all about me - end bullyingendbullying.org.uk/wp-content/uploads/2014/05/all-about-me-ks2.… ·...

2Key Stage© ChildLine 2005 ChildLine is a registered charity, no. 1003758

All about meChildLine teachers’ pack

for children with special educational needs

All about me – Key Stage 2

Contents

All about me ChildLine is a registered charity, no. 1003758

Teachers’ notes

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Evaluation lesson

Logbook – All about me


Teachers’ notes


AimAll about me is a pack for teachers to deliver elements of the Key Stage 2 PSHE curriculum to children withspecial educational needs.

ObjectivesAfter participating in the lessons, children should be able to

select positive attributes of themselvesidentify qualities of a good friendidentify different feelingsidentify a place in school where they feel happyidentify people in school who make them feel happyidentify people at home who make them feel happyrecognise safe places in the communitydemonstrate their understanding of issues that might affect their lives or the lives of their friendsproduce a logbook to refer to when they feel unhappy

The teachers’ pack is designed for children with a variety of special needs, including

visual and hearing impairmentsphysical disabilitiesemotional behavioural difficulties (EBD)moderate learning difficulties (MLD)multiple disabilities

The pack meets PSHE criteria for Key Stage 2 and also has elements of music, art, drama and multimedia. Thepack helps to increase children’s self-esteem and enables them to identify people whom they can trust andcommunicate with when they are feeling unhappy or unsafe. It also aims to give them the skills to access thishelp.

The pack contains

teachers’ noteslesson plansWidgit symbolslogbook for the childrenCD-ROM

Lesson plansThe pack contains a hardcopy of the lesson plans. However, the lesson plans can also be printed from theCD-ROM.

Each lesson is designed to last between 30 and 60 minutes.

ObjectivesEach lesson begins with the overall objective for the lesson.

IntroductionIn lesson 1, the introduction is used to talk to the children about the logbook and introduce the ‘All about me’song (included with lesson 1). This is an example of a song that could be used to highlight the beginning of allthe lessons in this pack. It could be sung to music with which the children are already familiar, chantedwithout music or the music could be made up. The children could also use actions as they are singing, pointingto all the parts of the body that are listed in the song. Other songs or poems, which are relevant to this topic,could be used instead.

In lessons 2 to 6, the song could be sung to signify the start of the lesson once all the children are sitting ina circle.

At the end of the song, the learning outcomes from the previous lessons should be revisited to remind thechildren what they have learnt so far and to put that day's lesson into context.


Teachers’ notes


‘Word’ of the lessonEach lesson focuses on a specific word, which is used as the theme for the activities. Use time at the beginningof the lesson to explore what the word means to the children and, if necessary, explain by giving examples.

ActivitiesEach lesson contains two or three activities with full instructions on how to carry out the activities. Theactivities correspond to pages in the logbook that need to be completed by the children and these pagenumbers are given in the lesson plans. The activities are designed for children with a range of needs and somechildren may need extra support from adults to complete the activities successfully.

Extended exercisesThese exercises are an extension of the work already completed during the lesson, which can be carried outduring the same lesson, if there is time, or at a another time. The exercises are aimed at extending thelearning or providing opportunities for more-able children. Some children may need extra support to carry outthese exercises.

Further suggested activitiesThese are additional activities, which can be carried out during the same lesson, if there is time, or at anothertime. They are aimed at extending the learning or providing opportunities for more-able children. Somechildren may need extra support to carry out these activities.

PSHE criteriaEach lesson plan gives the PSHE criteria met by that particular lesson.

ResourcesSome of the resources mentioned are required for every lesson, such as logbooks. However, each lesson planlists all the resources required for that particular lesson. In some of the activities, the teacher should decidewhat resources are suitable for the children, for example, which sensory items are to be used in lesson 3. Thelessons also require the use of resources that are readily available in most classrooms, such as pencils, colouringpens, glue and scissors.

Learning outcomesThese highlight what the children should have learnt in each lesson. Learning outcomes should be reinforcedat the end of the lesson, for example, with a question-and-answer session.

Evaluation lessonThis is an extra lesson at the end of the series. It is in the form of a board game, which can be played invarious ways with the support of an adult. It incorporates all of the learning from the pack and is a fun way ofassessing the children’s learning.

SymbolsWidgit symbols are provided with each lesson and include the keywords from each activity. However, extrasymbols may be required to meet the needs of some individual children. Symbols from previous lessons can beused throughout the pack.

