A sample of SEAL Curriculum links - Bradford



A sample of SEAL Curriculum links

Covered by the

SEAL Curriculum Resource

Theme: Getting on and falling out

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|SEAL Curriculum Links – Foundation level |

|Getting on and falling out |

|Creative Development |

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|Make pictures of angry faces in a variety of media and make a display of these, adding captions about what makes the children angry. |

|Paint pictures while listening to angry-sounding music and to calming music. Compare the pictures and draw out the differences. |

|Geography |

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|Make a large building or structure together that requires cooperation, for example a huge spider’s web from long sticks and wool or string, or a group sewing picture. |

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|Make a river course in sand in the water tray or another large tray. Ask the children, in small groups, to observe and report what happens when water flows into the river course. Children appoint their own |

|spokesperson for reporting back. |

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|At the water tray or in the role-play area, involve children in setting rules for playing together involving, for example, sharing equipment, taking turns, talking to each other, helping each other, making sure|

|that each one has space. |

|P.E |

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|Physical development: |

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|Cover faces of jumbo dice with faces expressing different feelings. Throw a die and imitate the face on which it landed, as well as moving your body as if you feel this way. |

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|Use parachute games to promote cooperation. Take photographs of the activities to display and refer to. |

|Science |

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|Knowledge and understanding of the world: |

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|Make a large building or structure together that requires cooperation, for example a huge spider’s web from long sticks and wool or string, or a |

|group sewing picture. |

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|Make a river course in sand in the water tray or another large tray. Ask the children, in small groups, to observe and report what happens when water flows into the river course. Children appoint their own |

|spokesperson for reporting back. |

|At the water tray or in the role-play area, involve children in setting rules for playing together involving, for example, sharing equipment, taking turns, talking to each other, helping each other, making sure|

|that each one has space. |

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|SEAL Curriculum Links – Years 1 & 2 |

|Getting on and falling out |

|Creative Development |

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|Role-play |

|To explore familiar themes and characters through improvisation and role and listening play |

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|Objectives: To ask and answer questions, make relevant contributions, offer suggestions and take turns |

|Text: The Rainbow Fish by Marcus Pfister (North-South Books), ISBN 3314213883 |

|Text themes: The main theme is the initial reluctance of the main character to share the beautiful scales that make him special. Wise Octopus helps him to realise that sharing them can be a rewarding |

|experience. |

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|Music: To explore and express their ideas and feelings about music, using movement, dance and expressive and musical language |

|To create musical patterns |

|To explore, choose and organise sounds and musical ideas |

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|Art and design: To represent observations, ideas and feelings ... |

|Listen to peaceful or happy music and ask the children to write a poem, or choose from a selection of media to create a picture in response. Use music that suggests anger and strong emotion in a similar way. |

|Some ideas for suitable stimulus music are given in the guidance on Music for different moods on the CD-ROM that accompanies these materials. Children might also like to create their own piece of music |

|depicting either friendship, getting on or falling out. |

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|Music: As for QCA Unit 3 The long and short of it. |

|Working with, and developing simple musical patterns can help pupils learn the skills of cooperation as well as develop their sense of rhythm and help them start to explore aspects of composition. |

|Pupils can play question and answer rhythms on simple musical instruments such as a triangle. |

|The above idea can be made more challenging by asking the children to ‘answer,’ for example, at a different speed, changing part or even at different volumes, getting louder or quieter during the repeat. |

|Design and Technology |

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|SEAL objectives: |

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|􀂃 To understand the role of cooperative play in making and keeping friends |

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|􀂃 To be aware of the comfortable feelings that link to sharing |

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|D&T objectives |

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|􀂃 To relate the way things work to their intended purpose |

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|􀂃 To discuss how structures have been used to serve children’s needs |

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|􀂃 To observe, discuss and collect information |

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|􀂃 To make model play structures which reflect their ideas |

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|􀂃 To evaluate these models as they develop, identifying strengths and possible changes they might make |

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|Linked work - QCA Design and technology Unit 1B Playgrounds |

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|Suggested activities |

|Lesson 1 |

|Take the children on a visit to a local playground to investigate the items of equipment found there. |

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|Part 1 |

|Start the activity with a walk around the playground and then ask the children why we have playgrounds. Ask if the play equipment is any good and then pick up on the responses of individuals or prompt others to|

|make a comment. Ask if they think that some children might need special equipment to play with. Discuss reasons for that special equipment. |

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|Gather around one piece of equipment and ask the children to name different parts of it. Ask about the different materials that have been used and why they might have been chosen. Ask the children how the parts|

|have been joined together then ask how children would hold onto, climb on or get into parts on that particular piece of equipment. Ask if those parts of the equipment would encourage children to play together |

|or alone. |

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|Part 2 |

|Ask the children to form groups and then gather around another piece of equipment that they like. Remind each group of what they thought about and discussed relating to the first piece of equipment and then |

|draw the new piece of equipment. Ask them to write down whether or not that piece of equipment encourages children to play together or alone. |

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|Part 3 |

|Bring the groups back together and discuss which pieces of equipment encourage which type of play. Discuss the advantages and disadvantages of playing together and playing alone. Ask the children what they feel|

|about playing together on the equipment they have investigated and how this could help them to make and keep friends. |

