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Personal Development and Mutual Understanding: Key Stage 2, Year 7Strand 2: Mutual Understanding in the Local and Wider CommunityUnit 4: Moving OnComplementary Units: What Makes Me, Me? Thinking And Feeling Who Cares?

The main theme of this unit is to explore the changes in relationships that will lie ahead for Year 7 pupils. This awareness will help them face these changes with realistic expectations and coping strategies so that they may develop their potential and make informed and responsible choices in this new phase of their lives. The unit also explores opportunities for intergenerational work and the development of positive, interdependent relationships with older people.

Moving On

Build Ups and Put Downs Your goal should be to create a Build Up environment in the classroom: one of praise, support and encouragement among pupils and adults. Consider devising a visual or auditory way of showing the accumulation of Build Ups. This could be, for instance, placing a marble or other object in a jar or playing an appropriate piece of music.

Be very clear about what constitutes a Put Down. This is any derogatory or derisory remark or facial expression used about or to another person or oneself. All class members should counter any Put Downs with an apology beginning, I’m sorry that...

Teaching approaches

Celebrate OftenUse opportunities such as birthdays, achievements in or outside school, fiftieth school day and the finishing of a topic to have a celebration related to the occasion. For example, by Year 7 many pupils no longer have birthday parties, and for some their birthday is hardly acknowledged. Having a piece of cake or special attention can make a pupil feel they belong. The feeling of belonging also has a positive effect on learning.

Fair Pair and Fair Group Whenever possible, randomly pair or group your pupils. This will enable them to:- spend time with pupils who they may not normally play with;- develop positive relationships; - increase understanding of individuals and of curriculum work; - encourage a sense of team work; and - actively display fairness in the classroom.

Circle Time Circle Time enables us to discover more about ourselves and others through talking about our feelings and thoughts in an atmosphere that values all responses equally. It does not mean you have to agree with statements, but it does mean that everyone in the circle should feel equally valued and the atmosphere should be one of mutual respect and trust. Feeling that we ‘belong’ is important to our learning. With careful planning, Circle Time can help develop self-management skills and the ability to interact effectively with others. It is helpful to:- include all classroom adults; - be welcoming, enthusiastic and enjoy Circle Time yourself; and- introduce each session with a welcoming remark and an outline of the purpose of the session.

Also, use Circle Time to discuss any curricular area, not just to discuss a problem or sensitive issue. For example, consider having a Circle Time session to explore topics in Mathematics and Numeracy. Using Silent Statements (such as Change places anyone who would like some help with fractions) can enable you to ascertain where help is needed.

This strategy enables pupils to take responsibility for asking for help without having to voice it, which can be embarrassing. In changing places, pupils can see that others need help too. It also helps ensure that you do not spend time covering a topic that some pupils do not need, enabling you to spend quality time with those who do.

Initiating and developing mutually satisfying relationships:- knowing how to be a good friend; and- understanding that they can take on some responsibility in their family and friendship groups.

Building on Key Stage 1

Working at Key Stage 2

Initiating, developing and sustaining mutually satisfying relationships:- recognising the benefits of friends and families;- finding out about sources of help and support for individuals, families and groups; and- considering the challenges and issues that can arise at home, at school between friends, and how they can be avoided, lessened, or resolved.

Moving towards Key Stage 3Personal Development Key Concept: RelationshipsPersonal Development Key Concept: Self-awareness

Home Economics Key Concept: Home and Family Life

Key Experiences in developing their relationships with family and friends

• I can explain a number of changes that I know will happen in the next year. • I know that I will feel good about some of the changes and that I may feel bad about others.• I can explain how these may affect me.• I can express how I will feel about these changes.• I can suggest ways in which I can deal with these changes.• I know there will be other changes I haven’t thought of.• I can explain how these changes may affect the relationships that I have with people at home, in school and in the community.• I can tell you the achievements and strengths I have that will help me.• I am learning strategies for coping with change.• I am learning to initiate relationships in new situations with people I haven’t met before.• I can develop new relationships with people of different ages.• I can tell you what I have learned from working with people older than I am.• I can tell you what I think they have learned from working with me.• I can explain why our community needs people of all ages.

Progress in learning

Learning intention:

Key Stage 2, Year 7 Strand 2: Mutual Understanding in the Local and Wider Community Moving On

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Understand the factors that contribute to mutually satisfying relationships

Learning togetherBy Year 7, pupils should be aware of their learning power. In the classroom you are the guide, rather than the director, of the learning experience. By allowing your pupils to plan for their own learning and choose their own methods of acquiring knowledge, you will have opportunities to learn alongside the pupils. They will no longer be the only learners in the classroom!

Talk to their previous Key Stages 1 and 2 teachers about the planning strategies they used with your class, for example Planning Boards, Key Questions, KWL*, Mind Maps* or PMI*, and build on their experiences. Your pupils should also be able to recall past planning strategies used. Provide them with appropriate stimuli and give lots of encouragement, constructive feedback and suggestions for improvement. As you model how to take risks and to problem solve by learning from mistakes, your pupils will become more confident in doing so as well.

Consider having your class work in groups to plan an aspect of their learning. Bring the groups together to share their plans and collectively devise a plan that the class can follow but adapt according to the needs of the group. Be sensitive to those groups or group members who find planning difficult; think of ways that you can encourage success. This might include breaking down the task into smaller components, asking key questions used in previous years or asking questions such as:

How would that work for you?

How would you organise it in this group?

What questions do we need to think about/ask?

What help would you need?

Who would you ask?

Pupils need to know how to respond effectively when they don’t know what to do. By providing them with a range of strategies and developing their self-esteem, you enable them to cope confidently with the challenges that lie ahead. In this unit, Learning activity 4: Changing Attitudes provides a planning opportunity. * See CCEA’s Active Learning and Teaching Methods for Key Stages 1 and 2.

Thinking Skills and Personal Capabilities by the end of Key Stage 2

Self-management

Evaluate what has been learnt and compare approaches with others;

Make links between learning in different contexts;

Become more self-directed by working independently or with a group;

Learn ways to manage own time;

Seek help from a variety of sources;

Work towards personal targets identified individually or jointly with the teachers; and

Be more confident in the knowledge of personal strengths and weaknesses.

Thinking, problem solvingand decision-making

Show the ability to use memory strategies to deepen understanding;

Identify and order patterns and relationships through a range of strategies such as grouping, classifying and reclassifying, and comparing and contrasting;

Make and test predictions, examine evidence and make links between possible causes and effects;

Discriminate between fact and opinion and question the reliability of evidence;

Managing information

Be able to ask deeper and wider questions to clarify a task and to plan and set goals;

Begin to challenge conventions and assumptions;

Be able to classify, compare and evaluate information, and to select the most appropriate methods for a task;

Develop methods for collating and recording information and monitoring progress on a task; and

Have a sense of audience and purpose.

