SOCIAL ASPECTS DAY - ConnectEDTSA...SOCIAL ASPECTS DAY By Eszter Gyory This EY-Y6 day of activities,...
Transcript of SOCIAL ASPECTS DAY - ConnectEDTSA...SOCIAL ASPECTS DAY By Eszter Gyory This EY-Y6 day of activities,...
SOCIAL ASPECTS DAY
By Eszter Gyory
This EY-Y6 day of activities aims to allow children and staff time and space to develop a
sense of self taking a look at their strengths and weaknesses and questioning what their
unique potential may be They will explore what drives them as a person and ask
fundamental questions about themselves and their place in the world
Me you them and us
SOCIAL ASPECTS DAY
Page 1
SOCIAL ASPECTS DAY
WHAT IS SOCIAL DEVELOPMENT
What is social development
In her book from 1986 Carolyn Pope Edwards remarks lsquoSimply by being born into a human
family then your children are challenged to understand self others social and moral relations
and societal institutionsrsquo Social development is concerned with a childrsquos ability to recognise that
individuals are separate but also interdependent It involves learning the values knowledge
and skills that enable children to relate to others and to contribute in positive ways to a range
of settings including family school and the community This kind of learning is passed on to
children directly by those who care for and teach them as well as indirectly through social
relationships within the family or with friends and through childrenrsquos participation in the
culture around them
She also comments that lsquosocial-cognitive knowledge is never just a random assemblage of facts
and rules it is organized structured knowledgersquo Through their relationships with others and
their growing awareness of social values and expectations children build a sense of who they
are and of the social roles available to them As children develop socially they both respond to
the influences around them and play an active part in shaping their relationships
The school can be used as a microcosm of society as a whole to give children an arena in
which to practice their social skills and develop the ability to problem solve when working with
others
Children want and need to make sense of who people are what
they do and why they do it ndash Edwards (19863)
SOCIAL ASPECTS DAY
Page 2
How can we show progression in social
development across the school
Early Y
ears
Awareness of age gender and race
I can describe the key features of myself and other people I can match appearance and behaviours to different types of people or their
roles
I can say which parts of myself my lifestyle and my attributes and my
favourite
incr
easi
ng d
epth
of
unders
tandin
g
Understanding friendship bonds
I can describe what a friend is and how they should act
I can say who my friends are
I can play collaboratively with my friends
Representing Society
I can name several adult jobs and describe what they do and wear
I can see how different jobs help society and how they are interconnected
I know that money was invented for people to exchange for things they need
KS1
Awareness of age gender and race
I can describe the visible and invisible attributes that make people unique
I can talk about which attributes change over time and which stay the same
I know that jobs are part of the bigger picture of society and people have rules
which control how they act in these roles
Understanding friendship bonds
I understand that my friendship with someone has to have lsquogive and takersquo and
these things are physically real eg inviting someone to a party
Representing Society
I can match the skill sets to the jobs
I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
SOCIAL ASPECTS DAY
Page 3
Low
er
KS2
Awareness of age gender and race
I know that Britain is a multi-cultural society where diversity is valued and
celebrated I can celebrate diversity within a social group
I can respond to controversial situations showing clear thinking and respect to
others
Understanding friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and
negative outcomes I can describe different types of relationships between people and discuss how
to maintain positive healthy relationships
Representing Society
I can think about a job and create a progress plan towards being ready to do it
I can talk about different ways to get and spend money and the impact of
these choices
Upper
KS2
Awareness of age gender and race
I know that Britain is a multi-cultural society where diversity is valued and
celebrated
I can celebrate diversity within a social group
I can respond to controversial situations showing clear thinking and respect to
others
Understanding friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest
alternative actions and outcomes
I can speak on behalf of a friend
I know that some behaviours are anti-social such as bullying and racism
Representing Society
I know that children have both rights and responsibilities
I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the concept of tax and suggest the best ways to spend the
money to better society as a whole considering sustainability
SOCIAL ASPECTS DAY
Page 4
Key questions that may arise
across the day
Who would I say is in my family
What is a friend Do I need friends
What is peer-pressure and can it ever be helpful
What jobs are available What skills are needed Are
these jobs inter-connected
Why does bullying happen
What is racism and what impact does it have on society
How can I disagree well with another person and reach a
compromise
What does lsquoBritishnessrsquo look like
Is it better to work together or alone
What are my rights and responsibilities
What is money for and what is the best way to use it for
everyone
SOCIAL ASPECTS DAY
Page 5
Collecting Evidence
The evidence for this day is collected through the means
of an individual table class year group scrapbook
which is compiled by the Teacher TA and children It can
be filled with photos printed off as the day progresses
photocopies or original pieces of work and notes and
comments Children should have the chance to annotate
and reflect on the photographs
SOCIAL ASPECTS DAY
Page 6
httpswwwamazoncoukAre-All-
Born-Free-
Declarationdp1847806635
lsquoWe are all Born
Freersquo Amnesty
International
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoHow to Grow a
Friendrsquo by Sara
Gillingham
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 7
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoThe Crayon Box that
Talkedrsquo by Shane
Derolf
httpswwwamazoncoukDesmond-
Very-Mean-Archbishop-
Emeritusdp0763652296
lsquoThe Very Mean
Wordrsquo by Desmond
Tutu
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 8
Social Development Day Whole School Assembly
On entry Play a familiar song as the children enter the song or
play lsquoWersquore all in this togetherrsquo from High School Musical