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|Lesson 2 |

|On returning to school carry out focused practical tasks where the children learn how modelling is used by designers to develop their ideas and test their products. Show the children how to construct square and|

|rectangular frames using construction kits. Show them how they could make the frames more stable and withstand greater loads. Show them how to cut and join wooden strips and card to make a frame. |

|Geography |

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|Objectives: |

|Geography: As for QCA Geography Unit 3 An island home. |

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|Speaking and listening: To adopt appropriate roles in small or large groups and consider alternative courses of action (D16) |

|See the teaching sequence on pages 32 and 33 of QCA/Primary National Strategy guidance Speaking, listening, learning: working with children in Key Stages 1 and 2 (DfES 0623-2003). |

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|This series of activities involves children in listening to the story Katie Morag and the Two Grandmothers by Mairi T Hedderwick (Picture Lions), ISBN 000664273X using face symbols to show how characters feel. |

|They use roleplay activities to develop and reflect on characters’ thoughts and feelings, and then generate and explore alternative ways in which the story might continue. |

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|Activity 2: Geography |

|Objectives: |

|To involve children in planning improvements to their playground |

|To engage children in creative thinking, working as a team |

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|The teacher sets the scene. The school is interested in improving its outside playground. The children work in groups representing different ‘companies’ who will submit ‘tenders’ for the job of improving the |

|playground. |

|The children critically survey the playground and use images (maps, sketches, photographs) to illustrate its features. |

|In their groups they discuss what might be changed and how to change it. |

|Each group submits a ‘tender’ in the form of a poster and the teacher reviews these with the class. |

|History |

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|History Objectives: To understand that different people may have experienced historical events in different ways |

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|Activity One |

|This activity can be used for any history topic where there may be opposing points of view about an issue. |

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|Draw two heads with large speech bubbles. In each speech bubble start a contrasting opinion about the situation. Examples might be: I enjoyed being evacuated because ... /I hated being evacuated because ... |

|I think Athens is best because ... /I think Sparta is best because ... Ask the children to complete the speech bubbles. This activity can be preceded or followed by the children discussing the opposing points |

|of view either in or out of role. They can discuss whether the points of view could coexist peacefully or whether they could be reconciled and how. This activity links to work on empathy and understanding that |

|different people may have different feelings about the same situation. |

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|Activity Two |

|SEAL objectives: |

|To be aware of the importance of playing together and the role of play in making and keeping friends |

|To consider the skills we need to play together well (sharing, waiting our turn, etc.) |

|To consider ways of making up when things go wrong or we fall out |

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|History objectives: |

|To find out about the past from a range of sources of information |

|To ask and answer questions about the past (This unit will link with QCA History Unit 1 Toys) |

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|Lesson 1 - Resources – time line |

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|Part 1 |

|Ask the children what games they play in the playground. Collect their answers. You might want to divide them into games that require equipment and toys and games that only require people. What games do they |

|play when they’re not at school? Where do they play them? Again collect their answers and organise them to show what equipment they use, how many people are involved, where they play, and so on. Ask the |

|children to think and talk about what differences there are between games they play on their own and games they play with other people. Which games are more fun? Why? What sort of skills do we need to learn to |

|be able to play with other people (e.g. sharing, waiting our turn, saying what we would like to do, learning rules, listening to others, making sure that the game is fair)? Ask the children to talk about what |

|can go wrong in their games – how do they make things better or fair when there are arguments or fallings out? Remind children to use what they know about making up. |

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|Part 2 |

|Where possible ask a grandparent or older member of the community to visit the class and answer questions about the games played when they were children. The questions should be prepared in advance with the |

|help of the teacher. Ask the children whether they think that their parents/carers/aunts or uncles/grandparents played the same games when they were little as they do. Discuss their thoughts and reasons. |

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|Part 3 |

|Ask them to place the time when their parents/carers and grandparents were little on a simple time line (or washing line). Establish that this was ‘not a very long time ago’. You could use an electronic time |

|line on your interactive whiteboard. |

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|Lesson 2 |

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|Part 1 Remind the children of what they thought about the games that their parents/carers/aunts or uncles/grandparents played. How could we find out more about what games people played in the past? Collect |

|ideas. Children may suggest asking people, looking at pictures (and maybe lots of other ideas). |

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|Part 2 Ask: If we wanted to ask people about the games they played when they were little, what questions could we ask them? Together write some good questions to ask. Suggest that as well as asking about games |

|the children could also ask about friends: did they always get on, what did they fall out over, how did they make up? |

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|Part 3 If appropriate, ask the children to write out the questions so they can take them home and interview one or more adults of their choice. |

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|Lesson 3 |

|Arrange for an elderly visitor to visit the class to answer the children’s questions. Establish that this person is older than their parents and probably their grandparents, so the person’s memories are further|

|back on the time line. The children could ask the visitor to teach them some of the games that the visitor used to play when they were a child. |

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|Lesson 4 |

|Collect pictures of children playing different games/playing together from the Victorian/Edwardian period, 1930s or 1940s, 1960s or 1970s, and the present day. Can the children place them in chronological |

|order? Can they give reasons for putting them in the order they did? Discuss. Place the pictures on the time line. |

