Primary 5 – without words

Theme – What Do I Feel?

HWB 1-01a HWB 2-01a I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 1-03a HWB 2-03a 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 1-04a HWB 2-04a 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 1-05a HWB 2-05b 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 1-08a HWB 2-08a I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

HWB 2-44a I understand that a wide range of different kinds of friendships and relationships exist.

HWB 2-44b I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.

HWB 2-45a I am identifying and practising skills to manage changing relationships and I understand the positive impact this can have on my emotional wellbeing.

Theme – What Do I Need?

HWB 2-01a HWB 2-02a 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 2-09a 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 2-10a 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 2-13a 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 Want?

HWB 1-04a HWB 2-04a 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 1-10a HWB 2-10a 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 1-19a Through taking part in a variety of events and lessons, I am learning to recognise my own skills and abilities as well as those of others.

HWB 2-19a Opportunities to carry out different lessons and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning.

HWB 1-20a HWB 2-20a I can describe some of the kinds of work that people do and I am finding out about the wider world of work.

Theme – what Do I Value?

HWB 1-01a HWB 2-01a I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 1-02a HWB 2-02a 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 1-07a HWB 2-07a I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.

HWB 1-09a HWB 2-09a 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 1-10a HWB 2-10a 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 1-19a Through taking part in a variety of events and lessons, I am learning to recognise my own skills and abilities as well as those of others.

Theme – What Do I Think?

HWB 1-01a HWB 2-01a I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 1-02a HWB 2-02a 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 1-09a HWB 2-09a 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 1-47a I recognise that we have similarities and differences but are all unique.

Theme – What Do I Choose to Do and say?

HWB 1-09a HWB 2-09a 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 1-12a HWB 2-12a 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 1-13a HWB 2-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 1-14a HWB 2-14a I value the opportunities I am given to make friends and be part of a group in a range of situations.

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 5

Learning Intention: We are learning to:

• understand that we have different kinds of friendships/relationships
• recognise the qualities we value in our friends

Discuss the Friends questions provided below. Discuss with pupils the qualities that they value in friends e.g. trust, loyalty, respect, understanding and honesty and write them on the board. Ask pupils to complete Friends activity provided below giving some details about their friends including what they like about them (qualities).

Facilitate a discussion on the range of qualities they identified and list on the board. Ask pupils to explain the different qualities they identified in different friends e.g. one friend may be a good listener and that is why you like them whilst another friend may have a good sense of humour.

View: Lesson 1: Friends – Questions

View: Lesson 1: Friends – Activity

Develop their learning by including a discussion and agreement on the five most important qualities they would want in a friend.

Discuss and agree the five most important qualities they would want in a friend and list them in order of importance friends. Highlight which quality was most valued by the class.

Ask pupils to make up a promotional poster illustrating how their friends show some of the five qualities they value. These could be displayed on the classroom board or school hallway.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise when someone is being bullied and why it is important to be able to talk to someone about our concerns

Ask pupils what we mean by bullying and confirm scenarios where bullying has taken place or when it is just normal natural childhood behaviour e.g. Bullying is something that causes a person harm or damage repeatedly over a period of time. Pushing during lining up for school dinners is not it is a one off.

Read the story below with pupils. Gemma’s story – Bullying

I am in P5 and I prefer to play football with the boys at football during break times and after school. When I am old enough, I am hoping to sign up for a girls’ football team.

However, a group of girls think I shouldn’t be playing football and have started to pick on me all the time – calling me names which are really hurtful. It is affecting the relationship I have with the boys and I am so worried they will stop playing with me.

I am really unhappy and I am about to give up football – I am not going to tell my parents why I decided to give it up.

Discuss the associated What do you think? questions with the whole class or if pupils are able to work in groups then appoint a facilitator and a reporter from within each group. Distribute the story and questions below and complete.

During feedback pupils should be able to justify their group’s opinions.