Gathering Use your school gathering to welcome the whole school community together
Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow
bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using
your spoons (children will fail as the spoons are too long) After a while take
suggestions hopefully someone will suggest feeding each other
Watch the allegory of the long spoons
httpswwwyoutubecomwatchv=7mGVOekKMRs
This story illustrates how a situation can be improved by reaching out to others It
encourages the nurturing of others as a way of nurturing and looking after ourselves
Discuss the need for working together to make life better for offering to help rather
than waiting to be asked for being open to help and ready to receive it Ask the
children for any examples of times when they have helped someone to do something or
needed someone to work with them
Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for
others today
ndash when you are inside school (pause)
ndash when you are playing in the playground (pause)
ndash when you are at home and with your family (pause)
ndash when you are playing outside (pause)
ndash when you are in the community in shops in the park
Sending Today we will be taking part in a special day of different activities
These activities are designed to make you think about all the groups you belong to and
how you work with others in school your family or wider society
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 1
SOCIAL ASPECTS DAY
WHAT IS SOCIAL DEVELOPMENT
What is social development
In her book from 1986 Carolyn Pope Edwards remarks lsquoSimply by being born into a human
family then your children are challenged to understand self others social and moral relations
and societal institutionsrsquo Social development is concerned with a childrsquos ability to recognise that
individuals are separate but also interdependent It involves learning the values knowledge
and skills that enable children to relate to others and to contribute in positive ways to a range
of settings including family school and the community This kind of learning is passed on to
children directly by those who care for and teach them as well as indirectly through social
relationships within the family or with friends and through childrenrsquos participation in the
culture around them
She also comments that lsquosocial-cognitive knowledge is never just a random assemblage of facts
and rules it is organized structured knowledgersquo Through their relationships with others and
their growing awareness of social values and expectations children build a sense of who they
are and of the social roles available to them As children develop socially they both respond to
the influences around them and play an active part in shaping their relationships
The school can be used as a microcosm of society as a whole to give children an arena in
which to practice their social skills and develop the ability to problem solve when working with
others
Children want and need to make sense of who people are what
they do and why they do it ndash Edwards (19863)
SOCIAL ASPECTS DAY
Page 2
How can we show progression in social
development across the school
Early Y
ears
Awareness of age gender and race
I can describe the key features of myself and other people I can match appearance and behaviours to different types of people or their
roles
I can say which parts of myself my lifestyle and my attributes and my
favourite
incr
easi
ng d
epth
of
unders
tandin
g
Understanding friendship bonds
I can describe what a friend is and how they should act
I can say who my friends are
I can play collaboratively with my friends
Representing Society
I can name several adult jobs and describe what they do and wear
I can see how different jobs help society and how they are interconnected
I know that money was invented for people to exchange for things they need
KS1
Awareness of age gender and race
I can describe the visible and invisible attributes that make people unique
I can talk about which attributes change over time and which stay the same
I know that jobs are part of the bigger picture of society and people have rules
which control how they act in these roles
Understanding friendship bonds
I understand that my friendship with someone has to have lsquogive and takersquo and
these things are physically real eg inviting someone to a party
Representing Society
I can match the skill sets to the jobs
I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
SOCIAL ASPECTS DAY
Page 3
Low
er
KS2
Awareness of age gender and race
I know that Britain is a multi-cultural society where diversity is valued and
celebrated I can celebrate diversity within a social group
I can respond to controversial situations showing clear thinking and respect to
others
Understanding friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and
negative outcomes I can describe different types of relationships between people and discuss how
to maintain positive healthy relationships
Representing Society
I can think about a job and create a progress plan towards being ready to do it
I can talk about different ways to get and spend money and the impact of
these choices
Upper
KS2
Awareness of age gender and race
I know that Britain is a multi-cultural society where diversity is valued and
celebrated
I can celebrate diversity within a social group
I can respond to controversial situations showing clear thinking and respect to
others
Understanding friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest
alternative actions and outcomes
I can speak on behalf of a friend
I know that some behaviours are anti-social such as bullying and racism
Representing Society
I know that children have both rights and responsibilities
I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the concept of tax and suggest the best ways to spend the
money to better society as a whole considering sustainability
SOCIAL ASPECTS DAY
Page 4
Key questions that may arise
across the day
Who would I say is in my family
What is a friend Do I need friends
What is peer-pressure and can it ever be helpful
What jobs are available What skills are needed Are
these jobs inter-connected
Why does bullying happen
What is racism and what impact does it have on society
How can I disagree well with another person and reach a
compromise
What does lsquoBritishnessrsquo look like
Is it better to work together or alone
What are my rights and responsibilities
What is money for and what is the best way to use it for
everyone
SOCIAL ASPECTS DAY
Page 5
Collecting Evidence
The evidence for this day is collected through the means
of an individual table class year group scrapbook
which is compiled by the Teacher TA and children It can
be filled with photos printed off as the day progresses
photocopies or original pieces of work and notes and
comments Children should have the chance to annotate