Logbook – All about meA hardcopy of the logbook (A4 size) is supplied in the pack and photocopies can be made from this for eachchild and inserted into a folder, such as an A4 ring binder. Copies can also be printed and, if necessary,customised from the CD-ROM.

Children can collate their work in their logbooks in various ways to suit their individual needs:

Hardcopy using:- photos from digital or conventional cameras- drawings- writing- symbols (this pack includes examples of symbols from Widgit Software)- pictures from magazines- pictures of objects familiar to the children


Teachers’ notes


- products made, such as the children’s puppets, can also be put into their logbooks using a plastic wallet- a mixture of the above

Video of the activities

Computer – the logbook can be saved from the CD-ROM and completed using any of the three differentformats listed below. Depending on which format the children use, they can type text, use symbols, scanphotos and import images from the internet to complete their logbook.

There is a box at the foot of each page for the child or teacher to tick or type to indicate that the activities onthat page have been finished. There is an * in each place that the child needs to complete.

Instructions for using the CD-ROMThe CD-ROM contains copies of the teachers’ notes, lesson plans and logbooks in various formats.

Accessing the contents of the CD-ROMWhen the CD is inserted into the CD drive, the contents will automatically be displayed in Windows Explorer(assuming the ‘autorun’ feature of Windows Explorer has not been turned off).

If the contents of the CD-ROM are not automatically displayed, load Windows Explorer and click on theCD-ROM icon (usually drive D).

Teachers’ notesThe teachers’ notes are available as PDF files. To open these, double-click on the Teachers’ Notes folder andthen double-click on the relevant file.

Lesson plansThe lesson plans are provided as PDF files. To open these, double-click on the Lesson Plans folder and thendouble-click on the required file to open it.

LogbookThe logbook is provided in three formats:

Microsoft Word – you will need Microsoft Word to open, edit or print this format

PDF – you will need Adobe Reader to view or print this format. This is available free fromwww.adobe.com/products/acrobat/readstep2.html

Widgit – you will need Communicate: In Print from Widgit Software to open, edit and print files in thisformat (visit www.widgit.com for more information)

Double-click the relevant file to open it in the appropriate application.

Copying the entire CD-ROMTo provide access to other people, including the children, or to make and save changes to the files on the CD-ROM, it is possible to copy the entire contents of the CD-ROM to another location, such as the hard drive of aPC or a network drive:

1. Insert the CD-ROM into the CD drive of the PC

2. When the window appears showing the three sub-folders, click on the Edit menu and choose Select All

3. Click on the Edit menu and select Copy

4. Browse to the location you wish to copy all the files, for example, My Documents

5. Click on the Edit menu and select Paste


Teachers’ notes


ChildLine thanks the following people for kindly contributing to the development of this teachers’ pack:

Arsenal Football Club

Bridge House Trust

Clare Lewis (London Bubble)

Gibbs Green School, West Kensington

Diana Pitts, Gill Wadeson and class CIP10 04/05 (Whitefield School, Walthamstow)

Jane Butler (CASTLE, Highgate)

Janet Mackenzie (Russet House School, Enfield)

Livity School, Brixton

Richard Albion Primary School, Dagenham

Simon Blake and Vanessa Cooper (National Children’s Bureau)

Nina Clarke (Mencap)

Swiss Cottage School, Camden

Tracey Leigh (London Youth)

Widgit Software

Widgit Rebus symbols are used with permission of Widgit Software Tel: 01223 425558Website: www.widgit.com

ChildLine would also like to thank everyone else who has been involved.


Lesson 1

All about me ChildLine is a registered charity, no. 1003758 1

Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

By the end of the lesson children should be able to select positive attributes ofthemselves

Introduce logbook – All about me

1 Write the name of each child on the front cover of the logbook

2 Explain that at the beginning of each lesson they will sing the ‘All About Me’ song

3 Sing the song and try and get some of the children to remember the song

‘Favourite’

Explore the word and what it means to the group

Favourite part of your face

1 Take a photo of each child with a digital or another type of camera

2 Stick this photo on the front cover of the logbook

3 Either use another copy of the photo or ask the children to draw a picture of themselveson page 1 of their logbook

4 Ask each child to choose their favourite part of their face, such as their eyes, ears, nose,mouth, lips, cheeks, chin, eyebrows or hair. Use the symbols provided if needed

5 Ask the adults in the lesson to say what their favourite part is to encourage each child tothink about possibilities

6 Ask the children to write or choose a symbol to finish off the sentence in theappropriate box on page 1

Extended exercises

Ask each child to say why it is their favourite part of their face, for example:

My favourite part of my face is my mouth because I like smiling

Ask each child to write a sentence in their logbook in the space in the box at thebottom of page 1, saying why it is their favourite part of their face

What are your favourite things?

