Presentation to

Primary School SEAL Co-ordinatorsTitle (if relevant)

Workshop 5: RelationshipsPresented by

Children’s Services SEAL Team

THEME 6

Relationships

Assembly -

Relationships Key aspects

This theme is the second of two focusing specifically on feelings. It explores feelings within the context of our important relationships including family and friends.

• Managing feelings• Self awareness• Empathy

Relationships • This theme deals with very sensitive issues – Loss,

jealousy, guilt, embarrassment.• Essential to read the guidance on teaching sensitive

and controversial issues:– Guidance Appendix 3 page 45

• Also look at cultural differences - Guidance Appendix 7 pages 60-65• See also Supporting Bereaved Children – Diane

MacBrairdy (available from Bradford Interfaith Centre) – very useful information re: beliefs in different faiths.

• Link with parents prior to teaching around any sensitive issues

RelationshipsNotice and celebrate children (and adults) who are:

• Week 1 Changing an unfair situation• Week 2 Being pleased for someone’s achievements• Week 3 Telling the truth, saying sorry or making

amends• Week 4 Helping someone who is feeling sad or

lonely

(Notice, praise, notes to child, notes home, certificates, peer nominations, etc.)

Relationships

The theme is structured around the following key strands:

Knowing myself

Understanding my feelings

Managing my feelings

Understanding the feelings of others

Early Years Foundation Stage, Development Matters

30 – 50 months – key vocabulary

missing loss angry

happy sad fair unfair

dead alive lonely

worried comfortable

uncomfortable

Early Years Foundation Stage 30 – 50 months

Learning Opportunities

Circle games and Rounds:• Wake up Baby Bear • Teddy feels sad when……………..

Activities• Puppet work: The Sunflower story:

understanding my feelings – happy, sad and angry: match the feeling: Supported play:

Learning outcomes early years foundation stage

• I can tell you how I feel if I am missing someone or have lost someone of something I care about.

• I am beginning to understand that if someone leaves me they can still love me.

• I can remember someone I care about even if they are not there.• I can talk about how I can feel better when I am feeling sad or

missing someone.• I can tell if someone is happy, sad or angry.• I can tell when I am feeling sad or angry.• I can show someone when I am feeling sad, angry or happy.

Early Years Foundation Stage, Development Matters

40 – 60+ months Learning Opportunities

Circle games and Rounds: • “Roll the ball” game: • “I don’t think its fair when…..”• “If my friend was feeling sad I would…..”• Open forum: pass the smile:

Activities:

Puppet show scripts: “That’s not fair!”: Posters: social story book: role play: photographs:

Early Years Foundation Stage 40 – 60+ months

Learning Outcomes

• I can tell you when I think things are fair or unfair.

• I can tell you what is fair and unfair.• I can tell you how it feels when things are

unfair.• I know some ways I can make things fair.

Resources

The sunflower.ppt

seal_lon_sad_loved_happ.ppt

Photocards – lonely, sad, loved, cared for, happy, belonging, left out, friendly, fair , unfair:

Feelings detective poster: feelings identikit:

Key vocabulary – Year 1 and 2important people cared for

love jealous

unkind hurt

loss share

leave proud

choice lonely

miss envy/envious

Learning opportunities Years 1Circle games and rounds:• “one thing that makes me happy” • “I met someone who was happy when………”Activities:• People who are important to us: understanding

my feelings – proud and jealous: Amy’s bad day: proud/jealous scenarios: story “Jealous”: How would I feel……..?: dealing with our feelings without hurting others:

• Feelings display: photographs of different emotions: miming game:

Learning outcomes year 1• I know the people who are important to me.• I can tell you something that has made me jealous.• I can feel proud on behalf of my friends when they

have done something well.• I can tell when I am proud or jealous.• I understand that being unkind and hurting someone

doesn't make me feel better.• I can think of ways to make me feel better when I hurt

without hurting others.

Learning opportunities Year 2Circle Games:

Miming rounds: “ I feel lonely when…….”

Activities – Understanding our feelings – loved, cared for: story “Granny had to go”: leaving home: “ Wils or Pilgrim” story: Wils or Pilgrim” challenge: important people and things: feeling lonely and feeling included: feeling lonely challenge:

• Displays: poems: special book: personal journals:

Photocards

Learning outcomes Year 2• I can tell when I feel cared for.• I can tell when I love or care for someone.• I understand that when someone leaves me they might still love

me.• I understand that people have to make hard choices and

sometimes they have no choice.• I can share people I care about.• I can talk about my feelings when I feel alone or when I have to

share someone or something that is important to me. • I can tell you how I feel when I lose someone or something I

care about. • I can talk about my feelings when I feel alone.