and reflect on the photographs
SOCIAL ASPECTS DAY
Page 6
httpswwwamazoncoukAre-All-
Born-Free-
Declarationdp1847806635
lsquoWe are all Born
Freersquo Amnesty
International
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoHow to Grow a
Friendrsquo by Sara
Gillingham
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 7
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoThe Crayon Box that
Talkedrsquo by Shane
Derolf
httpswwwamazoncoukDesmond-
Very-Mean-Archbishop-
Emeritusdp0763652296
lsquoThe Very Mean
Wordrsquo by Desmond
Tutu
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 8
Social Development Day Whole School Assembly
On entry Play a familiar song as the children enter the song or
play lsquoWersquore all in this togetherrsquo from High School Musical
Gathering Use your school gathering to welcome the whole school community together
Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow
bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using
your spoons (children will fail as the spoons are too long) After a while take
suggestions hopefully someone will suggest feeding each other
Watch the allegory of the long spoons
httpswwwyoutubecomwatchv=7mGVOekKMRs
This story illustrates how a situation can be improved by reaching out to others It
encourages the nurturing of others as a way of nurturing and looking after ourselves
Discuss the need for working together to make life better for offering to help rather
than waiting to be asked for being open to help and ready to receive it Ask the
children for any examples of times when they have helped someone to do something or
needed someone to work with them
Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for
others today
ndash when you are inside school (pause)
ndash when you are playing in the playground (pause)
ndash when you are at home and with your family (pause)
ndash when you are playing outside (pause)
ndash when you are in the community in shops in the park
Sending Today we will be taking part in a special day of different activities
These activities are designed to make you think about all the groups you belong to and
how you work with others in school your family or wider society
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 2
How can we show progression in social
development across the school
Early Y
ears
Awareness of age gender and race
I can describe the key features of myself and other people I can match appearance and behaviours to different types of people or their
roles
I can say which parts of myself my lifestyle and my attributes and my
favourite
incr
easi
ng d
epth
of
unders
tandin
g
Understanding friendship bonds
I can describe what a friend is and how they should act
I can say who my friends are
I can play collaboratively with my friends
Representing Society
I can name several adult jobs and describe what they do and wear
I can see how different jobs help society and how they are interconnected
I know that money was invented for people to exchange for things they need
KS1
Awareness of age gender and race
I can describe the visible and invisible attributes that make people unique
I can talk about which attributes change over time and which stay the same
I know that jobs are part of the bigger picture of society and people have rules
which control how they act in these roles
Understanding friendship bonds
I understand that my friendship with someone has to have lsquogive and takersquo and
these things are physically real eg inviting someone to a party
Representing Society
I can match the skill sets to the jobs
I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
SOCIAL ASPECTS DAY
Page 3
Low
er
KS2
Awareness of age gender and race
I know that Britain is a multi-cultural society where diversity is valued and
celebrated I can celebrate diversity within a social group
I can respond to controversial situations showing clear thinking and respect to
others
Understanding friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and
negative outcomes I can describe different types of relationships between people and discuss how
to maintain positive healthy relationships
Representing Society
I can think about a job and create a progress plan towards being ready to do it
I can talk about different ways to get and spend money and the impact of
these choices
Upper
KS2
Awareness of age gender and race
I know that Britain is a multi-cultural society where diversity is valued and
celebrated
I can celebrate diversity within a social group
I can respond to controversial situations showing clear thinking and respect to
others
Understanding friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest
alternative actions and outcomes
I can speak on behalf of a friend
I know that some behaviours are anti-social such as bullying and racism
Representing Society
I know that children have both rights and responsibilities
I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the concept of tax and suggest the best ways to spend the
money to better society as a whole considering sustainability
SOCIAL ASPECTS DAY
Page 4
Key questions that may arise
across the day
Who would I say is in my family
What is a friend Do I need friends
What is peer-pressure and can it ever be helpful
What jobs are available What skills are needed Are
these jobs inter-connected
Why does bullying happen
What is racism and what impact does it have on society
How can I disagree well with another person and reach a
compromise
What does lsquoBritishnessrsquo look like
Is it better to work together or alone
What are my rights and responsibilities
What is money for and what is the best way to use it for
everyone
SOCIAL ASPECTS DAY
Page 5
Collecting Evidence
The evidence for this day is collected through the means
of an individual table class year group scrapbook
which is compiled by the Teacher TA and children It can
be filled with photos printed off as the day progresses
photocopies or original pieces of work and notes and
comments Children should have the chance to annotate
and reflect on the photographs
SOCIAL ASPECTS DAY
Page 6
httpswwwamazoncoukAre-All-
Born-Free-
Declarationdp1847806635
lsquoWe are all Born
Freersquo Amnesty
International
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoHow to Grow a
Friendrsquo by Sara
Gillingham
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 7
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoThe Crayon Box that
Talkedrsquo by Shane
Derolf
httpswwwamazoncoukDesmond-
Very-Mean-Archbishop-
Emeritusdp0763652296
lsquoThe Very Mean
Wordrsquo by Desmond
Tutu
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 8
Social Development Day Whole School Assembly
On entry Play a familiar song as the children enter the song or
play lsquoWersquore all in this togetherrsquo from High School Musical
Gathering Use your school gathering to welcome the whole school community together
Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow
bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using
your spoons (children will fail as the spoons are too long) After a while take
suggestions hopefully someone will suggest feeding each other
Watch the allegory of the long spoons
httpswwwyoutubecomwatchv=7mGVOekKMRs
This story illustrates how a situation can be improved by reaching out to others It
encourages the nurturing of others as a way of nurturing and looking after ourselves
Discuss the need for working together to make life better for offering to help rather
than waiting to be asked for being open to help and ready to receive it Ask the
children for any examples of times when they have helped someone to do something or
needed someone to work with them
Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for
others today
ndash when you are inside school (pause)
ndash when you are playing in the playground (pause)
ndash when you are at home and with your family (pause)
ndash when you are playing outside (pause)
ndash when you are in the community in shops in the park
Sending Today we will be taking part in a special day of different activities
These activities are designed to make you think about all the groups you belong to and
how you work with others in school your family or wider society
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 3
Low
er
KS2
Awareness of age gender and race
I know that Britain is a multi-cultural society where diversity is valued and
celebrated I can celebrate diversity within a social group
I can respond to controversial situations showing clear thinking and respect to
others
Understanding friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and
negative outcomes I can describe different types of relationships between people and discuss how
to maintain positive healthy relationships
Representing Society
I can think about a job and create a progress plan towards being ready to do it
I can talk about different ways to get and spend money and the impact of
these choices
Upper
KS2
Awareness of age gender and race
I know that Britain is a multi-cultural society where diversity is valued and
celebrated
I can celebrate diversity within a social group
I can respond to controversial situations showing clear thinking and respect to
others
Understanding friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest
alternative actions and outcomes
I can speak on behalf of a friend
I know that some behaviours are anti-social such as bullying and racism
Representing Society
I know that children have both rights and responsibilities
I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the concept of tax and suggest the best ways to spend the
money to better society as a whole considering sustainability
SOCIAL ASPECTS DAY
Page 4
Key questions that may arise
across the day
Who would I say is in my family
What is a friend Do I need friends
What is peer-pressure and can it ever be helpful
What jobs are available What skills are needed Are
these jobs inter-connected
Why does bullying happen
What is racism and what impact does it have on society
How can I disagree well with another person and reach a
compromise
What does lsquoBritishnessrsquo look like
Is it better to work together or alone
What are my rights and responsibilities
What is money for and what is the best way to use it for
everyone
SOCIAL ASPECTS DAY
Page 5
Collecting Evidence
The evidence for this day is collected through the means
of an individual table class year group scrapbook
which is compiled by the Teacher TA and children It can
be filled with photos printed off as the day progresses
photocopies or original pieces of work and notes and
comments Children should have the chance to annotate
and reflect on the photographs
SOCIAL ASPECTS DAY
Page 6
httpswwwamazoncoukAre-All-
Born-Free-
Declarationdp1847806635
lsquoWe are all Born
Freersquo Amnesty
International
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoHow to Grow a
Friendrsquo by Sara
Gillingham
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 7
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoThe Crayon Box that
Talkedrsquo by Shane
Derolf
httpswwwamazoncoukDesmond-
Very-Mean-Archbishop-
Emeritusdp0763652296
lsquoThe Very Mean
Wordrsquo by Desmond
Tutu
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 8
Social Development Day Whole School Assembly
On entry Play a familiar song as the children enter the song or
play lsquoWersquore all in this togetherrsquo from High School Musical
Gathering Use your school gathering to welcome the whole school community together
Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow
bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using
your spoons (children will fail as the spoons are too long) After a while take
suggestions hopefully someone will suggest feeding each other
Watch the allegory of the long spoons
httpswwwyoutubecomwatchv=7mGVOekKMRs
This story illustrates how a situation can be improved by reaching out to others It
encourages the nurturing of others as a way of nurturing and looking after ourselves
Discuss the need for working together to make life better for offering to help rather
than waiting to be asked for being open to help and ready to receive it Ask the
children for any examples of times when they have helped someone to do something or
needed someone to work with them
Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for
others today
ndash when you are inside school (pause)
ndash when you are playing in the playground (pause)
ndash when you are at home and with your family (pause)
ndash when you are playing outside (pause)
ndash when you are in the community in shops in the park
Sending Today we will be taking part in a special day of different activities
These activities are designed to make you think about all the groups you belong to and
how you work with others in school your family or wider society
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 4
Key questions that may arise
across the day
Who would I say is in my family
What is a friend Do I need friends
What is peer-pressure and can it ever be helpful
What jobs are available What skills are needed Are
these jobs inter-connected
Why does bullying happen
What is racism and what impact does it have on society
How can I disagree well with another person and reach a
compromise
What does lsquoBritishnessrsquo look like
Is it better to work together or alone
What are my rights and responsibilities
What is money for and what is the best way to use it for
everyone
SOCIAL ASPECTS DAY
Page 5
Collecting Evidence
The evidence for this day is collected through the means
of an individual table class year group scrapbook
which is compiled by the Teacher TA and children It can
be filled with photos printed off as the day progresses