View: Lesson 2: Gemma’s story and Questions

View: Lesson 2: Gemma’s story PDF Questions

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand the importance of friendships
• develop our understanding of our social and emotional wellbeing

Read the story with pupils. Billy’s Story – Friendship

Billy is in P5 and lives with his grandmother quite a distance from the school. He had a new next door neighbour called Jen. When they first met, they realised quickly that they had lots in common. They both attended a Karate class and enjoyed some of the same computer games, music and going to the cinema.

Billy only saw Jen after school because she went to an all girls’ school. They often arranged to spend time together after school doing the things they both liked. Billy told his friends at school about Jen and they started teasing him about having a friend who is a girl. They were calling him a ‘girl’ and saying nasty things about Jen even though they had never met her.

Billy didn’t know how to deal with this and had thought about ending his friendship with Jen and just staying in at night after school.

Discuss the associated What do you think? questions with the whole class or if pupils are able to work in groups then appoint a facilitator and a reporter from within each group. Distribute the questions provided and complete.

During feedback pupils should be able to justify their group’s opinions.

View: Lesson 3: Billy’s story and Questions

View: Lesson 3: Billy’s story PDF Questions

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand how we feel about ourselves, what makes us happy and how we express ourselves

Ask pupils to reflect on how they feel about themselves e.g. good, confident, bad, proud, disappointed, happy, sad, unsure, angry, positive, and negative and record these.

Explain that peer assessment is a good way to discover other people’s perceptions of us and the importance of listening to other people’s opinions. Ask pupils to write down what they like about themselves and something they would like to improve about themselves.

Ask pupils to swap with a partner and write down what they like about their partner and what they think their partner could improve about him/herself.

Note: Colin has Cerebral Palsy which causes his muscles not to work properly – he sometimes requires a walking aid or wheelchair for mobility and his speech is affected. It has not affected his intellectual ability. There are varying degrees of Cerebral Palsy that affect people’s physical ability and it is usually caused by a lack of oxygen at birth.

Read the following quote from Colin

‘When I dream about the future, I see myself as being able bodied and it feels good. But even when I wake up and I’m still disabled, it’s okay, because I think I’m to try my best and look forward to being older and getting a job even with my disability.’

‘Probably I would not like to be able now. I did want to once when I felt that my friends were abandoning me because of my Cerebral Palsy. I do and I don’t want to be able. I feel that I want to able to join in with my friends.’

Discuss how Colin feels about himself. Does Colin feel:

• good about himself or not?
• hopeful for the future or worried about the future?
• happy or angry?
• confident about his abilities or unsure about them?

View: Lesson 4: Knowing myself – Colin’s Quote and Questions

Develop their learning by following the steps provided in the lesson plan including asking them to complete the Knowing Myself activity Part 1 and 2 then discuss their answers.

Ask pupils to create a poster about what they like about themselves using the I am Proud questions at the end of the activity.

View: Lesson 4: Knowing Myself – Part 1 and 2 Activity 

Ask students to create a poster to illustrate themselves including all the things they liked and information about themselves based on their answers. They should add something they want to change or develop.

Ask pupils to reflect on the following:

• things I can do…
• the thing I am most proud of is…
• people who are proud of me…
  

Ask pupils to complete an ‘I Am Proud’ poster. Alternatively, you may wish to approach this using a mind mapping technique, or a collage. Ask pupils to listen to the song ‘What Have You Done Today To Make You Feel Proud?’ by M People or another song with a similar theme.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise our self-help skills in the classroom and at home

Discuss what we mean by self-help skills. List pupils’ responses on the board. Include skills they use at home and skills they use in the classroom to support their learning. Ask pupils to complete the Self-help skills at school and home activities below. 

View: Lesson 1: Self-help skills – at home

View: Lesson 1: Self-help skills – at school 

Facilitate a discussion on the pupils’ responses, considering their self-help skills and what they still need to develop. Discuss the latter as personal development needs which they can address, in time.

Encourage pupils to raise any questions they might have. Discuss:

• Was there anything that surprised them?
• Can they identify anything that they could not do?
• Can they identify what self-help skills they need to develop?
• Are there skills they have but do not use routinely at home?