Working with others

Become more independent in social and interpersonal skills;

Show that they can work in different roles in a group and take responsibility for appropriate tasks;

Be willing to help others with their learning;

Understand and learn to respond to feedback; and

Work with peers to reach agreements and begin to manage disagreements.

Understand more than one point of view;

Examine options and weigh up pros and cons;

Try alternative problem solving solutions and approaches; and

Use different types of questions systematically and with purpose.

Being creative

Pose questions that do not have straightforward answers and seek out problems to solve and challenge the routine method;

Use all the senses to stimulate and contribute to ideas;

Experiment with different modes of thinking (for example visualisation);

See opportunities in mistakes and failures;

Learn from and build on own and others’ ideas and experiences;

Value other people’s ideas;

Experiment with objects and ideas in a playful way;

Make ideas real by experimenting with different ideas, actions and outcomes; and

Begin to develop value judgments about the merits of their work.

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Smirk

TolerantAchievement

Across the Curriculum: Connecting the learning4

Developing relationships and understanding the interdependence of people in the community

Language and Literacy Art and Design

Sharing their experiences and points of view and responding to and evaluating the ideas of others through Circle Time Talking about the roles that each group

member took in contributing to the success of the poster and the strategies used

Concern

Secure/insecure

The World Around Us

Words and phrases I will hear and use

Malicious

Responsibility

Derisorylnvestigate

Activity 1Changes aheadChanges likely to occur in the coming year and their associated advantages and disadvantages are identified. Links are made between our feelings, thoughts and behaviour and how this can affect what others think of us.

Activity 2Changing friendsMoving school brings changes in friendships. The ways in which friendships can be broken or maintained and sustained are explored.

Activity 3Changing schoolsThe range of emotions associated with changing school/leaving Year 7 is explored. Strengths and fears are identified in order to face the future positively.

Activity 4Changing attitudesIntergenerational activities are used to develop relationships, improve mutual understanding, provide enjoyment, increase self-esteem and improve confidence in making friends.

Learning activities

Consequence lnterpretationDerogatory

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lntergenerational lnterdependence

Learning activity 1: Changes ahead6

CORE CONCEPT

Year 7 pupils face change, and most pupils will feel varying degrees of excitement, anticipation, fear and concern. It is important that they view change as an opportunity rather than a problem, but it is also important to be mindful of potential problems and to have strategies available to deal with them. In addition, pupils should be able to recognise what influences how they feel and how they react towards others.

WHAT YOU NEED- Letter to Parent(s)/Carer(s) (Resource A)- A bag made of thick material suitable for holding up to 30 folded pieces of paper- Sheets of A4 paper - Sticky notes- A large glass jar

WHAT TO DO- Circle Time- Worry Bag- Reflection

SUGGESTED SUCCESS CRITERIA

We will talk about changes that lie ahead.We will identify changes that concern us.We will identify strategies to deal with concerns about change.We will identify opportunities that change will bring us.

POINTS TO NOTEYear 7 brings a mixture of experiences, from being the oldest in the school with associated responsibilities to leaving primary school and moving on to post-primary education in new settings. Pupils’ attitudes to change stem from a variety of influences at home, in the community, in the media and at school. You can only do your best to promote positive attitudes and to have open and wide discussion of change in our lives. This unit builds on work done on change in Year 6 Unit 4: Working at Harmony. It links closely with the discussion of achievements in Year 7 Unit 1: What Makes Me, Me? and with the feelings and emotions explored in Year 7 Unit 2: Thinking and Feeling. The activities may take two sessions.

Gather your pupils together in a circle and explain that you are going to discuss what Year 7 might hold for them and how they can prepare themselves for Year 8. Use the following outline to conduct your Circle Time.

Sentence CompletionChoose the following sentence stems best suited to your class, or, alternatively, devise your own:- Something I am glad I have learned at this school is ...- Something I am looking forward to this year is ...- One thing I will try to do in this class is ...- One thing I need help to do in this class is ...- A concern I have this year is ...

Mixing Up ActivityAsk your pupils to change places if any of the following statements apply to them, or, alternatively, devise your own:

Change places anyone who:- has experienced a change in the past year, for example moved to a different country/ house, started to wear glasses

Circle Time

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or joined a new club/ organisation; - can name two strengths that they have;- can tell a funny story about something that happened to them at this school;- can tell a ‘good tale’ about someone in this school; and- can think of three words to describe their time at this school.

Information SharingWhen you are satisfied that they are well mixed up, pair them off around the circle. Make certain everyone is clear who their partner is. If there are uneven numbers, include yourself as part of a pair. From their experience of change so far, ask each pair to record three advantages/opportunities and three disadvantages/threats of change using general terms. For example, meeting new people, learning new things or going new places can be seen as advantages or opportunities. Not knowing other people, not understanding new subjects or not having travelled by bus before could all be seen as disadvantages or threats. Set a

time limit of five to ten minutes and then invite each pair to share their discussion. Note on the board the issues or challenges by category: advantages/opportunities or disadvantages/threats.

Next, split the pairs to work with the person on their other side, and have each new pair discuss the non-academic strengths they have developed in recent years. These strengths might include: I am well looked after with warm clothes and good food; I have a family who loves and cares for me; I have friends who like me; I try my best to do what I am asked. If they were exposed to the issues and challenges on the board again, would thinking about their current strengths lead them to respond differently? How would they feel about them? Would they still seem like challenges? Ask them to discuss this in their pairs. This understanding of their strengths will enable them to make the best of the opportunities identified on the board.

After five to ten minutes, have them discuss any weaknesses

they may need help with to deal with the threats identified on the board, for example: - I find it difficult to make friends; - My Mum and Dad are in the middle of a divorce; or- Sometimes I don’t work as hard as I could.

What help might be required and who might give it? How could they help themselves before they begin Year 8? Invite each pair to contribute to feedback and record under the headings: Strengths, Weaknesses, and Help. If appropriate, point out that what some see as an opportunity, others may see as a threat, for example meeting new people and not knowing other people are the same issue viewed differently. Discuss how feeling threatened in a situation can make us think negative thoughts and this can make us react negatively to other people. Congratulate the group on identifying the issues involved in changing schools and on their problem solving strategies to improve the situation.

Learning activity 1: Changes ahead (continued)8

Closing CircleAsk for volunteers in the circle to complete the sentence: One memory I will take with me from this school is ... You may decide to ask two people to give their stories and to ask another two at varying times throughout the following days until everyone has had an opportunity to contribute.

Alternatively, go around the circle asking each person to complete the sentence: My hope for next year at ... school is ...

