Primary 3 – without words

Resource Themes Context of Learning

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

express their feelings and develop their ability to talk about them
explore ways of managing feelings and how to cope in different situations
understand the difference between bullying and normal everyday behaviour
consider the impact of their words and actions on others
consider ways of dealing with bullying incidents within their school
know from where and whom to seek help

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

consider their own needs and the needs of others in the school and at home
consider all the opportunities they have where their needs are met
identify their responsibilities in helping to achieve these

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

determine differences between what they want and what they actually need
respect what others need and want
explore things they all want and recognise the things they have in common

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

consider aspects of their school life and home which they value
consider areas for improvement at school and at home
understand independent thinking and positive attitudes

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

exercise their own judgement of fair and unfair scenarios
explore rules in a range of circumstances
develop their understanding as to why we have rules
explore what happens when people do not follow the rules
develop their understanding of the impact of breaking rules on others

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

contribute their time and talents in bringing about positive change
reflect on their responsibilities in class and the school community
understand their part as a citizen at this stage
reflect on the ways in which they can contribute effectively in school and home
identify why “having a say” in school is a positive thing

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 0-06a HWB 1-06a I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available.

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.

Theme – 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 0-07a 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 0-16a HWB 1-16a I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

HWB 0-19a HWB 1-09a 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.

Theme – What Do I Want?

HWB 0-08a HWB 1-08a I understand that people can feel alone and can be misunderstood.

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 0-10a 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.

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 0-45b HWB 1-45b I am aware of the need to respect personal space and boundaries.

Theme – What Do I Value?

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.

Theme – What Do I Think?

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.

Theme – 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.

HWB 0-45b HWB 1-45b I am aware of the need to respect personal space and boundaries.

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 3

What Do I Feel? Lesson 1: Actions and behaviour

Learning Intention: We are learning to:

understand different feelings and manage our behaviour
know who and where to seek help from

Share with the class that there has been an incident where either words or actions have been hurtful to another class member and record on the board. This can take place as a direct result of an incident that has happened or can be fictitious.

Ask the class to identify actions which can be physically hurtful to others and note these on the board.

Explain that causing hurt deliberately is not allowed and ask the class to identify actions which can be physically hurtful to others and note these on the board. Identify different ways in which the school deals with people who deliberately cause physical or other kinds of hurt to others and note these on the board.

Encourage pupils to explore that disagreements and occasional incidents are common and are not bullying. This will lead into the next lesson.

Using the words on the board (both physical actions and spoken words) ask pupils to think about how they or others might feel if these actions or words were directed at them. Support pupils to share contributions. Explain that the words or actions may have been accidental or deliberate.

Distribute or discuss the Action and Behaviour statements provided below. Instruct pupils to discuss with a partner how they might react if another child either called them names or said something very unkind to them or hurt them while they were playing in the playground. Allow each pair to share their responses with the class.

How would it make them feel?
What should they do in any of these situations?
How would they express their feelings?
Who would they speak to?

View: Lesson 1: Actions and Behaviour – Statements

Following the discussion from the Action and Behaviour statements ask pupils to complete by drawing or listing their responses, then to write a sentence/s about how they will react in the future if anyone hurts them through behaviours, words or actions.

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Feel? Lesson 2: What is bullying?

Learning Intention: We are learning to:

understand the difference between bullying and normal everyday behaviour

Explain to the class that you want them to read/listen carefully to a letter written by a pupil in his own language. Remind them about the previous lesson where they discussed the difference between bullying and normal childhood behaviour.

Read out or distribute the I Feel Sad letter below to all the pupils.

Discuss how the child who wrote the letter is feeling and what is making him feel this way. Does he feel happy, unhappy, worried, sad, lonely, stupid, nervous, isolated or friendless?

Ask pupils to consider how it would feel if this was happening to them. Explain that this child is being bullied.

Ask pupils to share ideas about what they could do if they saw someone being bullied in the school. Ask pupils to form small groups and to think about and discuss what bullying is.

Ask one member of each group to share the group’s ideas and note their suggestions on the board. Then read the following definition of bullying to the children and answer any questions they may have.

A pupil is being bullied when another pupil, or a group of pupils, say or do nasty and unpleasant things to him or her repeatedly.

When a pupil is teased on a number of occasions in a way he or she does not like, or when they are deliberately left out of things.

One off disagreements or fights can occur and this is not bullying, though these should be discouraged.

Ask pupils to reflect on the following questions

Have you ever bullied someone else?
How do you think it made the other person feel?

Ask pupils to share ideas about what they could do if they saw someone being bullied in the school.

View: Lesson 2: I feel sad letter

Using their suggestions from the Word Bank provided, create a poster to raise awareness of bullying. You may wish to create a class display of the awareness raising posters designed by the children.

