Taken from our PSHE EYFS/KS1 Resource file
One lesson with activities to get the children thinking about key questions.
About the unit in general:
The material in this unit contains ideas on how PSHE and Citizenship can be introduced in the early years. Many of the skills and values that fall within this area of the curriculum are taught throughout each day in an Early Years classroom. The qualities they encourage are illustrated on the following page. Three themes: • Fairness • Relationships • Choices have been covered in depth. Many of the qualities that are developed in PSHE and Citizenship are embraced within these particular subjects. They are fundamental to the Early Years curriculum. Timing In this unit most of the activities would take 10-15 minutes. However, some of the ideas presented are not full activities but suggestions of how to incorporate the topic into the everyday classroom
Find the full unit on TES: https://www.tes.com/teaching-resource/eyfs-pshe-understanding-the-world-back-to-school-unit-of-work-6-lessons-unit-12319666
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Aim To help children make sense of their emotions and develop an understanding of how to manage them.
50-60 in length
Learning outcomes Children should be taught: • to take part in discussions with one other person and the whole class; • to contribute to the life of the class and school; • to recognise how their behaviour affects other people; • to recognise choices they can make and recognise the difference between right and wrong; • to agree and follow rules for their group and classroom and understand how rules help them.
Complete lesson with resources
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The lesson begins by recapping on the shared values of marriage, and then begins to explore these through
the Jewish ceremony. The main teaching point of this lesson is how a wedding ceremony is a public display
of a personal decision. By sharing their intentions and beliefs with their friends and family, believers have
the support to do what they believe is right, even when things are tough.
The lesson gives people the opportunity to draw parallels with their own public lives and the values which
they demonstrate.
Before teaching the lesson, you will need to find a video of a Jewish wedding ceremony. Ensure that you
have had a chance to watch the video and that all equipment is working correctly
Learning objective
• To understand why Jewish believers get married
and the public ceremony that celebrates this.
Success criteria
Learning about:
• Pupils will know some key features of Jewish
wedding ceremonies.
Learning from:
• Pupils will have reflected on the consequences
of making vows in public and what making them
says about the decisions the believer has made.
Like this? See the full Unit on either TES or our website
Fun, interactive assembly to promote healthy and safe choices.
Full Assembly script and key questions
Aims
• To teach the children about the importance of choosing healthy options.
• To emphasize that it is not always easy to make the safe or healthy choice.
• To remind the children that we are lucky to be in a position where we can make choices.
You will need:
• 10 pieces of A3 white paper and a thick black marker pen.
• An overhead projector, a plain piece of acetate, and a suitable pen for writing on the acetate.
• 10 children to hold up the answers.
Lesson: My school address
Learning objectives
Children should learn:
• that everyone has a personal address;
• the significance of addresses, including the
school address.
Success criteria
Children can:
understand the importance of knowing addresses
particularly of their school
Taken from LCP’s KS1 Geography File
This unit covers: Knowing the importance of keeping healthy and clean; ■ Managing own hygiene needs; ■ Knowing where we can find germs; ■ Identifying other times when we need to wash
Taken from our Building Blocks resource. Building Blocks is a modular series of resources offering Early Years Foundation Stage (EYFS) practitioners a source of fresh, fun activities linked to inspirational, childcentred themes, and providing comprehensive coverage of the different aspects of the Early Learning Goals
This unit is full with 6 pages full of a range of activities to teach your child about the importance of washing their own hands.
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2 lessons with plans and resources
Taken from our Year 5 and 6 Geography Flipbook
Lesson 1: Making Waste Work
Learning objectives Children should learn: • to investigate a local environmental issue • about issues associated with landfill sites
Learning outcomes Children will be able to: • understand how change affects the local area • communicate opinions on landfill sites
Activity: You are going to make a written proposal to ask the headteacher to give you permission to start a recycling scheme.
Lesson 2: Recycling
Learning objectives Children should learn: • about the types of rubbish we throw away • about the need for recycling in order to reduce rubbish
Learning outcomes Children will be able to: • understand the difference between re-use and recycling • discuss what needs to be considered when setting up a recycling scheme
Activity:Imagine that you are an education officer for Friends of the Earth. You are against the proposal for a new landfill site in the local area. • Design a T-shirt for children to wear in the campaign against a new landfill site.
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It can often be very difficult to teach inference to less able readers because they cannot access challenging texts. Texts that support the teaching of ‘reading between the lines’, or inference and deduction. The use of photographs as a first approach in this resource means all children can develop these important comprehension skills. This resource contains 3 units of work.