1 Ask the children to think about some of their favourite things in three given topics, suchas favourite subject, food or drink. Emphasise that all children will choose differentthings because they are all different

2 Ask the adults to give examples of their favourite things from the three topics

3 Show these favourite things in the logbook on page 2 by

taking photos

children drawing pictures

finding images on the internet


Lesson 1


Activity 3

PSHE criteria

Resources

Learningoutcomes

finding images from magazines, then cutting and pasting them onto page 2 of the logbook

4 Ask the children to write or find a symbol to finish off the sentence in the appropriatebox on page 2

Extended exercises

Ask each child to say why it is their favourite subject, food or drink, for example:

My favourite subject is art because I like to paint

Ask each child to write a sentence in their logbook in the space in the box at thebottom of page 2, saying why it is their favourite subject, food or drink

Time to share

1 Ask the children to sit in a circle and take it in turns to say what their favourite part oftheir face is and why

2 A musical instrument, such as a drum or tambourine, can be passed around the circleand tapped by each child before they start talking to indicate it is their turn to speak

3 Pass the musical instrument around a second time and ask the children to take it in turnsto say what their favourite things are and why

1b, 5b

Logbooks, symbols, camera, magazines, photos, access to the internet, colouring pens

At the end of the lesson remind the children what they have learnt today:

We all have things we like about ourselves

We all have things we like

The things we like are all different and that is what makes us who we are


Lesson 1



Lesson 2


Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

By the end of the lesson children should be able to identify good qualities in a friend

Sing/chant ‘All about me’

As a group, revisit the word from the last lesson and remind the children of thelearning outcomes

‘Friend’


What makes a good friend?

1 Draw a rainbow on the board

2 As a group, explore with the children what makes a good friend

3 On the whiteboard, write words associated with a good friend in the spaces on therainbow or use the symbols, for example: happy, good, shares, kind, funny, helpful,listens, plays or laughs

4 Ask the children to write the words in their friendship rainbow in their logbook onpage 3, using words or the symbols provided

Friendship puppet/doll

1 As a group, explore with the children how they could show the attributes of a goodfriend on a puppet, for example:

happy = big smile/sun

good = tick

shares = two hands

kind = heart

funny = big smile

helpful = hands

plays = football

laughs = smiles

2 Explain that each child will make a friendship puppet/doll, such as a puppet madeusing papier-mâché or socks and felt

3 Draw an example on the board OR show a finished example to help explain

4 Hand out materials to each child

5 Ask each child to make a friendship puppet/doll

6 Take a photo of each child’s puppet/doll

7 Ask each child to stick the photo in the space provided on page 4 of their logbook


Lesson 2


Furthersuggestedactivities

PSHE criteria

Resources

Learningoutcomes

Extended exercises

Ask the children to make a plan of the puppet in their logbook, using drawings, wordsand symbols to show attributes of a good friend

Activity 3

Role play ‘How to be a good friend?’ using the last lesson to ask classmates or friendswhat their favourite things are, if they would like to play games, and so forth

Finished puppets can also be used as part of the role plays

1b, 4a, 4c, 4g, 5b

Logbooks, camera, symbols, whiteboard, art/textile materials to make dolls/puppets,colouring pens


What makes a good friend

How we can be a good friend to others


Lesson 2



Lesson 3


Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

By the end of the session children should be able to identify different feelings



‘Feelings’


Facial expressions

1 Draw the six facial expressions for the feelings shown on page 5 of the logbook (happy,excited, surprised, sad, worried and angry) on the board

2 As a group, explore these feelings, asking the children to make the same facialexpressions and to add other related body language too

3 Explore more feelings if appropriate

Sensory

1 Before the lesson, prepare up to five things for the children to touch, smell and hear, for example:

touch – cotton wool, tinsel, rice, scouring pads, teddy bear

smell – yeast extract, smelly cheese, coffee, fresh orange, flowers

sounds – drum, whistle, waves, birds singing, rustling leaves

2 Ask one child to come up to the front of the class and put their hand in a bag and touchone object without looking. Ask them to say nothing

3 Ask the rest of the class to look at the facial expression the child uses to determine ifthe child likes or dislikes the object, and how it makes the child feel when touching it. Use the feelings discussed above and more if appropriate.