In a further Circle Time it may be helpful to develop security in the period of change by identifying what:- stays the same;- might change;- will change; - who will be there to help; and- what help they will ask for.

Change cannot be dealt with in one lesson. It is ongoing in the Year 7 and finding coping strategies for the management of change is important in helping children feel secure and consequently to learn.

Worry Bag

Create an opaque worry bag for members of the classroom (including adults) to contribute to when they are concerned about something. Place it in an inconspicuous position and have them word process their concern or write using the hand they would not normally use so that they cannot be identified with the concern. Check the bag regularly and when there are two or three items, either read them out to the class for problem solving suggestions or assign two pupils to be agony aunts/uncles to respond with advice. Alternatively, place a concern on part of a ‘Can You Help?’ notice board and provide sticky notes for the class to individually contribute their suggestions. Encourage everyone to build on and develop the suggestions given by others as well as to make new suggestions. Give practical advice when possible. For example, if a number of pupils

are worried about travelling on a bus, invite someone from the bus company to visit the class and explain the bus routes and procedures. Take time for everyone to reflect on the suggestions and to discuss possible management of the concern.

When the class all feels a worry has been alleviated, then it could be screwed up and placed in a Worry Jar with a lid so that the class can see how well they are dealing with their concerns, and the strategies they are developing. It is very important that these concerns are taken seriously and do not become the butt of derogatory or derisory remarks. What is of no concern to one person may be a high and jagged mountain to climb for another, and it takes a lot of courage to formulate a concern and then to expose it to others for their comments.

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Keep A Journal

Some people find it useful to keep a journal cataloguing their journey through a difficult time. Your pupils could choose whether or not the journal was to be read and if so under what circumstances and by whom.

Reflection

From time to time, reflect with the class on what they have learned about dealing with worries and concerns. Discuss why talking about our worries is important and helpful. Responses that you would hope to receive are: - it is better to share a worry because someone might have a simple answer; - it is better to share the worry early so that it can be removed/ lessened quickly; and - many people often have the same worry but if you didn’t talk about it you would never know.

1 September

Worry Jar

Learning activity 2: Changing friends


We will talk about how friendships can change.We will talk about how ending a friendship is sometimes the best thing to do.We will talk about some strategies to manage ending a friendship without hurting someone else’s feelings unnecessarily.

CORE CONCEPT

Year 7 brings changes. This may mean that children will not see their ‘old’ friends as often as they used to, but they will also have the opportunity of making new friends. When children break up with a friend, many experience a sense of loss. This can also happen at the thought of not seeing their ‘old’ friends on a daily basis.

POINTS TO NOTEAdditional activities can be found in the Old Friends, New Friends section of CCEA’s Primary Values, which is fully referenced in the Suggested further reading section of this resource.

Year 4 Unit 4: Families! explores ways in which children can make new friends, which you might find useful with this green unit. You could also develop and adapt its Learning activity 5: Finding friends.

WHAT YOU NEED- Old Friends, New Friends (Resource B)- Fair Pair Cards (Resource C)- A flipchart - Friend Problems (Resource D)- What Would You Do? (Resource E)- Friendship Challenge (Resource F)- Poster paper- Writing equipment

WHAT TO DO- Old Friends, New Friends- What Would You Do?- New Friends

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Old Friends, New Friends

Read Old Friends, New Friends (Resource B) to the class. Use Fair Pair Ideas (Resource C) to pair the pupils and ask each pair to revisit the facts of the story. Record your pupils’ responses to the events of the story in storyboard format on a board or flipchart. Encourage them to challenge

any non-factual suggestions, giving reasons. Acknowledge that ending friendships is a very difficult thing to do and suggest that there may be other sides to the story that may give a different interpretation.

Friendships

Working in pairs, ask one half of the room to rewrite the story giving the essential elements from Elaine’s point of view. Ask the other half of the room to work in pairs to rewrite the story from Mary’s point of view. Decide as a class whether this will be done as a writing activity or as a role play. Alternatively, ask a ‘Mary’ pair and an ‘Elaine’ pair to present their point of view. After hearing a number of presentations, ask the class to consider the following questions:- Are the representations of Elaine and Mary fair? - Should Mary have continued to be friends with Elaine? - Has she forgiven Elaine? - Should she forgive Elaine?- Should she end her friendship with Elaine?- Should Elaine end her friendship with Mary?- What does Mary need to do to feel better about herself?- What do Mary and Elaine each need to do to manage the situation so that each person feels better?

Next, as a class discuss the story and the questions it raises about real-life friendships. Use the following questions to prompt discussion:- Do you think it is possible to have two best friends?

- Should we always forgive?- What does forgiveness mean?- How do you stand up for someone if everyone is laughing at them or being nasty?- How responsible for a situation are those who see it happen and say or do nothing?- Why do people call each other unfriendly or nasty names? - How does it feel to call someone a name or to be called an unfriendly name by others?- If you had been Tony or Ann in the story, would there have been anything you could have done to make the situation different?- Have you ever been in a similar situation where you wish you had done something different? Can you tell us about it?

Next, combine pairs to form groups of four and ask them to discuss the ways moving to a new school can impact a friendship. Have them use Friend Problems (Resource D) to complete what they think may happen when they move to a new school in Year 8 and how they might deal with it. Ask them to discuss any other situations that they think may happen when they leave your primary school. What do they think

What Would You Do?Create small groups and allocate a scenario from What Would You Do? (Resource E) to each. Each scenario is a possible issue that may arise for your pupils in their new school. Ask each group to discuss their scenario and how they would respond in that situation. Then, have the groups share their responses with the class. In the whole-class discussion, encourage the groups to clarify their thinking, such as:- What did you mean when you said...?- Can you tell us more about...?- Can you support what you have just said with evidence?- Would that always be true?- Can anyone else think of a situation when that wouldn’t be true?- What is anyone else thinking about the discussion so far?- How do you feel about what is being said?

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would be the best way to manage these situations? What might be their options and what might be the consequences of their actions? They should use their discussions with their partners to complete the final sections of Resource D.

New FriendsExplain to the class that when we move to a new situation, we meet lots of new people. We will get to know many of them and they will become our acquaintances. Others we will want to get to know better, and after a while we may want them to become our friends. How do we decide who these friends will be? We need to think closely about the type of person we are and the types of people we like to have as our friends. It is important that we understand that we should enter friendships as equals. We each have something to give and we each need to receive something we like from the friendship. We enter friendships because of mutual respect and common interests, but different people will want different things from their friends. It is also possible to have different friends in different situations, for example in clubs and organisations, in sporting activities or living locally.

Group your pupils and set them the challenge outlined in Friendship Challenge (Resource F). Invite them to think of ways to portray their message as artistically as possible.

