Southborough Church of England Primary School
Southborough Church of England Primary School
It is vital, in an ever-changing world, we equip the new generation with the skills and knowledge they will need to become the best they can be throughout later life. Within all subjects we are working on building our children’s resilience to challenge and for them to be able to recognise how to challenge themselves. This strand of personal development is critical for the future generations to develop self-confidence and awareness.
Our Christian vision and values, Peace, Joy, Forgiveness, Perseverance, Compassion, Hope, underpin all of our actions. With children who are eager to learn, parents and Governors who are supportive, our team of dedicated staff promote an inspirational culture of creativity with high aspirations where there are no barriers to a child’s success. We challenge our children and ourselves to be the best we can be in a safe, rich and purposeful environment, while relishing life and learning at Southborough.
Lessons and activities are adapted from SCARF plans, from Coram Life Education. SCARF stands for Safety, Caring, Achievement, Resilience, Friendship. This spiral curriculum allows all children to build on their knowledge year upon year. We then create lessons that utilise: use of child specific resources, differentiated questioning and mixed ability grouping to enable children to offer peer support. Lessons are planned with the aim of best possible understanding and integration for all children within the class.
As we embrace a spiral curriculum, across the school this term we are focusing on the 'Rights and Respect' unit, each year the knowledge is recovered and built upon to ensure the greatest impact.
By the end of the year your child will have been taught to :
Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly
Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate
Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Be confident to try new activities and show independence, resilience and perseverance in the face of challenge
Explain the reasons for rules, know right from wrong and try to behave accordingly;
Manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices.
Year 1 - Term 4
I can:
- give some examples of how I look after myself and my environment - at school or at home.
- say some ways that we look after money.
This term your children will be answering questions such as:
What needs to be looked after?
What do you look after?
Is there anything else you can look after?
Why does the environment need to be looked after?
Do we need to look after money? Why?
How can you look after yourself?
How do you feel when you have looked after someone or something?
Key vocabulary that will be used:
clean environment routine first aid spending litter risk responsibility danger safe help money saving environment look after responsible
I can:
- give examples of when I’ve used some of these ideas to help me when I am not settled.
This term your children will be answering questions such as:
What can help you to feel calm and settled at home?
How does it help?
What can help you to feel calm and settled in the classroom?
Can you help other people to feel calm and settled in class? How?
Why is it important to feel calm and settled?
Key vocabulary that will be used:
share listen calm erupt control ask for help unsettled home school feelings
I can:
- say some ways of checking whether something is a fact or just an opinion.
- say how I can help the people who help me, and how I can do this.
This term your children will be answering questions such as:
Skills We Need to Develop As We Grow Up
Is a fact the same as an opinion? If not, why not?
How we check whether something is a fact or opinion?
What is a ‘false fact’ that might be seen online?
Helping and Being Helped
How do we keep ourselves safe as we get older?
Can we help the people who help us? How?
Key vocabulary that will be used:
online false check safe parent carer adult search fact opinion
I can:
- explain how a ‘bystander’ can have positive effect on negative behaviour they witness (see happening) by working together to stop or change that behaviour.
- explain how these reports (TV, newspapers or their websites) can give messages that might influence how people think about things and why this might be a problem.
- give examples of these decisions and how they might relate to me.
This term your children will be answering questions such as:
Making A Difference (Different Ways of Helping Others or the Environment)
Can one person make a difference to the environment?
Do the actions of one person affect lots of people?
Can a bystander have a positive effect on negative behaviour? How?
What is an active bystander? How can someone be an active bystander?
Media Influence
Is everything in the media true? Are there always two sides to a story?
Can media reports influence people? How?
Decisions About Spending Money
What choices and decisions do we make about spending money?
How do decisions about money affect groups in the community?
Key vocabulary that will be used:
anti-social behaviour media United Nations rights spending reduce influence environment public services income tax negative recycle essential actions positive community responsibility reuse volunteer School Council
I can:
- give examples of some of the rights and related responsibilities I have as I grow older, at home and school.
- also give real examples of each that relate to me.
- give a few different examples of things that I am responsible for to keep myself healthy.
- explain that local councils have to make decisions about how money is spent on things we need in the community.
- also give an examples of some of the things they have to allocate money for.
This term your children will be answering questions such as:
Rights and Responsibilities
Are rights and responsibilities the same?
Do rights and responsibilities change as someone gets older? How?
What rights and responsibilities do we have to the community and the environment?
Rights and Responsibilities Relating to My Health
How is someone responsible for their own health?
Why do some people find it hard to stick to their responsibilities for keeping healthy?
What might help someone restart being responsible for keeping healthy?
Decisions About Lending, Borrowing and Spending
What things are needed by people in in the community?
What services do local councils provide?
Do councils choose how much money they give to the services they provide?
How might a council’s spending choices affect different groups in the community
Key vocabulary that will be used:
councillors environment interest rights responsibility debit costs borrow credit health community group public services loan council exercise vote duties sustainable elections
I can:
- explain why people might do this (why they are showing certain aspects of themselves) and how social media can affect how a person feels about themselves.
- explain that what ‘environmentally sustainable’ living means and give an example of how we can live in a more ‘sustainable’ way.
- explain the advantages and disadvantages of different ways of saving money.
This term your children will be answering questions such as:
Understanding Media Bias, Including Social Media
Does someone’s social media profile give a true view of them?
Why do people show only certain aspects of themselves?
Does social media affect how a person feels about themselves?
Does using social media create pressures on people? How?
How can someone keep healthy when using social media?
Caring: Communities and the Environment
What things have an impact on the environment?
What is ‘sustainable’ living?
How can we change to live more sustainably?
What can someone do to help the environment?
Earning and Saving Money
What different ways are there to save money?
Are there advantages or disadvantages to the different ways to save money, including long-term saving?
What is ‘interest’ when money is saved?
Key vocabulary that will be used:
biased elections candidate image profile interest tax stereotype saving cash voting shop local debit card reuse pressure public services sustainable recycling unbiased environmentally sustainable bank (building society) account democracy online safety social media