Primary Headteachers,teachers andpractitionersin ...sealcommunity.org/files/resources/THeme 2...

PrimarySocial and emotional aspectsof learning – Cymru

Theme 2Getting on and falling outFoundation Phase

Headteachers, teachers

and practitioners in

funded Foundation Phase

settings, primary

schools, special schools,

and local authority and

Children’s Services staff

Date of issue: 09-2010

Ref: 1332-2010-WALES

Disclaimer

The Department for Children, Education, Lifelong Learning and Skills wishes to make it clearthat the Department and its agents accept no responsibility for the actual content of anymaterials suggested as information sources in this publication, whether these are in the formof printed publications or on a website.

In these materials icons, logos, software products and websites are used for contextual andpractical reasons. Their use should not be interpreted as an endorsement of particularcompanies or their products.

The websites referred to in these materials existed at the time of publishing. Please check allwebsite references carefully to see if they have changed and substitute other referenceswhere appropriate.

Blue set – the Foundation Phase for 3 to 7-year-olds

Introduction

The Blue set is divided into four elements, placed in developmental order from 1 to 4.These cover similar Foundation Phase Areas of Learning. Practitioners will be aware of thedifferent developmental stages that children in the setting/school will be at in their learningand will need to gauge which element is appropriate for them. They may also want to drawon some parts of the Yellow set (aimed at Years 3 and 4).

This theme, Getting on and falling out, focuses on developing children’s skills, knowledgeand understanding in three key social and emotional aspects of learning:

• empathy

• managing feelings (with a focus on anger)

• social skills.

Each colour-coded set is organised around developing the ethos of the classroom –extending the work of Theme 1 New beginnings on cooperation and valuing diversity, andfocusing on four key content areas:

• developing the social skills of friendship

• working well together in a group

• managing anger

• resolving conflict.

The intended learning outcomes for the Foundation Phase are described over the page.

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Getting on and falling out Foundation Phase © Crown copyright 2010

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FriendshipI can play with other children.I know how to be friendly.I can say sorry when I have been unkind.

Working togetherI can work in a group with other children.I can take turns when I play a game.I can wait for my turn to say something in thesetting/classroom.I can share a toy.I can ask for help when I am stuck.

Managing feelings – angerI can express my feelings when I am angry.I can make myself feel better when I am angry.

Resolving conflictI can make up when I have fallen out with a friend.I can think of ways to sort things out when we don’tagree.

Understanding my feelingsI can tell when I am feeling angry.I can tell when other people are angry.

Description Intended learning outcomes

Children are introduced to the issues ofcooperating with other children and working in agroup. Feelings of belonging, fostered in Theme 1New beginnings, are further developed. In addition,children have the opportunity to develop andpractise the social skills of sharing and takingturns, listening to each other, and of understandingsome of the ways in which someone can be afriend. The feeling focus is on feeling angry andfinding ways to deal with this feeling. Childrenexperience ways of asking for help, making upwith other children and saying sorry when theyhave fallen out. The skills of working in a groupare also addressed.

Intended learning outcomes

Elements 1 and 2

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FriendshipI can tell you what being a good friend means to me.I can listen well to other people when they are talking.I can make someone else feel good by giving them acompliment.I know what to say when someone gives me acompliment.

Seeing things from another point of viewI know that people don’t always see things in the sameway.I can see things from someone else’s point of view.

Working togetherI can work well in a group.I can decide with my group about how well we haveworked together.

Managing feelings – angerI know when I am starting to feel angry.I know what happens on the inside and the outside ofmy body when I start to get angry.I know some ways to calm down when I am starting tofeel angry.I know that sometimes anger builds up and up, andthat I can be overwhelmed by my feelings.

Resolving conflictI know how to make up with a friend when we havefallen out.I can use the peaceful problem-solving process to sortout problems so both people feel OK.I can use my ability to see things from the other pointof view to make a conflict situation better.

Elements 3 and 4

Description Intended learning outcomes

The emphasis on the value of diversity andcooperation continues in this theme, Theme 2Getting on and falling out, which builds on thework completed in Theme 1 New beginnings, oncreating a positive setting/classroom ethos.Children think about how to look and soundfriendly, and consider the qualities we look for andneed to develop in order to have and be a goodfriend. They have the opportunity to practise theskills of good listening, and giving and receivingcompliments. They also explore some reasonswhy friends fall out and how to work well in agroup. The emotion of anger is introduced andexplored within the context of sorting outarguments. Children look at what triggers anger,how anger feels, what angry people look like andwhat strategies they can use when they need tocalm down. The children consider various ways ofmaking up, and learn and practise the key stagesof conflict resolution. They are introduced to theconcept of alternative points of view and relatethis to conflict resolution skills.

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Learning outcomes: curriculum guidance for the Foundation Phase

There are opportunities to develop social and emotional aspects of learning (SEAL)throughout all of the Foundation Phase Areas of Learning. Learning outcomes should beidentified through observation of behaviours of learning within the continuous provision ofthe Foundation Phase.

Personal and Social Development, Well-being and Cultural Diversity

These are the particular links with Personal and Social Development, Well-being andCultural Diversity.

Note: It must be stressed that whilst SEAL has the potential to contribute to this Area ofLearning there are other components from both Skills and Range that also need to beaddressed within the planned programme of the setting/school.

Skills

Personal development

Children should be given opportunities to:

• express and communicate different feelings and emotions – their own and those ofothers

• show curiosity and develop positive attitudes to new experiences and learning

• become independent thinkers and learners

• develop an awareness of what they are good at and understand how they can improvetheir learning and use feedback to improve their work

• value the learning, success and achievements of themselves and other people.

Social development


• be aware of and respect the needs of others

• take responsibility for their own actions

• consider the consequences of words and actions for themselves and others

• develop an understanding of the behavioural expectations of the setting/school andunderstand that rules are essential in an ordered community

• develop an understanding of what is fair and unfair and to be willing to compromise

• form relationships and feel confident to play and work cooperatively

• value friends and families and show care and consideration

• appreciate what makes a good friend

• develop a positive self-image and a sense of belonging as part of different communitiesand have an understanding of their own Welsh identity

• treat people from all cultural backgrounds in a respectful and tolerant manner.

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Moral and spiritual development


• respond to ideas and questions enthusiastically, sensitively, creatively, and intuitively

• communicate about what is good and bad, right and wrong, fair and unfair, caring andinconsiderate

• communicate and reflect on the decisions made in stories, situations or personally,suggesting alternative responses

• respond personally to simple imaginary moral situations giving reasons for decisionsmade

• use stories or situations to raise questions about why some things are special

• express ideas and feelings creatively, explaining why they are significant

• talk about the choices available to individuals and discuss whether the choices availablemake a decision easier or more complex

• ask questions about what is important in life from a personal perspective and from theperspective of others.

Well-being


• value and contribute to their own well-being and to the well-being of others

• be aware of their own feelings and develop the ability to express them in an appropriateway

• understand the relationship between feelings and actions and that other people havefeelings

• demonstrate care, respect and affection for other children, adults and their environment

• ask for assistance when needed.

Range

Throughout the Foundation Phase, children should be given opportunities to develop theirskills, knowledge and understanding through being involved in a range of experiencesincluding:

• activities in the indoor and outdoor learning environments

• different types of play and a range of planned activities, including those that are childinitiated

• activities that allow them to adopt a range of roles, including leadership within a smallgroup, paired learning or working within a team

• different resources such as those in print and interactive forms

• activities that allow them to become independent learners

• activities that allow them to use their senses, to be creative and imaginative

• activities that allow them to communicate their ideas, values and beliefs aboutthemselves, others and the world

• activities that allow them to solve problems and discuss outcomes

• activities that allow them to feel safe and secure and feel that they are valued

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• activities that contribute to their own safety

• activities that allow them to make healthy choices and to develop andunderstand their own bodies and how to keep them safe and healthy.

Skills framework for 3 to 19-year-olds in Wales

These activities provide many opportunities for children to develop the thinking andcommunication skills outlined in the Skills framework for 3 to 19-year-olds inWales. These are the particular links within this set.

Developing thinking across the curriculum

Plan

Asking questionsActivating prior skills, knowledge and understandingGathering informationDetermining the process/method and strategy

Develop

Generating and developing ideasThinking about cause and effect and making inferencesForming opinions and making decisions

Reflect

Reviewing the process/methodEvaluate own learning and thinking

Developing communication across the curriculum

Oracy

Developing information and ideasPresenting information and ideas

Reading

Locating, selecting and using information using reading strategiesResponding to what has been read

Writing

Organising ideas and information

Wider communication skills

Communicating ideas and emotionsCommunicating information

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Planning

To help with planning, the type of learning and teaching involved in each learningopportunity is indicated by icons in the left-hand margin of this book.

For Elements 1 and 2

Adult-led – where language and ideas are specifically introduced and developedby the practitioner.

Child-initiated – where learning is child-initiated, supported by adaptations to thelearning environment and social interaction that promote particular avenues ofexploration and discussion.


Whole class Pairs

Individual Small group

Ideas from practitioners are noted in the right-hand margin of this book. Theideas include ways in which practitioners planned for diversity in their class orgroup, for example, to support the learning of children with language acquisitionor additional learning needs.

Key vocabulary (to be introduced within the theme and across the curriculum)


listening sharing taking turns smile

friend/friendly angry calm down working together

making up sorry falling out getting on


compliment friend fall out get on

trigger angry peaceful cooperation

conflict point of view make up solution

apologise problem solving

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Resources

These are a list of the resources that can be used to support the work within this book.They are available in the Whole-school resource file.