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|Lesson 5 |

|Discuss what the children found out from their interviews and from looking at pictures. |

|Ask: Have the games children played changed? In what way and why? Did children in the past always get on or did they fall out? How did they make up? How do you make up? Try out some of the games that children |

|played in the past. You might want to record these, along with games children play today, in an electronic class playground games book, using digital video to record children playing the games and/or |

|presentation or multimedia authoring software.Suggested links Pat Hutchins’s What game shall we play? (Harper Trophy), and follow-ups ISBN 0688135730 would be an appropriate book to share with the children |

|during or as a follow-up to this work. |

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|In the suggested activities within the Blue set there is a ‘Make a game’ challenge. Again this would link well to this series of history lessons. |

|Maths |

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|Objectives: |

|To choose and use appropriate number operations to solve problems |

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|Give pairs of children a number statement or connected number statements, such as 5 – 1 = 4, 4 – 1 = 3, 3 + 2 = 5, and ask them to make up a story about friends getting on or falling out that fits the number |

|statement or statements. |

|Give an example: five friends have a row and Joe walks off, leaving four behind. Steve feels sorry for Joe and goes to find out how he is, leaving three behind. Joe helps Steve feel better and make up with the |

|other three. The children can then construct their own number statements to suit a story they make up, making the number statements as complex as they are able. |

|P.E |

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|Objectives: |

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|PE: As for QCA PE Unit 2 |

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|Speaking and listening: To listen to others in class, ask relevant questions and follow instructions, e.g. listening to and questioning instructions for devising a game (L14) |

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|Activity 1: PE – Games |

|See the teaching sequence on pages 30 and 31 of QCA/Primary National Strategy guidance Speaking, listening, learning: working with children in Key Stages 1 and 2 (DfES 0623-2003). This sequence of activities |

|involves children in inventing a game in PE, using simple equipment and then explaining their game to the rest of the class. They plan their explanation; listen to another group’s explanation and then play |

|their game; reflect on successful explanations and good listening behaviours. |

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|Activity 2: - PE – Gymnastics |

|Objectives: |

|Selecting and applying skills, tactics and compositional ideas and evaluating and improving performance. |

|During partner work in gym lessons, discuss with the children the skills they need in order to work together effectively, specifically in selecting, applying skills, tactics and compositional ideas and |

|evaluating and improving performance work. |

|Ask them to think about what happens when they don’t work effectively with their partner. Help them to think particularly about gymnastics skills where it is vital that they do cooperate with a partner, for |

|example matching and mirroring, partner balances and supporting/taking a partner’s weight and contrasting actions. Discuss what difference it makes to the standard of their performance when they apply the |

|skills of cooperation in their work with a partner or their work in a group. |

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|Activity 3: PE – Dance |

|Objectives: |

|Selecting and applying skills, tactics and compositional ideas, and evaluating and improving performance. |

|As outlined for gymnastics lessons, discuss with the children the skills they need in order to work together effectively in partner or group work in dance lessons. Discuss skills relevant to the particular QCA |

|dance activities the children are working on. Ask them to think about what happens when they don’t work well with their partner or group. Help them to think particularly about the dance skills where it is vital|

|that they cooperate with their partner or group, for example canon and unison, action and reaction, question and answer, copying, following and leading and synchronising. |

|R.E |

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|RE (Christianity) |

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|Objectives: |

|To know when to say sorry, |

|To understand that in Christianity, forgiveness is a major belief |

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|Discuss why we say sorry. Is it easy or hard? What are the different ways in which we can we show that we are sorry? How does it feel when someone says sorry to you? What is forgiving? Do we always forgive |

|people when they say sorry? |

|Think about why Christians believe forgiveness is important. Explore a range of stories and teachings about forgiveness. |

|Science |

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|Activity 1 |

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|Objectives: |

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|Speaking and listening: To ensure everyone contributes, allocate tasks, consider alternatives and reach agreement |

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|Science: As for QCA Science Unit 2E section 5 Forces and movement |

|This sequence of activities involves children in an experiment to investigate how different surfaces affect the distance a vehicle can travel. They |

|speculate, then work in groups to design an experiment, conducting it and recording their results. An explicit part of the teaching sequence is to reflect on the different tasks completed by the group and how |

|talk helped the group to function effectively. |

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|Other activities |

|There are a number of QCA science units which also lend themselves to a focus on group-work skills as follows. |

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|QCA Unit 1A section 7 – Ourselves |

|Children can find out who is the tallest person in the class, taking turns to measure each other using non-standard measurements, such as hand spans. |

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|QCA Unit 1B section 5 – Growing plants |

|Children investigate ‘Which plant grows the tallest?’ They decide what to do, listening to each other’s ideas, and agreeing what to do. They share jobs out so that everyone has something to do, and then take |

|turns looking after their plants and measuring them. |

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|QCA Unit 1C section 8 – Sorting and using materials |

|The teacher tells children a story about a teddy who needs a new raincoat. They have to test different materials to find out which will be the best. They will need to think about what they have to do and listen|

|to each other, make decisions, agree, and take turns in doing, measuring and recording. They could take photographs of each other, taking turns with a digital camera. |

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|QCA Unit 1F section 3 – Sound and hearing |

|Children create sound instruments, such as shakers and drums. They use their sound instruments to create sound effects for a story, nursery rhyme or poem. The children help each other when making the sound |

|instruments and work together to make sound effects for their story. They take turns, make suggestions, listening to each other and making decisions about different sounds. |