Learning activity 3: Changing schools


We will identify our own strengths and qualities and the strengths and qualities of others.We will identify and speak about our thoughts about post-primary school.We will identify ways we can plan for some of the changes we will experience next year.

CORE CONCEPT

Changing schools can create a range of emotions in the lives of pupils in Year 7. They are more likely to face their future positively if they have had opportunities to recognise their strengths and face their fears.

POINTS TO NOTEExplain the details of the first activity to the class a week or so in advance so that everyone has had some thinking time. The purpose of the activity is to help us recognise our strengths and achievements and to also accept the good qualities that others see in us. Inspire trust and confidence by using yourself as a role model first. This will also enable you to see yourself as others see you.

If your pupils are used to an atmosphere of mutual respect and trust and where supportive, constructive comments and fair criticisms are frequently given and received between members of the classroom, then this activity will go smoothly. If, however, pupils are not used to Circle Time activities,

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Draw a body outline on a sheet of flipchart paper and attach it to a board, wall or table top. Inform the pupils that this is you and that each person will have the opportunity to write a positive word or statement that would help someone who doesn’t know you to understand the sort of person you are. Explain that you will begin the process and write words, comments or illustrations you feel appropriate. Then pass the sheet to pupils to add their own words, comments or illustrations.

Here I Am

for example, and the giving and receiving of positive comments, then you will find this activity more challenging.

WHAT YOU NEED- Flipchart/A4 paper - Light from a lamp or projector- Drawing materials- Old magazines- Local, regional and national newspapers- Pupils from previous years- Weekly Planner (Resource G)

WHAT TO DO- Here I Am- My Dreams- The News- Classroom Visitors- Planning For The Future- The Changes In Me- Closure

Changes

Next, give some time each day for four or five pupils to draw their own body outline and fill in as much as they can about themselves before passing the sheet on to all the others. Alternatively, place a sheet in a specific position and have groups take turns to contribute to the comments. If pupils go to other teachers/adults for some part of the day, they may wish those teachers/adults to contribute comments also.

Explain that recognising our qualities, talents and skills and knowing that others think positively about us can help us cope in new or difficult situations. Remind them of the link between positive thinking and positive behaviours. With their permission, display the sheets around the room before giving them back to the pupils. Even if they have nowhere to display them at home, they may consider folding them carefully and putting them in a memory box or file of important mementos from primary school. Consider taking a whole-class photograph to put in the corner of the sheet, and designate a space for classmates to sign their names. Alternatively, these could be completed on A4 paper and laminated as a memento of their time with the class.

Provide the class with a variety of local, regional and national newspapers that show examples of human interest stories, success stories, biographies, etc. Discuss the identifying features of the paper, for example title, date, edition, and price. Discuss the articles, what sort of information they include and how they are written.

Then using ICT, have each pupil construct a layout for a page on which they will write an article about themselves. They should imagine that they are 10 or 20 years in the future and write about

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My Dreams

We all have dreams, for example how we would like to look, what we would like to be able to do, where we would like to be, or what we would like to happen. Dreams are important because they can help us when times are difficult. Writing them down can also be a start to achieving them - an unconscious step.

Ask everyone to draw an outline of a head. (You could also use the light from a lamp or projector

The News

to create a silhouette of each individual’s head.) Then have them cut it out and write, draw or paste pictures of things or situations they dream about doing or being. With their permission, display the heads alongside their body outlines. Take volunteers to explain their dreams to the class, and make certain you and the rest of the class are sensitive in the comments you make as they explain what they have created.

one of their dreams as though it was already accomplished. They should include the journey towards the accomplishment, how they felt, details of the accomplishment and how they think their life will progress. They should also include comments from other important people in their lives. Alternatively, those who would find a newspaper report challenging could write a postcard to a person of their choice. Hot seating is another alternative. Here, pupils can take turns to be questioned about how they see themselves in the future and their journey to success.

N E W S P A P E R

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Learning activity 3: Changing schools (continued)

Consider inviting former pupils back to tell of experiences in Year 8. Ask them to talk about what went well in their first few weeks and the following months and then to talk about what didn’t go so well and how it could have been improved. Encourage your Year 7 pupils to ask questions and to clarify what their visitors are saying and to take notes of any advice given. Encourage them to ask about any rumours or stories they have heard about, for example being given the wrong directions by older pupils or any nasty initiation ceremonies.

Classroom VisitorsEncourage your pupils to reflect on the previous activities and think about what they’ve highlighted as their skills and talents, what others have identified as their skills and what they discovered about Year 8 from the visitors. Then, Using ICT, ask your pupils to each devise a plan to make the best of the opportunities their new school will give them and to ensure their first few weeks go well so they develop positive relationships with their teachers. They will have been encouraged to plan their work with increasing independence throughout all the years of this resource and should have developed good planning skills. Their plans should include clothes that need to be ready each day and times for getting up, leaving the house and going to bed. They should also include organisations and other home, social and leisure

Planning For The Futurecommitments so that they can ensure a good work/life balance and that all commitments are met on time. You may also decide to give the class their homework on a weekly basis so that they can start to plan when to do it and to take responsibility for handing it in on time using a planner that they have designed. You can allow any pupils having difficulty developing a plan on their own to use the weekly plan template (Resource G).

Consider inviting your pupils to visit you in the future, after they have started their new school, to let you know how they are getting on. Knowing they are still welcome can be a help in the transition period when they are feeling insecure and lack a sense of belonging. Indicate when would be an appropriate time to visit.

Give each pupil a flipchart or A4 page and have them draw a mini version and a larger version of themselves on the paper. Beside the mini version have them write or draw what they remember about their feelings, qualities, attitudes, values and beliefs in their early years at school. Beside the larger version have them write their current feelings, qualities, attitudes, values and beliefs. They could also add words or drawings to express the knowledge, skills and understanding they have gained at school. Ask for volunteers to discuss similarities and differences between the two figures.

The Changes In Me

Year 7 pupils will move more confidently to new situations when:- they are confident that they are good learners; and - they have a realistic appreciation of their strengths and of areas that could be improved.

Closure

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my school

While it is important that they have a sense of how they were valued in primary school, it’s also important that they have a sense of closure with that part of their life. Explicit activities such as leaving ceremonies/assemblies, farewell parties and final day rituals (such as asking for autographs on school shirts) are all important in the ending of one stage of life and the beginning of the next.

Encourage parent(s)/carer(s) to make the purchase of the new school uniform a special occasion by taking a special photograph of their child in all or part of the uniform. Be sensitive to those who will be purchasing the uniform over time as money is available rather than all at once, and suggest that each stage is made special, for example by sharing a small treat in a café or making a favourite meal.

