The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources. Excellence and Enjoyment: social and emotional aspects of learning Going for goals! Theme overview
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The Coalition Government took office on 11 May 2010. This publication was published prior to thatdate and may not reflect current government policy. You may choose to use these materials,however you should also consult the Department for Education website www.education.gov.uk forupdated policy and resources.
Excellence andEnjoyment: social andemotional aspects oflearningGoing for goals! Theme overview
Guidance
Curriculum andStandards
Excellence and Enjoyment:social and emotional aspects oflearning
Going for goals!Theme overview
PrimaryNational Strategy
Headteachers, teachers
and practitioners in
primary schools,
middle schools, special
schools and Foundation
Stage settings
Status: Recommended
Date of issue: 05-2005
Ref: DfES 1345-2005 G
Disclaimer
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Theme overview
About the theme
This theme focuses primarily on the key aspect ofmotivation, with a subsidiary focus on self-awareness. It gives an important opportunity for all children’sabilities, qualities and strengths to be valued.
The theme provides opportunities for children to reflect on themselves as individuals,particularly their strengths as learners and how they learn most effectively.
Each set of activities focuses on the underlying prerequisites for successful goal-directedlearning and behaviour: for example, taking responsibility and building feelings ofconfidence and self-efficacy – the belief that what you do makes a difference. Goal-directed behaviour is only valuable if we are able to make wise and balanced choicesabout our goals, so this theme provides opportunities for children to consider this and topractise problem-solving strategies.
The theme consist of the following materials:
Assembly/Foundation Stage group time
Red set (Foundation)
Blue set (Years 1 and 2)
Yellow set (Years 3 and 4)
Green set (Years 5 and 6)
Purple set (staff development activities)
Gold set (activities for children to do at home with their parents/carers)
Silver set (small-group activities for children who need additional help with the social,emotional and behavioural skills relevant to this theme).
Suggested whole-school/setting focus for noticing and celebratingachievement
Use the school/setting’s usual means of celebration (for example: praise, notes to the childand parents/carers, certificates, peer nominations, etc.) to notice and celebrate children (oradults) who were observed:
Week 1: Taking responsibility – for their successes and when things go wrong
Week 2: Waiting for what they want; persistence (keeping going)
Week 3: Resilience – bouncing back or maintaining effort through a difficult experience orafter a mistake or failure
Week 4: Setting and achieving goals
Links and crossovers
Work associated with this theme also addresses the following:
To meet the NHSS standard for emotional health and well-being (EHWB) schools need todemonstrate, among other things, that they ‘openly address issues of EHWB by enablingpupils to understand what they are feeling and by building their confidence to learn’.
Curriculum guidance for the Foundation Stage:
Personal, social and emotional development, especially dispositions and attitudes, and self-care.
PSHE/Citizenship
Key Stage 1
Children will be taught:
1c) to recognise, name and deal with their feelings in a positive way;
1d) to think about themselves, learn from their experiences and recognise what they aregood at;
1e) to know how to set a simple goal;
4a) to recognise how their behaviour affects other people.
Key Stage 2
Children will be taught:
1b) to recognise their worth as individuals, by identifying positive things about themselvesand their achievements, seeing their mistakes, making amends and setting personalgoals;
1c)to face new challenges positively by collecting information, looking for help, makingresponsible choices and taking action;
2f) to resolve differences by looking at alternatives, making decisions and explainingchoices;
3e)to recognise the different risks in different situations and then decide how to behaveresponsibly;
4a)to recognise that their actions affect themselves and others, to care about otherpeople’s feelings and to try to see things from their points of view.
Work associated with this theme can also be addressed through published schemes whichyou may already be using (for example PATHS, Second Step, Family Links) and throughwhole-school systems that are in place, such as peer-mediation schemes.
What children will know, understand and be able to do following thesuccessful completion of Theme 4
All the themes offer a range of opportunities for children to put into practice the strategiesthey have learned for social problem-solving (including the crucial first step of calmingdown) and feeling identification. Previously taught skills are revisited and built on throughoutthe materials.
Described below are the additional knowledge, understanding and skills developedspecifically in Theme 4 Going for goals!
Music: The suggested music for children to come in to and leave by is any piececomposed by Beethoven. Point out to the children that Beethoven wrotewonderful music even when his deafness almost made him despair. He keptgoing because he believed in himself and because his friends helped him to keephis belief when times were very dark and bleak. (The Ode to Joy from the ninthsymphony is a particularly powerful testimony to hope over adversity.)
Flipchart and pens
Sufficient copies of the story scripts for children with speaking parts
Pictures to support children’s understanding of the assembly story. You will findthese on the CD-ROM that accompanies these materials. They can be copiedonto acetates or used with a data projector.
Introduction
Note: For children in the Foundation Stage, it may be more appropriate tointroduce the work on this theme in a class/group gathering.
You can either present this assembly as a story with just one child acting the partof Samindra, or you can involve several children in these speaking parts:
Samindra
Samindra’s mother
Note: Spoken words are printed in bold type in the story.
Tell children that this assembly is about ‘Going for goals’ – knowing what youwant to achieve and setting out to achieve it. It can be hard work achieving yourgoal. You might get bored or scared, or you might feel like giving up because itseems too difficult. You might not be able to do it on your own and will need yourfriends to help you.
Ask children what they could say to encourage someone who was trying toachieve something that was very difficult for them. Accept all children’s ideas butwrite on the flipchart:
Keep going
You can do it
Outline
Tell children that the story they are going to hear is about a boy called Samindrawho has something very difficult to achieve. Tell them that they will all have tohelp him by whispering the words on the flipchart over and over again when youpoint to them.