photocopies or original pieces of work and notes and
comments Children should have the chance to annotate
and reflect on the photographs
SOCIAL ASPECTS DAY
Page 6
httpswwwamazoncoukAre-All-
Born-Free-
Declarationdp1847806635
lsquoWe are all Born
Freersquo Amnesty
International
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoHow to Grow a
Friendrsquo by Sara
Gillingham
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 7
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoThe Crayon Box that
Talkedrsquo by Shane
Derolf
httpswwwamazoncoukDesmond-
Very-Mean-Archbishop-
Emeritusdp0763652296
lsquoThe Very Mean
Wordrsquo by Desmond
Tutu
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 8
Social Development Day Whole School Assembly
On entry Play a familiar song as the children enter the song or
play lsquoWersquore all in this togetherrsquo from High School Musical
Gathering Use your school gathering to welcome the whole school community together
Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow
bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using
your spoons (children will fail as the spoons are too long) After a while take
suggestions hopefully someone will suggest feeding each other
Watch the allegory of the long spoons
httpswwwyoutubecomwatchv=7mGVOekKMRs
This story illustrates how a situation can be improved by reaching out to others It
encourages the nurturing of others as a way of nurturing and looking after ourselves
Discuss the need for working together to make life better for offering to help rather
than waiting to be asked for being open to help and ready to receive it Ask the
children for any examples of times when they have helped someone to do something or
needed someone to work with them
Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for
others today
ndash when you are inside school (pause)
ndash when you are playing in the playground (pause)
ndash when you are at home and with your family (pause)
ndash when you are playing outside (pause)
ndash when you are in the community in shops in the park
Sending Today we will be taking part in a special day of different activities
These activities are designed to make you think about all the groups you belong to and
how you work with others in school your family or wider society
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 5
Collecting Evidence
The evidence for this day is collected through the means
of an individual table class year group scrapbook
which is compiled by the Teacher TA and children It can
be filled with photos printed off as the day progresses
photocopies or original pieces of work and notes and
comments Children should have the chance to annotate
and reflect on the photographs
SOCIAL ASPECTS DAY
Page 6
httpswwwamazoncoukAre-All-
Born-Free-
Declarationdp1847806635
lsquoWe are all Born
Freersquo Amnesty
International
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoHow to Grow a
Friendrsquo by Sara
Gillingham
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 7
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoThe Crayon Box that
Talkedrsquo by Shane
Derolf
httpswwwamazoncoukDesmond-
Very-Mean-Archbishop-
Emeritusdp0763652296
lsquoThe Very Mean
Wordrsquo by Desmond
Tutu
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 8
Social Development Day Whole School Assembly
On entry Play a familiar song as the children enter the song or
play lsquoWersquore all in this togetherrsquo from High School Musical
Gathering Use your school gathering to welcome the whole school community together
Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow
bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using
your spoons (children will fail as the spoons are too long) After a while take
suggestions hopefully someone will suggest feeding each other
Watch the allegory of the long spoons
httpswwwyoutubecomwatchv=7mGVOekKMRs
This story illustrates how a situation can be improved by reaching out to others It
encourages the nurturing of others as a way of nurturing and looking after ourselves
Discuss the need for working together to make life better for offering to help rather
than waiting to be asked for being open to help and ready to receive it Ask the
children for any examples of times when they have helped someone to do something or
needed someone to work with them
Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for
others today
ndash when you are inside school (pause)
ndash when you are playing in the playground (pause)
ndash when you are at home and with your family (pause)
ndash when you are playing outside (pause)
ndash when you are in the community in shops in the park
Sending Today we will be taking part in a special day of different activities
These activities are designed to make you think about all the groups you belong to and
how you work with others in school your family or wider society
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 6
httpswwwamazoncoukAre-All-
Born-Free-
Declarationdp1847806635
lsquoWe are all Born
Freersquo Amnesty
International
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoHow to Grow a
Friendrsquo by Sara
Gillingham
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 7
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoThe Crayon Box that
Talkedrsquo by Shane
Derolf
httpswwwamazoncoukDesmond-
Very-Mean-Archbishop-
Emeritusdp0763652296
lsquoThe Very Mean
Wordrsquo by Desmond
Tutu
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 8
Social Development Day Whole School Assembly
On entry Play a familiar song as the children enter the song or
play lsquoWersquore all in this togetherrsquo from High School Musical
Gathering Use your school gathering to welcome the whole school community together
Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow
bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using
your spoons (children will fail as the spoons are too long) After a while take
suggestions hopefully someone will suggest feeding each other
Watch the allegory of the long spoons
httpswwwyoutubecomwatchv=7mGVOekKMRs
This story illustrates how a situation can be improved by reaching out to others It
encourages the nurturing of others as a way of nurturing and looking after ourselves
Discuss the need for working together to make life better for offering to help rather
than waiting to be asked for being open to help and ready to receive it Ask the
children for any examples of times when they have helped someone to do something or
needed someone to work with them
Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for
others today
ndash when you are inside school (pause)
ndash when you are playing in the playground (pause)
ndash when you are at home and with your family (pause)
ndash when you are playing outside (pause)