Ask pupils to think about what they need on a daily or weekly basis e.g. magazines, books, CDs, games, apps, mobile phone etc. and confirm who pays for these.

• What is the most popular item and why?
• How would they feel if they had to give up the things they most enjoyed?
• Why do we need so many things?

Explore with pupils how they could help their parents/carers by earning money to pay for these items through pocket money and by using their self-help skills around the house/garden.

• What happens if their pocket money doesn’t cover all the things they need?
• Do they still get what they want and how do they do this?
• Could they want so much their parents/carers get distressed?
• How would this impact on their parents/carers?

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand what we mean by inclusion/exclusion

Play the Truth Game provided below with the children. Firstly, explain the rules of the game:

Rules:

• You must tell the truth.
• Stand up if the things I say apply to you.
• Sit down after each statement to listen for the next one.

View: Lesson 2: The Truth Game 

Ask pupils to reflect individually on these two questions from the game:

‘Have you ever enjoyed taking part in a game?’ and ‘Have you ever felt left out of a game?’

Ask pupils to discuss these two experiences and how they felt on each occasion.

• What other things do people get excluded from?
• Why do people get excluded?
• Are they aware of any child/group of children who is/are excluded in school?

Ask pupils to identify any other personal experiences of times when they were left out and the feelings that they experienced as a result.

Ask pupils to consider solutions to being left out. How can children try to sort things out themselves, to ensure they are included? If they find things too difficult to sort out themselves, who might be able to help?

Develop their learning by following the steps in the lesson plan including discussing Mandy and Lucy’s quotes below explaining to pupils: ‘There are many reasons why people can feel left out, for example, children who use a wheelchair and are physically disabled. Read the short extract below taken from a conversation between two young people with physical additional support needs discussing being left out and what it feels like.

Quote Mandy: ‘Why doesn’t everyone play games that I can play? I mean, everyone can play games that I’m playing.’

Quote Lucy: ‘I just get terribly annoyed when I see other children playing games that I can’t. It gets me awfully sad. I just say to myself that there are many other things that you are good at. But they are not the important things. The important things are the things you want to do.’

Ask them to design a game everyone can play using the template activity provided.

View: Lesson 2: Games everyone can play – Template Activity

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

 Learning Intention: We are learning to:

• recognise activities we are able to participate at school and what we mean by barriers to inclusion

Discuss Things I do – in school activity introducing the idea that these are activities that everyone can participate in.  Ask pupils to share their responses to the class and discuss why they chose particular opportunities and not others.

Facilitate a discussion about a time when they did not feel happy with the way they were treated or with how they were not being included in other situations. How did they react to the situation to show their disappointment? You may include the following situations:

• in school
• at after school events or clubs
• at home
• at a family event
• in a shop
• during a game
• when given a gift

Ask pupils to prepare a role play of one of their situations with a partner and then ask a selection of pupils to perform their role plays to the whole class, video record or take photographs for the pupils’ lesson record.

View: Lesson 3: Things I do in school – Activity

Remind pupils of any previous work in lessons regarding accessibility. Ask pupils to discuss and agree the meaning of the word ‘accessibility’ in the context of physical access to areas/equipment/activities etc. within the school and to note down their definition. Some people use the phrase ‘disabled toilet’ when in fact it is an ‘accessible toilet’; in other words anyone can access it. You cannot have a disabled toilet

Develop their learning by considering physical barriers within the school/school grounds. Ask them to complete the School Accessibility Survey and consider the following questions:

• Are there barriers in place for safety reasons?
• Which barriers would stop people gaining access to the school e.g. wheelchair users, pushchairs, people who use walking aids, visually impaired or deaf people?

Note: To support pupils in surveying the accessibility of the school, you may be able to provide pupils with a wheelchair/pushchair/trolley to complete this activity experientially.

Ask pupils to present their findings to the class – either in a presentation, survey format, report or short film documentary.

Explain that physical accessibility issues are not the only things which stop us from being included. Explain that there may be other things which stop us from learning in school and these can also be called barriers.