Resources

Elements 1 and 2 Feelings fans

Feelings identikit

Photocards – angry/happy/friendly/friendship

Feelings detective poster

Element 3 Are we ready for circle time? poster

Working together self-review checklists

Photocards – angry/conflict/friendship


Emotional barometer

Peaceful problem solving poster

Ways to calm down

Music for different moods

Element 4 Are we ready for circle time? poster

Working together self-review checklists

Photocards – angry/conflict


Peaceful problem solving poster

Fireworks

Emotional barometer

Ways to calm down

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Key points from the assembly story

1. Everyone used to be friends with everyone else and liked to give each otherfriendship tokens.

2. Rani and Leroy were best friends and cheered each other up with friendshiptokens.

3. A miserable old woman didn’t like people being happy, and told them to keeptheir friendship tokens in case they ran out.

4. The old woman stopped Leroy from giving Rani friendship tokens and theywere no longer friends.

5. Rani was sad and followed the old lady who was destroying all the kindness inthe world.

6. Rani looked at the old lady and saw that she was really lonely and sad.

7. She told the old lady she would be her friend and the old lady stopped beingmiserable and unkind.

8. Rani and the old lady visited Leroy and they became best friends again.

9. The old lady now wanders the world trying to encourage people to give theirfriendship tokens away and make the world a kind place again.

Suggested whole-setting/school focus for noticing and celebrating

achievement

Use the setting/school’s usual means of celebration (praise, notes to the child andparents/guardians, certificates, peer nominations, etc.) to notice and celebratechildren (or adults) who have been observed:

• working cooperatively to help a group

• being a really good friend

• keeping calm and overcoming feelings of anger

• solving a difficult problem with a friend.

The time frame for each focus will need to be decided over the whole setting/school.

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We adapted our ‘allchange’ games sothat a child withmobility difficultiescould join in – weused ‘thumbs up’or ‘wave yourhands in the air’.

Blue set: Foundation Phase Element 1

Circle games and rounds

Circle games

If the group or class is large, you may want to think about involving only half ofthe children in circle time, so that everyone has a chance to take part. Use atalking object (like a shell) to pass around when it is someone’s turn to talk. It isimportant to be patient if a child is slow to respond and to try not to jump in toosoon.

Circle times should include time to welcome everyone and give a skills reminder –that we use our eyes to look at the person talking, use our ears to listen carefully,use our mouths to speak, use our heads to think, put our hands in our laps tohelp us concentrate. You might want to use a ‘name’ game or an ‘all change’game then a main activity, which could be ‘pass the sentence’, plus a game todevelop specific social, emotional and behavioural skills. Your circle time shouldhave a finishing activity that brings the group together. This could be a song or‘pass the smile around the circle’.

Remember that the most important thing about circle time is that it is fun and noone has to do anything that they don’t want to do. Children need to be respectedfor choosing not to take part. If adults show this respect, it won’t be long beforeeveryone joins in.

‘Name’ games

Use a similar format to that introduced in Theme 1 New beginnings. Rememberthe importance of keeping those ‘name’ games going throughout the theme.Here are a couple of ‘name’ games to start you off.

Let’s say hello to ...

This is a song to be sung around the circle, adding each person’s name as itgoes round. You can make up your own melody.

Let’s say hello to ... Let’s say hello to ... Let’s say hello to ... You’re welcomehere today.

Repeat this until everyone’s name, including your own, has been included.

‘Stamping name’ game

All the children stand in a circle. Give each child a turn to say their name andstamp their foot three times before you go on to the next child.

‘All change’ games

These games are very important in your circle time sessions as they createopportunities to sit next to and notice different people in the class, sometimes forthe first time. For young children, use visual clues to help them remember whenthey must get up and change places.

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Use a set of cards showing pictures of certain objects (a teddy, a ball, a bike, andso on) where several cards show the same image. Hand out one or more differentcards to each child, keeping one of each yourself.

Hold up a card. Ask the children who also have that card to stand up, thenchange places with another child who has stood up.

If you have multiple small plastic toys available, you could use these insteadof cards.

Cooperation games

‘Ring’ games

These can be played during circle time or in the playground. They might include‘Here we go round the mulberry bush’, ‘Ring a ring of roses’, ‘Farmer’s in hisden’, ‘In and out those dusty bluebells’, and so on. The underlying message hereis that we all need to work together to play these games successfully.

Roll a ball

Roll a ball to a child across the circle, saying their name. The recipient says ‘thankyou’ and rolls to another child, saying the name of that child as they do so.

Send a ripple

This is a game played at circle time where the practitioner makes actionsrepresenting various types of weather and the children copy the actions aroundthe circle. The emphasis here is on watching and listening skills being essential tocooperation.

Begin by making the sound of light rain by snapping your fingers.

Develop pouring rain by slapping your hands onto your lap.

Make thunder by clapping (as long as you feel that your children won’t befrightened!).

Go back to pouring rain, then gentle rain, then silence.

Pass the squeeze

All hold hands and pass a gentle squeeze round the circle.

Pass the hug

Turn to the child next to you and give them a gentle hug. Ask the children to passthe hug around the circle. (Explain that the hug must be gentle and give childrenwho for personal or cultural reasons might find this uncomfortable the option ofpassing the squeeze instead.)

Pass the smile

As above but turn to the child next to you and smile, asking children to pass thisright around the circle.

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Rounds

Discuss some of the things you like as a way of getting to know each other.

Pass the sentence ‘I like ... ’ , which could refer to food, toys, colours, and so on,around the circle.

‘I sometimes feel lonely when ... ’Focus this on what it might be like for children without a friend or when their friendis away from the setting/school, or when they have fallen out with their friend.

‘When I play with a friend I feel ... ’Talk about how we know whether someone is our friend or not.

Remember to take this opportunity to develop the children’s ‘feeling’ vocabulary,by helping them to use lots of different ‘feelings’ words. Collect the ‘feelings’words and display them with accompanying photographs and pictures.

‘I think a friend is someone who ... ’Begin by having a discussion about this to support children in thinking of ideas.You could ask children to show what a friend does (plays with them, smiles atthem, holds their hand gently, reads a book with them, etc.), demonstrating this inthe middle of the circle. You could also have, in the middle of the circle,photographs of friends playing together so that children can use these as ideas.Children can draw things a friend does and label them with practitioner help.

Learning opportunities: cooperation

Puzzle game

Do this with only half the children if the class or group is large. Divide the childreninto groups of three and give each group a collection of puzzle pieces that, whenput together, will form a complete picture. This means that the children have towork together to assemble the picture.

Ask the children how they managed to complete the puzzle. Praise the childrenfor working together, drawing out the specific skills they used, for example, ‘I likethe way you shared your pieces and talked together about where they would go.Well done for working so well together. This is called cooperating.’

Our special drawing

This is best done with no more than six children at a time. Give each child a penof a different colour.


I can play with other children.

I can work in a group with other children.

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Explain that we are going to make a very special drawing. To do this we needeveryone to help us by listening very carefully. We shall take our pens for a walkacross the paper. We can go anywhere, but we do need to see if we can toucheach person’s pen with our pen, somewhere on the paper. Our pens want tomake friends and this is how they do it!

Put the paper in the centre of the circle and let the children know when they canstart. The practitioners should involve themselves as well.

As the children touch each other’s pens, confirm whose they have touched andgive praise for this. Give help where necessary.

Put the picture on display somewhere in the class. Try to carry out this activitywith the whole class over a period of time. Praise the children for working welltogether and tell them that this is called cooperating.

This is a very good activity for building a sense of belonging, as everyone needsto take part and is valued for their contribution to the special drawing.

Learning opportunities: friendship

Use the suggested script and questions for the puppet show Squeak andSnappy from the resource sheets (see page 18).

Keep your Squeak and Snappy puppets accessible. Use them to remind thechildren about playing well together and how to make up at the beginning of thesession. If children ‘fall out’ during their play you might suggest that they askSqueak and Snappy for help.

Try to avoid providing the solution for children if they fall out but encourage themto talk to each other and support them in resolving their own conflicts.

Support the children in their imaginative play. You might encourage children torole-play ‘falling out’ and support them to ‘make up’ in role. Small-world toysmight be used to encourage children to use the language of conflict and conflictresolution. Small world characters might hurt each other and break friendships.

Create a daily time to focus how the children are getting on with each other.Make sure that you talk about children being friendly and including everyone aswell as developing particular friends. Plan support for those who have not yetmade friends, but seem interested in doing so. This will need sensitivity.



I know how to be friendly.

I can say sorry when I have been unkind.

I can share a toy.

I can make up when I have fallen out with a friend.

For the children inour class who findit hard to expressthemselves inwords we used astoryboard with thesteps: I feel ... (witha range from theFeelings identikit inthe Whole-schoolresource file tochoose from)because ... (with arange of picturecards showing‘falling outsituations’ such asa child hitting,pushing, taking atoy). The childrencould then showus or choose aphotograph of thechild involved, andthis allowed us tosupport them inmaking up.

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Learning opportunities: understanding feelings

This activity is designed to explore the idea that we all feel angry sometimes andthat we often feel angry because what we need or want has not happened.

Show a photograph, or several photographs if possible, of people who look angryand people who look happy and kind. (Newspapers are a good source for suchpictures, or you can use the photographs in the resources section of thesematerials.)

Ask the children to suggest what the people in the photograph(s) might befeeling. How do the children know? Introduce the idea of ‘angry’ if the childrendon’t do this spontaneously. Draw out ideas about facial expression and bodylanguage. Ask what the people in the photograph(s) might be thinking or saying,and why they might be angry.