ndash when you are in the community in shops in the park
Sending Today we will be taking part in a special day of different activities
These activities are designed to make you think about all the groups you belong to and
how you work with others in school your family or wider society
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 7
httpswwwamazoncoukHow-Grow-Friend-
Sara-
Gillinghamdp0385376693ref=sr_1_1ie
=UTF8ampqid=1502529405ampsr=8-
1ampkeywords=how+to+grow+a+friend
lsquoThe Crayon Box that
Talkedrsquo by Shane
Derolf
httpswwwamazoncoukDesmond-
Very-Mean-Archbishop-
Emeritusdp0763652296
lsquoThe Very Mean
Wordrsquo by Desmond
Tutu
Books linked to activities
Get these ordered well in advance
SOCIAL ASPECTS DAY
Page 8
Social Development Day Whole School Assembly
On entry Play a familiar song as the children enter the song or
play lsquoWersquore all in this togetherrsquo from High School Musical
Gathering Use your school gathering to welcome the whole school community together
Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow
bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using
your spoons (children will fail as the spoons are too long) After a while take
suggestions hopefully someone will suggest feeding each other
Watch the allegory of the long spoons
httpswwwyoutubecomwatchv=7mGVOekKMRs
This story illustrates how a situation can be improved by reaching out to others It
encourages the nurturing of others as a way of nurturing and looking after ourselves
Discuss the need for working together to make life better for offering to help rather
than waiting to be asked for being open to help and ready to receive it Ask the
children for any examples of times when they have helped someone to do something or
needed someone to work with them
Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for
others today
ndash when you are inside school (pause)
ndash when you are playing in the playground (pause)
ndash when you are at home and with your family (pause)
ndash when you are playing outside (pause)
ndash when you are in the community in shops in the park
Sending Today we will be taking part in a special day of different activities
These activities are designed to make you think about all the groups you belong to and
how you work with others in school your family or wider society
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 8
Social Development Day Whole School Assembly
On entry Play a familiar song as the children enter the song or
play lsquoWersquore all in this togetherrsquo from High School Musical
Gathering Use your school gathering to welcome the whole school community together
Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow
bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using
your spoons (children will fail as the spoons are too long) After a while take
suggestions hopefully someone will suggest feeding each other
Watch the allegory of the long spoons
httpswwwyoutubecomwatchv=7mGVOekKMRs
This story illustrates how a situation can be improved by reaching out to others It
encourages the nurturing of others as a way of nurturing and looking after ourselves
Discuss the need for working together to make life better for offering to help rather
than waiting to be asked for being open to help and ready to receive it Ask the
children for any examples of times when they have helped someone to do something or
needed someone to work with them
Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for
others today
ndash when you are inside school (pause)
ndash when you are playing in the playground (pause)
ndash when you are at home and with your family (pause)
ndash when you are playing outside (pause)
ndash when you are in the community in shops in the park
Sending Today we will be taking part in a special day of different activities
These activities are designed to make you think about all the groups you belong to and
how you work with others in school your family or wider society
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 9
Early YearsReception
Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it
delivered in their own classroom in an adapted form
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I can describe the key features of myself and other people I can say which
parts of myself
my lifestyle and
my attributes and
my favourite
Animal game warm-up
httpthelinkingnetworkorgukresourcecircle-games-warm-ups
Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways
Mirror Mirror
Ask the children to have a good look at themselves in a mirror
What can they see Ask them to look closely at a partner What is
the same or different about how the partner looks Teacher and TA
note down some of these comments for the scrapbook and to type
up large for the wall display
You could play a guessing game like 20 questions where the
teacher thinks of a child and the others have to ask questions to
discover who it is
Make a paper plate portrait of their PARTNER looking carefully at
their eyes hair skin etc This could be painted collaged or make
using magazine pages with chopped up features
This will make a great display
If time then give children a white paper heart cut-out shape Ask them
to draw write or dictate or collage pictures from a printed out
selection of thing about their partner that makes them special
eg Ben is a really good friend
These can be stuck at the base of their own portrait when they finished
Animal cards
Mirrors
Paper plates
Collage materials including wool for hair and different skin tone papers crayons paint
Their names printed out to be stuck on
Paper or card heart shapes
httpallplayonsundayblogspotc
ouk201106god-made-mehtml
Church Schools Stream
Repeat the activity as above but talk about the idea that Christians
believe that God made humans and makes each person special and
unique The Bible says that each person has special gifts and talents
(like a herorsquos superpowers) to do something amazing in their life to
love and help other people
Ben is a
good friend
friend
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 10
Session 2
Understanding
friendship bonds
I can describe what a friend is and how they should act I can say who my friends are
I can play
collaboratively
with my friends
Board games cafeacute
Ask the children ndash what is a friend If I was new in this class ndash
would you be my friend How would I know
Start with a friendship song
Friend of Mine (can be sung to the tune of Mary Had a
Little Lamb)
Will you be a friend of mine a friend of mine a friend of mine
Will you be a friend of mine and (insert an action) around with me
(name) is a friend of mine friend of mine friend of mine
(name) is a friend of mine who (insert same action) around with me
Then organise for children to bring in simple board games
from home or use some that the school have Ask parent