Learning activity 4: Changing attitudes


We will plan a series of activities with a group from a different generation.We will meet people from a different generation and get to know them better.We will identify learning opportunities for older people and for ourselves.

CORE CONCEPT

Both children and adults benefit from relationships with each other. These relationships result in improved mutual understanding, respect and enjoyment for everyone. Developing positive relationships also contribute to increased self-esteem and growing confidence in friendship making.

POINTS TO NOTEBorough Councils, Health and Social Care Trusts, the University of the Third Age, your local Women’s Institute or gardeners from the local allotments all provide opportunities for intergenerational work. Alternatively, use a poster or leaflet to attract individuals to become involved in your project.

This activity could be ongoing for at least two terms, and its success will depend on forward planning. Some schools have conducted their project over a half term with multiple intergenerational sessions on different themes. Remember to allow time for vetting of visiting adults before the date of the first visit. When planning, the concept should be one of interdependence without either group seeing themselves as either ‘teacher’ or ‘learner’. The European Day of

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Solidarity Between Generations (29 April), the United Nations Day of Older Persons (1 October) and The Year of Active Ageing and Solidarity Between Generations (2012) all provide good, topical launching points for this activity.

WHAT YOU NEED- Flipchart paper- Small sticky notes- People from an older - generation than those in your class- What’s Its Name? (Resource H)- Other materials according to your project- Patience and perseverance

WHAT TO DO- First Impressions- Plan A Project- Moving Forward- Celebration- Reflection

understanding, respect and enjoyment

On one sheet of flipchart paper, draw an outline of a small figure and on another sheet draw one of a larger figure to represent younger and older people. Invite groups from the class to come up and add details to each figure to complete the pictures, for example hair, facial expressions and clothes. Then invite them to write words that they associate with older people and words that they think older people might use of young people on small sticky notes and attach them around the appropriate figure. Discuss which artistic impressions/words are positive and which are negative and why each might be used.

Use the following questions to prompt discussion:- Why might young people think that?- Why might older people think that?- Can you give an example?- Can anyone think of another example?- Is that always the case?- Can anyone think of a different word/example?

As you discuss the negative words and images, draw a brick shape around the word or image and ask the class to imagine these all put together to form a wall that separates young from old. If time permits, build the wall on a noticeboard.

First Impressions

17

Plan A Project

Ask your class to think back on the First Impressions activity and consider what conclusions can we make about: - how young people view older people; and- how older people view younger people.

Then ask them how they could find out if their impressions are correct.

Invite them to use a mind map or other planning tool to devise an intergenerational project. By Year 7, the class should be experienced in contributing to topic planning and to initiating their own questions (for example, see Year 6 Unit 4: Working at Harmony). As facilitator, you could begin to record their questions on the ‘arms’ of the mind map. Questions you might expect, and in no particular order, are:- Why should we do this? What are our aims?- Who should we invite?- If we invite people outside our school community, what else will that involve?

- Who do we need to ask for permission?- Where would we get information?- What activities will we do?- How can we make the interaction an interdependent experience?- Will this project require money?- How might we fund it?- Who needs to be involved?- Will the project involve any special procedures? (Vetting) - The activity is part of Personal Development and Mutual Understanding. Are there any other curricular areas we could include? What aspects of Thinking Skills and Personal Capabilities will it involve?- How will we celebrate what we have learned?- What will our project plan look like?

Learning activity 4: Changing attitudes (continued)18

The success of the project will depend on the planning, and this could take most of a term. One of the first decisions to make will be the purpose of the project and which organisation or group of people you want to invite to take part. This is a good opportunity for your pupils to think about their target group and participation criteria that is fair to all. Once the older participants are selected, begin your school’s vetting procedures while planning continues. Also appoint a project facilitator to ensure communication between groups, keep actions on time, raise important issues and points for discussion, and help the project remain organised.

Next, planning needs to include the adults who will be involved, not just their representative. It is

Moving Forward

a good idea for each age group (pupils and older participants) to meet separately and discuss what they envisage as aims for the project. The groups can then come together to share and agree aims, or simply swap their list of aims. Here, it might be useful for the facilitator to ask:- Why does each group want to be involved?- What are their individual aims?- How can we move towards shared aims which address at least some of the hopes, concerns and needs and wants of both groups?

When the aims are drawn up and each group is happy, consider forming a planning committee that includes representatives from each group. Some plans will need to be made by the joint planning committee and other plans will

need to be made within the individual groups. In addition to opportunities for the development of mutual understanding, issues your class should consider include health and safety, risk assessment, inclusion and other relevant school policies. Regularly reflect on how the project plan is progressing and if there is anything else that needs to be included. Below are some suggestions for activities which may be useful during your project:

Fair Pair Have the pupils devise a method of fair pairing each older person with a pupil, using a fair pair strategy they have experienced over their years at school or using a suitable one they have experienced at another organisation. A Fair Pair suggestion is available in What’s Its Name? (Resource H).

Teach Texting Some older people have difficulty understanding the short version text speak for texting on mobile phones, but this is often a way of life for ten and eleven year olds. To discourage stereotypical attitudes, encourage your pupils to keep open minds about the abilities of older people. Ask your pupils to write down the most common text speak words/phrases they use when sending texts. During a feedback session, record all the phrases they suggest. When the young people meet up with the older group, use the class’ agreed fair pair strategy to create pairs of young and old people. Have each pupil explain to the older person what the text speak examples mean. For those who prefer the longer version of writing text on a mobile phone, invite the pairs to explore how to use predictive text. Participants

19

should not assume that the younger person will always be doing the teaching! The older person may have better ideas to share of how to use a mobile phone.

Modern Technology Invite the young people to share other items of modern technology which they could safely and with their parents’ permission bring in to school. In some intergenerational projects, young people have shared technology such as PlayStation portables, Wiis and MP3 players/iPods.

Computer Skills One school decided to pass on their computer skills to adults from the wider school and local community. This is a very popular course and has now been run for a number of years with no shortage of applicants.

Memory Boxes If your pupils used Year 6 Red Unit 1: Who Am I?, they will be familiar with the poem Special Things by Tony Bradman. If they used the Year 5 Thematic Unit ‘Me Inc’, they will be familiar with

memory boxes. A memory box is usually something similar to a shoe box or smaller. Inside the box are special mementoes such as a note from Gran, a ticket from a football match or the identification band put round an arm or leg at birth.

Rather than use a preformed box, consider having your pupils use their mathematical skills to construct their own boxes and one for their partner adult if he/she doesn’t already have one. Then, have them decorate them according to their likes. For example, they can depict special interests, be covered in material of a favourite garment now out grown or wrapped in paper from a special present. Invite each pair to share two or three items they would like to keep in their memory box and explain why they are special. Some items may cause tears, but that’s okay because they bring special memories and sharing the memories encourages empathy. It is important that your pupils appreciate that life brings changes, some good and some bad and in no particular order.