Each unit contains: Text 1 provides a story or explanation about the photograph that uses inference to give information (there are hints, but the author doesn’t explicitly say what is happening);Text 2 is an alternative text which makes the story really obvious. There is little or no inference and the simplicity of the text provides a good comparison with Text 1.
The texts are written to support the teaching of inference and deduction and will probably need to be read to the children. The point of the exercise is not for the children to decode the texts but to understand and answer questions about it.
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4 lessons focusing on how to locate their school
Lesson 1: Who lives where?
Learning objectives
Children should learn:
• that some children live far away from school
while others live nearby and everyone travels
different distances;
• how to measure and compare the distance of the
routes used by the children in their class.
Lesson 2: The journey to school
Learning objectives
Children should learn:
• that everyone travels to school in different ways;
• how to design and carry out a survey;
• to draw a simple graph;
• how to analyse their findings.
Lesson 3: Where is the school?
Learning objectives
Children should learn:
• a sense of place: the relationship between home
and school;
• to draw a picture map
Lesson 4: Describing my route to school
Learning objectives
Children should learn:
• to describe geographical features on their route
to school;
• to compile a personal word bank of geographical
terms;
• to give descriptive directions using adjectives.
Taken from LCP’s KS1 Geography Resource File
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Taken from our PSHE KS1 Resource file.
Lesson 1: Making choices
Lesson 2: Dilemmas
Lesson 3: Choosing a friend
Lesson 4: How to play
Lesson 5: Playing safe
Lesson 6: Managing money
Lesson 7: Money and talents
Lesson 8: Looking at job choices
In this unit of work the children will be taught to understand that we all have a right to our own opinion, which we express in the choices we make. Discussions throughout the unit will also help children to understand that their choices have different consequences, not only for themselves, but for other people around them. Even at an early age, there are real choices for children to make, for example, choosing healthy options at school meal-times and deciding what games to play. The lessons will also begin to cover and allow opportunities for discussion concerning how to use money wisely and how to explore related issues such as fairness; whilst encouraging the children to think about different career choices for the future.
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About this unit
This unit looks at what it means to belong to
something, whether it be a community, class, club,
country, team, family, circle of friends and so on,
and the need to show that belonging through joint
activities or lifestyle, dress or behaviour.
The unit explores belonging to:
• a family
• a school
• other groups
• the local community
• our country
• the world.
People of particular life stances or groups will
be valuable in sharing their experiences and
showing any clothing and artefacts that signal their
belonging and pride in that. Where opportunities
arise for adding this feature to the lessons, make
the most of them!
Lesson length: Each lesson is designed to take one
hour. (Lesson 3 will take longer if the group works
outside to gather photographs.)
Expectations
At the end of this unit most children will:
• understand the importance people attach to
belonging to a group, and be able to name a
religious and secular group.
Some children will have made less progress and will:
• be able to talk about the groups they belong to.
Some children will have progressed further and will:
• be able to explain why people belong to religious
groups, naming some
Taken from -RE Resource File RE Resource File Key Stage 2 Years 3 Key Stage 2 Years 3 & & 4
Includes:
Introduction
Unit resources
Medium-term plan
Lesson 1: What does a baby need?
Lesson 2: What is sin?
Lesson 3: Christian baptism
Lesson 4: Muslim birth ceremonies
Lesson 5: Sikh birth ceremonies
Lesson 6: Making comparisons
All lesson plans and printable activities included
This unit is designed as an introduction to Religious Education at Key Stage 2. It introduces pupils to some of the religions they will study during their four years in Key Stage 2. All religions treat the birth of a new life as special and celebrate its importance in different ways. In the religions covered in this unit, God is acknowledged to have an important role in the creation and safe delivery of a new life and is thanked for the new baby. Prior learning: The class will have spent time in Key Stage 1 studying religious belief and practice. This unit will build on their previously gained understanding. Lesson length: The lessons are designed to last approximately 60–70 minutes.
At the end of this unit most children will: • Be able to explain the meaning behind the symbols and actions in the different birth ceremonies. • Be able to explain the importance of committing the baby to the community of God. Some children will have made less progress and will: • Be able to share their own experiences of babies and explain what some people believe are babies’ spiritual needs. Some children will have progressed further and will: • Be able to explain similarities and differences between the themes in the different birth ceremonies.