View: Lesson 2: Word Bank

You may wish to create a class display of the awareness raising posters designed by the children.

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Need? Lesson 1: Getting the right help

Learning Intention: We are learning to:

give the right help to others both in the classroom and in the playground

Discuss a range of help people might need and ask the pupils “What do we mean by the right kind of help?” Discuss help given in the right way, at the right level and at the right time i.e. what is needed, when it is needed.

Ask the pupils to think of examples of someone receiving, what they consider to be the right kind of help. You may have your own examples ready or use the following scenario.

Scenario:

Colin is a wheelchair user because he is physically disabled. He loves to visit the local park where, although he cannot make use of the swings and slides, he loves to watch other children using the facilities.

Colin likes chatting with the other children and hearing their news.

When his carer arrives to take Colin out, the carer does not ask Colin where he might like to go, – instead she says to him “You just sit there and be a good boy.” and takes him off somewhere else.

Discuss the following:

Did the carer provide Colin with the right kind of help?
What should the carer have done?
Was there anything Colin could have done to achieve the outcome he wanted?

Ask the pupils about times when they needed help to do something in relation to their learning. Allow them to describe the help they received and explain whether it was the help they really needed?

Discuss how pupils ask for help in school and at home. Allow pupils to give examples of how and when to ask for help. As a whole class, ask pupils to suggest different things that people might need help with in the classroom and in the playground.

Allow pupils in groups to complete The Right Kind Of Help scenarios

View: Lesson 1: The Right Kind of Help – Scenarios

View: Lesson 1: Scenarios PDF

After 10 – 15 minutes, provide each group with the additional information in each scenario ask each group to select one scenario and perform a short drama for the class.

Ask the class audience to identify the right kind of help demonstrated after each performance.and ask them to develop a drama to accommodate this new information.

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Need? Lesson 2: Helping at home

Learning Intention: We are learning to:

consider what we do at home to help

Discuss the Helping at home statements below about what they need. (The GIRFEC Wellbeing Indicators could apply at home)

to feel and be safe
to show respect and be respected
to be supported and encouraged
to have food, clothing and warmth

Before pupils begin their discussion you could support them by giving some illustrations on the interactive white board for example, drawing a picture of a baby, an adult and an elderly person, and asking pupils to suggest what kind of things each would need help with (being fed, getting changed, washing the dishes, making dinner, setting the table, tidying up, getting in and out of the bath.

Note these suggestions on the board, for pupils to refer to during their own discussions.

Ask each pupil to draw a picture of their house and the people who live in it. Ask pupils to take their drawings and in small groups discuss what kind of help they and others might need at home noting their answers on their sheet.

After pupils have had sufficient time to discuss their needs and those of their families, bring the class back together as a whole and share responses.

Discuss the kind of things that pupils needed and what members of their families needed. You may decide to complete this part in groups or through a cooperative learning approach.

Support pupils to identify what kind of things they will be able to help with or could do better?

Do they need any information about how to do it?

Who could support them? Use the Five Steps to Success Chart provided to support them.

Summarise the variety of different things which children can do to be helpful at home.

View: Lesson 2: Helping at home – Statements

View: Five Steps to Success Chart

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Want? Lesson 1: Wants and needs

Learning Intention: We are learning to:

understand the difference between wants and needs

Discuss with pupils if they always get what they want, when they want it. When they do not, how does it make them feel or behave?

Ask pupils to consider the following Wants and Needs Scenarios provided below and discuss:

View: Lesson 1: Wants and needs – Scenarios

Discuss the difference between wanting something and needing something and how these can impact on our behaviours. Whether our behaviours are negative or positive they will have an impact on other people and can change people’s feelings.

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Want? Lesson 2: Things in common

Learning Intention: We are learning to:

recognise things we have in common with others

Remind pupils of any previous lesson where they thought about people they enjoyed spending time with and why. If they have not done this allow the pupils to share their experiences for a few minutes.

Explain that lots of people want the same things in life and have the same interests and hobbies – ‘having something in common’ can be one reason why people enjoy spending time together – this could be an interest or hobby, living near each other, belonging to the same family, or going to the same school.

Ask pupils to think about and share their thoughts on anyone they know who wants the same things as they do.

Ask pupils to form small groups and in their groups ask each pupil to find out one thing which they want or have in common with each member of the group.

You could support the discussion by using the Things In Common activity below talking these through before the groups begin.

View: Lesson 2: Things in common – Activity

Gather the class together and ask pupils to share what they had in common with others.

Note these on the board. Summarise that there are many things they have in common with others.

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Value? Lesson 1: Things I value about my school

Learning Intention: We are learning to:

value particular aspects of our school and identify areas for improvement
understand how we could contribute to improving aspects of the school life

Open the class discussion by asking pupils to share what they enjoy about coming to school. What are the particular things which they value about their school?