Life Use timelines to encourage participants to think about what happened when and how things change over years. Ideas include:- School - subjects, teachers, after school activities, pre- school activities and discipline;- Food - favourite meals, foods considered to be healthy at different periods of time, preparation of food, and where it is eaten;- Homes - size, furniture, soft furnishings, names for rooms, family size, occupants, bedtimes, clothes and responsibilities; - Clubs/Organisations - organisations for young people/ old people;

- A typical Sunday - getting up, breakfast, church, clothes, lunch/dinner, afternoon, tea/ dinner and evening;- Manners - eating, leaving the table, meeting people, and speaking when older people are present;- Games - indoor games, outdoor games and table games; and- Dancing - old versus modern.

Also consider involving someone to teach any of the following: line, ballroom, céilí, barn, Scottish, swing, The Twist or hip hop dancing.

Ticket

Learning activity 4: Changing attitudes (continued)20

Other Successful Projects

These projects involved adults and young people working together.

Why not try one or think of a different project?

Gardening

Bowls

Photography

Golf

Mentoring

Writing

Drama

DIY - painting school fence/wall

Cookery

Walking

Choir

Community Newsletter

Knitting

Painting (pictures)

Fishing

Dancing

21

Celebration

The celebration of the project is vital. It doesn’t have to be an extravagant meal or outing. It could be a tea party, a picnic or a shared preparation of food to be enjoyed by participants of the project and their guests (for example a family member each). Remember to display and share activities from the project, and don’t forget to invite the media (with everyone’s permission).

Reflection At the end of the project, bring the groups together to review how it went and to revisit the highlights. Use the following questions to prompt discussion:- What has each group learned?- How has each group benefited?- What would you do differently next time?- How can you share your practice?- How can you sustain the intergenerational work: - between the current groups; and - within the school for future Year 7 pupils?

Resource A

Letter to Parent(s) /Carer(s)

Learning activity 1 : Changes ahead

22

Personal Development and Mutual Understanding Green Unit

my school

Dat

e

Dea

r Par

ent(s

)/Ca

rer(s

),

Soon

our

cla

ss w

ill b

egin

wor

k on

a n

ew u

nit o

f Liv

ing.

Lear

ning

.Toge

ther

. cal

led

Mov

ing

On.

Th

roug

h th

is, w

e w

ill b

e co

nsid

erin

g th

e ch

ange

s th

at w

ill h

appe

n fo

r Yea

r 7 p

upils

as

they

thin

k ab

out a

nd p

repa

re to

mov

e to

a n

ew s

choo

l. Th

is w

ork

build

s on

the

wor

k on

rela

tions

hips

and

ch

ange

s th

at w

e di

d in

Yea

r 6.

Thro

ugh

thes

e ac

tiviti

es, w

e w

ill e

xplo

re th

e fe

elin

gs o

f exc

item

ent t

hat y

our s

on/d

augh

ter m

ay fe

el

at g

oing

to a

new

sch

ool,

and

we

will

toge

ther

con

side

r the

opp

ortu

nitie

s th

e ch

ange

will

brin

g.

We

will

als

o co

nsid

er th

e co

ncer

ns th

at y

oung

peo

ple

have

as

they

leav

e a

scho

ol a

nd fr

iend

s th

ey

have

gro

wn

to k

now

and

val

ue. T

hrou

gh th

ese

activ

ities

, you

r chi

ld w

ill d

evel

op:

- an

app

reci

atio

n of

the

achi

evem

ents

they

hav

e; a

nd

- co

ping

ski

lls th

at w

ill h

elp

them

in th

eir i

ndiv

idua

l cha

lleng

es th

at li

e ah

ead.

We

will

be

enco

urag

ing

them

to d

iscu

ss th

eir c

once

rns

and

not t

o dw

ell o

n th

em. W

e w

ill s

hare

the

conc

erns

, and

cla

ssm

ates

will

hel

p ea

ch o

ther

with

sug

gest

ions

and

, whe

re a

ppro

pria

te, p

ositi

ve

exam

ples

of p

revi

ous

expe

rienc

es. I

f you

r chi

ld h

as a

par

ticul

ar c

once

rn th

at y

ou b

oth

feel

cou

ld

not b

e di

scus

sed

in c

lass

, ple

ase

do c

onta

ct m

e so

that

we

can

wor

k to

geth

er to

hel

p hi

m/h

er.

We

will

als

o be

tryi

ng to

find

way

s fo

r the

pup

ils to

take

incr

easi

ng re

spon

sibi

lity

for o

rgan

isin

g th

eir s

choo

l wor

k an

d th

eir l

eisu

re p

ursu

its s

o th

at th

ey m

aint

ain

a go

od w

ork/

life

bala

nce.

It

is im

porta

nt th

at th

ey le

arn

to ta

ke th

is re

spon

sibi

lity

them

selv

es a

nd d

o no

t dep

end

on y

ou to

re

mem

ber b

ooks

, equ

ipm

ent o

r hom

ewor

k. To

faci

litat

e th

is, w

e su

gges

t tha

t the

y pr

epar

e w

hat

they

nee

d th

e ev

enin

g be

fore

and

leav

e it

neat

ly in

the

hall

or h

ave

a no

te n

ear t

he h

all d

oor

rem

indi

ng th

em o

f wha

t the

y ne

ed to

hav

e w

ith th

em. T

hey

coul

d al

so p

repa

re a

list

of w

hat i

s ta

ken

ever

y da

y su

ch a

s fo

od fo

r bre

ak a

nd lu

nch

and

plac

e th

is w

here

it w

ill a

ct a

s a

rem

inde

r. G

ood

plan

ning

pra

ctic

es th

is y

ear w

ill b

e us

eful

pre

para

tion

for s

ome

of th

e ch

ange

s to

be

enco

unte

red

next

yea

r. W

e as

k fo

r you

r sup

port

in e

ncou

ragi

ng y

our s

on/d

augh

ter t

o pl

an to

re

mem

ber b

ut a

lso

to h

elp

them

acc

ept t

he c

onse

quen

ces

of fo

rget

ting.

This

uni

t will

als

o pr

ovid

e op

portu

nitie

s fo

r you

r chi

ld to

wor

k w

ith p

eopl

e fro

m a

n ol

der g

ener

atio

n.