Resources – Years 1 and 2Photocards – jealous, proud, cared for, lonely, and included.

Feelings detective poster

Feelings Fan

Feelings identikit

Feelings thoughts and behaviour picture

Working together self review checklist

Key vocabulary – Years 3 and 4fault blame guilty

choice love proud

cruel kind ashamed

celebrate funeral amends

conscience regret remorse

apologise death

miss alone

Learning opportunities - Year 3

Circle games and rounds;• Have you seen my friend? • “I felt …. when….”• “I wish I hadn’t…..because….”

Activities: special people: guilty: Three pictures resource sheets: story Guilty!: dance: drama: making amends: situation cards: taking responsibility: taking responsibility resource sheet: making wise choices:

Jacks choice: sticks and stones: display:

Learning outcomes Year 3• I can tell you how I can make someone who si important to me happy.• I can express feelings of guilt.• I can tell you some ways to make amends if I have done something

cruel or unkind.• I can tell when I feel ashamed about something.• I know when to tell someone about it.• I can say when I might feel guilty.• I know some things to do when I feel guilty.• I can tell when something is my fault and when something is not my

fault.• I can take responsibility for what I choose to do.• I know how to make a good choice. • I can tell you the things that hurt my feelings.• I can understand how I might hurt others.

Learning opportunities Year 4

Circle Games and rounds : there's a chair on my right:

• I felt lost when……..

• I felt lonely when……

Activities: special people: loss: resource sheet Lynford: poem my gerbil: Badgers parting gifts: recollections:

Learning outcomes years 4• I can tell you how I feel about the important people or animals in my life.

•I know how most people feel when they lose something or someone they love.

•I know some ways to celebrate the life of someone I care about.

•I can tell you about someone I know loner see.

•I understand that we can remember people even if we no longer see them.

Resources – Year 3 and 4

Pamper cards

Photocards – guilty

Feelings thoughts and behaviour picture

Feelings detective poster.

Problem solving poster.

Jacks choice, templates 1-3

Gold set sheet 4 or 7

Emotional barometer

Working together checklist

Key vocabulary – Years 5 + 6embarrassed humiliation forgive

make amends stereotype breaking

friends grief/grieve shock

denial anger disbelief

depression despair sadness

acceptance

Learning opportunities Year 5Circle games: “I don’t get it!”

Rounds: “When I make a mistake I feel……”

Activities: people around us: embarrassed: blushometer: story Embarrassed: photo stories: strategies that help: problem solving process: role plays: book of embarrassments; help sheet: agony aunt: displays: pick me up, don’t put me down: story from resource sheet: Don’t judge a book by its cover:

Learning opportunities Year 6Circle games: swap places or put you thumbs' up

if…….Rounds: “ I know someone who was disappointed

when…….” “ I was disappointed when………”“ I felt better when….”Activity - our special people: explore the

assembly story: Loss: Story Grandpa: Losses: losses cards: How many losses can we think of? Helping others: poems: breaking friends: storyboards: forgiveness: self forgiveness: problem solving: forgiveness challenge: personal journals: special places in the playground: displays:

Resources Year 5 and 6

Emotional barometer

Feelings detective poster

Photocards – embarrassed

Feelings thoughts and behaviour picture

Working together self review checklist

Assembly pictures

Peaceful problem solving poster

BBC videos

Learning Outcomes year 6 • I can tell you about the people who are important to me.• I know some of the feelings people have when someone close

dies or leaves.• I can use some of these strategies to manage these feelings.• I understand that different people show their feelings in different

ways.• I understand that there is not just one way to grieve.• I can use some strategies to manage feelings associated with

loss.• I can help support someone who is unhappy because they have

lost something or someone.• I can break friends with someone without hurting their feelings.• I understand when breaking friends might be the best thing to

do. • I can forgive someone. piano.wmv

Staffroom activities

a

Key areas:

Exploring loss and other feelings within close relationships. Peoples reactions to loss. Identifying your own emotions and reflecting upon own responses to loss.

Activities:

1. Types of loss

2. Feelings of grief

3. Loss through separation and divorce

4. Setting the group rules for working with children in distress and maintaining emotional safety.

5. What are we doing now, what else could we do?

6. When does a child need extra support?

7. Do we need to know more?

Family activities

•Feelings associated with close relationships with family and friends.

•Activities focus on the feelings associated with loss.

•The activities may trigger sensitive issues for children, parents/carers.

•How will you involve parent/carers?

Relationshipsparents.ppt