Ask the children to show you an angry face and a happy face. Now ask if it is OKfor you to take pictures of their angry and happy faces. Explain that you mightuse the pictures in a game another day. (Respect the children’s wishes if theydon’t want you to take their picture.)

Ask the children to think about when they have felt angry like this.

Pass the sentence ‘I feel angry when ... ’

You could play the game of ‘changing your face’ from angry to happy then angryto happy again, ending on happy. Finish with something to cheer everyone up,such as the song ‘If you’re happy and you know it’, or the activity ‘Pass thesmile’.

Learning opportunities: cooperation and resolving conflict

Explain that we need to make a poster giving some instructions for our class orgroup so that everyone remembers how to work and play together.

Ask the children what we need to remember if we are working and playing withour friends.



I can take turns when I play a game.

I can wait for my turn to say something in the classroom.

I can share a toy.


I can tell when I am feeling angry.

I can tell when other people are angry.

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What do you do if you want the same puppet as they have?

What do you do if you want your friend to play outside with you, but they don’twant to? What could you do if someone gets cross with you because they wantwhat you have got?

Try to allow the children time to come up with their own solutions and write thesedown as they chat.

Read out the solutions they have come up with and ask if there is anything elsethat would need to be on the poster to help people work and play together.

Get children to help you by acting out their ideas while you take photographs ofthem doing the right thing. Use the photographs and words to make the poster.

If your class find it hard to come up with their own ideas, some suggestionsfollow.

• Smile and be friendly.

• Ask nicely for something, saying ‘please’ and ‘thank you’.

• Listen carefully to each other.

• Find an adult to help you.

Keep the instructions on the poster very simple. Once the poster is made refer toit whenever you need to, displaying it at children’s eye level.

Make sure that you have plenty of activities available that promote cooperation,for example:

• throwing and catching beanbags/balls, etc.

• taking part in playground games like ‘What’s the time Mr Wolf?’

• playing ring games (see page 11)

• using seesaws

• playing jumbo dice games (outside as well as inside)

• playing with bats and balls

• playing with golf sticks and balls

• building a train track together

• working on floor puzzles together.

Talk to the children about how well they play together.

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Ongoing activities

Effective strategies to develop an environment that supports the skills identified inthis theme include the following.

Organising the day

• Time provided for individual play with adult support when needed.

• Time for group activity and collaborative play.

The environment

• Providing areas for different activities and personal choices, for example, quietrestful areas, areas with mirrors and areas for more physical play.

• Providing the kind of activities that promote cooperation.

The role of adults

• Adults involved in children’s play, including imaginative play.

• Adults modelling how they manage their own feelings and making this explicit,for example ‘I’m feeling a bit angry today because ... ’, ‘I am feeling happybecause ... ’

• Opportunities for children to talk to adults alone or in groups and adultsinitiating talk with children who might be experiencing strong feelings.

• Showing that we accept all children and their families, and recognising andcelebrating the cultural diversity in the setting/school.

• Positive behaviour management strategies linked to appropriate expectationsand intervention.

• Teaching children how to deal with conflict and mediating conflicts rather thanthe adult ‘solving’ them for the children.

• Adults who model resolving conflict.

• Good role models of social conventions and interactions.

• A non-judgemental atmosphere where it is considered to be OK to makemistakes and learn from them.

The practitioner has many opportunities to explore feelings and how we canresolve conflict in the setting/school by developing work that starts from thechildren’s self-initiated play and experiences, for example:

• a child taking another child’s fruit at snack time provides an opportunity toexplore sharing and the angry or sad feelings of the child who has lost his/herfruit

• a child feeling angry because he/she wants to play a game but there is noequipment left provides an opportunity to talk about feelings and encouragethe children to consider fairness

• two children wanting to ride on the same bike at playtime allows the adult tohelp the children to calm down and to sort out a fair solution themselves.

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Questions for reflection and enquiry

• What do you need to do to make a friend?

• How did you manage to make friends with ... ?

• How do you know if you have a friend?

• Why do you think we need to share? What would happen if we didn’t?

• Why do we need to learn how to work and play together?

• What could we do if we fall out with a friend?

• What can we do if we feel really angry?

Review

• To make up with my friend I could ...

• I like my friend because ...

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Blue set resource sheet: Foundation Phase Element 1

Squeak and Snappy

You will need two puppets; you could utilise class puppets used for other social purposes.

Ask the children what they think has helped Squeak and Snappy to play nicely together sofar and what the two friends have remembered to do when they are working together.

Ask the children what they think went wrong.

How do they think Squeak and Snappy could sort out this problem now?

Try to get children to come up with their own suggestions before helping them to think ofuseful strategies. Also take the opportunity to point out that people do argue or fall outsometimes; it is normal. What is really important is to know how to put things right again.

SSnnaappppyy:: Hey look at this!

Snappy tipped the enormous bottle out into the tray, but the water splashed over

the side and into Squeak’s face and all over his tail.

SSqquueeaakk:: What did you do that for? I am all wet now, I don’t like being wet! I’m

not playing with the water now and I’m not your friend anymore either!

SSnnaappppyy:: But ...

Squeak took his apron off and walked away, leaving Snappy by himself

wondering what went wrong.

Squeak the mouse and Snappy the shark are the best of friends. They always play

together when they are at nursery/playgroup.

Squeak found out that Snappy loves to play with the water just as he does. They

like to use the pipes and blow the water, making bubbles on the top and then

watch them pop.

Snappy likes the way that Squeak can move really fast when they play outside. It’s

fun playing chasing games with Squeak.

Today Squeak is feeling a bit tired. Let’s find out what happens.

SSqquueeaakk:: Hello Snappy, shall we play with the water today?

SSnnaappppyy:: Yeah, I’ll get the pipes out. What else shall we have?

SSqquueeaakk:: Mmmmm ... I don’t know!

SSnnaappppyy:: What about the biggest bottle?

SSqquueeaakk:: OK.

They played happily together with the water, blowing bubbles and filling the

enormous bottle up to the top.

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Say: ‘Let’s see if Squeak and Snappy can try some of your good ideas and make friendsagain.’

Adapt the story if the children have come up with good alternatives themselves. In the nextsection you can be Miss Smile in the story, so there is no need for another puppet.

Ask the children what they think that Squeak and Snappy need to remember next timesomething goes wrong when they are playing together.

SSnnaappppyy:: Miss Smile, Snappy made me all wet and I am not his friend any

more!

MMiissss SSmmiillee:: Oh dear, you seem upset, Squeak. You are usually such good friends

with Snappy, aren’t you?

SSqquueeaakk:: Yes, but he made me wet!

MMiissss SSmmiillee:: What do you think we need to do now to help you be friends again?

SSqquueeaakk:: I don’t know!

MMiissss SSmmiillee:: Would it be a good idea to go and find Snappy and talk to him

about it?

Squeak shrugged his shoulders in a fed-up way.

MMiissss SSmmiillee:: I think we should try to sort this out, Squeak, because you don’t look

very happy and neither does Snappy.

They walked over to the water play area where Snappy was standing, looking very

sad with a tear rolling down his face.

MMiissss SSmmiillee:: Would you like to tell us what happened, Snappy?

SSnnaappppyy:: The water went on Squeak, I think.

SSqquueeaakk:: You put it on me. You made me all wet!

SSnnaappppyy:: I didn’t, the bottle fell over.

MMiissss SSmmiillee:: Well, Squeak, it sounds as though Snappy didn’t do it on purpose. It

sounds like an accident to me.

SSqquueeaakk:: Well, he didn’t say sorry to me!

MMiissss SSmmiillee:: Do you think that might help, Snappy?

SSnnaappppyy:: Sorry Squeak, I didn’t mean to make you wet.

Snappy tried hard to smile at Squeak although he didn’t really feel like it.

SSqquueeaakk:: Oh, I thought you did!

Squeak and Snappy looked at each other and Squeak gave Snappy a hug.

Making up felt good. It wasn’t very nice when they didn’t have each other to play

with. Squeak and Snappy felt happy and pleased to be friends again.

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Circle games

If the group or class is large, you may want to think about having only half of thechildren involved in circle time, so that everyone has a chance to take part. Use atalking object (like a shell) to pass round when it is someone’s turn to talk. It isimportant to be patient if a child is slow to respond and to try not to jump in too soon.

Circle times should include time to welcome everyone and give a skills reminder –that we use our eyes to look at the person talking, use our ears to listen carefully,use our mouths to speak, use our heads to think, put our hands in our laps tohelp us concentrate. You might want to use a ‘name’ game or an ‘all change’game then a main activity which could be ‘pass the sentence’, plus a game todevelop social, emotional and behavioural skills. Your circle time should have afinishing activity that brings the group together. This could be a song or ‘pass thesmile around the circle’.

Remember that the most important thing about circle time is that it is fun andnobody is made to do anything that they don’t want to do. Children need to berespected for choosing not to take part. If adults show this respect, it won’t belong before everyone joins in.

‘All change’ games

In these games physical appearance is used as a way for children to changeplaces.

All those who have black hair ...All those who have short hair ...All those who have trousers on ...

Jumble

Children stand in a circle, close their eyes and stretch their hands out. The idea isthat all children should hold hands with others across the circle while they havetheir eyes closed. All the children then open their eyes and remain holding hands,while they try to see if it is possible to get into a circle without letting go of thehands they are holding.

This is quite an ambitious activity and will work best in quite small groups.

Rounds

What I like about my old friend is ...