View: Lesson 3: Things I do in school – Accessibility Survey 

Ask pupils to discuss the questions in Barriers to Learning activity provided and use the Five Steps to Success chart provided below to record what it is they need to do to make improvements.

View: Lesson 3: Things I do in school – Barriers to learning Activity

View:  Lesson 3: Five Steps to Success Chart

If pupils identify any barriers these could be presented to the Pupil Council or the school management with suggestions or solutions.

If pupils identify any barriers discuss:

• How can they help?
• How would these situations affect our social and emotional wellbeing and that of others?

These could be presented to the Pupil Council or the school management with suggestions or solutions.

Invite a member of the local community to talk about their disability or you may wish to ask a class member with a disability if they would like to teach their class about their disability – only if the pupil is confident and happy to speak to the class.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise activities we are able to participate in after school and what we mean by barriers

Ask pupils to discuss Things I do after school activity to find out which activities/services (introduce the word services e.g. clubs that use leisure services etc.) pupils use most. The responses should generate discussions about commonly used activities/services.

View: Lesson 4: Things I do after school – Activity

Develop their learning by completing the Things I do do after school activity. Facilitate a discussion about whether all children could gain access to these activities and if they think that some children could be excluded because of access issues.

Ask them how this would make them feel if they could not do something because of accessibility.

• How are they able to do these?
• How can we find solutions for those who cannot do these?
  

Develop the discussion to ask them to think about a time when they used a service they did not feel happy with e.g. in the way they were treated, how they were being included or with what they were being offered.

• How did they react to the situation and show their disappointment?
• How did this experience affect their behaviour?
• How did they decide to express their dissatisfaction and did they offer any ideas about how the activity/service could be improved in the future?
  

Note: If they do not state an example where they were dissatisfied then a scenario may be required.

Ask pupils to prepare a role play of one of their situations with a partner, and then ask a selection of pupils to perform their role plays to the whole class (video record or take photographs) as evidence of learning for the pupils’ portfolios.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• become more aware of how we make decision
• recognise how our decisions impact on others

Read out the Decision Making statements provided below.

Ask them to complete the activity then consider how many of the decisions they make by themselves and how many are influenced by other people. As we know, at this age everything they do will be influenced by other people. It is natural as they are growing up to feel that they want more control over what they do and this means being more responsible and listening to advice from the people around them.

What is important is how they react to decisions being made, especially around decisions about keeping them safe, healthy, respected etc. There could be an opportunity here to extend their thinking by referring to the GIRFEC Wellbeing Indicators. Adults will have experienced the same things growing up – point out something that happened to you when you were growing up and what you learned from it.

Discuss:

• Who influences their decisions and choices?
• Why is this important at this age/stage of their development?
• How do their reactions to these decisions impact on others e.g. not doing what you are told?
• Do people always make the right decisions? If not, give an example.
• Do they always discuss what they are going to do with someone else?
• Do they have someone they can talk to?
• Are disagreements healthy? If yes, why?

View: Lesson 1: Decision Making – Statements

Ask pupils to think about a scenario when they wanted to do something that their parents/carers disagreed with e.g. the way they dressed, friends they have, watching too much TV, spending too much time on their game console, use of their text messages or their diet.

Ask them to prepare a role play with a partner/group, and then ask them to perform (their role plays) to the whole class. Record or take photographs for the pupils’ lesson record or learning wall if possible.

You may also consider accessing clips from current TV programmes which include people disagreeing with each other. Ask pupils to discuss any common issues raised by the role plays. Explain that whilst they may feel alone in these situations at the time, others are experiencing similar feelings and situations.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• research activities we can do in our local community

Discuss with pupils things they do in their spare time. Distribute What I do in my spare time activity below. Ask them to fill in the chart to show how they usually spend their time outside of school. Discuss and list the things pupils have identified.

