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Spine 8mm

INTERNATIONAL

PRIMARY

Teacher’s Guide

Teacher’s Guide Wellbeing Stages 1-3

Teacher’s Guide

The Collins International Primary Wellbeing series is a flexible and easy-to implement wellbeing programme that equips learners with the tools they need to build confidence, support mental health and develop emotional resilience along their learning journey. Confidently build learners’ understanding about their wellbeing and be proactive in supporting their emotional health as well as intervene early with any concerns.

Wellbeing Stages 1-3

Download editable files to support teaching and extend learning, allowing for adaptations to best suit the school’s context. Provides support as part of a set of resources for the Cambridge Primary Wellbeing curriculum framework (0034) from 2024.

Wellbeing Stages 1-3

Registered Cambridge International Schools benefit from high-quality programmes, qualifications, assessments and a wide range of support so that teachers can effectively deliver in the classroom. Visit www.cambridgeinternational.org to find out more.

This resource is endorsed for the Cambridge Pathway

✓ Supports the full Cambridge Primary Wellbeing curriculum framework (0034) from 2024

Made with responsibly sourced paper and vegetable-based ink.

✓ Has passed Cambridge International Education’s detailed and independent quality-assurance process

✓ Developed by subject experts ✓

Accessible and appropriate for Cambridge schools worldwide

Wellbeing Teachers Guides 210x297_kr_16.11.23.indd 1

Kate Daniels and Victoria Pugh collins.co.uk/international Collins International

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23/11/2023 2:03 pm

Contents Introduction

How to use this resource

vii

Rules for respect template

Letter to parents

Curriculum mapping grid

xiii

Stage 1

Stage 2

Unit 1 How do I feel? – Unit overview

Unit 1 My feelings – Unit overview

1.1.1 1.1.2 1.1.3

2 4 6

2.1.1 2.1.2 2.1.3

58 60 61

My feelings Other people’s feelings It’s OK to feel this way

What are feelings? Emotions and behaviour Feeling great

Unit 2 Exploring my emotions – Unit overview 8

Unit 2 My marvellous mind – Unit overview

1.2.1 1.2.2 1.2.3

9 10 12

2.2.1 2.2.2 2.2.3

Marvellous minds Self-care and relaxation Big emotions

64 67 69

Unit 3 Looking after myself – Unit overview

Unit 3 Staying healthy – Unit overview

1.3.1 1.3.2 1.3.3

Healthy food habits Moving and shaking Brush your teeth

15 19 20

2.3.1 2.3.2 2.3.3

Things that keep us healthy Keeping fit is fun Germs, germs, germs

71 73 75

Unit 4 People who are special to me – Unit overview

Unit 4 Feeling included – Unit overview

1.4.1 1.4.2 1.4.3

24 25 27

2.4.1 2.4.2 2.4.3

78 80 81

1.5.1 1.5.2 1.5.3

30 33 34

Unit 5 Working together – Unit overview Falling out Our community Rules rule!

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People who love me We are all the same, we are all  different Making friends

Unit 6 Keeping myself safe – Unit overview

1.6.1 1.6.2 1.6.3

37 38 42

Staying safe in school Road safety Do I know you?

Unit 7 I am growing up – Unit overview

1.7.1 1.7.2 1.7.3

45 47 49

I am growing Being independent Moving on up

Unit 8 Celebrating difference – Unit overview 50 1.8.1 1.8.2 1.8.3

Where does my food come from? What do you celebrate? We are all different

What makes me happy or sad? Don't give up! I am unique

51 53 54

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A warm welcome Including everyone We’ve fallen out

Unit 5 Being good friends – Unit overview

2.5.1 2.5.2 2.5.3

84 86 87

There are two sides to every story Bullying is never OK Boundaries

Unit 6 Emergency! – Unit overview

2.6.1 2.6.2 2.6.3

90 92 95

Staying safe at home What is an emergency? Water safety

Unit 7 Looking to the future – Unit overview

2.7.1 2.7.2 2.7.3

Identifying positive changes What job would I like when I grow up? It’s OK to make mistakes

98 99 101

Unit 8 Our wonderful world – Unit overview

103

2.8.1 2.8.2 2.8.3

104 105

Our beautiful world Reducing for the planet Celebrating people who made a difference

107

Stage 3 Unit 1 My emotions and feelings – Unit overview

110

3.1.1 3.1.2 3.1.3

I feel scared Emotions everywhere! Loss

111 113 115

Unit 2 Managing my big emotions – Unit overview

116

3.2.1 3.2.2 3.2.3

117 120 122

Talking is good Jealousy Learning to relax

Unit 3 Taking care of myself – Unit overview 125 126 127 129

Unit 4 Kindness and love – Unit overview

130

3.4.1 3.4.2 3.4.3

131 133 134

I can help make a difference What is a family? Families are the same and different

135

3.5.1 3.5.2 3.5.3

136 139 140

How do you spend time with family? What is good listening? Be encouraging

Unit 5 Sharing time with people around me – Unit overview

Spending time outside What are allergies? Sleep and rest

3.3.1 3.3.2 3.3.3

142

3.6.1 3.6.2 3.6.3

143 145 147

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Unit 6 How can I keep myself safe? – Unit overview

Staying safe in different weathers Keeping myself safe Do I know you?