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|QCA Unit 2D 7 Grouping and changing materials |

|Children use a snowman concept cartoon which shows children thinking about whether they should put a coat on the snowman to stop it melting. They listen to each other’s ideas and think about how to test how to |

|keep an ice pop from melting. They share ideas and listen to each other, valuing what each person has to say. They make a group decision about how they should carry out their fair test, what equipment to use |

|and who will do what. |

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|SEAL Curriculum Links – Years 3 & 4 |

|Getting on and falling out |

|Creative Development |

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|Music Objective: As QCA Unit 10 Play it again – Exploring rhythmic patterns Working with, and developing, simple musical patterns based on question and answer can help children learn the skills of cooperation. |

|Have the children work in pairs to put together repeated patterns and develop their ideas. |

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|Music Objective: As for QCA Unit 13 Painting with sound – Exploring sound colours When using this QCA unit, link the moods, feelings and emotions to the theme of getting on and falling out. Round off the unit |

|by expressing in sound the firework analogy used in the SEAL materials to describe the build up of anger. |

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|Music Objective: As for QCA Unit 14 Salt, pepper, vinegar, mustard – Exploring singing games When using this QCA unit, include discussion on how we feel when playing games with our friends. Is it always fun? |

|What problems arise when playing these sorts of games? How do you feel if you are not good at skipping or catching a ball, and so on? How fair are the counting out/choosing rhymes? How does it feel to be out? |

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|Art Objective: To investigate the possibilities of a range of materials and processes and represent observations, ideas and feelings, and design. |

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|Activity 1 |

|Work with a range of collected coloured materials – bright and pastel – primary and secondary colours. Suggest that children work in small groups to make their own colour patches which relate to specific |

|emotions. Try this with paint where they will have to mix their own colours. Try making an emotions colour wheel or barometer which represents the changes and graduation from one emotion to another. |

|Note: the teacher needs to experiment with the range of colours available to discover the range of colours that can be achieved. |

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|Art Objectives: |

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|􀂃 To use a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artefacts |

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|􀂃 To work on their own, and collaborate with others, on projects in two and three dimensions and on different scales. |

|Activity 2 |

|Firstly ask the children to explore the idea of relating mark making and colours to feelings. Encourage them to experiment and share their ideas with others. It is important that they consider others’ views and|

|respond through changes in their practice. Ask the children to work in groups of three or four to produce a collaborative painting. Since they are working together on the large sheet of paper, it is important |

|to establish ground rules in order to work together successfully. For example, they have to agree what the final feeling depicted will be. They must also agree not to destroy or cover up the work already done |

|by others, but to negotiate changes and enhance what is already there. Make sure that they take time before and during the development of the work to develop their ground rules and negotiate when they need to. |

|Emphasise that this piece of work is not about drawing or painting recognisable objects but about making marks and using colours which create feelings. |

|Geography |

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|Objectives: As for QCA Geography Unit 7 Weather around the world |

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|This unit involves children in a considerable amount of group work. One of the activities, for example, requires them to work as a group to research what a holiday destination they have selected is like. This |

|may be placed in the context of a large travel agency and the children could take on roles such as researcher, publicity officer, designer, finance officer. Working in these roles they produce an entry on their|

|selected destination for the company brochure. In this way they work towards the theme objectives concerned with diversity, co-operation, listening, teamwork, taking turns and resolving conflict. The activity |

|links with literacy, the world of work and ICT. |

|History |

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|History Objective: |

|To understand that different people may have experienced historical events in different ways |

| |

|This activity can be used for any history topic where there may be opposing points of view about an issue. |

|Draw two heads with large speech bubbles. In each speech bubble start a contrasting opinion about the situation. Examples might be: I enjoyed being evacuated because ... /I hated being evacuated because ... I |

|think Athens is best because ... /I think Sparta is best because ... Ask the children to complete the speech bubbles. |

| |

|This activity can be preceded or followed by the children discussing the opposing points of view either in or out of role. They can discuss whether the points of view can coexist peacefully, whether they can be|

|reconciled and, if so, how. |

|Maths |

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|Objectives: To choose and use appropriate number operations to solve problems |

|Give the children a number statement or connected number statements, such as 5 2 1 5 4, 4 2 1 5 3, 15 4 3 5 5, 15 4 5 5 3, and ask them to make up a story about friends getting on (e.g. sharing) or falling out |

|that fits the number statement or statements. |

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|Give an example: five friends have a row and Joe walks off leaving four of them behind. Steve feels sorry for Joe and goes to find out how he is, leaving three of the friends behind. ‘Never mind,’ says Lin, |

|‘I’ve got 15 chocolates. Now there’s only three of us, there’s five each, but before Joe and Steve left we would only have got three each.’ |

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|The children can then construct their own number statements to suit a story they make up, making the number statements as complex as they are able. |

|P.E |

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|Physical education – games |

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|Objectives: As for QCA games units – selecting, applying skills, tactics and compositional ideas and evaluating and improving performance. |

|During games lessons, encourage discussions about rules and how and why we need to work together as a team in order for everybody to enjoy the game. Ask the children to think about how they feel when they win |

|or lose and discuss their strategies for dealing with the different situations. Thought-tracking could be used during games, with others offering advice on how the player might best deal with their feelings in |

|that situation, for example, when the other team scores or when an unfair incident, or an incident which is perceived to be unfair by some, occurs. This could be followed up back in class with role-play |

|scenarios of different situations in games where the players might fall out and how this could be avoided. Older children might want to look at examples of professional players and discuss how they dealt with |

|situations and whether they took the best course of action. These ideas can be matched to the age-appropriate activities from the QCA games units. |

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|Physical education – dance |

