BRIGHTON AND HOVE Moving On 2 A resource to support Year 6 and Year 7 students in developing social and emotional skills for transfer. Healthy Schools Team Hove Park Mansions Hove Park Villas Hove BN3 6HW Tel: 01273 293530 Fax: 01273 295392 E-mail: [email protected] The Healthy Schools Team will provide updates to this resource online Published May 2009 Preface The transfer from primary school to secondary school is a significant event involving many complex emotions. The move ought to be successful for all pupils and we should try to ensure that the process is as smooth as possible. In Brighton & Hove schools there is already much good practice supporting pupils in managing this significant change. The CYPT welcomes wholeheartedly this new resource, Moving On 2. It will provide schools with additional materials for use within the curriculum, ensuring that pupils feel that their primary level achievements are valued and acknowledged, and enabling them to build on those achievements at secondary level. Preface ThisThe transfer resource, from primary school which to secondar yhas school isbeen a significant developed event by Brighton & Hove teachers working with consultants from involving many complex emotions. The move ought to be successf u l for all pupils and we should try to ensure that the process is as smooth as possible. theIn Brighton Advisory & Hove schools Service,there is already much replaces good practice supportingthe Moving On booklet and instead provides a Year 6 unit of work that pupils in managing this significant change. links effective literacy planning to the Social and Emotional Aspects of Learning (SEAL) materials. For The CYPT welcomes wholeheartedly this new resource, Moving On 2. It will Yearprovide schools 7 pupils with additional there materials foris use a within suite the curriculum, of materials based on the SEAL learning opportunities. ensuring that pupils feel that their primary level achievements are valued and acknowledged, and enabling them t o build on those achievements at secondary level. ToThis resourcesupport, which has young been developed people by Brighton &in Hove developing teachers the social and emotional skills needed for transfer, the CYPT working with consultants from the Advisory Service, replaces the Moving On booklet and instead provides a Year 6 unit of work that links effective literacy hopesplanning to the that Social and all Emotional Brighton Aspects of Learning & Hove (SEAL) materials schools. will make effective use of these units of work. For example, For Y e a r 7 pupils there is a suite of materials based on the SEAL learning allopportunities. Year 6 teachers should support Year 6 pupils in writing a letter to their Year 7 tutor who should indicateTo support young topeople new in developing Year the social 7 andpupils emotional skillsthat needed they have read their letters and make active use of them in lessons for transfer, the CYPT hopes that all Brighton & Hove schools will make effective use of thes e units of work. For example, all Year 6 teachers should orsupport in Y etutor a r 6 pupils intime. writing a letter to their Year 7 tutor who should indicate to n e w Year 7 pupils that they have read their letters and make active use of them in lessons or in tutor time. Di Smith Director of Children’s Services Di Smith Acknowledgements Director of Children’s Services With funding from the Targeted Mental Health in Schools Pathfinder Project, these materials were developed by practitioners experienced in the issues that surround transfer to secondary school. The CYPT would like to thank the following people for their contribution: Rachel Auld (Blatchington Mill School); Acknowledgements With funding from the Targeted Mental Health in Schools Pathfinder Project, these materials were developed by practitioners experienced in the issues that surround transfer to secondary school. The CYPT would like to thank the following people for their contribution: Rachel Auld (Blatchington Mill School); Sam Beal (Brighton & Hove Healthy Schools Team); Emma Moore (Brighton & Hove Healthy Schools Team) Suzanne Morgan (Brighton & Hove School Advisory Service); Tracy Owen (Coldean Primary School); Trudy Roberts (Mile Oak Primary School); Natasha Rosine (Mile Oak Primary School); Andie Wilson (St Mary Magdalen RC Primary School). Contents: Brighton & Hove Year 6 Transfer Unit Introduction to the Year 6 Transfer Unit 9 Brighton & Hove Literacy Planning 10 Brighton & Hove Year 6 Transfer Unit SEAL Overview 13 Year 6 Transfer Unit Smart notes 14 Lesson 1 - Feeling good about myself 23 Lesson 2 - How do I learn? 27 Lesson 3 - Introducing myself 28 Lesson 4 - Looking back at my achievements (1) 33 Lesson 5 - Looking back at my achievements (2) 35 Lesson 6 - Coping with change (1) 36 Lesson 7 - Coping with change (2) 37 Lesson 7 B - Understanding how thoughts, feelings and behaviours are linked 40 Lesson 8 - A letter to be proud of 44 Lesson 9 - Making a good start 45 Lesson 10 - Celebration! 