4 Give the other children an opportunity to touch the object too and to decide if they likeor dislike it, to consider how it makes them feel and also to guess what it is

5 Ask the children to record the information on page 6 of their logbook

tick or cross in the like and dislike boxes

write or use symbols to determine how it makes them feel

write, use symbols or draw what they think the object is

6 Continue asking different children up front for the rest of the session on touch and thenmove on to smell in the same way

7 Do the sounds with the whole class or record the sounds onto a tape and let the chosenchild listen to them through headphones

8 If the activity needs to be shortened, use fewer items


Lesson 3


PSHE criteria

Resources

Learningoutcomes

Extended exercises

Extend the activity to taste and sight

1c, 4a

Logbooks, symbols, whiteboard, items for touch, smell and sound


Different things make us have different feelings

We all like and dislike different things

We can sometimes tell how people are feeling by their facial expressions and theirbody language


Lesson 3



Lesson 4


Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

By the end of the session children should be able to

identify places in school where they feel happy

identify people in school who make them happy



‘Happy’ (in school)


Make ‘happy’ biscuits

1 Explain that the children will be making happy biscuits with a plain biscuit and differentcoloured icing pens

2 Draw an example of a biscuit with a happy face OR show an example of a finished one.Think back to all the different facial features used in lesson 1 and the expressions inlesson 3

3 Give the children a plain biscuit each and share the icing pens among the class, thusreferring back to being a good friend from lesson 2

4 Ask the children to design a happy face on the biscuit using coloured icing pens

5 Take a photo of the biscuit to use in each child’s logbook on page 7

Extended exercises

Ask the children to make a plan of the biscuit in the logbook first, using drawings,words and/or symbols

Show in the plan which colours will be used for each facial feature, such as blue eyes,red mouth or black hair

Which places in school make you feel happy?

1 As a group, explore places in and around the school with the children where they feel happy, such as the classroom, playground, sensory room or library

2 Ask each child to choose the place where they feel most happy

3 Get the whole group to visit each child’s happy place

4 Take a photo of the ‘happy’ places with all the other children in the photo

5 Ask the children to put a copy of this photo or to draw a picture of their ‘happy’ place on page 8 of their logbook

Extended exercises

As a group, explore with the children why they feel happy in the place they have chosen


Lesson 4


Activity 3


PSHE criteria

Resources

Learningoutcomes

Ask the children to write why they feel happy in these places, such as ‘I feel happy inthe library because I like books’

Which people make you feel happy in school?

1 As a group, explore with the children who in school makes them feel happy whenthey are sad, such as friends, teachers, teaching assistants, headteacher, lunchtimesupervisors, school nurse or librarian

2 Take photos of these people

3 Ask children to use symbols, photos or drawings in page 9 of their logbook to identifythese people

Extended exercises

As a group, explore with children why the people they have chosen make themfeel happy

Ask the children to write why these people make them feel happy on page 9 oftheir logbooks

As a group, make a map of the school and identify all the places where each child in thegroup feels happy. This could be done using photos, drawings, symbols or as a collage

3g, 4d, 4g, 5d

Logbook, symbols, cameras, photos, magazines, biscuits, icing pens, photos of school staff,colouring pens


Places in school where they feel happy

People in school who make them feel happy


Lesson 4


5All about me ChildLine is a registered charity, no. 1003758


Lesson 5

Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

Activity 3

By the end of the lesson children should be able to identify people outside of schoolwho make them feel happy



‘Happy’ (at home)


Happy songs

1 Before the lesson, choose a song with the word ‘happy’ in it, for example, ‘If you’rehappy and you know it’

2 Play/sing the song and ask the children to tick a happy face on page 10 to count up howmany times they hear the word ‘happy’

Who makes you feel happy at home?

1 As a group, explore with the children who at home makes them feel happy, suchas mum, dad, brothers, sisters or grandma

2 Ask the children to add symbols, photos or drawings of these people to page 11 oftheir logbook

Extended exercises

As a group, explore with the children why these people at home make them feel happy

The children can write this in the box at the foot of page 11

ChildLine can make you feel happy

1 Explain that some children do not have anyone in school or at home who can makethem feel happy when they are sad

2 If this is the case, then there is always someone at ChildLine who they can talk to

3 Show ChildLine’s logo to the children and talk through the key messages:

telephone helpline

0800 1111 (freephone)

open 24 hours a day, every day of the year

children can call about anything that makes them feel sad and talk tosomeone who will listen

confidential/private

Extended exercises

Role play what children might say to ChildLine if they were worried about somethingusing the puppets from lesson 2


Lesson 5


PSHE criteria

Resources

Learningoutcomes

2h, 3f, 4c, 4d, 4g, 5e, 5h

Logbook, symbols, camera, CD player, colouring pens


Some of us have people at home who make us feel happy. We can go to them if we arefeeling sad

Any child can phone ChildLine if they are not feeling happy and someone will listen


Lesson 5



Lesson 6


Objectives

Introduction

Word of thelesson

Activity 1

Activity 2


PSHE criteria

Resources

Learningoutcomes

By the end of the lesson children should be able to recognise safe places in thecommunity



‘Safe’


Where are the safe places in the community?