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|Objectives: As for all QCA dance and gymnastics units – and gymnastics selecting and applying skills, tactics and compositional ideas and evaluating and improving performance |

|During work with partners or in groups in dance and gym lessons, discuss with the children the skills they need in order to work together effectively. Ask them to think about what happens when they don’t |

|cooperate effectively with their partner or group. Help them to think particularly about gym or dance skills where it is vital that they do cooperate effectively with their partner or group, for example, canon |

|and unison, action and reaction, question and answer, copying, following and leading and synchronising, matching and mirroring, partner balances and supporting or taking a partner’s weight, and contrasting |

|actions. Discuss what difference it makes to the standard of their final performance when they do/do not cooperate effectively with their partner or group. |

|QCA Dance Unit 3, core task 1 incorporates a section on working together which will be particularly relevant to this theme. |

|R.E |

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|(Christianity) |

|Objectives: |

|To know that forgiving one another and being forgiven are important aspects of living in a community |

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|Read the text from Matthew 28: 21–35 in the Bible. Hot seat the master/king and then the unforgiving servant. Discuss the implications of bearing a grudge. What practical ways are there of expressing |

|forgiveness at home, in school and in the world? |

|Science |

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|Activity 1 |

|See the exemplar lesson plan. |

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|Other activities |

|A number of QCA science units lend themselves to a focus on the skills of working together in groups. |

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|Objectives: As for the relevant QCA unit. |

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|QCA Unit 3B Helping plants grow well (sections 7, 8, 9, 10) |

|Children investigate questions such as the following: |

|Where is the best place for a plant to grow? |

|How much light/water/warmth does a plant need? |

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|Children plan their activity, making decisions about equipment, what to do, keeping it fair. They have to listen to each other, value ideas, negotiate who will do what and check each other to make sure that |

|everyone is doing their job. |

|They take responsibility for making sure that jobs get done and that measurements are accurate. They help each other if someone is not sure, for example, how to measure. |

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|QCA Unit 3C Characteristics of materials (sections 5, 6, 7) |

|Children carry out fair-test investigations relating to materials, for example to find the strongest material or most absorbent. |

|Children may have to learn new skills, for example using new measuring equipment and helping each other to make sure that equipment is used correctly. They will need to focus on sharing jobs, such as getting |

|out and putting away equipment and clearing up co-operatively. |

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|QCA Unit 3E Magnets and springs |

|Children work in pairs in a problem-solving activity to make a magnetic game, for example catching fish or moving footballers. They have to work together, share ideas, agree a way forward and agree which parts |

|of the game each person will be in charge of. They create a set of instructions – perhaps one person dictating and the other person typing up on the computer, working to each other’s strengths. |

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|QCA Unit 3F Light and shadows (section 2) |

|Children use their knowledge of shadows to create a shadow puppet play, working together as a group – respecting ideas and making sure that everyone has something to do. |

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|QCA Unit 4A Moving and growing (section 5) |

|Children investigate questions such as the following: |

|• Do the tallest children have the biggest feet? |

|• Do older people have longer arms? |

|Working in pairs children design their survey and collect information. They need to share ideas, agree how to work and collect data, and negotiate with each other, then present their findings together to the |

|rest of the class. They need to acknowledge and work to each other’s strengths. Use graphing or database software to create a line graph showing the relationship between height and shoe size. This could be a |

|whole-class activity using the interactive whiteboard, or small-group work. |

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|QCA Unit 4D Solids, liquids and how they can be separated (section 8) |

|Children investigate ‘Which sugar dissolves the fastest?’ In a small group they negotiate how to carry out their fair test, allocate roles, carry out their test without arguing, and support each other in using |

|different equipment, for example stop watch, measuring beakers. They should check each other to make sure that they are being accurate in measuring and collecting data. They should make sure that they clear up |

|independently without being told to do so, taking responsibility for the way they work. |

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|SEAL objectives: |

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|􀂃 To work together in a group, using appropriate social and communication skills such as listening, waiting for your turn, encouraging others, making clear contributions, evaluating the group process |

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|Science objectives: |

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|􀂃 To carry out an investigation and work with others |

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|􀂃 To plan and carry out a fair test |

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|􀂃 To use equipment and materials appropriately and take action to control risks |

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|Linked unit of work QCA Unit 4C Keeping warm |

|Prior work Children will know how to read a thermometer and understand that heat travels from hotter objects to cooler ones. |

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|Suggested activities |

|Lesson 1 |

|Part 1 |

|Read the story The Emperor’s Egg by Martin Jenkins (Candlewick Press) ISBN 076318713. Discuss how the penguins keep warm: they huddle together and move around so that a penguin is not always on the outside, but|

|they take it in turns to be on the outside and inside of the huddle. |

|Part 2 |

|Give children a range of equipment as prompts, such as a thermometer, small ‘pop’ bottles, a kettle. Ask the children to work together to plan a fair test to find out if huddling together is better than being |

|on your own if you need to keep warm. |

|Part 3 |

|Children will have to consider their group rules for science, which should include working together. Explain to the children that they know they need to work well in a group in science, and that this week |

|working together well is very important and something that everyone should be trying to do. Explain that the last time we did science we all had different roles. Now we are going to swap roles, so a child |

|should not do the same job that they did last time we did science. The children need to organise themselves and work together to make decisions about everyone’s role. They will need someone to: measure, record,|