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Includes:
Introduction
Unit resources
Medium-term plan
Lesson 1: Doing the right thing
Lesson 2: Making choices
Lesson 3: A good influence
Lesson 4: Wrong choices
Lesson 5: David and Goliath
Lesson 6: Inner strength
Lesson 7: It’s up to you
This unit is intended as an introduction to thinking about ultimate truths in Key Stage 2. By beginning with ‘golden rules’, found represented in all major faiths, pupils then explore how their sense of right and wrong can change with circumstances. By using stories from different faiths and by studying the actions of believers who chose what they believed to be right over wrong when that was a hard choice for them to make, pupils are introduced to the concept of faith and behaviour being inextricably linked. The issue of ‘right and wrong’ will be discussed almost daily throughout a school child’s life! For this age group, right and wrong tends to be very cut-and-dried. These lessons are not intended to introduce the issue of ‘grey areas’ or ‘relative truth’ as children at this age have neither the spiritual, mental, moral or ethical maturity to address these issues appropriately in a classroom context.
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Includes:
Introduction
Unit resources
Medium-term plan
Lesson 1: Belonging to a group
Lesson 2: Confirmation and believer’s baptism
Lesson 3: Bar Mitzvah
Lesson 4: Amrit ceremony
Lesson 5: Taking responsibility
Lesson 6: Initiation ceremonies
About this unit This unit is intended to explore becoming an adult and discuss the themes that are addressed by different religious initiation ceremonies and their effect on people’s lives. Not all religions have specific ceremonies welcoming members into adulthood but Christianity, Judaism, Sikhism and Hinduism do. In this unit we will look at three religions: Christianity, Judaism and Sikhism, together with a non-religious view: humanism. This unit allows pupils to consider the commitment involved in deciding to become a full member of a religious community. Prior learning: This unit will build on the work completed in Year 3 on birth ceremonies. Lesson length: The lessons are designed to last approximately 60–70 minutes.
Taken from our R.E Lower Keystage 2 Resource File
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Includes
Introduction
Unit resources
Medium-term plan
Lesson 1: Why are there wars?
Lesson 2: Why is there suffering?
Lesson 3 & 4: Responses to suffering
Lesson 5: Christmas Day truce
Taken from our Lower Keystage 2 R.E Resource file
This unit grapples with an issue of universal debate both within and between religions. In recent years, religious fanaticism has been regarded as a major contribution to war and suffering around the world. In truth, religious zeal has always been a factor in conflict on a local, national and international scale. By starting with playground problems and other contexts in which pupils’ arguments may get physical, the unit explores the problem of what is meant by a ‘justifiable’ war, looks at both religious and non-religious responses to war and suffering through the work of charities, and ends with a look at how individuals can make peace, even when whole countries are fighting each other. The length of the unit means that this is not intended to be an in-depth study, so you should see each lesson as an opportunity for pupils to develop questions, rather than be given all the answers. It will be important to address any topical issues or current events that may occur while you are teaching this unit to make the subject an uncomfortable reality for your class.
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Lesson 1Fairness: Behaviour
Lesson 2: Fairness: Sharing
Lesson 3: Relationships: Relationships at school
Lesson 4: Relationships: Relationships at home and in the community
Lesson 5 Choices: Keeping healthy
Lesson 6: Choices: Being independent
The material in this unit contains ideas on how PSHE and Citizenship can be introduced in the early years. Many of the skills and values that fall within this area of the curriculum are taught throughout each day in an Early Years classroom. The qualities they encourage are illustrated on the following page. Three themes: • Fairness • Relationships • Choices have been covered in depth.
Many of the qualities that are developed in PSHE and Citizenship are embraced within these particular subjects. They are fundamental to the Early Years curriculum. Timing In this unit most of the activities would take 10-15 minutes. However, some of the ideas presented are not full activities but suggestions of how to incorporate the topic into the everyday classroom.
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This unit addresses the topic of marriage in a way
that is appropriate for Key Stage 2 pupils. It begins
by looking in general terms at the idea of love and
relationships, then goes on to explore how some
of the major religions allow believers to make a
lifelong commitment to their partner and how
God’s blessing on this is represented in a marriage
ceremony. Non-religious commitment is also
discussed and addressed.
The individual circumstances of anyone in your
class for whom this is a sensitive topic should
be considered and discussed with their carers if
appropriate.
You will need to source video clips of Christian,
Jewish, Muslim and Sikh marriage ceremonies to
enhance the teaching of the lessons.
Prior learning: It is likely that pupils will have
studied friendship, families and perhaps other
relationships that are special to them. However, no
specific knowledge is required to access the unit.
Lesson length: The lessons are designed to last
approximately 75 minutes.
7 lesson unit includes all lesson plans and resource sheets
Lesson 1: Relationships
Lesson 2: Love
Lesson 3: Christian Weddings
Lesson 4: Jewish Weddings
Lesson 5: Arranged Marriage
Lesson 6: Sikh Wedding
Lesson 7: When relationships go wrong