Use the examples given in the Things I Value About My School list below or have some suggestions ready to start a discussion on a positive note to identify things they value about the school.

View: Lesson 1: Things I value about my school – List

Ask them to identify anything they think could be better using the examples in the Things that could be better examples below. Encourage them to think realistically in relation to what is actually possible using thee examples below.

Arrange pupils into small groups and ask them to select something they would want to improve about the school and to plan how they would go about it. They should feedback their ideas to the whole class giving reasons for the change they decided to make and how they are going to achieve this.

You could ask the pupils to judge who had the most convincing plan to make things better for everyone, giving recognition to the winning group.

View: Lesson 1: Things that could be better examples

You may want to consider suggesting that their responses to the above are displayed in reception under the heading

“What Our Pupils Value about the School”

Ask pupils to consider who else would need to be informed in order to achieve the changes they would like to see. Their ideas and suggestions could be presented to the Pupil Council or Parent Council or the improvement plan for the following session. (You may want to use the Five Steps to Success chart.)

Support pupils to write a persuasive letter to the Head Teacher, Local Councillor or Director of Education. Ask them to create a drawing or painting entitled “My Ideal School”.

Ask the pupils to write a short paragraph about what they value about their school for inclusion in the next newsletter or Pupils Council agenda.

Allow them to use their imagination to design their ideal school where space, size, budget, resources etc. are not restricted (an imaginary situation).

You may want to use the Five Steps to Success chart.

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Value? Lesson 2: My contributions at home

Learning Intention: We are learning to:

value particular aspects of our home and identify areas for improvement
understand how we could contribute to improving aspects of our home

Remind pupils about the previous lesson. Explain that in today’s lesson, pupils will be considering what they contribute at home but that this time they will work individually using the My contributions at home activity below that includes some suggestions.

Ask pupils to recall what they valued about school and what could make school better. Ask pupils to work individually to identify what they contribute at home and perhaps suggest one thing which could be better. Could they consider helping more with small household tasks? Allow willing pupils to share their idea and list pupils’ suggestions on the board.

Ask pupils to write a short paragraph – “What I do to contribute at home” and then another entitled “What could I do better?”

View: Lesson 2: My contributions at home – Activity

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Think? Lesson 1: Rules in practice

Learning Intention: We are learning to:

understand the need for rules in school and the wider community

Introduce the topic of rules. Ask pupils when/where rules are used e.g. rules for games, in school at clubs etc. Ask pupils to say what the rules are and what would happen if there were no rules.

Ask pupils to say what the rules are and what would happen if there were no rules. Discuss:

Are rules for games a good thing?
Are pupils aware of any other situations where there are rules?

Explore the examples given in the Rules in practice activity below. Explore what pupils think about whether or not rules are necessary in these situations.

View: Lesson 1: Rules in practice – Activity

Ask pupils in groups to discuss the following rules and write these on poster paper:

Class rules
School rules
Playground rules

Allow each group in turn to report back to the class on what rules they discussed and wrote on their poster. They should display their poster for others to see as they report back. Displaying the posters should allow pupils to compare responses. Ask why these rules are important and discuss whether there is anything that should be added or improved about the existing rules.

Ask each group to reflect on the following questions which may have come up in the previous part of this lesson:

What rules are there at . . . . . ?
Why do you need rules at . . . ?
What would happen if there were no rules?
What happens if you break the rules?

Introduce “the law”– as a system of rules which people must follow, and the reasons for this.

Ask pupils to suggest any laws which they are aware of in relation to their age, for example:

Are they allowed to drive at their age?
Are they allowed to stay at home without an adult looking after them at their age?
Are they allowed to buy a pet?
Can they visit their friends without anyone knowing?
Are they allowed to access social media sites at their age?

Choose a few laws and ask pupils to express their own understanding of these laws. Support them in developing an understanding of the need for laws and the consequences of breaking them. Explain that school rules are in place to establish what acceptable behaviour is in order for everyone to feel safe and happy.

Your local community police officer may be invited to do a basic “Hot Seat” question and answer session on laws which impact on children. Prepare a list of questions that the pupils will want to ask during this session. You may wish to record this visit e.g. using a digital camera as evidence of learning.

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Think? Lesson 2: Is it fair?

Learning Intention: We are learning to:

form our own opinions about what is fair and unfair

Remind pupils of previous lessons about rules and discuss rules they think are fair and unfair.

Explain to pupils that there are laws which state that all people should be treated fairly and given the same opportunities in life. Fair treatment means that all people are given the same rights and opportunities.

Ask pupils to form small groups. Give each group the Is it fair? statements below. The group should decide whether they are fair or unfair.

