it has on your work.

HIAS Healthy schools website SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School 3 3. Then ask them the question how do you feel when you think you can’t do something? Chn to do freeze frames of a situation where they feel unconfident, teacher to go round tapping chn on the shoulder to track the emotions they are feeling inside.

4. Start to read chn ‘The Dot’ by Peter H. Reynolds. After reading the first page, stop and ask chn why do you think Vashti’s paper is blank? What questions would you ask her if you could?

5. Stop on page 2. Teacher in Role- telling the chn that you are now Vashti and you need some advice, chn to do Super Helpers.

6. On page 4 get chn to show their drama faces to reflect how they think Vashti is feeling. ( Which can be done throughout the book)

7. Ask chn do you think that Vashti has set herself a goal? Discuss and listen to chn’s responses.

8. Read rest of story discussing along the way.

9. At the end of the story ask chn to get into groups to produce a short drama explaining what happens to the boy and his lines.

10. Discuss with class the moral of the story and how we can relate it to our own lives at school. Ask chn to have a think over the next few days to think of a personal goal, ready for next session.

4 SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School HIAS Healthy schools website Lesson 4- LO – Children able to set themselves a personal goal. Ability to break a goal down into steps to achieve desired result.

1. Master, Master, Who Am I? Blindfolded volunteer has to guess another persons voice which had to be disguised saying “Master, Master, Who Am I?”. If the volunteer guesses correctly, they get another go. If they are wrong, the successful voice gets a turn.

2. Sound Collage- get children to individually think of a sound that they could contribute to the sound collage. The sound can be based upon any topic presently being studied (e.g. a river for geography). All children together to contribute their sound – teacher to use arm signal as volume control.

3. In pairs children to come up with a goal that they would both like to achieve in the few days/week. The goal must interest them both and build upon something they can do already e.g. computer game score, times table challenge score etc. They must also identify two steps to help them achieve that goal. (Possibly model an example first).

4.Pairs to pair up with another pair and discuss what goals they could set themselves etc.

5. Which children are unable / stuck on being able to think of a target to set themselves? Get them to sit in the middle of the circle. The outside of the circle then have to act as super helpers in order to help and support those who are struggling to set a goal by asking questions and giving suggestions.

HIAS Healthy schools website SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School 5 6. Children to complete ‘Going for a Goal’ sheet.

7.As a class, what have you learnt about goal setting? What helps you achieve a goal? How will it change how you do things in the future?

8. Get children to walk around in a designated space. When you say ‘meet’ children have to find the person nearest to them – hug or shake their hand and pay their partner a compliment.

Lesson 5 – Making brave or unwise choices LO - Children are able to explore how they might solve social problems. - Children are able to make wise choices about their learning and behaviour.

1. Can we do it? All children in the class stand up in turn but if two people move at the same time they have to start again. – (no talking allowed). Continue with children walking around, stopping and starting with no adult intervention.

2. Children to talk in pairs about something they have done or they have known someone to do that was brave.

3. Read the first story from Brave or unwise challenge resource sheet and ask two children to mime the story as you read it. Use Forum theatre to discuss what the children think of Maria in this story.

4. Move on to tell and act out the second story in the challenge and use Forum theatre again to discuss what they think of Maria in this story. (Another character could be used to demonstrate the two choices more clearly)

6 SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School HIAS Healthy schools website 5. Discuss whether Maria or the character in each story made a brave or an unwise choice in them.

6. Circle of Testimony could be used by standing round Maria and expressing thoughts and feelings about her actions.

7. Challenge the children to decide how they know if something is brave or just silly and present their ideas to the class. This could be in the form of simple drama presentation or the conscience alley strategy could be used.

8. Present their ideas to the class.

Lesson 6 (year 4) - Barriers to reaching learning goals L.O. - Children are able to identify barriers to learning. - Children are able to overcome their barriers to learning.

1. Play find the pair.

2. Discuss what barriers there are to stop us learning.

3. Take lots of pictures of children in the class doing things that involve children stopping others learning. Children to have a hard copy and also put them together as a power point.

4. Children are put into groups of four and given a picture for the group. They discuss the

HIAS Healthy schools website SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School 7 picture and think about what each picture shows, what barrier is there that stops children learning.

5. The pictures one at a time are shown on the screen and the group with the picture has to re-enact the picture as a freeze frame. Teacher asks the children in the frame who are being distracted etc. what they are feeling at this present moment. The group also have to state what is the barrier to their learning. Ask the person doing the shouting, poking etc. to say to the class why they are doing it.

6. Post its are then put on each table and each child has to write on the post-it either a problem they can change or a problem they can’t change. Put on to a large display card with the headings.

7. The teacher can then go through some of the children’s problems they have written down on ‘Problems I can change’. Discuss these problems with the class and ask them how they can deal with each one.

8. Then look at the ‘Problem I can’t change’ and deal with each one and show the children that even if they think they can’t change a barrier to learning, they can.

9. The children will understand that we do have control over most of our barriers to learning.

8 SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School HIAS Healthy schools website Lesson 7 – Evaluation and review LO - Children can recognise why they have reached a goal or been successful - Children can recognise that others can help them reach a goal

1. Play rainbow game.

2. Ask the chn to turn to the person next to them and ask them what they have learnt about their learning through the ‘Going for Goals’ topic.

3. Ask chn to read through their ‘Going for a Goal’s worksheet and ask them to complete the bottom section.

4. Have a small class discussion on who has/ who can help you to achieve a goal. Ask chn how does it feel when you have achieved something you never thought you could do.

5. Teacher in role to act as someone who has a goal but doesn’t know how to do it, children to act as super helpers to give advice on different problems and scenarios.

6. Chn to do paired improvisations along with the flashback and flash forward technique. On the theme of ‘how I was before I knew how to achieve a goal’ and ‘after I’ve achieved my goal’.

7. Chn to set themselves a new personal goal along with a ‘buddy’ to help them achieve that goal, with a plan that they have put together, together.

HIAS Healthy schools website SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School 9 8. Play ‘our great group’

10 SEALs lessons – Overton CE Primary School, Hiltingbury Junior School, St Bernadettes Catholic VA Primary School HIAS Healthy schools website