Primary 2

Resource Themes Context of Learning

What Do I Feel? – These lessons provide pupils with the opportunity to:

consider how they feel in the class and in the playground
explore different feelings
identify who and what can influence how they feel
understand how our feelings affect choices we make and how we behave

What Do I Need? – These lessons provide pupils with the opportunity to:

develop an understanding that all people need help
recognise different kinds of help people need
learn new skills and strategies which will support them in a variety of situations
develop positive friendships and relationships
know where to seek help and how to ask for help
understand that some people in the local community may need help

What Do I Want? – These lessons provide pupils with the opportunity to:

reflect on what they enjoy doing in the playground and outside of school
reflect on who they enjoy spending time with
develop an increased awareness of their classmates’ different interests
identify things they have in common with their classmates

What Do I Value? – These lessons provide pupils with the opportunity to:

develop their understanding of the concept of difference
recognise difference as something positive, interesting and to be valued
consider things they value in themselves and others
explore how our values influence our choices

What Do I Think? – These lessons provide pupils with the opportunity to:

explore the concept of fairness
explore the class rules and the reasons for rules in this and other contexts
develop their understanding of rules
explore the consequences of breaking rules

What Do I Choose to Do and Say? – These lessons provide pupils with the opportunity to:

consider the purpose of school, the classroom and the playground
think about how they can contribute positively in different situations
develop an understanding of their role in school
explore how different environments in the school can affect how they behave and learn
develop an understanding of the concept of responsibility

Health and Wellbeing Experiences and Outcomes

Theme – What Do I Feel?

HWB 0-01a HWB 1-01a I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 0-02a HWB 1-02a I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.

HWB 0-04a HWB 1-04a I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

HWB 0-05a HWB 1-05a I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 0-44b HWB 1-44b I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to.

What Do I Need?

HWB 0-03a HWB 1-03a I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

HWB 0-05aHWB 1-05a I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 0-07a HWB 1-07a I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.

HWB 0-13a HWB 1-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-19a HWB 1-19a In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences.

HWB 0-44b HWB 1-44b I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to.

What Do I Want?

HWB 0-13a HWB 1-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-15a HWB 1-15a I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

HWB 0-19a In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences.

HWB 0-44a HWB 1-44a I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships.

What Do I Value?

HWB 0-05a HWB 1-05a I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 0-10a HWB 1-10a I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.

What Do I Think?

HWB 0-09a HWB 1-09a As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.

HWB 0-13a HWB 1-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-45b HWB 1-45b I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication.

What Do I Choose to Do and say?

HWB 0-11a HWB 1-11a I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.

HWB 0-12a HWB 1-12a Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.

HWB 0-13a HWB 1-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-14a HWB 1-14a I value the opportunities I am given to make friends and be part of a group in a range of situations.

HWB 0-19a HWB 1-19a In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences.

Classroom Planner

Please use the planner provided in both PDF and Word format to record, assess and plan your programme of lessons. The template can be adapted to suit your school planning procedures.

View: Classroom Planner Primary 2

Edit: Classroom Planner Primary 2

What do I feel? Lesson 1: How do I feel?

CLearning Intention: We are learning to:

recognise and express different feelings
understand our own and others’ feelings and know who to talk to

Explain to pupils that they will be thinking about how they feel in the classroom and the playground. Display the Happy Feelings card where they can be seen by the children to support their thinking.

Explain that as Primary 2 pupils, they are learning to share and express their feelings more fully and to manage their behaviour in an appropriate way. Discuss how feelings and emotions can change depending upon what is happening around them.

Discuss happy feelings and share appropriate ways of managing behaviour e.g. controlling excitement in certain situations.

Ask pupils to draw a picture of themselves in the classroom and to show happy expressions on their faces. Once all of the pictures are complete, ask pupils to share their drawing with the class. For example:

“In my drawing I am enjoying reading. I am happy.”

“In my drawing I am working on the computer. I am happy.”

Now ask pupils to draw themselves in the playground, again, to show happy expressions on their faces. Share their drawing with the class. For example:

“In my drawing I am running with my friends. I am happy.”

Explain to pupils that they will be thinking about how they feel in the classroom and the playground. Display the Sad Feeling card where they can be seen by the children to support their thinking.