|check, hold equipment. |

| |

|Lesson 2 |

|Part 1 |

|In this activity there is a health and safety issue where children will have to decide how to work safely in their group. Before the children begin, ask them to discuss and decide what they will have to do to |

|make sure everyone in their group works safely. |

|Part 2 |

|Tell the children that they are going to use their plan from the last lesson and they need to work together to follow their plan successfully. Allow the children to carry out their fair test through to |

|analysing their data and drawing conclusions. |

|Part 3 |

|Ask the children to think about how well they have worked in their science groups. Challenge children to tell you two things that they think they did very well as a group. When the children have drawn their |

|conclusions they should find that being in a huddle works better than being alone when they need to keep warm. This is a good way to reinforce the idea of working together. |

| |

|Throughout the work, emphasise the group processes and link to work the children have done or are doing on group-working skills, as well as their class charter. |

| |

|SEAL Curriculum Links – Years 5 & 6 |

|Getting on and falling out |

|Geography |

| |

|Objectives: |

|To recognise how people can improve or damage the environment |

|To understand how decisions about places and environments affect the future quality of people’s lives |

| |

|This activity can be used for any geography topic where an environmental issue is considered, for example QCA Geography Units 12 and 20. |

|Key Activity |

| |

|1. Divide the children into groups and ask them to take on the roles of different interest groups linked to the topic – for example, local residents who want a road pedestrianised, shopkeepers who think they |

|will lose trade if this happens, residents of a neighbouring street who fear all the traffic will come down their street. |

| |

|2. The children should prepare the case for their group using presentation software and/or digital photographs or video and bring it to a ‘public meeting’ chaired by the teacher. All the interested parties |

|should state their case and try to persuade the others. Can they reach agreement? Is there a compromise? How can it be resolved? |

| |

|3. After the session the children should reflect on the way the meeting made them feel, whether any of them changed their minds and why, and, if agreement was reached, how it was. |

| |

|This activity will link to work on resolving conflict in this theme. |

|Many opportunities for cooperative group work are offered in geography. The QCA website Investigating with Geography provides a number of examples (.uk/geography). In one such example, children work |

|in groups to produce a model of a mountain environment using papier maché, card, paint and materials such as bubble wrap (a glacier) and silver foil (a stream). The model is annotated using labels. This |

|activity links to QCA Geography Unit 15. |

| |

|History |

| |

|Activity 1 |

|See the exemplar lesson plan for history. |

| |

|Activity 2 |

|Objectives: To understand that different people may have experienced historical events in different ways |

| |

|This activity can be used for any history topic where there may be opposing points of view about an issue |

|Draw two heads with large speech bubbles. In each speech bubble start a contrasting opinion about the situation. Examples might be: |

|I enjoyed being evacuated because ... /I hated being evacuated because ... |

|I think Athens is best because ... /I think Sparta is best because ... |

|Ask the children to complete the speech bubbles. |

| |

|This activity can be preceded or followed by the children discussing the opposing points of view either in or out of role. They can discuss whether the points of view can coexist peacefully, whether they can be|

|reconciled and, if so, how. |

| |

|SEAL objectives |

|To understand how conflicts between different groups of people can become entrenched |

|To understand that the longer conflict and hatred are allowed to continue the more difficult it is to stop them |

| |

|History objectives This links with QCA History Unit 14 Who were the ancient Greeks? It would fit best after sections 2 and 3. The objective is to understand the major events of the Peloponnesian war. |

| |

|Lesson 1 |

|Resources – information about the stages of the Peloponnesian war in books or written onto cards for the children to use. |

|Divide the class into two groups. One group will be the Athenians and one group the Spartans. In their group the children should research the stages of the Peloponnesian war in simple terms. They should place |

|the major events on a time line from 460 BC to 404 BC. (You could write the major events on cards for the children, to simplify this activity.) |

| |

| |

| |

|Lesson 2 |

|Part 1 |

|Tell the children that you are going to imagine that it is about 411 BC and Athens and Sparta have been at war for 20 years. Both city-states have had ups and downs. They signed a peace treaty ten years ago but|

|then started fighting again. Athens lost about a quarter of its population to plague, an important politician betrayed Athenian military secrets to Sparta. |

| |

|Say that each group is going to hold a meeting of its assembly. (In Sparta a council of councillors who were over 60 years old would have discussed policy but this could be pointed out later.) The groups are |

|going to discuss whether to continue with the war. They should prepare their points of view individually or in groups of two or three to put to the assembly. (Try to ensure that there are different points of |

|view so that pro- and anti-war viewpoints are represented. This could be done by giving the children role cards.) |

| |

|Part 2 |

|Choose one group to hold their meeting first. The opposing city-state can listen to the debate. The teacher can also take a role, challenging different viewpoints and asking if they even remember why the war |

|started. |

| |

|Part 3 |

|Swap the groups over so that each city-state has had its meeting. |

| |

|Part 4 |

|Sum up the different viewpoints from each meeting. Were the meetings similar in their outcomes? |

| |

|Lesson 3 |

|Part 1 |

|Remind the class of the different views that came out of the meeting. Discuss why the two sides were fighting. Why do they think it went on for so long? Was there a way they could have lived as peaceful |

|neighbours? Why didn’t they? What was to gain and what to lose? |

| |

|Part 2 |

|Apply the points from the discussion to other long-running conflicts in the world or to others in history that they know about. Can they think of ways that conflict like this could be avoided in the first place|