helpers or older children to come in and support small groups
of children
Photograph and scrapbook the afternoon with comments and
annotations
Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses
Church Schools Stream
As above but try and make this a link activity with the local
church Ask if any of the congregation would be willing to
come in and join the board games cafeacute
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 11
Session 3
Representing
Society
I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how
they are interconnected I know that money
was invented for
people to
exchange for
things they need
Before the day ask children to talk to parents and wider family
about what jobs they do or have done in the past
LEGO CITY
Show the children some LEGO figures ndash either plain or in various
lsquocostumesrsquo Talk about how we know what job a LEGO character
does in hisher world The children should talk about clothing
accessories props where they lsquoworkrsquo and what they do
Ask the children to come up with as many ideas for jobs for the
LEGO figures to do (you could use a Google Images picture for a
prompt)
We are going to make our own LEGO world ndash provide children
with costumes roleplay and props and ask them to choose a job to
do in the LEGO world (the classroom environment)
Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)
and say that the children can use this money to pay for people in
the world to do jobs for them eg pay someone in a shop for a
cake pay a builder to build them a house Try and do something to
earn money and pay someone else during the play session
Teacher and TA photograph and add childrenrsquos comments and
observations to the class scrapbook
Play clothes and props for different jobs
Lego people
Parts of the body Bingo ndash what job does each part do
httpalfa-imgcomshowbingo-games-for-esl-studentshtml
Church Schools Stream
Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about
the church being lsquoone body with may partsrsquo We are all different
and have different roles but God designed us to work together for
the common good
This can be a fun craft activities with the children making different
body parts and showing how they work together or making them
argue about who is more important
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 12
KS1 (Year 1 and 2)
Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender
and race
I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work
httpthelinkingnetworkor
gukresourcevisible-
invisible-differences
Church Schools Stream
Play a game of Bible character BINGO Can the children guess the
characters from simple descriptions eg age hair colour props story clues
Talk about what made the characters similar and different
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 13
Session 2
Understanding
friendship
bonds
I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting
someone to a party
lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language
Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend
httpsimagesrandomhousecompromo_image9780385376693_3264pdf
httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml
httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg
Church Schools Stream
Use this image as a starting point for exploring the special friendship
between Ruth and Naomi in the bible You could link this to the Sara
Gillingham book above
lsquoWhere you go Irsquoll
go and where you
stay Irsquoll stayrsquo
Ruth 1 vs 16
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 14
Session 3
Representing
Society
I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done
I know what things cost in relation to one another and can make value lines
Who am I
Play a game of charades as a whole class or in small groups Children pick
a card which has a job on it eg builder teacher cleaner etc
They have to act out the job and other have to guess As you play ask the
question ndash if there were no eg builders what problem would we in society
have Make notes of their ideas and responses in the scrapbook
(You could also use social books such as the Topsy and Tim series as listed
above to give the children a wider look at different jobs ndash this could be the
class reading for the week)
You could invite parents to join you for this session and share a bit about
their jobs
What does it cost
Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and
children have to guess whether the next one will be a higher or lower
number You could do this with all the playing cards if they can cope or just
with number cards 1-10
Then using this concept use cards which have images of objects eg
- A chocolate bar
- A normal family car
- A house
- A penny sweet
- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)
Can the children put these in a value line of how much they think they cost
from cheapest to most expensive Teacher and TA circulate and talk about
the childrenrsquos understanding of money and value
Job cards ndash either typed or clipart
Church Schools Stream
Explore the different jobs done by Bible characters
using Childrenrsquos Bibles
Can the children spot images or descriptions of any
work people did eg Esau was a hunter Paul was
a religious leader and then made tents Moses was
a prince and then a shepherd Joseph was a slave and then a boss Jesus
and his dad were carpenters
Do they notice how many people had a major change of work when they
followed Godrsquos plan This could make an interesting display eg Joseph as
a shepherd a slave a prisoner a dream-interpreter a leader a brother
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 15
Lower KS2 (Years 3 and 4) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify
Visible similarities (physical aspects)
Visible differences
Invisible similarities (personality aspects)
Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores
how racism makes two children feel Talk about the diversity you have in the
class school area and country How do we celebrate this Does it ever cause
problems
Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each
child is given one or more wooden ice- lolly stick to paint in a unique
pattern They could also use felt-tips or sharpies They can then arrange
these in a large display on black backing paper ndash either in a set pattern as
shown below or in a random arrangement
httpswwwpinterestcoukpin400116748132792779
httpthelinkingnetworkorgukresourcevisible-
invisible-differences
httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg
Church Schools Stream
Look at diversity within the Christian church through a festival such as Easter
Compare and contrast the experiences of children in these diverse settings
coming back to what links them all together ndash their beliefs in Jesus Christ
httpmulticulturalkidblogscom20140411easter-around-world