View: Lesson 2: What I do in my spare time – Activity

Develop the discussion by asking:

• What activities are there for children to take part within the local community?
• Do lots of young people take part? Why or why not?
• How does participating in activities help with your social and emotional wellbeing?
• Do you need special equipment or clothing for any activities you take part in – could this exclude some children if they could not afford these?
• How do you travel to get to these activities? Could this exclude some children if they did not have transport?
• Do you have to pay for the activities? Could this exclude some children if they could not afford it?

Ask the pupils to design a pie chart or graph showing proportions of time they spend doing things outside of school:

• at home
• outside in the street/at other people’s homes
• organised and led by people in community facilities (e.g. Scouts, Youth Club, Football Team, Karate)

Develop their learning by following the steps in the lesson plan including what they do in their community and drafting a community map to show the building and places they use.

View: Lesson 2: Community Map Example

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise our responsibilities within our local community
• understand what we mean by attitudinal barriers that can stop some people from participating in community activities

Question pupils about responsibilities and note responses on the board.  Show pupils local community photographs you have prepared from the following list:

• Litter – Graffiti – Damage to a building – Pedestrian crossing – Recycling facilitates – Local park – Leisure centre – Swimming pool
• Local shops – Cinema – Subway – viaduct – Bridge across a road

Ask pupils to form small groups to discuss the images presented, and to consider what they think their responsibilities are in relation to each one. Ask one group member to take notes, and another to report back to the class.

Discuss ‘’We are all entitled to be safe, happy and respected in our community. With this right comes the responsibility to do what we can to help make our community a safe, happy and respectful place.’

Ask pupils to design a community responsibilities poster based on one of the images, in order to create a positive message advising children about their responsibilities within the community. You may wish to display these in a public area of the school.

Explore the idea of ‘pupil voice’ and the ways in which this is promoted in the school. Ask pupils to consider the best ways of letting people in the community know what they think. Who are these people?

Groups could formulate an action plan of things to do in order to have their say in the local community.

Ask pupils to consider:

• what they want to say
• who needs to hear what they have to say
• the best way to let the right people know what they think

Discuss if there are any attitudes which could stop people feeling welcome in this school.

• Can people’s attitudes cause barriers?
• How do they make sure that people who need different things/support are all included in school?
• Can attitudes stop them from taking part in activities within the school?

Ask one group member to record points raised in the group and to feed these back to the class. If there are issues raised which need addressing, encourage pupils to consider ways to improve attitudes and of making sure that their solutions or recommendations are implemented within the school.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise different jobs people do and what we mean by work and work ethic

Discuss what we mean by work then ask pupils to complete the What is Work? questions provided. Discuss their responses. 

View: Lesson 4: What is work? Questions

Develop the discussion to ask pupils to think about the kind of work people do in school and complete the Jobs in a school activity Parts 1 and 2 and to consider what job they would like to do in the future and the skills they would need develop to do this.

View: Lesson 4: Jobs in a school – Activity Part 1

View: Lesson 4: Jobs in a school – Activity Part 2

Extend their thinking by asking pupils to think about all the activities they participate in at school and in their community and the kinds of jobs these activities create for people.

List the jobs on the board and discuss. Discuss what would be the most popular and the skills they would need to develop to do them.

Ask pupils to consider what job they would like to do in the future and the skills they would need to develop to do this.

Introduce the term ‘Work Ethic’ and discuss how this should be applied to their learning in school, in order to develop a good attitude to the benefits of working hard to achieve your best.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand our responsibilities in relation to our learning

Explore children’s rights focusing on their right to education. You may wish to refer to the UN Convention information on the Rights of the Child or take this opportunity to introduce the GIRFEC Wellbeing Indicators. Discuss with pupils their right to learn and be at school in this country then discuss whether it is a right for children in other countries.

Explore the idea that in this country their right to education for children is compulsory and free. Consider what their lives would be like without schools and teachers. Consider the benefits they gain from education and how this prepares them for the world of work and life as an adult. Is it good that education is compulsory?