Repeat the previous activity in relation to sad feelings. For example

“In my drawing I cannot find my friend in the playground. I am sad.”

“In my drawing I forgot my lunch box. I am sad.”

View: Happy Sad Feeling Cards

Edit: Happy Sad Feeling Cards

Support pupils to share ideas about how they help each other in the above situations? Who would they talk to about how they were feeling?

Now ask pupils to draw themselves in the playground, again showing on their faces sad expressions on their faces. Once all of the pictures are complete, ask pupils to form a circle, and to explain their drawing to the class.

For example:

“In my drawing I am playing on my own. I am sad.”

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What do I feel? Lesson 2: Different feelings

Learning Intention: We are learning to:

recognise different feelings and behaviours and what causes these
recognise circumstances that cause us to have different feelings

Remind pupils of the previous lessons where they have been thinking about how they feel in class and in the playground. Explain that today they will be thinking about sharing what makes them feel angry. Ask pupils to form a circle. Show the pupils three of the Feelings Cards provided below and ask pupils to say which card they think shows someone who feels angry.

After establishing which card shows an angry face, ask all pupils to make an angry face. Discuss what changes we might see which tells us that someone is angry. Include changes in body language and behaviour.

Ask pupils to think about things that make them feel angry, giving thinking time then ask pupils to share some suggestions.

Suggestions below and questions to ask – What makes me angry? and How should I deal with this?

Example: When someone pushes in front of me.

My response: Explain that I don’t like this and ask them not to do it again.

Example: When the food I wanted in the dining hall is finished before I am served.

My response: Recognise that as I grow and develop, I must learn to accept when I cannot have something and politely choose something else.

Ask pupils to discuss these in pairs and suggest what children might do when they feel angry, and for their opinion on what behaviours are acceptable. You could ask the pupils to role play the above and show what they would do if someone pushes in front of them etc.

Re-iterate that we have many different feelings and that different things/situations cause us to experience different feelings. Things that happen can make us feel angry, and it’s okay to feel angry.

However, we make choices about how we behave when we feel angry – highlight some positive choices that pupils can make when they feel angry.

Similarly structured lessons on feeling scared and feeling tired will extend the learning. It may be appropriate to do this in the follow up lesson provided.

View: Feeling Cards

View: Different Emotions Cards In Colour

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What do I feel? Lesson 3: Feelings and choices

Learning Intention: We are learning to:

recognise the difference between feelings and behaviours
understand our feelings and the choices we make

Remind pupils of the previous lesson where they thought about and shared things that made them feel angry, scared and tired. Explain that today they will be thinking about what makes them feel excited and how they feel when they have done something wrong.

Ask pupils to form a circle. Show the pupils three of the Feelings cards and ask pupils to say which card they think shows someone who feels excited. After establishing which card shows an excited face, ask all pupils to make an excited face.

Discuss the ways our faces change to express a range of feelings and that most of the time we do not think about these expressions at the time. Discuss what changes we might see which tell us someone is excited. Include changes in body language.

Ask pupils to think about how they feel when they do things right. Give them thinking time then ask pupils to share some suggestions.

Ask pupils to imagine that they have done something wrong – in class, in the playground, or at home and share how they feel when they have done something wrong. You could model sharing the feelings yourself by saying:

“Once when I __________________ , I felt _________________________.”

Re-iterate that we have many different feelings and that lots of things can make us experience these feelings. We make choices and do the right thing sometimes and we have all done things that are wrong at some time in our lives.

However, we make choices about how we behave when we have done the right/wrong thing. When we have done something wrong it is important to own up/apologise/make things right in order to move on. It is also important to recognise when we do the right thing.

Raise awareness that often a wrong choice needs to be followed by a good choice or action in order that we and others can feel better.

Suggest some positive choices that pupils should make when they feel they have done the right thing, and when they have done something wrong. Ask groups of pupils to role play/drama showing the wrong way to act followed by a more positive outcome.

Ask pupils to think and share ideas about who they could talk to about these experiences.

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Need? Lesson 1: What do I need help with?