|before hatreds became entrenched? |

| |

|Part 3 |

|The children could write statements of advice to governments on ways to avoid conflicts or they could write prayers for peace in the world |

|Maths |

| |

|SEAL objectives I can learn/play in a group and evaluate how well the group learns/plays together |

| |

|Mathematics objectives To solve a problem by representing and interpreting data in tables, charts, graphs and diagrams, including those generated by a computer. To solve a problem using the data-handling |

|process. |

| |

|Learning activity - Investigation What types of playground equipment encourage children to play together? |

| |

|Lesson 1 |

|Ask children, as a whole class, to generate ideas about what the answer to the above question might be. You are likely to get a wide range of answers. Explain that the answers represent their thoughts but how |

|do they know that what they think really is the case? How would they find out whether their ideas are true? Explain to the children that their task is to use mathematical techniques to find out the answer to |

|the question. |

|Introduce them to the data-handling process. |

| |

|1.Plan |

|In groups, come up with ideas for the sort of data that could be collected to find out the answer to the question. |

|Bring groups together and create a list of the data to be collected, for example: |

|the time children spend playing together on the equipment; |

|the number of children on the apparatus at any one time; |

|children’s views about the equipment, and so on. |

| |

|Encourage the children to consider collecting continuous data as well as discrete data, for example measuring time spent as well as the number of children playing together or the make-up of the groups who are |

|playing in terms of gender or age. |

|Discuss how the children will collect the data, how they will measure it, and any equipment needed. |

|Have the children work in groups to create a form for collecting the data. |

|Bring the groups together to share their ideas and agree on a form that everyone will use. (You might use a program such as Junior Pinpoint to create the form.) |

| |

|2. Collect data |

|The children will do this during play-time or lunch-time. After enough data has been collected, collate the results either on a computer or in a chart compiled by hand. |

|Lesson 2 |

|Remind children of the data-handling process. Ask which stage they are up to. |

| |

|3. Process data |

|Give children the collated data. Discuss ways of presenting the data to answer the question. Ask children to work in groups to present the data, if possible using ICT. Bring the groups together to share some of|

|the different representations. Ask children to evaluate the different representations. Discuss what can be interpreted from the different representations. |

| |

|4. Interpret data |

|Set groups the task of writing a conclusion they can draw from the data. |

| |

|Plenary |

|Ask children to describe the data-handling process. |

|Ask them to decide how they might have improved the investigation they have carried out or other questions that they might now ask, thus starting the cycle again. |

| |

|Suggested related activity Children could use the results from their investigation to design a piece of playground equipment that would encourage cooperative play. |

|P.E |

| |

|SEAL objectives |

|To understand how it feels to win and lose |

|To develop empathy for others |

|To understand the need for fairness and inclusion |

|To manage feelings of elation, frustration, anger, etc. |

| |

|PE objectives As for QCA PE Unit 4 Invasion games: |

|To choose, combine and perform skills more fluently and effectively in invasion games |

|To understand, choose and apply a range of tactics and strategies for defence and attack |

|To use these tactics and strategies more consistently in similar games |

|To develop their ability to evaluate their own and others’ work, and to suggest ways to improve it |

| |

| |

|Suggested activities Note: Each games lesson should obviously follow any other PE lesson format: warm up, skills focus, development work and cool down. |

| |

|Activity 1 |

|Acquiring and developing skills |

|When teaching the children to use skills in ways that will help them to outwit the opposition, focus on how both teams feel, the winners and the losers. Encourage discussion on why the teams might feel this way|

|and how this could be managed. Ask the children to devise their own strategies, for example remembering it is only a game, counting to 10 and walking away. Discuss strategies they might have seen professional |

|players use (good and bad strategies) and how effective they thought the strategies were. Drama strategies such as hot seating and thought tracking could also be used using the small-sided games to find out |

|what the players on both sides are feeling. |

| |

|Encourage the children to take it in turns to act as coach/manager, giving their team a ‘pep’ talk at various stages in the game, or giving advice during the thought-tracking process. This could then be |

|explored further in class with the children composing ‘pep’ talks for a winning and a losing team. Real examples could be used from professional sports, for example the football Premier League, with the |

|children writing letters of advice to different teams or players. They could also become TV sports ‘pundits’ and give a commentary, either for a match during the PE lesson, or using a televised game. |

| |

|Ask the children to write the ideal qualities for a sports person. They could look at professional examples again, or awards such as Sports Personality of the Year, either to identify the qualities or to write |

|their own criteria for those wishing to apply in the future. The class could hold their own Sports Personality of the Year awards. |

| |

|Note: This could be incorporated into the whole school as part of Sports Day. |

| |

|Selecting and applying skills, tactics and compositional ideas |

|Encourage the children to think about why the game breaks down, or why a team fails to score. Ask them to take it in turns to be in role as manager and ask them to give advice to the team about how they could |

|improve their performance. |

| |

|Encourage the children to be proactive in their role, giving advice during the game. Help the children to do this by: asking them about different ways of attacking and encouraging them to use their ideas; |

|asking them to choose positions for their team carefully; teaching them that there are different ways to attack and defend as a team; teaching them to choose the best formations and tactics for defending and |

|attacking; encouraging them to transfer their knowledge to different invasion games and situations; listening to the way the children help each other mark or cover players. Listen to how they support each other|