How do I learn? It's OK to fail When change feels a little scary

3.7.1 3.7.2 3.7.3

Unit 7 Growing and learning – Unit overview 149 150 152 154

Unit 8 Rights and respect for our world – Unit overview

156

3.8.1 3.8.2 3.8.3

157 158 160

Rights for all Looking after our world’s water Who really lives in our local area?

Acknowledgements

163

Introduction Teacher Workbook stage 1–3 Welcome to the Collins Wellbeing course and the beginning of your students’ emotional health education.

Why teach wellbeing strategies? It is such a privilege to be able to teach children at the very start of their academic journey and an exciting opportunity to help steer them in a great direction. Not only are you teaching them to count, read and spell but you are also guiding them in their new roles as learners and members of the classroom community. Teaching wellbeing strategies to young children helps them to face these new challenges with confidence and to work positively through aspects of school life they find hard. It helps them to make friends and deal with friendship problems, to be a confident learner and to see obstacles as challenges they can work through. Robust emotional health impacts a child’s ability to learn and play and ultimately make their school experience better.

It’s a great investment of time and energy and an age and stage where children are really receptive to trying out new tools.

Age and stage

Young children’s emotions can be big and overwhelming, and they are often more like to show how they feel rather than talk about it. Encouraging them to understand what they are feeling and to express those feelings in words is valuable. Not only does it stop them bottling up their feelings or their feelings exploding, it enables them to ask for the support they need.

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Young children are also used to adults stepping in and moderating o solving their problems. Once at school they need to begin to develop problem-solving skills for themselves and we need to help them feel confident and capable as they learn to do this. It is a time when wellbeing needs to be high on the agenda.

The Collins course can be a brilliant way to help your youngest students through their first years at school.

Tools for life

Emotional education is education for life and helps students in so many ways. All of these skills will be extremely useful to your students not just in navigating school but in navigating life, both now and in the future Not only does it help them be kinder to themselves and emotionally regulate it also helps them have better relationships with others and to be kinder and more caring to the world. Everyone benefits. Physical education has always been part of the academic curriculum and now at last emotional education is being prioritised too. In teaching the ‘whole child’ it is important to address their wellbeing support needs and these workbooks are a great tool for this, They provide an exciting and easy way to engage young people in thinking positively about themselves, their relationships, and the world around them.

A growth mindset We know good mental health is central to a successful and happy life. Many strategies for good mental health can be learned and developed with practice and no one is ever too young to start learning this.

Introduction

Fun and fabulous Emotional wellbeing can be a fun topic and your students will enjoy putting into practice all they have learned. They will feel more in control of their emotions and their relationships, and their self-esteem will rise. They have everything to gain from working on their wellbeing. Emotional education is the way forward for happier and more robust students and calmer and more productive classrooms. These are tools for life. I wish a brilliant year ahead to you and your students.

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Becky Goddard-Hill

Introduction

How to use this resource This resource has been designed to provide flexible but complete coverage of the Cambridge Primary Wellbeing curriculum framework (0859) for Stages 1–3. In line with the framework, it is split into three key strands – Understanding Myself, My Relationships, and Navigating My World. Each stage group consists of eight units, containing three lesson plans covering topics across these strands, with accompanying PowerPoint presentations and, where needed, a resource sheet to support the session. Each lesson also directly corresponds with pages in the relevant Student’s Book, which can be written in by students to support their learning and provide a record of their wellbeing journey. The lesson plans offer guidance for teachers and learning support staff on how to deliver each session confidently, and extra guidance is provided in the notes section of each presentation. All the resources are available to download in an editable format so that schools can adapt and deliver the topics according to their context and the needs of their students.

Content

In line with the Cambridge curriculum, the topics have been carefully arranged to support a flexible approach to content and skills building. This allows teachers to assess the wellbeing needs of their students and tailor their scheme of work accordingly, as well as offering in-built progression where topics are regularly revisited through the stages to ensure that understanding and skills are developed in an age-appropriate way. This enables children to grow in confidence when taking part in discussion, debates and when exploring current issues regarding their wellbeing.