Develop the discussion towards their personal responsibilities at school. Focus on the responsibilities that they have and the ones that are shared with their parents/carers and the school e.g. class rules, lunch, safety etc. Allow them to think about and respond to the Learning Questions below about themselves recording their responses as appropriate. These include:

• Do I have the right to attend school?
• Do I have the right to learn?
• Do I have the right to have my learning needs met?
• What are my responsibilities towards my learning in school?
• Who supports me?
• Why should I value my learning?
• Do we all learn at the same pace?

View: Lesson 1: Learning – Questions

The lesson should allow pupils to become more aware of their personal responsibilities. Discuss their responses to the questions and focus on the responsibilities they have in relation to their learning.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand what we value in relation to home, school and the local community

Ask pupils to form a small group to discuss the things which they value having in their home, school and local community and what they would miss. You may wish to refer to the Values Cards provided before asking pupils.

Show an example of your family (or of a fictitious family) on the board to include family members, extended family, friends, pets, talents, faith, and special items e.g. photos or gifts. Note beside each what you appreciate about them and what you would miss if any of these things e.g. people, pets etc. were taken away.

As pupils to complete What do I value activity and if possible, create a personal values poster.

View:  Lesson 2: What do I value – Activity

View:  Values Cards

Arrange pupils in pairs to share their thoughts with a partner and ask them to reflect on anything which they have lost that they miss.

Note: You will need to be sensitive to the needs of individual pupils who may require extra support and encouragement during this lesson e.g. any pupil who may have lost a parent, sibling or even a family pet.

Ask pupils to create a piece of work entitled Lost and give them adequate time to complete.

Suggest several formats for the work, for example, a poem, a painting, a drawing or a model, but allow the pupils to select the format which they think is most appropriate for expressing their feelings and experiences.

• You may wish for them to explain their pieces of work to their classmates.
• Encourage pupils to share their completed piece of work with others in the class.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand what we value in ourselves and others and how our values provide us with a sense of who we are, what we believe in and how we behave

Lead a discussion with the group/class to agree a definition of values using the Values Cards provided below and allow the groups time to separate the cards into high, medium and low priorities. You may wish to remind pupils about their classroom rules and why these have been agreed and valued by them.

The top 5 high priority cards should then be brought forward and agreed. Discuss these with the class to agree that these values are what they value most in themselves and others.

Introduce the idea of using these five values to write a Values Statement for their class and ensure it reflects the class rules and school vision

View: Values Cards

After wording their statement, pupils should consider adding any visuals/graphics/logos to enhance their message. This could be done on computer or designed as a poster.

The finished Values Statement can be displayed in the classroom or school hall and presented to the Pupil Council or Parent Body.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand the value of money and how we should manage money we receive

Ask pupils what they currently know about how much things costs. These could include haircuts, shampoo, deodorant, sweets, bread, milk, a trip to the cinema, bowling, clubs they belong to etc.

Ask them to discuss what they spend their money on and list on the board. Discuss who pays for these things and which ones they would consider a luxury/special treat.

• What would they miss most if they had to give it up?
• Do they do anything in the house to earn the money they have?

Read the story provided to the pupils. Claire’s story – Money

Claire is in Primary 5 and lives with her parents and two little sisters. Until Claire was in P4 her parents funded any activities that she was involved in.

Now, her parents have decided to give her £10.00 per week pocket money.

They have decided to allow her to spend the £10.00 as she chooses but would like her to manage this effectively in order to cover all her expenses.

Claire thinks this is unfair as one outing to the cinema would use up all her money.

Discuss the story and the related What do you think? questions with the whole class or if pupils are able to work in groups then appoint a facilitator and a reporter from within each group. Distribute the questions and complete.

View: Lesson 4: Claire’s story and questions

View: Lesson 4: Claire’s Questions PDF

During feedback pupils should be able to justify their group’s opinions. Ask pupils to complete the Future Money Plan activity provided below.

View: Lesson 4: Future Money Plan – Activity 

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand different emotions and how we react in some situations
• recognise what we can do to stay positive

Establish that there are different ways of reacting to situations, depending on your attitude towards the experience. Ask pupils to think about a situation or experience that affected them emotionally and allow them time to complete My Emotions activity provided below. 