What I like about my new friend is ...

When I fall out with my friend I feel ...

When I make up with my friend I feel ...

A good friend is someone who ...

We made sure thatour less confidentchildren were notsitting at the‘beginning’ of thecircle, so they hadplenty of time tohear a range ofresponses.

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Learning opportunities: conflict resolution

Read this story to the children in order to set the scene for the work they will bedoing on the theme.

Ask the children what they think Manon could do.

She went over to Sanjit and began playing near him. She looked into his

face and smiled one of her enormous friendly smiles. Sanjit looked at her

and watched her face for a minute and then he said, ‘Oh, hello’.

Manon was really pleased with herself because her idea of smiling her

best smile had worked. Sanjit had noticed her and was being friendly by

saying hello.

They spent a long time building and Sanjit asked Manon to help him to

build a bridge for the cars to go across. Manon listened to Sanjit carefully

so that she knew what he wanted her to do. She wasn’t sure what sort of

bridge to help him with and so she asked him some things about it.

‘What sort of bridge shall we make? Is it going to be big or tiny?’

Once upon a time there was a girl called Manon who had just begun to

go to school every day. She was enjoying herself very much and had got

used to saying goodbye to her Mummy each day, giving her a big hug

and waving to her as she went out of the door.

Manon was quite shy and quiet and it took her a few weeks before she

began to talk to the other children. There was someone she had really

enjoyed playing with yesterday, called Sanjit. Manon and Sanjit found

out that they both enjoyed playing with the building bricks together.

Today Manon went to the building area to see if she could find Sanjit. He

was already there and was busy making something from the small

coloured bricks. Manon wasn’t sure what to do next. She wanted to

play too.



I can think of ways to sort things out when we don’t agree.

I can express my feelings when I am angry.

I can make myself feel better when I am angry.

We made thismore accessible byusing puppets torepresent thecharacters and byusing theequipment in thesetting to illustrateparts of the story.

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Ask the children what they think helped Manon and Sanjit to work so welltogether and what the two friends had to do so that they could work together.

The next part of the story could be told at another time, depending on thechildren’s concentration levels.

Ask the children why they think Manon ran away. What do they think she wasworried about?

(At this point discuss the feelings both Manon and Sanjit were having and allowtime for children to share their ideas.)

Simon ran away too and Sanjit was left by himself. The hot feeling he

had was going away now and he began to feel sad and very alone.

He felt bad about what had happened, but he didn’t know what else to

do. It was his den and he didn’t want Simon in it.

The next day something a bit scary happened.

Sanjit and Manon were playing outside using the big cardboard boxes

to build with. They had just got their den ready to get into when Simon

came along and went straight into the place where Sanjit was going

to go.

Sanjit stood still and looked at his den with someone else in it. His face

went red and his neck went red. He felt funny in his tummy too. He

opened his mouth to talk, but instead of talk coming out, he was

screaming very loud. He looked very angry, his face was screwed up and

his eyes were cross. He shouted ‘Get out of my den. You can’t go in there.

Get out, get out!’

Manon was very frightened. She had never heard anyone shout like that

before and so she ran away from Sanjit, going indoors to find a safe

place to be.

Sanjit listened carefully to Manon as she asked her questions and then

he answered her, telling her it would be good if it could be a big bridge

because then lots of cars could fit onto it.

Sanjit put one brick on to make the bridge, then looked at Manon. She

put one brick next to his, then Sanjit put another one down. They carried

on taking turns until the bridge was done.

They both spent a long time building and making a bridge together.

Their teacher was really pleased with them because they had worked so

well together. Manon went home very happy, telling her Mummy she

had made a friend called Sanjit.

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Ask the children what they think Sanjit could have done instead of getting soangry. Ask them what they do if they feel upset about something or angry aboutsomething.

Ask the children why they think Manon ran away again and what they think shemight be thinking.

Ask the children what they think Sanjit could do so that Manon might be able tobe his friend again.

Miss Smile had a chat with Manon and Sanjit and explained that things

do go wrong sometimes with all friends. She said it was important to

remember some things that will help when things go wrong. This is what

she told them.

First, always try to talk to your friend and tell them what the matter is

when you don’t like something that is happening.

Second, if your friend is not able to listen, go and get some help from

someone else.

Listen to what your friend says after you have spoken to them and then

try to think of something different you could do that you would both feel

happy with.

Miss Smile went over to Manon and asked her what the matter was.

Miriam said, ‘Sanjit shouted and his face looked scary. I don’t want to be

his friend any more.’

Miss Smile looked at Sanjit and said, ‘Sanjit, what could you do to make

Manon feel less worried about what you did? She still likes you, but she

didn’t like the shouting that happened.’

‘I don’t know!’ said Sanjit.

Sanjit’s teacher Miss Smile came over and tried to find out from Sanjit

what had happened. She helped him to learn a way of calming down, by

taking five big deep breaths. When he had calmed down he was able to

tell her what happened.

Miss Smile said, ‘Where is your friend Manon now?’

Sanjit said he didn’t know. Miss Smile suggested they went to look for her

together.

Manon was indoors doing a drawing. She saw Sanjit coming towards her

and she ran away again, this time to the book corner.

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Learning opportunities: cooperation

Puzzle game

Arrange the children into two groups of six and give each child a piece of puzzle.The idea is to complete the puzzle as a group, but each group has one piece thatbelongs to the other group. When they discover this they will need to cooperatewith the other group in order to complete their puzzles.

You could explain at the beginning that they may have a problem to solve duringthis activity and you want to see them trying to work it out together.

Clapping game

In this game the children will make different movements depending upon howmany claps they hear. Ask the children who would like to decide what movementthe children should make when they hear one clap.

Repeat this with two claps, with a child thinking of a different movement. Repeatthis with three claps, with another child and yet another movement.

Once three different movements have been decided, explain to the children thatthey need to listen carefully to play this game and that you are looking for childrenwho are really helping the leader of the game to make it work.

The chosen child then claps one, two or three claps, and everyone else makesthe appropriate action. The action is repeated until another type of clap isintroduced.

The game can be repeated with different children leading it. At the end thankeveryone who helped the game to work.

It is important to stress the skills being used here – the listening skills, and theskills of cooperation and working together.

Make sure that you arrange plenty of activities that promote cooperation, forexample:

• playing clapping games in pairs

• making pictures together, sharing the paper

• taking part in paired games in movement, for example, having children sit withtheir feet touching and holding hands, and helping to pull each other up

• constructing things like marble runs



I can take turns when I play a game.

I can wait for my turn to say something in the classroom.

I can share a toy.

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• activities that mean sharing is necessary, for example, providing six golf clubsand three balls

• playing a mirror game in pairs, where one child does the actions and the othercopies them as if looking into a mirror

• playing ring games.

Learning opportunities: resolving conflicts

Involve the children in making a book about working well together and resolvingconflicts.

Give them time to discuss their ideas. Useful questions might include thefollowing.

• What would you do if your friend wanted the same scooter that you wereriding?

• If you were playing at the water tray and you were trying to fill a big bottle up,but it kept falling over, how could you get someone to help you?

• If you wanted the game in the role-play area to be about dogs and your friendwanted to play doctors and nurses, what could you do?

When the children have discussed their ideas and come up with some of theirown ‘problems’, scribe their solutions so that their exact words can be used in thebook.

Model language to support conflict resolution, for example:

‘It might make both people happy if ... ’, ‘How could we make this better forboth people?’

You can decide together whether this book will take the form of a story about twopeople and several incidents or whether it will take the form of an instructionbook.

Children can draw pictures of the situations they have talked about, or you canhave fun staging these situations and photographing them.

Be aware of the times when conflict might arise and observe how the childrencope with this. Provide time for the children to sort things out themselves.Intervention should be designed to encourage children to talk to each other andcome up with their own solutions.

Model resolving disagreements between adults in the setting/school by talkingthrough situations explicitly. You might like to ask the children what they would doin these situations.



I can think of ways to sort things out when we don’t agree.

We made a talkingbook. We filmedthe children’sscenarios using adigital camera, andthen filmed twoendings for eachone – one usingconflict-resolutionideas and the othernot. These shortsequences werestored in aPowerPoint talkingbook. Our nextproject is to makea Punjabi version,which is the firstlanguage of mostof our children.

We asked thechildren to stagesome of thesituations theythought of andtook photographsfor a display. It showed both‘helpful’ solutionsand ‘unhelpful’ones.

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Play alongside the children in the role-play area or when using small world toys,set up situations where there is potential for conflict and use the language ofconflict resolution in your play.

Learning opportunities: managing feelings

The feeling to be explored in this theme is anger. If children have not undertakenthe Element 1 Foundation Phase Blue set activities (see page 14), use theactivities described there to explore the feeling of anger.

Make available picture books, illustrations of angry people and mirrors tostimulate talk about what happens to people’s faces and bodies when they areangry. Use the relevant photocards, the children’s Feeling fans and, if you feel it isappropriate, the Feelings detective poster from the Whole-school resource file.For some children the simple Feelings identikit from the Whole-school resourcefile that accompanies these materials might be useful. Suggest that the childrenmight like to make a poster about feeling angry.

The poster might have children’s individual drawings about anger around theedge, with instructions in the middle about what might help people to calm down.Refer to the children’s work on calming down in Theme 1 New beginnings.

Ask the children what they could do if they feel panicky, as if they are going to gettoo angry and hurt someone.

Use as many of the children’s ideas as possible, but make sure that you havethree or four clear steps that can be helpful when people feel angry.

You might use the following suggestions.