We

hope

to s

hare

our

exp

erie

nces

, tea

ch a

nd le

arn

from

eac

h ot

her a

nd d

evel

op p

ositi

ve

rela

tions

hips

and

mut

ual u

nder

stan

ding

from

our

wor

k to

geth

er. Y

ou c

an c

ontri

bute

to th

is

expe

rienc

e by

talk

ing

to y

our c

hild

abo

ut w

hat w

e ar

e do

ing

in s

choo

l and

abo

ut w

hat i

t was

like

w

hen

you

mov

ed fr

om p

rimar

y to

pos

t-prim

ary

scho

ol. T

alk

abou

t the

opp

ortu

nitie

s it

gave

you

and

ab

out t

he c

once

rns

you

had

and

how

you

ove

rcam

e th

em. T

alk

abou

t thi

ngs

you

wis

h yo

u ha

d do

ne b

ette

r and

abo

ut th

e th

ings

that

mad

e lif

e at

the

new

sch

ool e

asie

r for

you

. If a

t any

tim

e yo

u w

ant f

urth

er in

form

atio

n or

to d

iscu

ss s

ome

aspe

ct w

ith m

e, p

leas

e do

not

hes

itate

to c

onta

ct m

e.

Best

wis

hes

Clas

s Te

ache

r

my s

choo

l

Inse

rt sc

hool

logo

or l

ette

r hea

d

23

Resource BLearning activity 2 : Changing friends

24


Old Friends, New Friends By Dave Duggan

I knew the first time I saw Joanna that I would like her. The teacher brought her into the room and said she was joining our class and we were all to make her welcome.

The first thing I noticed was that she was tall, probably as tall as Tony and certainly taller than me.

I just knew she’d be brilliant for the netball team.

The teacher had a chat with Joanna and told us to carry on with the Maths. Nobody really concentrated on their work. Everyone was wondering where Joanna was going to sit. Then the

teacher steered her between the rows and stood right next to me. “Have a seat here Joanna, for now. This is Mary. She’ll look after you.”

I know my face just beamed bright red then, but fortunately Tony let out a feeble “wolf whistle”. Ms Peoples turned to him and

said, “Wait for me at break-time Tony” and everybody sniggered.

I showed Joanna where we were in the Maths workbook and she said thanks. I was sure then we would be friends and I was happy. I looked across the aisle to the next row where my best friend Elaine sat hunched over her Maths book. She turned to me and made a face. Scrunched up her nose and smirked.

Out in the yard at playtime it was worse. We usually gather near the gate and chat or sometimes play about. But the day that Joanna came, Elaine didn’t come to the gate. She stayed in the shed with a load of people we never play with. I usually line up next to Elaine, but this time I had to line up with Joanna and Elaine stayed right back at the end of the line so

25

I didn’t get a chance to talk to her at all. I wasn’t feeling too happy when I went back to class, but we had PE and I always like that. I was right. Joanna was great at netball.

Elaine takes school dinners and I bring a packed lunch. Joanna said she was going to go home for the first few days until she settled in. So I knew I’d have a chance to talk to Elaine then. I waited for her outside the canteen and she came out with Tony, Ann and a few others. We all just walked across the yard and stood by the gate.“Where’s your friend now?” asked Elaine. I didn’t like the way she said it.

“Gone home for lunch. Her mother picked her up.”

“Oh! Her mother! You mean Mrs Giraffe,” said Elaine.

The rest of them laughed. I felt a tickle of laughter start to rise up in my own throat, but then I remembered how grateful Joanna had been to me and I said, “That’s not fair”.

“Not fair” Elaine mocked me and they all laughed. I hated her then,

for making fun of me and making them all gang up on me. I turned and walked away listening to them sniggering and laughing behind me.

I began to spend most of my time with Joanna. I did like her and she liked me. If she had any idea that the rest of them were being nasty to her, she never said anything. And I couldn’t, could I? They were supposed to be my friends. But then the writing appeared on the wall in the girls’ toilet. People who hadn’t seen it kept asking what was written there and Elaine really enjoyed telling them.

“It says ‘Joanna is a stinking giraffe’,” and she sniggered, but she said she didn’t know who did it. Someone must have said it was there and the teacher started a whole investigation. Joanna didn’t come in that day. The teacher made our class stay back after assembly and gave a big lecture. And she asked, “Who did it?” She said she would find out and that if anyone knew who wrote it they were to tell her immediately. Then she took us back to class. I almost went up to her there and then, because I knew who did it and

I was boiling inside. At break time I went straight to the shed.

“I want to talk to you,” I said to Elaine. Tony, Ann and the others just went “Oooh?” But I stared at them and they moved away.

When we were alone, I looked Elaine straight in the eye and said, “You did it. The writing in the toilet. You did it”.

She blinked and didn’t speak for a minute. Then she took a deep breath and said firmly “I did not”.

My stomach heaved as if someone was tossing pancakes inside there, but I said nothing. We stared at each other for a while and then I walked away. I felt like someone had kicked me in the teeth.

No one owned up to the writing on the wall. No one was caught. Even though she denied it, I knew Elaine had done it. She disguised her handwriting a little, but it was still hers. And that cerise ink. It could only have come from the pen I gave her for her birthday. I knew she did it. I was her best friend after all.

Someone scrubbed the writing off the wall over the summer and by the time we went to P7 we were all taller and Tony had wised up a little. He doesn’t try to wolf whistle any more. Joanna has settled in. She’s the star of the netball team now. Elaine is on it. So is Ann. I play too. You could say we’re all friends now. But I don’t feel the same about them. It’s funny. I don’t really feel the same about myself.

© Dave Duggan, 1998

Resource CLearning activity 2: Changing friends

26


Fair Pair CardsThe words in the green sections of the grid are all used in this unit. Each word has a word or phrase in the other sections of the grid that is a synonym or phrase meaning the same. Photocopy the grid, cut out the sections and use to fair pair your pupils.

Worry Investigate Examine; explore

Interpretation

Safe Achievement Success Derogatory

Unsafe ResponsibilityTask requiring dependability Derisory

Harmful Consequence Result, effect Intergenerational work

27

Concern

Secure

Insecure

Malicious

Accepting other people’s rights to their own opinion

SmirkSneer, a

contemptuous expression

InterdependenceTolerant Mutual support

Explanation, understanding

Insulting, offensive,

disparaging

Scornful, mocking, insulting

Young people working with older people of a different generation

Resource DLearning activity 2: Changing friends

28


Friend ProblemsLook at the following situations and the feelings, thoughts and behaviours they can create. Does your group agree with the completed ones? If not, what would you put in their place? Work with your group to complete the empty spaces and think up scenarios and the accompanying feelings, thoughts and behaviours to complete the grid. Discuss with your group how you can keep your thoughts positive.

29

Concern

My best friend won’t be going there.

I have asthma/ diabetes/eczema.

My best friend will find someone new at his/her new school.

