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 'Me and My Relationships' 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 1
I can:
This term your children will be answering questions such as:
Feelings
Do we have the same feelings?
Why do we have different feelings?
How do we show our feelings?
What can we do when we have ‘not so good’ feelings? What are safe and healthy ways to get angry energy out?
How can we help our feelings come out?
Getting Help
When do you need to ask for help?
Who can help you if you need help?
Classroom Rules
Who are classroom rules for?
Why do we need classroom rules?
What would school be like if we didn’t have classroom rules?
Are classroom rules for the children or the teachers? What can help children to keep the classroom rules?
Key vocabulary that will be used:
friends help rules family hurt safe feelings listen
I can:
This term your children will be answering questions such as:
Bullying and Teasing
What is bullying? What is teasing?
Does bullying happen a lot?
How can you help someone who is being bullied?
School Rules About Bullying
What helps our classroom to be happy & friendly?
Do classroom rules help to stop bullying? How?
Being a Good Friend
Who is a good friend and why?
What makes a good friend? How are you a good friend?
Could you be a better friend?
How can you help others to be a good friend?
Feelings and Self-Regulation
Do we have the same feelings?
Why do we have different feelings?
How do we show our feelings?
What are safe and healthy activities to get angry energy out?
How can we help our feelings come out?
Key vocabulary that will be used:
feelings happy teasing bullied care repeated bullying friendship help rules friendly safe break
I can:
This term your children will be answering questions such as:
Cooperation
Can people disagree and still be friends?
Do people need to accept the views of others? Why?
How can arguments and disputes be settled?
Friendships
What do I do to be a good friend?
How can I make up with a friend if we have fallen out? What different ideas can I suggest to friends who have fallen out?
How can I help others to sort out their argument?
Key vocabulary that will be used:
apologise respect disagree responsibility calm disputes arguments feelings persuade friendship opinions listening family friendship falling out special people
I can:
This term your children will be answering questions such as:
Recognising Feelings
Can you tell how someone is feeling by looking at them?
What is body language?
What body language tells you that a person is worried? How?
Are all feelings shown by body language?
Bullying
What is the difference between bullying and teasing? What can someone do to help themselves if someone upsets them or is bullying them?
How can you help someone else who is upset?
Can you help someone who is being bullied? How?
Assertive Skills
What is being assertive?
Are there different ways to be assertive? How?
When would someone need to be assertive? Why?
Key vocabulary that will be used:
ignored delighted teasing calm confident feelings compromise body language emotions frightened excluded collaborate pressure bullying joyful excited respectful scared alone worried lonely
I can:
.
This term your children will be answering questions such as:
Feelings
What are emotional needs? Do we have the same emotional needs?
Do emotional needs stay the same?
Why are emotional needs important?
Friendship Skills, Including Compromise
What qualities make a good friend? Why?
How does a good friend show these qualities?
Do these qualities make a difference in friendships?
Assertive Skills
How can someone stand up for themselves?
When would someone use their assertiveness skills?
Is assertiveness the best way to react to pressure? Why?
Key vocabulary that will be used:
collaborate aggressive resolution conflict pressure emotional needs passive assertiveness negotiation unsafe compromise body language respect uncomfortable touching qualities unhealthy relationship
I can:
This term your children will be answering questions such as:
Assertiveness
What do bystanders do when someone is being bullied?
What is the difference between an active and a passive bystander?
Can passive bystanders affect a bullying situation?
Can active bystanders affect a bullying situation?
Cooperation
What is compromise? What is negotiation?
How can negotiation and compromise skills help someone?
Safe/Unsafe Touches
What is appropriate touch?
What is inappropriate touch?
What types of touch are illegal (against the law)?
If someone experiences inappropriate or illegal touch, how can they get help?
Key vocabulary that will be used:
assertiveness appropriate sensitive collaboration respectful response appropriate culture inappropriate religion bullied compromise illegal active forced marriage negotiation community bystanders passive civil partnership