|in attack. Discuss their advice or actions with them. |

| |

|Note: Video footage of their games could be used back in the classroom. |

| |

|Evaluating and improving performance |

|Help the children to recognise when they and others are playing well. Teach them how to give feedback, for example to describe what they see, comment on techniques and tactics that went well, talk about |

|something that needs improving. Listen to the ways in which they help each other improve. Talk to them about their observations, for example successfully completed passes, and ask why they have chosen one |

|particular area that needs practising. Ask them to suggest ideas on how to improve as an individual and as a team. |

| |

|Note: Video footage of their games could be used. |

| |

|Activity 2 |

|Talk to the children about how to get everyone involved in games and encourage them to focus on how to make games fairer. Discuss the feelings that might arise when a game is unfair and how to deal with them. |

|Have class discussions on how to adapt games and make sure that everyone has a part to play. This could be done for games played in school and professional sports, or could be incorporated into a whole-school |

|activity where the children could devise a new supportive Sports Day or more supportive playground games. |

| |

|Further ideas for warm-ups, cool-downs and invasion games activities can be found as part of the TOPs Scheme (available through TOP Dance courses provided by the Youth Sport Trust and Sport England), which |

|covers football, hockey, netball, rugby and basketball. |

|The QCA website offers a number of useful and relevant lesson ideas in the section ‘Respect for all – valuing diversity and challenging racism through the curriculum’. The website details how PE and sport can |

|break down barriers between people and groups, allow people to develop an understanding of and respect for each other, provide opportunities for recognising, sharing and celebrating cultural identify and |

|diversity, and provide a framework for discussing issues related to race, culture and religion through shared experience. The unit begins with research that discovered that over 90% of professional football |

|club managers believe the myth that ‘Asians can’t play football’. A debate then follows, with a look at the evidence. |

| |

|This study unit could be used in conjunction with the activity on prejudice. .uk Click on pages 3–14/inclusion, then Physical education and the lessons Challenging stereotypes in football. |

| |

|Activity 3: OAA |

|Objectives: As for QCA OAA units – Selecting and applying skills, tactics and compositional ideas and Evaluating and improving performance |

|OAA lessons can also be very effective for stimulating discussions on getting on/working as a team and the consequences when children do not get on. |

| |

|Encourage discussions (using thought-tracking during activities or role-play back in the classroom during the activities) that are outlined in the relevant units. Help the children to come up with strategies |

|for getting on with people with whom they may not normally get on or work. Encourage them to use these strategies in PE lessons. |

| |

|Activity 4: Dance and gymnastics |

|Objectives: As for all QCA dance and gymnastics units – Selecting and applying skills, tactics and compositional ideas and Evaluating and improving performance |

| |

|During work with a partner or group in dance and gymnastics lessons, discuss with the children the skills they need in order to work together effectively. Ask them to think about what happens when they don’t |

|cooperate effectively with their partner or group. Help them to think particularly about gymnastics or dance skills where it is vital that they do cooperate effectively with their partner or group, for example |

|canon and unison, action and reaction, question and answer, copying, following and leading and synchronising, matching and mirroring, partner balances and supporting or taking a partner’s weight and contrasting|

|actions. Discuss what difference it makes to the standard of their final performance when children do/do not cooperate effectively with their partner or group. |

| |

|Leading and synchronising, matching and mirroring, partner balances and supporting or taking a partner’s weight and contrasting actions. |

|Discuss what difference it makes to the standard of their final performance when children do/do not cooperate effectively with their partner or group. |

| |

|QCA Dance Unit 4 suggests activities based on action and reaction, using slapstick sequences from silent movies as a stimulus, which present an ideal opportunity to explore the idea of getting on and falling |

|out. |

|R.E |

| |

|Objectives: (Islam) |

|To reflect on and consider religious and spiritual feelings such as obedience, sacrifice and self-control |

| |

|Read or tell the story of Mohammed and the bad-tempered woman. Discuss the self-control needed for both fasting and keeping one’s temper. What things in the children’s lives require self-control? How difficult |

|do they find exercising self-control? What things help them? Why is fasting important for Muslims? |

|Science |

| |

|A number of QCA science units lend themselves to a focus on the skills of working together in groups. |

| |

|Objectives: As for the relevant QCA unit. QCA Unit 5A section 9 Keeping healthy |

| |

|Children create a PowerPoint presentation about the dangers of smoking. They work together to collect different information from a variety of sources, and create different parts of the PowerPoint. They need to |

|decide which aspects different people in the group will research and create, taking on board the role of ‘critical friend’ to work towards a polished final product. |

| |

|QCA Unit 5D section 9 Changing state |

|Children use computer sensors to measure the temperature change when water heats up when placed over a night-light, and how the hot water cools. They need to make their own rules about health and safety and |

|ensure that each person abides by the group’s rules. |

| |

|QCA Unit 6A section 6 Interdependence and adaptation |

|Children could create a food chain game for younger children to play. They have to think about what younger children need and work together to produce a game that would engage and teach younger children. They |

|should be critical of their own work, taking the role of ‘critical friend’. |

| |

|QCA Unit 6C section 4 More about dissolving |

|Children share ideas in a small group about what kind of things will affect how something dissolves, for example amount of substance, temperature of water. They make a group decision on which aspect to |

|investigate and, independent of the teacher, they plan and carry out their fair test as a coherent group. They should be able to delegate jobs without argument, reflect on what they have done, evaluate good |

|points and areas that need to be improved. |

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