Some examples could include:

• getting a birthday present you didn’t like and pretending in front of everyone that you liked it
• doing something for someone you did not really want to do

View: Lesson 1: My emotions – Activity

Support pupils to discuss how they felt during one of the negative experiences. What they could do about it to feel better? If they had to experience it again how could they improve the experience?

Explain that not everyone reacts in the same way to the same situation and that some situations are not what they at first appear to be.

Establish that there are different ways of reacting to situations, depending on your attitude towards the experience.

Show a clip from a sporting event, the Olympics or Commonwealth Games, a film, soap opera, Britain’s Got Talent or the X Factor results, asking pupils to identify some of the emotions portrayed by the actors or finalists. The discussion should establish that we can experience several emotions during any situation.

These can be positive or negative or both – this can be challenging for people, even adults.

Ask pupils to think about a situation or experience that affected them emotionally and to list the things they did to cheer themselves up. Share these with the class.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• express our beliefs
• recognise that not everyone believes the same things

Explain to pupils that today they will be considering the What is the truth statements and provide cards to enable pupils to label ‘true’, ‘false’ or ‘not sure’.

View: Lesson 2: What is the truth – Statements

Develop their learning to include a discussion that it’s alright for people to believe different things and that we must be prepared to listen to others who think differently from ourselves. What we think to be absolutely true might not be believed by other people.

Discuss different opinions given by the pupils. Highlight that:

• everyone is entitled to their opinion
• everyone should be shown respect and listened to
• people form opinions and beliefs for lots of different reasons
• sometimes there is no easy way to prove something we believe to be true
• in some cultures people hold very different beliefs and opinions from us and that’s okay

Ask pupils to think about their experience of other groups of people e.g. people who have disabilities, people from ethnic minority groups or older people.

• How did this experience affect their beliefs about these groups?
• Do they think their opinion and beliefs were changed by the experience?
• Did they recognise any similarities they had with them?’

Explain that people may believe in a whole range of different things – one aspect of this may be a belief in certain values, ways of behaving or different cultural and religious beliefs – for example, in school, we all agree to follow certain rules and values. Explain to pupils the importance of showing respect for the beliefs and rights of others.

Ask pupils to form small groups and to make a list of all the things that they believe in. Encourage pupils to expand on some of the beliefs they have listed and support pupils to listen to and respect each other’s beliefs.

Summarise that people’s beliefs, values, religion and culture, in many cases, may change because of their life experience. Give examples of this.

• People can change their beliefs through marriage – a Christian may marry someone who is a Muslim and convert to their beliefs or the other way round or live together happily respecting their different beliefs.
• People change their political beliefs.
• People can move from one country to another (migrate) with different cultural beliefs and they can change their attitudes to suit the new environment.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• respect the beliefs of others

Remind pupils of the previous lesson and ask them to recall how they felt about people whose beliefs were different from their own.

Provide a statement for debate, for example: ‘

• Girls shouldn’t play football.’  
• ‘Advertising aimed at children should be banned,’
• Competitions for disabled athletes such as the Commonwealth Games/Olympics should be held in a separate stadium from non-disabled athletes.’

You may wish to choose a topic which is relevant to your class but unrelated to religious belief.

Give children 10 minutes to prepare arguments both for and against the Different beliefs statement provided below. Divide pupils into two random groups and run a debate for 5 – 10 minutes.

Explain that they were put into a team randomly. Ask pupils to consider how they felt during the debate.

View: Lesson 3: Different beliefs Statements 

Ask pupils to consider whether they are actually ‘for’ or ‘against’ the statement which was debated.

If appropriate, take a secret vote, for example, by having pupils place their heads on the table and raise their hand or not to show their vote. Discuss the result.

Place the following words on the blackboard: tolerance, respect, listening and being open-minded.

Explain that throughout life we can change our opinions, just as some of us may have done in the debate.

By listening and being open-minded, and by showing respect and tolerance, we can share our beliefs with others, and others can do the same with us.

• What is the difference between a fact, an opinion and a belief?
• Who can they talk to?
• How does what we believe or hold an opinion about affect our social and emotional wellbeing?