When you feel yourself getting hot and cross try breathing big breaths in andout slowly, five times.

Provide some time to help the children learn to do this by breathing in slowlyand blowing gently on the back of their hands as they exhale.

If you think that you might get so cross you might hurt someone, then find aplace to be by yourself for a minute, while you calm down. Get a drink ofwater. If you still feel cross go and get help from an adult.

Display the poster at children’s eye level and refer to it frequently.

Be aware of when children are beginning to feel angry or frustrated during the dayand ask how they might be feeling. You might say something like, ‘Perhaps youare feeling angry?’


I can express my feelings when I am angry.

I can make myself feel better when I am angry.

Provide a time for children to relax and use their calming-down strategies atspecific times during the day, for example, before listening to a story, listening tomusic, and so on.

Learning opportunities: friendship

Provide a time in the week for children to play with a new ‘friend’. This might bedone by pairing up the children yourself in a different way for a specific periodeach day, for example, during free-choice time if you have one or during outsideplay. Explain that it is their ‘job’ to play with that person. Review with the children:

• Did you enjoy playing with someone new?

• Was it easy to play with your new ‘friend’?

• What did you do to make it fun?

Observe the children and choose a ‘Friend of the day’ award for a week or two,telling the children what you are looking for and involving other adults too, suchas midday supervisors.

Help develop friendships by asking children, when lining up to go somewhere, tofind a friend and take them by the hand.

Give very specific praise to children for acts of kindness and for being friendly.

Plan time to observe how friendships are developing and give support to thosewho need it, early on in the year.

Ongoing activities

Effective strategies to develop an environment that supports the skills identified inthis theme include the following.

Organising the day

• Time provided for individual play with adult support when needed.

• Time for group activity and collaborative play.

The environment

• Providing areas for different activities and personal choices, for example, quietrestful areas, areas with mirrors and areas for more physical play.

• Providing the kind of activities that promote cooperation.



I know how to be friendly.

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The role of adults

• Adults involved in children’s play, including imaginative play.

• Adults modelling how they manage their own feelings and making this explicit,for example, ‘I’m feeling a bit angry today because ...’ , ‘I am feeling happybecause ... ’.

• Opportunities for children to talk to adults alone or in groups, and adultsinitiating talk with children who might be experiencing strong feelings.

• Showing that we value all children and their families, and recognising andcelebrating the cultural diversity in the setting/school.

• Positive behaviour management strategies linked to appropriate expectationsand intervention.

• Teaching children how to deal with conflict and mediating conflicts rather thanthe adult ‘solving’ them for the children.

• Adults who model resolving conflict.

• Good role models of social conventions and interactions.

• A non-judgemental atmosphere where it is considered OK to make mistakesand learn from them.

The practitioner has many opportunities to explore feelings and help children learnhow to resolve conflict in the setting/school by developing work that starts fromthe children’s spontaneous play and experiences, for example:

• a child’s model breaking provides the opportunity to explore the child’s feelingsand consider how the child might handle them

• a situation where two children are playing with sand and one accidentally flickssand on another child enables the practitioner to explore cross feelings andhow to avoid potential conflict

• a situation where a child wants to change the game that is established byanother, or two children need the same bit of construction equipment tocomplete their model, provides the opportunity to model the skills ofcooperation.


• What do you think are the most important parts of being a friend?

• How can we make sure our cross or angry feelings don’t hurt other people?

Review

• It’s good to share because ...

• When I get angry I can ...

• I said sorry when I ...

• I am a good friend because ...

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Circle games

Where are you?

Tell the children that there is an imaginary line on the floor. Explain that you aregoing to read out two opposing statements and the children must stand on theline at one end or the other (or in the middle) according to where they think theyare on the scale.

Read out the following statements indicating which end of the imaginary line iswhich.

I eat anything —————————— I’m very choosy about what I eat

I’m tidy —————————— I’m untidy

I watch TV all the time —————————— I never watch TV

I never argue —————————— I’m always arguing

I like PE —————————— I don’t like PE

I like drawing —————————— I don’t like drawing

Emphasise that there are no ‘right’ answers – we are all similar and different.Draw out how boring it would be if we all liked, or were good at, the same things.

Sharks

Note: Children will need to play this game in a large space. It requires a numberof mats.

Children run around the hall or playground, avoiding mats which have beenplaced evenly around the room. The area around the mats represents the waterand the mats the areas of dry land. When the adult shouts ‘sharks’ the childrenmust find themselves a space on a mat, by the time the adult counts to three.Anybody left in the water after this is eaten by the sharks, and therefore out of thegame. After each ‘shark attack’ a mat is removed.

The children’s task is to see how few people can be lost to the sharks in a settime (say 10 minutes). They will need to help each other, calling to people andmaking space for them. As the number of mats decreases, they will need tohuddle together and hold on to as many people as can squeeze onto a mat.Once a baseline has been established, the children can try to improve theirperformance.

Draw attention to what the children did to help and cooperate with each other.Remind children about the learning they did about working together from theprevious theme, and explain that we all need to trust and help each other.Introduce children to, or remind them of, the word ‘cooperation’ (helping eachother and doing things together so that everyone is happy).

The hello and welcome game

Note: This game is best played in a larger space, but is possible in mostclassrooms.

Select four ‘observers’.

The rest of the children walk around and when a tambourine is tapped (or a visualsign made) they stop and say ‘hello’ to the person nearest to them. They shouldtry to look and sound as friendly as possible (even if the person is not a friend).Encourage children to use as many ways of saying ‘hello’ as possible.

The observers choose four or more individuals to demonstrate in front of thegroup, and the group have to suggest ideas as to why the observers havechosen these children. The observers then give their reasons.

These four then become the observers and choose another four examples of‘friendliness’.

Note: There are different ways of showing that we are friendly, and we need touse them if we want to make friends. Some children will be unaware of how theyappear to others, and the sharing of successful strategies may help them. Drawattention to facial expression, gesture, body language, and so on. Discussionabout how different cultures may express friendliness differently may arise fromthis activity. Encourage children to share their experiences.

Keeper

The leader is the Keeper and children chant ‘Keeper, Keeper may we cross yourGolden River?’. The Keeper replies, ‘Only if you are ... ’ (use positive attributessuch as kind, friendly, helpful, gentle). The children who think they have theattribute cross the circle and change seats with children who have the same.

Rounds

‘I was kind/friendly/helpful/gentle when ... ’

‘I like my friend because they ... ’

‘My friend is like me because ... ’

‘My friend is different from me because ... ’

Learning opportunities: friendship and working together


I can tell you what being a good friend means to me.

I can work well in a group.

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We encouragedchildren to use asmany languagesand dialect wordsand gestures aspossible in thehello game andtaught the childrento greet each otherin sign language.They loved learningfrom each other inthis way.

As a variation onthis game, weplayed ‘silent’ helloand welcome. Thisgave everyone anopportunity to tryout non-verbalways of makingfriends andsignallingfriendliness. This isvery important inmy school, wherea number ofchildren don’tshare a languagewith anyone else intheir year group.

Thinking about friendship

In the class group, talk about the qualities of being a friend and introduce the ideathat you can be friendly to everyone but a friend is someone that you get to knowbetter. You might want to use some of the photocards from the Whole-schoolresource file here. Link this discussion to the assembly story and Rani and Leroy’sfriendship – explore with the children how they showed each other they werefriends. What sort of things did they do as ‘friendship tokens’?

Read a story that explores this, such as Laura’s Star by Klaus Baumgart (LittleTiger Press), ISBN 1 85430 696 0.

Ask the children to think of some of the qualities and behaviours that make afriend, and write down their responses. Encourage children to be as specific aspossible. Ideas might include that a friend:

• chooses a child to be their partner

• makes the child laugh

• plays with the child

• shares their sweets/toys

• listens to the child.

All of these ideas could be examples of children giving each other ‘friendshiptokens’.

If children bring up ideas involving what a child owns, or what the child looks like,accept these contributions, and afterwards as a group ask for the children’s viewson which characteristics are the most important.

Wanted – a friend

Ask the children to form groups of three and complete the Wanted – a friendchallenge from the resource sheets (see page 37). The children should make oneposter that might result in attracting a friend that everyone in the group would geton with. Talk through the task with the children. They will need to think about:

• the qualities that they would want in a friend

• the things about them that they think a new friend would like (why wouldsomeone want to be friends with them)

• the things they might want to do with a friend (for example, hobbies).

In their groups, children will need to decide on and agree the qualities that theywould all like to have in a friend and what the friend would need to enjoy doing.

Emphasise the importance of working well together as a group, particularly howwell they ask and answer questions, make relevant contributions, offersuggestions and take turns. At the end of the activity, you may like to ask groupsto use the Working together self-review checklist, from the Whole-schoolresource file, to review how this went.

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We adapted thisactivity so that theclass was dividedinto two, oneundertaking amodified challenge,For sale – a friend.The class thenmatched thequalities identifiedby this group withthose identified bygroups working onthe Wanted – afriend activity.

Learning opportunities: listening well

Note: You will need a partner to tell you some ‘news’ that is obviously importantto them – they should speak for approximately one minute. This might be anotheradult in the classroom or an older child volunteer, but the speaking should beprepared so that the volunteer doesn’t ‘dry up’.

Ask the children why it is important to listen to each other.

Ask them to tell you when they need to listen to other people (for example, ingroups when working together, in the class, when they are with their friends).

Ask your volunteer partner to come out and tell you their prepared ‘news’. Theidea is to model bad listening while the volunteer tells you a story that is clearlyimportant to them.