Learning Intention: We are learning to:

• recognise what we need help with and who can help them
• recognise that people need help with different things

Ask pupils to share what they need help with. This can include emotional and practical support. Allow them thinking time then list their answers using the What do I need help with activity provided below.

Ask the pupils to select one of the things and make a poster entitled “I need help with…”which illustrates what they need help with.

Remind pupils that they shared the things they needed help with. Explain that, in this lesson, pupils need to try and answer some harder questions. If appropriate write the questions on the board and refer to the visual display of the pupils’ posters.

Does everyone need some kind of help?
Does everyone need help with the same things?
Share with the class something with which you need help e.g. technical support.

View: Lesson : What do I need help with? Activity

Edit: Lesson 1: What do I need help with? Activity

Arrange pupils to form small groups of up to four children. Ask each group to find out if all group members need help tying their shoelaces. Share feedback from each group.

Now ask each group to identify three further things they need help with. Did every member need help with exactly the same things? Gather the class together to share feedback from each group.

Explain that although not everyone needs help with the same things, everyone needs some kind of help. Confirm that they know who to ask when they are in situations where they need help.

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Need? Lesson 2: Asking for help

Learning Intention: We are learning to:

identify the correct way to ask for help when we need it

Remind pupils that in the previous lesson they agreed that everyone needs some kind of help. Ask pupils to think back, individually, over the past few days of a time when they needed help. Consider the different ways we communicate when asking for help (write it, draw it, speak it or indicate with a sign).

How did they ask for help and who did they ask?

Ask pupils to share responses as to how they ask for help and discuss these in terms of which are polite and which are not.

Ask each pupil to create a cartoon showing them asking someone for help. Include a speech bubble in which they should write an example of a polite way to ask for help. You may wish to create a display using the cartoons. Pupils should now be able to recognise that they and others have a need for help in order to develop their skills and strategies for learning.

Focus on how they might help others and, at the same time develop positive friendships and relationships. Organise a think, pair share activity or use the Five Steps to Success Chart provided below to support the pupils choice on how they could help someone else.

For example:

an elderly neighbour
a pupil in class
a member of their family

View: Five Steps to Success Chart

You may wish to add to this list to allow a wider range of scenarios to be considered and shared.

Ask pupils to think about something they want to do in the future and how they would go about it. This could be in relation to new hobbies, sports, friendships, learning or helping others.

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Want? Lesson 1: Things I enjoy doing

Learning Intention: We are learning to:

make choices about things we like doing

Explain to the pupils that they will be thinking about what they enjoy doing in the playground and outside of school. Ask them to draw something which they enjoy doing in the playground.

Ask each pupil to write a sentence about their drawing. For example: “I like playing football with my friends.” You may wish to scribe sentences for some children.

Ask pupils to repeat the process for something which they enjoy doing outside of school.

How does it make them feel?
Is it something they have chosen to do?
Is it something someone else wants them to do?

You may wish to display these or to give children the opportunity to share their work with their classmates explaining what they enjoy doing, where this happens and if they make friends whilst they are there.

Summarise that different people have different likes and interests and some people share common interests with others. When we do something we enjoy, we generally prefer it to be something we can share with others. What we enjoy influences what we choose to do, both in the playground and outside of school.

Discuss Things I enjoy doing activity provided below.

View: Lesson 1: Things I enjoy doing – Activity

Edit: Lesson 1: Things I enjoy doing – Activity

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Want? Lesson 2: Who do I like spending time with?

Learning Intention: We are learning to:

appreciate each other and become more aware of the enjoyment we get from spending time together

Remind pupils that in the previous lesson they were thinking about what they enjoyed doing in the playground and outside of school.

Explain that in this lesson they will be thinking about Who they enjoy spending time with? activity below and what is it that others do to makes us want to spend time with them?

View: Lesson 2: Who they enjoy spending time with – Activity

Edit: Lesson 2: Who they enjoy spending time with – Activity

Ask each pupil to draw people they enjoy spending time with on separate sheets of paper. All of the drawings should then form a pile on their desk.

Ask pupils to form pairs and to interview each other, selecting each other’s drawings asking and responding to these questions:

“Who is this person?”

“Why do you enjoy spending time with _____________________________?”

“When you spend time with ________________________ how do you feel?”