I’ll have so much homework I won’t see my friend until

the weekend.

Feeling

Loneliness

Embarrassment

Negative Thought

I’ll be on my own. Nobody will speak

to me.

People won’t like me. They won’t want me

in their groups.

Behaviour

The other children will think I’m odd so I’ll

pretend I don’t want to talk to them.

I’ll pretend not to care. I’ll try to

look tough.

Positive Thought

Other people will feel just like me. I’ll get to

know them.

I’ll explain what’s wrong with me and that I can do what

others do so long as I ...

Behaviour

I’ll go up to someone and say, “Hello,

my name’s Daniel. What’s yours?”

I’m using my inhaler/syringe/cream so that I can play the game of football.

Resource ELearning activity 2: Changing friends

30


What Would You Do?

31

At your new school you recognise a boy who lives nearby but who went to a different primary school to you where most of the pupils were of a different religion than you. Some other pupils have ganged up and are calling him names. What would you do?

You have chosen to go to a different school than most of the pupils from your primary school. You are the only person there from your old school and from your street. You are finding it very difficult to make friends and to remember all the right books/equipment to have at the right place and the right time. Some of the new subjects are difficult to understand, and some of the new teachers don’t seem very friendly. Your mum and dad don’t know anyone who went to the school and they don’t understand your homework. What would you do?

You walk into a new class full of new pupils. You don’t know anyone well, but you recognise some as coming from schools where the majority of pupils are from the same religious background as you. You also see some that you recognise as coming from a different religious background. Who do you sit beside?

Your older sister went around with a group of friends who got involved with drink and drugs. One night they knocked an elderly man down and kicked him after stealing his wallet. She is now in prison. What do you do? How do you deal with this situation with your friends and classmates?

You get off the bus after your first day at your new school. Several pupils from different schools who are about the same age as you are walking up the street in front of you. What would you do?

You have got to know a group of girls from your form class. They seem very popular because they know quite a few of the older pupils and spend time chatting to them at lunchtime. You have seen them before, walking around together in the shopping centre when you have been there with your mum. They invite you to meet them there on Friday evening. You usually go to your gran’s for tea and then to the Girl Guides. What would you do?

Resource FLearning activity 2: Changing friends

32


Friendship ChallengeYour challenge is to devise a poster that helps 10-12 year olds think carefully about the friendships they will choose in their new school. You will need to think about how you choose your own friends.

33

For example, do you have just one or two special friends or do you have quite a few? Do you choose your friends because they are like you or because they are different to you? On the poster, combine the ideas and experiences of everyone in the group.

Decide and designate roles within the group, for example:- timekeeper; - feedback presenter; - organiser of the poster; - artistic director; or - notetaker.

Decide how you will present your information.

Time: 40 minutes to complete the poster.

The final poster should include:- at least six useful questions to ask ourselves;- five qualities you could look for in a friend;- four values that you could look for;- three scenarios that show a good friend; - a mind map or diagram; - respect for all ideas; and- participation by everyone in the group.

Friendships

Resource GLearning activity 3: Changing schools

34


Weekly PlannerUse this template to plan your time and activities for Year 8.

Monday Tuesday WednesdayThursdayFriday

35

Date

Monday

Tuesday

Wednesday

Thursday

Friday

Books Homework Due

Equipment Work To Do Tonight

Every Day I Need:

Resource HLearning activity 4: Changing attitudesPersonal Development and Mutual Understanding Green Unit

36

What’s Its Name?Photocopy the grid and cut out the sections. Give one group cards showing the objects and the other group the cards with words. Form the pairs by matching each object with the corresponding word(s) and using as a discussion topic.

37

Spade

Fork

Sat Nav

iPod

Mobile phone

Blackboard

Teapot

Milk Jug

Teacup and saucer

Record player

Digital camera

Dancing

Golf clubs

Badminton

Crossword

notes

N E W S P A P E R

Alexander, J. Bullies, Bigmouths and So-called Friends (Hodder Children’s Books: 2006) 978-0340911846

Almond, D. My Dad’s a Birdman (Walker Books: 2008) 978-1406313246

Bell, M. Elfa and the Box of Memories (British Association for Adoption and Fostering: 2008) 978-1905664429

Burns, P. Make Friends, Break Friends (Heinemann Educational Books: 2004) 1 84443420 6

Coirault, C. The Little Book of Friendship (Frogillo Books: 2008) 978-0954854850

Creech, S. Love That Dog (Bloomsbury Publishing PLC: 2002) 978-0747557494

Dhami, N. Annie’s Game (Corgi Yearling Books: 2005) 978-0440864011

Duggan, D. Old Friends, New Friends (1998) in Primary Values (CCEA: 2005) 1 858853377 0

Espeland, P. Making Choices and Making Friends (Free Spirit Publishing Inc: 2006) 978-1575422015

Suggested stories

Evans, M. Becoming a Good Citizen (Educational Printing Services Ltd: 2007) 978-1905637041

Fox, M. Wilfred Gordon McDonald Partridge (Penguin Books Ltd: 1987) 978-0140505863

Ironside, V. The Huge Bag of Worries (Hodder Children’s Books: 2004) 978-0340903179

Lobel, G. All My Friends (Random House Children’s Books: 2006) 978-1870516822

Morpurgo, M. Kensuke’s Kingdom (Egmont Books: 2005) 978-1405221740

Moss, M. Amelia’s Notebook (Simon & Schuster: 2006) 978-1416917427

Seeney, J. Morris and the Bundle of Worries (British Association for Adoption and Fostering: 2007) 978-1905664313

Spilsbury, l. Making Choices (Evans Brothers Ltd: 2007) 978-0237532635

Surat, M. Angel Child, Dragon Child (Scholastic: 1992) 978-0590422710

Primary Values (CCEA: 2005) 1 85885337 0

Potter, M. and Lynagh, N. Joined Up: Developing Good Relationships in the School Community (NICIE and the Corrymeela Community: 2005) 1 87373930 3

(You can access this at www.nicurriculum.org.uk by following Useful Links in the PD&MU section).

Suggested further reading

Active Learning and Teaching Methods for Key Stages 1&2www.nicurriculum.org.uk

Intergenerational projectswww.centreforip.org.uk

Additional intergenerational activities can be found at www.nicurriculum.org.uk in the PD&MU section. Follow the Guidance and Resources links for Year 7.

Circle Time resourceswww.circle-time.co.uk

Forgiveness Educationwww.forgivenesseducation.org

Suggested additional resources

(PDF) Living Learning Together, Year 7: Unit 4 › ... › year7 › yr7_unit4.pdf · Strand 2: Mutual Understanding in the Local and Wider Community. Moving On. 2. Understand the

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