You should not look at the speaker but should look around, fidget and lookbored, then maybe talk about something completely different at the end.

Ask the speaker what this felt like. Then ask the children whether you were beinga good listener. When they say you were not, ask them to tell you their ideasabout the things that you were doing wrong.

You should then ask for advice as to how you could become a better listener.Model the ideas that they suggest while your helper tells the story again. Ask thehelper what it felt like this time.

The rules of good listening include the following. A good listener should:

• sit still

• look at the speaker

• nod and look interested

• ask encouraging questions.

Children should work in pairs. They should take it in turns to be the speaker andthe listener. The speaker should describe everything they did from the momentthey got up, or what is happening in their favourite TV programme at themoment, while the listener demonstrates good listening. If possible, takephotographs of the pairs using good listening and display the pictures. Write upthe children’s ideas about good listening and display these with the photographs.

Throughout the week, remind children to show that they are listening andcommend children for being good listeners. Suggest that children practise theirlistening skills with their families, in the playground, and so on.

Intended learning outcome

I can listen well to other people when they are talking.

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It’s really importantfor children learninga language to knowhow to askquestions forclarification. When Iwas modelling goodlistening, I stoppedthe speaker a coupleof times to ask forclarification: ‘I’msorry, can you … ?’‘Excuse me, I’d liketo … ?’. When thechildren werepractising in pairs, Iprompted them toask questions likethis by holding up agiant question marksymbol.

Learning opportunities: friendship, getting angry and falling out

Read the children Part 1 of the Falling out and making up story from the resourcesheets (see page 38).

Explain that Megan is feeling very angry in the story.

Ask the children whether Megan is bad for feeling angry.

Remind the children that all feelings are OK; anger is often telling us something iswrong and we have to do something about it.

Ask whether it is OK for Megan to hit Younis (or anybody else) just because she isfeeling angry.

The point here is that while all feelings are OK, it is what we do with them thatmatters – some behaviours are not OK (like hitting).

Ask the children whether they think that Megan and Shanaz may be able to makefriends again.

Ask: ‘Would it be a good time for them to try and make friends while they areboth angry?’

Explain that anger often stops us from wanting to or being able to make up afteran argument. The next few activities will help us to understand anger and to calmdown when we are feeling angry.

Use the relevant photocards and the Feelings detective poster from the Whole-school resource file to explore the feeling of anger.

Follow up this work on anger using some of the following ideas.

Get the children to draw around themselves on a large piece of paper and, inpairs, show how anger feels and what an angry person might look like – the heartbeating fast, a funny feeling in the tummy, the facial expressions, the eyes wide.

Children could draw or paint pictures of what they think anger might look like, forexample, dark clouds or a jagged streak of lightning. Get them to think aboutcolours, shapes and textures.

They could be asked to move in angry ways (using quick, jerky, strongmovements, etc.) and to listen to ‘angry’ music (see the suggestions in Music fordifferent moods from the Whole-school resource file), trying to identify what it isthat makes it seem angry.

Ask the children for examples of things that make them angry and explain thatsometimes these are called ‘triggers’. List them and draw attention to them asappropriate.


I know when I am starting to feel angry.

I know what happens on the inside and the outside of my body when Istart to get angry.

I know some ways to calm down when I am starting to feel angry.

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Ask children to share the things they do to help them calm down when they arefeeling angry. Remind the children of the work they did on calming down inTheme 1 New beginnings. If they made a poster, ask them whether they want toadd anything to it now. If they did not, they could do so now – use the Ways tocalm down sheet from the Whole-school resource file for ideas.

Learning opportunities: friendship and making up

Read the children Part 2 of the Falling out and making up story from the resourcesheets (see page 39).

Ask the children to role-play in pairs what they think Megan should do to makeup with Shanaz. What could she say to her? What might make things better?

Choose some role plays for children to perform in front of the class and ask thechildren whether they think their solution would work, and what Shanaz andMegan do that helps to solve the problem.

Ask the children how they both helped to solve the problem, drawing out thefollowing key points about making up and relating them to the Peaceful problem-solving strategy (using the poster from the Whole-school resource file).

(Ready)

Both ‘sides’ should be calm – it’s never any good trying to make up when you areangry.

(Steady)

Take it in turns to say what you are feeling and why, and what you would like tohappen. Listen well – don’t interrupt.

(Go)

Pick a solution that everyone is happy with.

Explain that difficult situations that can make people fall out are called conflicts. Aconflict happens when one person wants something that is different from whatanother person wants. Ask the children to think how they could solve the conflictsin the following examples, which involve the characters Dino and Dot, DelythDinosaur’s twin children. Use puppets or dolls or the pictures on the Dino andDot resource sheet (see page 40) to engage children’s interest. Emphasise thatpeople should always try to think of a solution that makes everybody feel OK.

Dino is playing on the bike. Dot wants to play on the bike and takes it.


I know how to make up with a friend when we have fallen out.

I can use peaceful problem solving to sort out problems so both peoplefeel OK.

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How can Dino and Dot sort it out and both feel OK?

Dino and Dot are having dinner. They are having apples. They both have an applebut they are still hungry. There is only one apple left.

How can they sort it out and both feel OK?

Dino and Dot have got a dinosaur friend called Doreen. Dot and Dino both wantto play with her.


Dino and Dot’s aunt has a spare ticket to the football match. Dino and Dot bothwant to go.


Ongoing activities

Display a poster with ideas about successful group working (using symbols forlistening, taking turns, asking questions, and so on, as well as words).

Display the Peaceful problem solving poster from the Whole-school resourcefile and draw children’s attention to it as and when necessary.

Display a ‘Ways to calm down’ poster that the children have made, and remindchildren regularly of the strategies it suggests.

Ask the children to notice when people are good friends and put some timeaside each week to allow them to share their observations. You could have a‘Friend of the week’ award.

Ask the children to notice how people make up after a conflict and put sometime aside for them to discuss what they have observed.

Use response partners to help children learn how to give constructivefeedback on each other’s work.

Discuss with the children the possibility of setting up ‘buddy stops’ or‘friendship stops’ (like bus stops) in the playground, where children can wait ifthey haven’t got anyone to play with or want to make a new friend. Discussdifferent ways of approaching children at the buddy stop: ‘How are you feeling?’,‘Would you like to play?’, ‘Shall I sit with you?’. Emphasise the importance ofincluding everyone and how nice it feels to be included and to include someone.(If it works on the class basis, can it be extended throughout the school – thechildren might suggest this at the school council, or make representations to theheadteacher.)

Ask children to tell you how their bodies are feeling when they begin to get angry – encourage them to recognise the early signs of anger. Suggest they usetheir emotional barometers, from the Whole-school resource file, to show whenthey begin to feel angry and to think about how angry feelings can grow from ‘abit angry’ to ‘very angry’.

Use the words ‘trigger’, ‘conflict’, ‘OK for everyone’ to get the children (and staff)used to a common language of conflict management.

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• Can we be friends with someone all the time?

• Does a friend last forever?

• Can everyone be a friend?

• Can you be friends when you have fallen out?

Review

• Review how well the children have listened to each other over the week andexplore the evidence for this.

• Ask the children whether they have been friendly in the playground andwhether anyone has been left out.

• Ask the children what they remember about getting angry, calming down andmaking up. Have they been able to use these skills in everyday situations?Have they seen anyone using them?

• End with a round, such as:

‘One thing that I have enjoyed in this theme is ... ’

‘One thing that I am glad I learned is ... ’

‘One thing I have got better at is ... ’

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Wanted – a friend

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Talking and planningtogether

Time keeping

Listening to each other

Activities

Presenting to the class

REMEMBER YOUR GROUP SKILLS

Don’t forget to think about how you work together as well as what you end up with!

Remember to make sure that everyone has a chance to say what they want to, maybe to ask aquestion, or to answer one. Make sure that you all take turns.

Imagine that you have all just moved into a new townand a new school. You don’t know anybody. It is themiddle of the school holidays and you need someone tobe a friend. You are told you can advertise for a friend bymaking a poster.

Your challenge is to make a poster to show the rest ofthe class. You can do this however you want but yourposter should:

• catch people’s attention

• include the qualities that you would all want in a friend

• include the things about you as a group that you thinka new friend would like

• include the things that you might want to do with afriend.

You have 15 minutes to think and plan, then 30 minutesto make the poster. You will have 2 minutes to share itwith the class.


Falling out and making up

Part 1

Ask the children:

• How do you think Megan felt?

• Do you think that Shanaz doesn’t like Megan any more?

• What do you think happens next?

Ask the children:

• Why is Shanaz being unkind to Megan?

• Why didn’t Megan speak to Mr Chan?

• Why did she run up to Younis and hit him?

Megan didn’t have a partner that afternoon for PE, even though she had

always worked with Shanaz before. She had to make up a three with two

girls who laughed at her when she fell off the bar.

At afternoon play, Mr Chan, their teacher, found Megan crying behind

the kitchens. ‘What’s the matter, Megan?’ he asked her, but she couldn’t

tell him – the words wouldn’t come out. Instead she ran off to where

Shanaz and Younis were standing surrounded by a group of children

and, without thinking, hit Younis hard on the arm. Younis stood

wide-eyed without moving and the children fell silent. ‘How dare you?’

shouted Shanaz as loud as she could, shaking with anger. ‘You wait until

after school’. ‘Yeah’, joined in a couple of the other children, ‘You just

wait – stupid!’