49 Brighton & Hove Year 7 Transfer Unit Introduction to the Year 7 Transfer Unit 53 Brighton & Hove Year 7 Transfer Unit SEAL Overview 54 Lesson 1: Getting to know you 56 Lesson 2: Class Charter 60 Lesson 3: Coping with moving on 63 Lesson 4: Getting to know my school 69 Lesson 5: Challenges and calming down 78 Lesson 6: Learning to work together 87 Ideas for developing and reinforcing social and emotional skills (SEAL) in Year 7 tutor time Introduction to Year 7 tutor time materials 97 Ideas for developing and reinforcing social and emotional skills (SEAL) Name games 98 Getting to know each other games and activities 100 Settling into school 103 Resources for Year 7 tutor time 106 Appendix A: Delivering PSHE and SEAL effectively 115 Appendix B: Active teaching and learning methods 119 Brighton & Hove Year 6 Transfer Unit 7 8 9 Introduction to the Year 6 Transfer Unit This two week unit of work combines the Brighton & Hove literacy non-fiction unit Memories of Year 6 and hopes for Year 7 with aspects of the Primary National Strategy SEAL unit Changes. This unit of work aims to help pupils: • Celebrate their achievements • Understand feelings about change • Understand how thoughts, feelings and behaviour are linked • Say goodbye and move on This unit of work replaces the Moving On booklet with activities that support Year 6 in developing an understanding of change and the impact it can have on feelings. The activities explore concerns and worries about the move to secondary school. The unit of work results in pupils writing individual letters to their Year 7 form tutors. Literacy and SEAL medium term plans / overviews, lesson plans, SmartNotes and resources are all provided in this pack. Teachers are encouraged to modify and adapt these to suit the needs of individual pupils and classes. Teachers will also have activities developed in past years that support students socially and emotionally at this time of change and will want to include these in the teaching and learning planned for the final half-term. However, the CYPT asks that all primary schools support their pupils in writing letters to their Year 7 form tutors. Tutors in Year 7 will then refer to and use these letters in PSHE education lessons & tutor time to support the social and emotional aspects of transfer. In addition schools will have other systems and activities in place (in partnership with their secondary schools) which will provide support to Year 6 pupils in helping them to feel positive about the change ahead. For example Year 7 students might visit the school and most secondary schools host taster days. Further guidance to support the delivery of lessons as part of PSHE and SEAL can be found in appendices A and B. 8 9 Brighton & Hove Literacy Planning Non-fiction Unit: Year 6 Transfer Unit Overview Two weeks of Literacy and SEAL lessons Overview Using their knowledge of non-fiction texts, pupils evaluate the language, style and effectiveness of examples of non-fiction writing. The unit will support the pupils in producing an outcome for transfer to secondary schools – a letter to their Year 7 tutor. The purpose and theme of the letter is made clear and pupils construct a plan for writing the letter following shared reading. They develop the skills of autobiographical writing, adapting distinctive voices – writing a letter in the 1st person. When planning writing, they select the appropriate style and form to suit a specific purpose and audience, drawing on knowledge of different non-fiction text types. They use the language conventions and grammatical features of the different types of text as appropriate. They revise their own non-fiction writing to reduce superfluous words and phrases. Notes: This is a short non-fiction unit designed to be used after May and to support pupils with producing a concise piece of information text in the 1st person. 10 11 Literacy objectives - Most children will learn how to: The links below take you to the relevant strand objectives to ensure effective planning for core skills: 6. Word structure and spelling 11. Sentence structure and punctuation (The following list comprises only the strands, numbered 1 to 12, relevant to this unit.) 1. Speaking • Use the techniques of dialogic talk to explore ideas, topics or issues 2. Listening and responding • Listen for language variation in formal and informal contexts 6. Word structure and spelling • Spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words • Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen 7. Understanding and interpreting texts • Understand how writers use different structures to create coherence and impact 9.