1 As a group, explore the different safe places in the community. Talk about where thechildren could go for help if they lost their parents while out shopping, such as school,local police station, fire station, hospital, community centre, library or cafe

2 Write these on the board or use the symbols

3 Ask the children to record this information on page 13 of their logbock using drawings,words or symbols

Role plays

1 As a group, explore with the children what they could say once they had got to asafe place

2 The children can work in pairs and practice what to say, for example, one child can bethe nurse and the other the lost child

3 Children can then act out what they have practised in front of the class

4 Take photos of the role plays for children to stick these into page 14 of their logbook

Activity 3

As a group, draw a map of the community showing where all the safe places are. Usephotos, drawings or symbols

Activity 4

As a group, visit these places in the community

1c, 3e, 3f, 4g, 5a, 5d, 5e, 5h

Logbooks, symbols, camera, map of the community


There are other people in the areas we live who are safe people

We know where to find these people if something happens, for example, if we get lost

We know what to say to these people


Lesson 6



Evaluation lesson


Objectives

Introduction

Word of thelesson

Activity

PSHE criteria

Resources

Learningoutcomes

By the end of the lesson children should be able to demonstrate their understandingof issues that might affect their lives or lives of their friends


As a group, revisit the words from all the lessons and remind the children of thelearning outcomes

n/a

‘Get home safely’

1 This is a board game that can be played solo or by any number of children with thesupport of an adult to ask the questions

2 The game can be played in different ways:

using a draughts/chess board and counters

the grid can be drawn on the whiteboard

the grid can be drawn on a larger scale in the playground using chalk and thechildren can be human counters

3 The children roll a dice and move forward, but they must answer all the questions in thestars as they pass through (even if their throw takes them past the star, they must stillanswer that question)

4 If they answer correctly they collect that ‘star’ and wait for their next turn. Stars arenumbered from 1 to 7 (template included)

5 If they answer incorrectly, they must stop and wait for their next turn. On their nextturn the child does not throw the dice, but tries to answer the same questionagain, this time using their logbook for reference if needed, until they get it right andcollect that star

6 Children continue to play as above until they get ‘home’ safely

7 The aim of the game is to collect all seven stars on the way home

1a, 1c, 3e, 3g, 5a, 5b, 5d

Logbooks, symbols, game, dice, counters, chalk, stars

At the end of the lesson remind the children what they have learnt throughout the ‘Allabout me’ lessons


Evaluation lesson


‘Get home safely’ game

1

1

2

3

4

5

6

7

2 3 4 5 6 7 8

16 15 14 13 12 11 10 9

17 18 19 20 21 22 23 24

32 31 30 29 28 27 26 25

33 34 35 36 37 38 39 40

48 47 46 45 44 43 42 41

49 50 51 52 53 54 55 56

64 63 62 61 60 59 58 57

1. What is your favourite part of your face and why?2. Just as you are getting ready to go home, someone says some horrible things to you.

What can you do? Who can you tell?3. You sit next to your friend on the school bus on your way home. What are the good

things about friends?4. There is a new person on the school bus. Tell that person about the things you like

and show a happy face.5. Oh no! The school bus has broken down and everyone has to get off the bus. But, when

you get off the bus, you walk off and lose everyone. Where can you go for help?6. Someone hit you in school today and you still feel unhappy. Who can you talk to at

home to help make you feel happy again?7. Some children don’t have anyone to talk to at home to help them feel happy. Maybe

they could call ChildLine. What is ChildLine’s number?

Home

School


Evaluation lesson


Key Stage 2



*

Key Stage 2



Lesson 1 Finished? *

*

*

*

page 1

Key Stage 2




*

*

*

page 2

Key Stage 2




page 3

Key Stage 2




*

*

page 4

Key Stage 2




page 5

Key Stage 2




*

page 6

Key Stage 2




*

*

page 7

Key Stage 2




*

*

page 8

Key Stage 2




*

*

page 9

Key Stage 2




page 10

Key Stage 2




*

*

page 11

Key Stage 2




page 12

Key Stage 2




page 13

Key Stage 2




page 14