Megan and Shanaz were best friends. One day, Shanaz came to school

with her cousin Younis, who was visiting from Pakistan, and when

Megan ran over to her, Shanaz didn’t even say ‘hello’, she just walked

away towards the teacher. Everyone was very excited about Younis

joining the class and wanted to ask him lots of questions. As Younis was

only beginning to learn English (he already spoke three other languages,

Shanaz boasted proudly – Punjabi, Urdu and Arabic) he needed Shanaz

to translate for him and every time Megan tried to talk to her she made

a movement with her hand as if to say ‘Go away’. The third time she

said, with a really angry face that Megan hadn’t seen before, ‘Can’t you

see I’m busy here?’

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Children should identify that it is anger that has led to Megan’s actions. Somemay identify that she is feeling left out or jealous. Encourage children to thinkabout how she feels and explain that these feelings can often lead to us feelingangry.

Part 2

Megan was so upset that Mr Chan sent her down to the office, but even

Miss Smith’s special tissues and sitting on the ‘happy chair’ couldn’t stop

her from crying. When her mum came to pick her up, Mr Chan called

her in and had a long conversation. Megan couldn’t hear what they

were saying but she had a pretty good idea what it was about.

When she arrived home she went straight to her room. She felt horrid –

she couldn’t understand why she had hit Younis (poor Younis – he hadn’t

done anything wrong). The worst of it was remembering how everyone

had looked at her. ‘They all hate me now, most of all Shanaz,’ she

thought. Now she had lost the best friend she had ever had. She realised

all at once how much she wanted to make up with Shanaz – but what

could she do?

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DDiinnoo aanndd DDoott

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Circle games

Thank you

Put the children’s names in a hat, draw out a name and ask for a volunteer tosay, ‘I’d like to say well done to ... for ... ’ (be prepared to prompt children asnecessary). The child receiving praise then says ‘thank you’.

Note: write up a positive comment about each child before starting this activity.

Back to back

Note: This activity requires space.

Ask children in pairs to sit back to back and to link arms. Then ask them to standup slowly together without breaking arms. Then ask them to walk, jump or carryout some other activity while their arms are still linked.

To extend this activity, have each pair of children separated by a ruler with eachchild holding on to one end of it (they mustn’t let go). Give them increasinglydifficult tasks to do – sitting down and standing up, walking forward thenbackwards, negotiating obstacles, and so on. Next, ask the children to join anotherpair, so that they are in fours, joined by two rulers. Ask them to repeat the tasks.

Discuss with the children how they had to support each other and cooperate inorder to carry out the activities. Ask them what happened if one person didn’tcooperate.

Free fall

Note: Only attempt this game if you are sure that children will be sensible and doexactly as they are asked. The game focuses on trust and a degree of trust mustbe present before attempting it. Supervise the group closely and have only onegroup at a time undertaking the activity.

A group of children stand around a single child in the centre of the circle. Thechildren agree to catch the child if the child sways towards them and to gentlypush them towards another group member. The central child then closes theireyes and begins to sway backwards and forwards, trusting that they will becaught by the others.

Let different volunteers try out the activity, then discuss how it felt to trust/betrusted.

Rounds

‘This week I was a good friend when I ... ’

‘This week I could have been a better friend by ... ’

‘When I fall out with my friend I feel ... ’ 41


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Learning opportunities: friendship and compliments

Ask the children what makes a good friend for them and write down theirresponses. Link this discussion to the assembly story and Rani and Leroy’sfriendship. Children might also recall, from their work last year, that good friendsneed to be able to listen well to each other.

Give out ‘bricks’ for children to build a ‘good friend wall’ by writing on it one thingthat they think makes a good friend. You could leave spaces between the brickswhere children can insert a photograph of friendly actions/friendly messages thatsay ‘thank you for being a good friend’, and so on.

Positive strokes

Say that a good friend often makes you feel good by saying or doing nice things.Then introduce the game ‘Positive strokes’. Ask the children how it feels to strokea cat or another pet, and how they think that the pet might feel being stroked.You could pass round a soft toy as you are talking together, encouraging childrento stroke it gently.

Explain that the game is to help the children to give and receive compliments.Giving or getting a compliment is a little like stroking or being stroked – it ismaking someone feel good by saying or doing something.

Ask the children to suggest some compliments (perhaps about a teachingassistant who works with them, or about each other) and write them wherechildren can see them.

Children should work in groups of no more than five. Each group will need a die.Also give each group a card with the instructions for the game if you feel that thisis necessary.

Number the children from 1 to 5 (or whatever the number in the group). Thechildren should take it in turns to throw the die. The person rolling the die gives acompliment to the person with the same number as the one the die lands on. Ifthe die lands on number 6, everyone in the group pays the roller a compliment.The child receiving the compliment should smile and say ‘thank you’.

Review the game with the group by considering the following questions.

• How do you feel when you give someone a compliment?

• How do you feel when you are given a compliment?

• Tell us about the most recent compliment you have received or given.

• Is it easy just to say ‘thank you’ when you get a compliment? If not, why not?

The challenge for the week is for the children to give as many compliments asthey can during the week, in school and at home (this could be linked into the


I can make someone else feel good by giving them a compliment.

I know what to say when someone gives me a compliment.

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whole-school focus for celebration and reward). At the end of the week ask howwell the children did. Monitor what is happening to ensure that everyone gets atleast one compliment over the week. Make sure that you compliment all thechildren over the week for their learning and their behaviour.

Learning opportunities: seeing another point of view

Explain to the children that we often have a point of view that is different from afriend’s.

Use the pictures on the What can you see? resource sheet (see pages 49–50), toshow how the same thing can be seen in two different ways. Say that things thathappen to us can look different from different people’s perspectives.

Read two versions of the same story from different points of view. A useful bookto share with children is The Three Horrid Pigs and the Big Friendly Wolf by LizPinchon (Little Tiger Press), ISBN 978 184506 628 4.

Another text exploring the idea of telling a story from a different viewpoint is ThePea and the Princess by Mini Grey (Red Fox), ISBN 978 00994 3233 3, which isa retelling of the traditional fairy tale, from the viewpoint of the pea.

Standing in my shoes

Introduce this activity by saying that friends need to be able to see things fromeach other’s point of view. Not understanding someone else’s point of view isoften a cause of misunderstanding and falling out.

Cut out large ‘footprints’ of different colours and place them at the front of theclass.

Use the role play suggestions from the Point of view resource sheet (see page 51). Give Role-play card 1 to a girl in the class and ask her to read it toherself, without showing anyone. Give Role-play card 2 to a boy and ask him todo the same. (The children need to be good readers and reasonably confident.)

Ask the first child to read out in role what it says on her card, while standing onone set of ‘footprints’.

Explain that this is the girl’s point of view about the situation. Discuss thefollowing with the children.

• Is it OK for her to feel so cross?

• Is what she did right?

• Should she carry on being friends or break friends with this boy?


I know that people don’t always see things in the same way.

I can see things from someone else’s point of view.

I can use my ability to see things from the other point of view to make aconflict situation better.

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• What should she do?

Then ask the second child to stand in the other set of ‘footprints’ and read outwhat is on his role-play card. Now discuss the following.

• How does the boy feel?

• Is it OK for him to feel like this?

• What should he do?

When the children have shared their ideas about what the two children should do,explain to them that both the boy and the girl are actually telling the same storybut from their own points of view. Neither of them knew the whole story.

Point out to the children that when there is an argument or ‘conflict’, one of themost important things they need to do (when they are feeling calm) is to find outwhat the situation was like from the other person’s point of view. To do this theyneed to talk to each other and use good listening skills, including:

• sitting or standing still

• looking at the person

• showing that they are interested and that they understand.

Ask the two children playing the roles of the boy and the girl to swap footprints inorder to ‘stand in the other person’s shoes’ and try to see things from theirperspective. We have named the boy Marvin and the girl Christina but you canuse the names of the children playing the roles.

This activity is shown on Emotional Literacy DVD Plus Pack (2005) available fromwww.bbcschoolshop.com

Use ‘hot-seating’ with the characters in role, to ask the girl the followingquestions:

• What did you do that made things worse?

• How do you think Marvin felt when you put the phone down on him?

• Why do you think he felt like that?

• Do you understand why he felt like that?

• Does it change the way that you feel about Marvin now?

• What will you do differently if it happens again? How could you have madethings better?

Then ask Marvin these questions:

• How do you think Christina felt when you didn’t turn up with the book?

• Why do you think she felt like that?

• Do you understand why she put the phone down on you?

• Does it change the way that you feel about Christina now?

• What could you do differently next time?

Remind the children that when they fall out it is always important to talk and to tryto see the situation from someone else’s point of view. Keep two pairs offootprints in the classroom for when children need to use this skill in real-life44


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situations. You could also try out the effect of asking children who are in conflictto actually swap shoes before listening to each other’s point of view.

Making up

In groups, ask the children to write, draw or act out an ending to the role play. Tellthe children to fill in the details of what happened using the following beginning.

Marvin and Christina listened to each other’s stories and they both felt sadbecause they had not been kind to each other. This is how they made up ...

When the children have done this, and have shared their ideas, talk to themabout the different ways they make friends after falling out. These might include:

• saying sorry (emphasise how brave and difficult this can be)

• offering a small token, for example, a snack item (a ‘peace offering’)

• asking if the person would like to play a game

• touching little fingers, or using a secret signal or gesture

• saying a special rhyme (for example, ‘Make friends, make friends, never neverbreak friends’).

What words can friends use to make up? Make a display of helpful phrases formaking up.

Recap on what children have found out about falling out and making up. Remindthem of the key points, relating them to the Peaceful problem solving poster fromthe Whole-school resource file.