If it is not fair pupils should share ideas on what should be done to make it fair. You may wish to create your own to be more specific to issues within your class/school/local area.

View: Lesson 2: Is it fair? Statements

Ask one pupil from each group to share feedback with the class as a whole. Try to establish as a whole class, an understanding of the differences between the fair and the unfair scenarios. You may identify a particular issue relating to your class group that can be improved by setting the pupils a task to make it better.

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Chose to Do and Say? Lesson 1: What are my responsibilities in school?

Learning Intention: We are learning to:

recognise that our responsibilities and contributions make us citizens within the school community

Remind pupils of the previous lesson. Explain that in today’s lesson, pupils will be considering their own responsibilities within the context of school.

Explain to pupils that we are all entitled to be safe, happy and respected at school. With this right comes the responsibility to do what we can to help make our school a safe and happy place where everyone is respected.

Ask pupils to share suggestions of their responsibilities at school, noting these on the board.

These may include:

handing out jotters – distributing snacks – remembering their homework and reading folders – not distracting others
working hard – following instructions – listening carefully – not dropping litter – following the school rules
behaviour in class, in the playground or the school dress code

Distribute the Responsibilities at School activity provided below and ask pupils to select one of their responsibilities at school, and to illustrate this in a drawing or painting. Encourage pupils to add captions to go with the illustrations and use these to create a class display.

View: Lesson 1: Responsibilities at school – Activity

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Chose to Do and Say? Lesson 2: What are my responsibilities at home?

Learning Intention: We are learning to:

recognise that we have some responsibility to help at home

Ask pupils if they remember any rights to which they and others are entitled. Allow pupils thinking time and if necessary give some prompts e.g. in relation to school, ask pupils if they have following rights:

to attend school?
to learn at school?
to feel safe at school?

On establishing that these are in fact some of their rights in relation to school explore their understanding of the associated responsibilities. e.g. We must: attend school and be on time (unless there is a very good reason for not being there e.g. illness) allowing others to learn – we should not distract others or allow their learning to be interrupted – allow others to feel safe – we should not display threatening or aggressive behaviour towards others through what we say or do.

Explain to pupils that we are all entitled to be safe, happy and respected at home. With this right comes the responsibility to do what we can to help make our homes safe, happy and respectful places.

Focussing on our rights and responsibilities ask pupils to offer suggestions of responsibilities that they have at home noting these on the board. These may include: washing the dishes, tidying their rooms, feeding the fish, setting the table, and may tie up with pupils’ responses from the “What Do I Need?” theme, in terms of things that they can do to help at home.

Distribute the Responsibilities at Home activity provided below and ask pupils to select one of their responsibilities from home, and to illustrate this in a drawing or painting. Encourage pupils to add captions to go with the illustrations, e.g. “I am setting the table” and use these to create a class display.

View: Lesson 2: Responsibilities at Home – Activity

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.

What Do I Chose to Do and Say? Lesson 3: Pupil voice

Learning Intention: We are learning to:

recognise that “having a say” can result in positive change

Ask pupils to offer suggestions of what it means to “have a say”. Can we always say what we think no matter the consequence?

What do we mean by having a say?
When can pupils have a say?
What difference does it make?

Ask pupils to think back and recall any time at school when they have had a say.

Note these on the board: examples at this stage could include class discussions, Circle Time and the Pupil Council.

Explain that we are all entitled to have a say, but with the right to have our say comes the responsibility to think through what you want to say and to justify your opinions with good reasons.

Through discussion establish what the pupils know and understand about ways of voting in relation to issues in school e.g. electing a class representative for events or Pupil Council. Discuss the systems of voting used routinely, these may include:

a show of hands (public vote)
marking a paper and placing it in a box (anonymous vote)

Discuss which of these voting systems they consider to be more effective encouraging them to give reasoned argument. Ask pupils if they are aware of other ways in which they can have their say in school.

If the Pupil Council has not yet been mentioned, ask pupils to consider how “pupil voice” is heard and acted upon through this.

Ask pupils how they think “pupil voice” makes a difference to their school experience – there should be real examples in each school but pupils may need prompted to recognise their contribution to effective changes.

Listen to pupils’ contributions of times when “pupil voice” led to a positive change. Encourage them to recognise their participation, as a citizen in the school, in effecting positive change.

Discuss pupils’ ideas of things they think need improved in school. Explore the range of things they can say and do to be instrumental in effecting improvements. (You may wish to use the Five Steps to Success Chart.)

Use a range of Role Play Scenarios provided below or of your choice to enable pupils to practice “having a say” or exercising their “pupil voice”. They should also decide the actions they will need to take to ensure success.

View: Lesson 3: Role Play Scenarios

Refer to the Primary 3 Lesson Plan that includes ideas and prompts to develop the learning experience.