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand aspects of citizenship

Tell the pupils that there are three aspects of citizenship, Social and Moral Responsibility, Community Involvement and Political Awareness and today we are looking at bullying in terms of social and moral responsibility.

Ask pupils to explain what they understand by bullying and write on the board. Give them some examples of what bullying is and what it is not.

Explain that bullying is repeated, deliberate actions which cause someone to be unhappy, worried or distressed. You may wish to use a different scenario from the one provided below.

Ask pupils to discuss and complete the activity about Citizenship and Bullying.

View: Lesson 1: Citizenship – Bullying

Note: Teachers may create a scenario pertinent to their group or use a newspaper article on the subject of bullying.

Scenario:
Explain that Molly is in P5 and is being called names and teased repeatedly in the dining room/playground by a group of pupils because she has red hair and freckles. You and your friends think that this is bullying and that it is wrong and unfair.

Discuss the What do you think? questions below and what they would do to remedy it.

How do they identify when someone (or they themselves) is being bullied, what is the correct way to stop/prevent it from continuing?

• What actions could they take to help prevent bullying?
  
• Do they think their actions would stop any bullying?
• Do they know what positive behaviour means? Do they know if their school has a positive behaviour policy?
• Why do you think some children display negative behaviours?

Explain that ‘standing up’ for a friend is an example of social and moral responsibility. Support pupils to locate and discuss the school’s positive behaviour policy.

• Ask pupils if they understand the policy.
  

Give 3 reasons why there should be a positive behaviour policy.

• Is there anything they think needs to be changed?
• How would they go about this?
  
• How do they report incidents of bullying?
  
• Could their Pupil Council be more pro-active?

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• develop our understanding of actions and behaviours we experience in school

Discuss with pupils the list of Action and Behaviours survey provided below that may be happening in the school. Discuss what they think of each one then distribute to small groups and complete.

View: Lesson 2: Citizenship – Actions and Behaviour – Survey

Ask each group to feedback their findings and list on the board their responses in order of severity with 1 being most serious and 10 being least. There are opportunities here to include the GIRFEC Wellbeing Indicators.

Discuss the two most serious concerns.

• What are the consequences of these issues for themselves and their school?
• What actions could they take to stop these?

Use the Five Steps to Success chart provided to support pupils in thinking clearly about what they could do to make improvements.

View: Five Steps to Success Chart

Once they have agreed what they could do to stop these behaviours, ask them to write up an action plan and present it to the Pupils Council/Parent Body, Assembly or Head Teacher.

Discuss which aspect of citizenship this would support: Social and Moral Responsibility, Community Involvement or Political Awareness?

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand what we mean by volunteering and to develop our roles as volunteers

Read the story below to the pupils.

Story: Lewis – Volunteering

When Lewis was in P5 he was in the school football team. His dad used to be a professional footballer who gave it up after a sports’ injury.

He is still very fit and knowledgeable about football and gives up 3 hours a week to share his skills and work with Lewis’s school team.

This has helped him keep fit and stay involved in football and in addition the school team is now top of the inter-school league.

Through his volunteering, he has helped the pupils, the school and the local community. Lewis is very proud of his dad.

Discuss the What do you think? questions provided below with the whole class or if pupils are able to work in groups then appoint a facilitator and a reporter from within each group. Distribute the questions provided and complete. During feedback pupils should be able to justify their group’s opinions.

View: Lesson 3: Lewis’s story and questions – Volunteering

View:  Lesson 3: Lewis’s Questions – PDF

Discuss which aspect of citizenship this would support – Social and Moral Responsibility, Community Involvement or Political Awareness?

Ask pupils to make a list of all the things they do now and what other things they could do. Ask them to think about what parents could do to help in the school, including the skills they would need and present this to the Parent Council/Head Teacher.

Ask pupils to ensure they ask for feedback and continued discussion through the Pupil Council.

Refer to the Primary 5 Lesson Plan that includes ideas and prompts to develop the learning experience.