Both ‘sides’ should be calm – it’s never any good trying to make up when youare angry. (Ready)

Take it in turns to say what you are feeling and why, and what you would liketo happen. (Steady)

Listen well – don’t interrupt. (Steady)

Pick a solution that everyone is happy with. (Go)

Learning opportunities: managing anger

Both Marvin and Christina ended up angry in the role-play activity and behaved ina way that could have meant that they would not be friends any more.

Ask the children: ‘If Marvin and Christina had talked while they were still veryangry with each other, do you think they would have managed to listen to eachother and solve the problem?’

Say that to keep friends, we need to make sure that we don’t let our anger getthe better of us.


I know that sometimes anger builds up and that I can be overwhelmed bymy feelings.

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Explosion

Note: For this activity you will need a balloon pump and several balloons.

Show the children that you have a balloon and a pump. Explain that together youare going to tell a story about a boy called Arthur who could not control his anger.

Explain that you will start the story off and that each child will then contribute asentence to the story that tells about something that goes wrong or makes Arthurmore and more angry.

Each time something makes Arthur angry, you (or a volunteer child) will put moreair into the balloon which is Arthur’s ‘anger store’.

Begin the story as follows.

(Puff into the balloon).

The children take over the story contributing one sentence each (it could beabout something that makes them angry) until the balloon bursts.

Emphasise that anger is cumulative – sometimes it is one little thing that tips usover the edge. Sometimes it is one big thing. You might ask the children todecide whether the event that made the balloon burst for Arthur was a big or littlething.

The anger process

Use a further analogy, of a rocket or firework, to illustrate the explosive nature ofanger.

Give each child some plain paper and ask them to draw a firework with a longfuse and a big match next to it.

Explain that Arthur’s anger had many ‘triggers’ – if we think of anger as afirework, the trigger is something that lights the fuse. Ask the children for

Then he went upstairs to get washed and the water was cold.

The toothpaste squirted out everywhere.

He missed the bus.

His friend ignored him on the way to school.

He was late.

Once upon a time there was a boy called Arthur. Arthur spent all his

time being angry – everything in the world seemed to make him angry,

even things that other people liked, like rainbows and little kittens. One

day Arthur got out of bed and there were no cornflakes left. He was

angry!

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We asked childrento use theirEmotionalbarometers (fromthe Whole-schoolresource file) toshow how Arthur’sanger built up andup. We alsothought about‘words meaningangry’ and made adisplay of them inorder of ‘most’ to‘least’ angry.

examples of their own triggers. They can write or draw these next to the pictureof the match. It would be possible to work with small groups of children using aninteractive whiteboard.

Revise with children what the signs of anger are: What does it look like? Whatdoes it sound like? What does it feel like? Use the photocards and Feelingsdetective poster from the Whole-school resource file to support the discussion.

Ask children to share the things they do to help them calm down when they arefeeling angry. Remind the children of the work they did on calming down inTheme 1 New beginnings. If they made a poster, ask them whether they want toadd anything to it now.

Another possible activity is for children in their groups to take one aspect of angerand create a picture, painting, collage or sculpture to illustrate it.

• What does anger look like? (jagged lines, dark colours, lightning, storm clouds,etc.)

• What does it sound like? (sparky ‘speech bubbles’ words, aggressive tone,loud, etc.)

• What does it feel like? (what it feels like inside and where)

Learning opportunities: working together

Children should work in their usual mixed-ability groups to complete the Make agame challenge from the resource sheets (see page 52).

Ask the children, before they begin the challenge: ‘How will you know you haveworked well as a group?’

Emphasise the importance of the children paying attention to the process ofworking together as well as the outcome.

When the children have completed the challenge, ask them to complete theWorking together self-review checklist from the Whole-school resource file to talkabout and agree how well they worked together.

As a follow-up to this challenge, children could explain their game to a lunchtimesupervisor, or make a poster to remind people how to play their game. Theposters could be laminated and made into a playground book. The groups shouldeach lead their game in the playground and report back on how it went.

Ongoing activities

Notice and draw attention to compliments that you hear or see children givingor getting. Model the use of compliments.


I can decide with my group about how well we have worked together.

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This activity waschallenging for aboy with autism inmy class. Heprefers to workalone – and veryneatly! Weemphasised that agroup needs todraw oneverybody’s specialstrengths. He wasencouraged to sitwith the groupwhile roles andtasks werediscussed. Therest of the groupasked if he woulddo the writing andhe was then ableto work by himselfwhile stillcontributing to theteam effort.

We looked at thewords and bodylanguage linked tofeeling angry in thedifferent dialectsand culturesrepresented in theschool community.This started off alot of discussionabout when youwould use whichwords and withwho.

Provide children with laminated sentence cards to help them provide positivefeedback on each other’s work in plenary sessions: ‘One thing I really likedwas ... ’. Include sentence starters that model how to give sensitive feedback onareas for development: ‘One thing that would make it even better would be ... ’.

Continue to develop children’s skills in giving each other feedback through theuse of response partners.

Have some ‘making up’ phrases written out on scraps of paper for children togive to each other if they are not ready to speak.

Have some ‘peace offerings’ for children to offer to each other when they areready to make up (special ornaments like a dove of peace, or a decorated handof peace they have made by drawing around their hand on paper or fabric,cutting the shape out and decorating it).

Designate an area of the classroom as a making-up area. Have the footprintson the floor, a timer (agree a time during which children can try to sort out theirconflicts before asking for help), some posters reminding children about peacefulproblem solving and some helpful phrases on the wall for making up, stuck onwith reusable sticky pads (so that children can point to or hand their partner thephrase if they cannot say the words). Have certificates ready to give out forsuccessful resolutions.

Keep an ongoing ‘Book of solving conflicts’ and set aside some time forchildren to reflect upon and write (or draw) about conflicts they have encounteredand how they have been resolved, so that others can learn from them.


• Do all people need friends?

• Why do we want friends?

• Do we have to have conflict?

• Can arguments ever be good?

Review

• Review how well the children have given compliments and made up withfriends, exploring the evidence for this.

• End with a round, such as:

‘One thing I have enjoyed ... ’

‘One thing I have learned ... ’

‘One thing I will never forget ... ’

‘One thing I have tried since working on this theme ... ’

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What can you see?

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What can you see?

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Point of view?

Role-play card 2

Hi, I’m really sad at the moment. You won’t believewhat’s happened to me in the last couple of days. Lastnight I fell off my skateboard and really hurt my head –I had to go to the hospital and they kept me in allnight. I was so lonely, I wanted to ring my best friend,because I felt so sad, but I wasn’t allowed. Anyway,they’ve said I have to stay in and can’t go back toschool for a week. I’m really bored. And now, what’sworse is my best friend just rang up – I was sopleased because I couldn’t wait to tell her all about it,but guess what – before I could even tell her what hadhappened she started shouting at me about somethingI was supposed to have given her back – well howcould I if I was in hospital? I don’t think she’s going tobe my best friend any more – she slammed the phonedown and didn’t even ask how I was.

Role-play card 1

I am really fed up with a friend of mine. He borrowedsomething very precious of mine – well, it was mybrother’s new book about bikes, actually, and mybrother didn’t exactly know, which makes things muchmuch worse ... He promised he would give it back tome after school today and then he didn’t even bothercoming into school. I waited for ages after school forhim to come, but he obviously couldn’t be bothered.My brother is going to go so mad when he finds out. Ijust rang my friend and told him what I thought of him.Would you believe it, instead of saying sorry he startedmaking stupid excuses – so I just put the phone downon him.


Make a game

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REMEMBER YOUR GROUP SKILLS

Don’t forget to think about how you work together as well as what you end up with!

Remember to make sure you listen to what everyone thinks and what they would like to do.

Agree together what each of you needs to do next.

This challenge is best started in the hall or playground. You will need to return to the hall orplayground to try out your game.

Your challenge is to make a game that can be played in the playground. You will need towork together to make up your game. Your game will need:

• a name

• a purpose – with instructions of what you have to do to play the game

• some rules

• an end point – something that shows when the game is finished

• some equipment (possibly).

You can use any of the small equipment that is used in the playground as well as the thingsyou might find in the classroom. You need to plan how you will explain your game to therest of the class.

Teach the rest of the class your game without showing them what to do. The class mightgive you some suggestions as to how you might improve your game.

You have:

• 15 minutes to plan and practise your game

• 10 minutes to work out how to tell other people how to play the game

• 3 minutes to explain your game to the rest of the class.

Talking and planningtogether

Time keeping

Listening to each other

Activities

Presenting to the class

You can download this publication andobtain further information at:www.wales.gov.uk/educationandskills

Please quote ref: 1332-2010-WALES

© Crown copyright 2010

Extracts from this document may be reproduced fornon-commercial research, education or training purposes onthe condition that the source is acknowledged as Crowncopyright, the publication title is specified, it is reproducedaccurately and not used in a misleading context.

The permission to reproduce Crowncopyright protected material does notextend to any material in this publicationwhich is identified as being the copyrightof a third party.

For any other use please [email protected]/click-use/index.htm

This version of the Primary: Social and emotional aspects oflearning materials is based on original materials produced bythe Department of Education and Skills. These materials havebeen adapted and translated for use in Wales by theDepartment for Children, Education, Lifelong Learning andSkills with kind permission of the Department of Children,Schools and Families.

Pupil Engagement TeamDCELLSWelsh Assembly GovernmentCathays ParkCardiffCF10 3NQTel: 029 2082 1556Fax: 029 2080 1044e-mail: [email protected]

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