Ask the children to imagine that there is a huge mountain at the front of the hall orroom where they are gathered. Use the first picture from the assembly resources(see the CD-ROM that accompanies these materials).
His mother smiled at him. ‘I knew you would,’ she said ‘After all, Samindra, you
are just like your father.’
You can now explore with the children their thoughts and feelings about the story by askingeach age group one of the questions. Tell the children there are no right or wrong answers.
Foundation Stage: What do you think Samindra wanted most of all?How do you think you helped Samindra?
Years 1 and 2: Why do you think Samindra wanted to give up?What helped Samindra to get what he wanted?
Years 3 and 4: Do you think Samindra was brave? Why? Why not?What helped Samindra to keep going when he was tired or scared?
Years 5 and 6: Think of one thing that would have made Samindra’s task less difficultfor him.What had happened to Samindra to make his mother say ‘You are justlike your father’?
Conclusion
Ask the children to find a very still, quiet place inside themselves. Remind them thatSamindra set out to achieve something very difficult all by himself. The children helped himto believe in himself and to believe that he could do it. Tell the children it is now theirchance to think of something that they really want to do, or do better. Their goal could be,for instance, to be kinder to a friend, or to try harder at their writing. Sometimes they mightfeel as though there is a mountain in the way that they have to climb before they canachieve their goals. Ask them to think really hard about what they want and what they willneed to do to get it. They may like to think about how their friends or teacher/practitionercan help them.
Play the music. The children leave in silence keeping their goals in their heads until they getback to the classroom. There they can share or record them and talk about how they canhelp each other to achieve them. This will be the focus of the follow-up assembly at theend of the theme.10
Follow-up assembly to be held at the end of the theme
Begin by reminding the children of the story of Samindra and the mountain, andhow they helped Samindra to keep going and believe in himself.
Now children from each year group present some of the work they have done inclass. The class teacher and children should together choose the work that theclass will feed back, but here are some examples.
Foundation Stage: The teacher/practitioner (with help from the children) tells thewhole school about the group goals that they set themselves (for example in theforest walk activity). They might project digital photographs to illustrate what thegroup wanted to do and what they achieved. They could talk about the difficultiesthat they had and say who or what helped them. Conclude by congratulating allthe children on what they have achieved and summarise some of the things thathelped them keep going.
Years 1 and 2: The children present their work from the Ready to learnchallenge. They describe different ways of learning. Year 2 children talk about thethings we can do to overcome frustration and help ourselves keep going whenthings are difficult. This could be presented as a drama.
Years 3 and 4: The children present several of the sets of sentences used inclass to demonstrate where children are, and are not, taking responsibility forthemselves. They read each of the sentences out loud and the children in theschool vote on whether they think the sentence demonstrates that the child istaking responsibility. The teacher or children conclude by saying that no one canachieve their goals unless they take responsibility for their own actions.
Years 5 and 6: The feedback for years 5 and 6 reflects what the FoundationStage children presented but at a much more complex level. Children talk about askill that they or someone else has worked hard to acquire. They share with thewhole school the process they went through. For example, was there a timewhen it seemed impossible? Did they ever feel like giving up? What helped, andwhat was unhelpful? What were the worst bits? Year 6 children can encouragethe younger children to question them. Conclude by stressing the positive thingsthat enable people to reach their goals.
End the assembly by asking everyone to think in silence about what they, orsomeone else, has achieved through the Going for goals! work. Encourage themto think positively about their own or others’ achievements and to feel proud ofthemselves or their friends. Ask the children to keep these positive thoughts intheir heads as you play the music and they leave in silence.
Variations on the assembly for subsequent years
Note: The follow-up assembly remains the same each year.
The variations on the Going for goals! theme involve older children in planningand holding the assembly. Year 6 children, or a small group of them, will need toundertake some research prior to the assembly and will need time to planproperly. Planning and holding the assembly will present an excellent cross-curricular project, which could cover literacy (including speaking and listening),history, geography, citizenship, RE, art and design, and music.
Each year, the Year 6 assembly group choose someone to research who has overcomedifficulties in order to achieve their goal(s). This could be someone in the local communityor in the school, a child’s personal hero or someone from the list below. Children coulduse, as a starting point, the work covered in Years 3 and 4 (Yellow set) about people whoachieved goals against significant odds.
Each year when the Year 6 children lead the assembly they should:
• outline briefly the story of Samindra and the mountain, pointing out that the mountainSamindra had to cross to get the carburettor for his family was a real one;
• point out that there are often mountains in the way of achieving goals – they are notusually real mountains, but they are things to be overcome such as tiredness, boredomor doubt;
• introduce the assembly by saying that it will be about someone who has achieved veryimportant goal(s) in his or her life despite the enormous mountains he or she had toclimb;
• present the story of the chosen person’s life in as visual a way as possible, for examplethrough drama, pictures, hot-seating or rapping. It is for the children to decide.
Suggestions for research
People who have achieved their goals in the face of difficulties include:
Sojourner Truth (slave and poet)
Ludwig van Beethoven (composer)
Rosa Parks (freedom fighter)
Primo Levi (holocaust survivor and writer)
Kelly Holmes (athlete)
Sadako Sakasi (a Japanese girl who was a victim of Hiroshima)
Each assembly finishes with all the children being asked to think quiet thoughts about whatthey have learned through the assembly, about the goals they have recently set forthemselves, and/or how they have helped other people to achieve their goals. The musicplays and they leave in silence, taking their thoughts with them.
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