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 16
Session 2
Understanding
friendship bonds
I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe
different types of relationships between people and discuss how to maintain positive healthy relationships
Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg
A friend dares you to write something insulting about a
teacher on the whiteboard and calls you a chicken
because you donrsquot want to do it You know this will get
you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something
like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s
httpswwwtescomteaching-resourcepeer-pressure-6142108
Church Schools Stream
Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 17
Session 3
Representing
Society
I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices
Jobs Fair
Organise and afternoon jobs fair where parents and members of the local
community are invited in to make short 2 min presentation about their job
and how they got to do it
Use the word lsquoincomersquo to get across the idea of earning money Donrsquot
embarrass visitors but asking or comparing their incomes
They then sit at a table and children can go and chat to them and find out
more about them in detail
Children write up a report about who they met what they found out and
how it has made them think about their future
Then look at BUDGETING
If you earnt pound200 a week ndash what would you spend the money on
Children discuss ndash are these NEEDS or WANTS
If you were a mum or dad with a family what might you need to spend
money on Ask the children to make a though shower of all their costs Share
ideas and add to their own work What might your biggest costs be What
if you needed more money than you earned What could you do Are there
any problems with this
Introduce the concepts of income outgoings savings rent mortgage
tax insurance utilities debt credit cards interest
You could bring in a local charity such as Christian Against
Poverty or a local bank manager to speak to the children about
money management
Church Schools Stream
Explore Fair Trade using a wealth of online resources Set up a Fair Trade
stall at the end of the day for the children to run
httpschoolsfairtradeorguk
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 18
Upper KS2 (Years 5 and 6) Notes
Whole School Assembly in hall
Activities Resources
Session 1
Awareness of
age gender and
race
I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group
I can respond to
controversial
situations showing
clear thinking and
respect to others
lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu
February 2004
What do you think Desmond Tutu means by this
What does lsquono outsidersrsquo mean
What would that look like
Who might feel like an outsider ndash In this school (no names) in our communities in the world Why
What does it mean to include someone
Why do people end up on the outside
What is that like for them
What impact does that have on our communities
Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from
it Does it contrast to what Desmond says
Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc
With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included
Diversity Artwork In pairs ndash children use the identity circles format
httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper
httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms
httpswwwpinterestcoukexploreall-about-melp=true
Church Schools Stream
Look at diversity within the Christian Church across the
world Look at how eg Easter is celebrate in different denominations and
types of church traditions ndash compare and contrast these talking about
what commonality they have
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 19
Session 2
Understanding
friendship bonds
I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes
I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism
lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups
Group A need to make the case against the red haired boy arguing that he should be punished not forgiven
Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances
Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf
Church Schools Stream
As above ndash this activity convers both aspects
Focus on the influence of priest on Desmond and what the Christian faith
would have to say about this court-case Why do Christians argue for
forgiveness rather than punishment
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 20
Session 3
Representing
Society
I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration
I can use research to inform my ideas
I can consider the
concept of tax and
suggest the best
ways to spend the
money to better
society as a whole
considering
sustainability
The SIMS ndash explain to the children that there is a game which has been
popular for many years called lsquoThe SIMSrsquo in which the player can build a
world of their own controlling housing environment resources etc as well
as the actions of characters This is called a lsquomicrocosmrsquo a mini version of
the real world
Imagine that you were in charge of a small town with around 1000
residents Children can come up with a name for their town in small
groups
Like the real world things are not equal for everyone What differences
might there be between your townsfolk What problems might they face
Explain that each townsperson has to pay some TAX every week ndash an
amount of money from their wages that comes to you as the leader of the
town
TASK 1- in your group think about how you would spend your TAX
money Imagine the total was pound10000 per week How might you split this
up What would your priorities be Who should benefit Does anyone
miss out Make a short presentation to the rest of the class about your
ideas
TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal
Human Rights together
This could be done through photocopying key pages and spreading them
round the tables Ask the children what these rights mean for the
townsfolk and think about how you as leader could promote these Each
group makes a plan based on a specific right as to how their tax money
could help that aspect eg
We would make sure that our town has good schools and universities so
that people can learn Everyone should have free access to the internet
and the library
httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal
Church Schools Stream
Look at the concept of TITHING in the Christian
Church Invite in a Christian visitor from a local
church or character and find out how money is
gathered and spent Adapt the lsquotime treasure
and talentrsquo survey
httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent
_Treasure_Surveypdf to help the children consider their own use of time
treasure and talent
End of day celebration or sharing with parents
SOCIAL ASPECTS DAY
Page 21
SOCIAL ASPECTS DAY
Page 21