Make sure both partners have a chance to ask and to answer the questions. Gather the class together, and ask pupils to share examples of people they enjoy spending time with and share why they enjoy spending time with them.

Explain that is an important part of maintaining their relationships and friendships.

Summarise that we can enjoy spending time with a wide variety of people and there are many different reasons why we enjoy spending time with people. Discuss general reasons why we enjoy spending time with other people.

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Value? Lesson 1: Celebrating difference

Learning Intention: We are learning to:

understand what we mean by values
understand and be more aware of why we should value diversity and difference

Remind pupils of previous lessons in Primary 1 (What Do I Think?) where they thought about similarities and differences and the fact that we share many things in common with others as well as having many things about us that are unique to us.

Ask pupils if they can remember what the word unique means.

Bring out a selection of different types of pasta: e.g. lasagna, tortellini, penne, fusilli, linguine, spaghetti etc. Ask pupils to identify the unique features of each kind of pasta – what makes them different from each other?

Highlight the fact that despite these unique features of shape, size, and colour, they are all kinds of pasta; having such a variety makes pasta interesting to eat.

Explain that in the same way, people have unique features, like size, shape, colour, age, gender, likes, dislikes, and things they are good at or things they need extra help to do. We are all still people, just as the different kinds of pasta are all pasta. This variety of people makes the world an interesting place to live in.

Discuss the following statement made by some young people Lucy, Emma and Colin who are all wheelchair users and respond to the question in the Celebrating Difference activity below.

Lucy: ‘We are all different and we should be proud that we are different. But it doesn’t mean we are completely different.’

Emma: ‘You do not want to be different, do you?’

Colin: ‘No. But I feel that we are not different because if you look at it like this, able bodied people are different from us and we are normal.’

View: Lesson 1: Celebrating difference – Activity

Edit: Lesson 1: Celebrating difference – Activity

Ask the children:

What does Lucy say about being different?
What makes you different from your friends?
What is the difference between Colin, Lucy and Emma’s statements?

Ask the children what they have in common with other children in the class. Highlight that each of the children in the class is unique. Ask them to share things that make them unique or different from their siblings or friends.

Conclude by saying that whilst we are different to one another, at the same time we are all unique. We should celebrate our similarities and differences is a positive way.

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Value? Lesson 2: Things I value

Learning Intention: We are learning to:

consider things we value in ourselves and others
recognise situations where our values influence the choices we make

Choose some of the words from the Things I Value chart provided below and ask pupils to discuss which ones they believe are part of building good relationships.

View: Lesson 2: Things I value Chart

Edit: Lesson 2: Things I value Chart

Distribute the Positive Relationship cards provided small groups and ask the pupils to review the cards. Support them to share the ideas on the cards and identify what they think are the most important.

View: Lesson 2: Things I value – Positive Relationship Cards

Edit: Lesson 2: Things I value – Positive Relationship Cards

Once they have completed the task ask each group to feedback on the cards they have chosen and confirm what they valued most. Ask the pupils to think of the five most important values and display the cards.

There is an opportunity here to explain that some of the things they value are in fact entitlements to which everyone has the right e.g. feeling safe.

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do You Think? Lesson 1: What is fairness?

Learning Intention: We are learning to:

• understand and appreciate why we have class rules and what we mean by fairness

Explain to pupils that they will be thinking about rules and being fair. Ask pupils to think about the class rules with a partner and then share with the class. For each rule which is offered ask children to explain why the rule exists. For example:

“There is no name calling because it can make people sad and upset.”

If you do not currently display the class rules, review your existing rules or negotiate new rules with pupils. This promotes a sense of ownership. Consequences of breaking their own rules could also be negotiated. Ensure positive terminology is used e.g. Rule: ‘Interrupting is rude’ is more positive than ‘Don’t interrupt’.

Highlight that the rules are there to make the classroom a safe, happy and respectful place, where everyone can learn and develop. If the term “rules” is viewed as negative, an alternative term may be preferred e.g. code of conduct.

Develop their understanding about people’s perceptions of rules and how sometimes we can think that rules are unfair. Ask pupils to explain their understanding of the word fairness.

It may help children to explain their thinking by giving an example of something which is fair and something which they feel is unfair. Ask pupils to discuss the What is fairness? activity provided below.

View: Lesson 1: What is fairness? Activity

Edit: Lesson 1: What is fairness? Activity

Pupils could act out the examples or ones pertinent to your classroom situation.

Reach a class consensus on the meaning of fairness and ask pupils to consider how class rules are the same for everyone and how this helps to make things fair.

How do they feel when others break the rules?
What could they do about it?
Who should they talk to?
Does it affect their concentration if people misbehave?
How does it impact on their social and emotional health and wellbeing or learning?

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do You Think? Lesson 2: Class rules

Learning Intention: We are learning to:

understand the purpose of each classroom or playground rule
understand that these rules are for everyone in the class

Remind pupils of the previous lesson where they thought about how rules in class helped to make it a safe, happy and respectful place, and how the rules are the same for everyone and this helps to make things fair. Ask pupils to discuss the Class rules activity provided below that includes:

Why do we need to follow rules?
What happens if we don’t follow the rules?
What would happen if there were no rules in class?
Where else do we need to follow rules? Why?
What happens when you break the rules in football?
What are the playground rules?
What should we do if others are breaking the rules?

Ask pupils to share their knowledge and experiences of rules in the following situations:

shopping in a large supermarket
travelling in a car, bus, train or aeroplane
crossing the road
visiting the doctors
swimming in a community pool

View: Lesson 2: Class rules – Activity

Edit: Lesson 2: Class rules – Activity

Explain the some of the consequences which happen when we don’t follow certain rules. Revise and explain the consequences for not following the class rules.

Summarise by explaining that there are rules to follow in lots of places, not just in school, and that the reason for rules is to make sure that everyone is safe, happy and respected which impacts on our social and emotional wellbeing as well as our learning.

Devise an activity e.g. role play, a poem or poster about rules and consequences of breaking them.

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Choose to Do and Say? Lesson 1: Why do children come to school?

Learning Intention: We are learning to:

understand our role in the school community
understand that different environments influence our behaviour and learning

Explain to the children that they will be thinking about the purpose of coming to school. Ask the question. “Why do children come to school?” questions provided below giving some time for all children to think about this and allowing each child to give an answer if they wish.

Develop the learning by exploring the following questions. This could be done through active discussion, art work, language or drama.

View: Lesson 1: Why do children come to school? Questions

Edit: Lesson 1: Why do children come to school ? Questions

Summarise the pupils’ responses to the questions and add any additional information that has not been raised by pupils during the activities.

Ask pupils what is different about their communication with each other in the classroom and the playground. Do they communicate in the same ways? What is different? Why is it different? Examples shared may lend themselves to role play activities.

Ask pupils to reflect on the learning which took place by restating the reasons why children come to school.

Ask pupils to review what they do in the playground, and how they should behave.

What do they do in the playground?
How should they communicate and behave in the playground?
What choices do they make during play that impacts on others?
What do they learn in the playground?

Confirm the kind of things they learn in each situation and emphasise the importance of their positive contribution and choices in making their school community a welcoming place for all.

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Choose to Do and Say? Lesson 2: My responsibilities

Learning Intention: We are learning to:

recognise our responsibilities for our behaviours and the effect these can have on others

Ask pupils to offer suggestions for the meaning of the word responsibility and reach a class definition of ‘responsibility’.

Ask pupils to form small groups and discuss:

What is a responsibility?
Do I have any responsibilities in class?
What can I be responsible for in class?

Ask pupils to discuss things for which they could be responsible in the My responsibilities activity provided below.

View: Lesson 2: My responsibilities – Activity

Edit: Lesson 2: My responsibilities – Activity

Ask pupils to take turns to complete the following sentences:

When I was responsible for _________________________________ , it made me feel_________________________.

This made the rest of the class feel ____________________________.

Confirm that by taking their responsibilities seriously, it not only helps them to develop and learn but also helps everyone in the class.

Ask pupils to consider and discuss things in the playground for which they could be responsible. These could include collecting and distributing playground equipment, assisting the janitor or playground supervisor, or being a buddy to someone in need.

Refer to the Primary 2 Lesson Plan that includes ideas and prompts to develop the learning experience.