The units are categorised into three key strands: Understanding myself, My Relationships, and Navigating My World, and are explored through a set of sub-strands as outlined below: Sub-strand

Understanding Myself

Identifying emotions

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Strand

Managing emotions Healthy habits

Staying safe

Navigating my world

Healthy relationships

My Relationships

Dealing with change Making a difference

Each lesson plan covers one or two of the learning objectives from the framework, and lesson resources and key vocabulary are listed at the start of each lesson to support planning. Vocabulary is also collated on the opening page of each unit, to allow you to track the key concepts covered in each unit. Each lesson begins with a starter to allow students to think about the topic and consider their frame of mind for learning. This will be a baseline assessment at the start of each unit to establish current knowledge, supporting you to plan forward for later lessons in the unit depending on need. Lessons incorporate a rich and varied range of activities. This ensures that the lessons are inclusive, allowing for pupils to explore the content in a way that is most effective for them. This is in keeping with the Universal Design for Learning principles which underpin the resource. The lesson plenary draws together the learning, offering strategies and techniques that students can apply in their own lives. Assessment opportunities and next steps suggestions are provided at the end of the lesson. These signal points in the lesson where the teacher can observe student contributions or take a snapshot of work to assess understanding and progress. You will also see additional activities that can be used if you have the opportunity to extend the lesson or feel that further consolidation is needed. These activities can be used to offer multiple means of engagement, representation, action or expression to students. © HarperCollinsPublishers Ltd 2024

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How to use this resource

It is important that children can be assessed using a method which allows them to best express their knowledge and understanding of the topic being taught, and throughout the course a range of assessments are suggested such as photos of practical work, freeze frame pictures, reflective diaries and drama. These can provide a record of pupils’ learning and progress. Evidence can also be recorded through the use of individual pupils’ books or a whole class Wellbeing book, which pupils contribute to with pictures, reflections or annotations of work. Rules for respect Prior to teaching the topics, it’s important that some ‘rules for respect’ are established with pupils, rather than imposed on them, as this gives the class a sense of ownership over their learning. Having shared rules for group work, discussion and Wellbeing lessons in general allows pupils to help establish a safe place where they can share their thoughts, opinions and ideas, and explore sensitive topics with confidence. Rules for respect can be decided upon and turned into a class agreement which can be signed by the whole class. Some example rules for respect might include:

• • •

Everyone has the right to be included.

•

People have the right not to share personal experiences or take part if they don’t want to.

• • •

We will respect people’s views even if we don’t agree with them.

•

There are no ‘stupid’ questions and people should not be afraid to ask questions.

Everyone has the right to be listened to.

Anything confidential that is shared in class shouldn’t be discussed with other people outside of the classroom.

We will use the correct vocabulary relating to the units we are studying without people being offended.

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We will agree that it’s OK to get things wrong and we shouldn’t make fun of people for this.

We have provided a template on page xx that you can use to write down these rules. You can print this out and give students a copy to fill in or enlarge a version and fill it in with ideas from your class. Please be mindful that as your students progress through the course, it might become clear that additional rules are needed. We recommend referring students back to the rules of respect regularly throughout the course, especially before teaching a lesson that might be sensitive for some of the students in your class.

Cambridge Wellbeing Check

If you have subscribed to the Cambridge Wellbeing package, you can use the check to get a clear view of the wellbeing needs of your students and year group in advance of, and alongside, the course to support your planning and to allow you to tailor your teaching to your students’ areas of need. The Cambridge Wellbeing Check assesses wellbeing against the following categories: Feelings

Functioning

Life Satisfaction

Negative Emotions

Interpersonal Wellbeing

Competence Wellbeing

The extent to which students experience contentment and overall satisfaction at school

The extent to which students experience feelings of anxiety, stress and/or sadness at school

The extent to which students feel connected to others, that people care about them and that they are valued at school

The extent to which students experience competence, selfconfidence, fulfilment and purpose at school

The check can be used as an assessment at the outset of the course to establish which areas you might want to focus on with your students and can be used again throughout the course to establish whether your interventions are supporting wellbeing sufficiently. © HarperCollinsPublishers Ltd 2024

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How to use this resource

For example, if your students are scoring highly in the Negative Emotions category, you might consider spending some additional time working through the ‘Understanding myself’ lessons, particularly those from the Identifying emotions and Managing emotions sub-strands. If your students are scoring poorly in the Interpersonal Wellbeing category, you might spend longer working through the ‘My Relationships’ lessons in this course. Further information about the Cambridge Wellbeing Check can be found here: https://www.cem.org/wellbeing

Involving parents and care-givers Having a whole-school approach is the best way to support your students’ wellbeing. Below are some suggestions for ways in which parents/carers can be included in this approach. 1. Set up a working party of parents/carers, teachers and children to discuss the curriculum and agree on key decisions such as at ‘What age will you introduce scientific names for body parts?’ 2. Invite parents/carers to view resources and lesson plans and be transparent about what will be covered in sessions. 3. Make use of parents’/carers’ expertise when looking at jobs and stereotypes and invite them in to talk about their own jobs or experiences.

4. Send home a copy of the class/school ground rules for PSHE lessons and encourage parents/carers to contribute to these.

5. Involve parents/carers in a community project to promote the world we live in and work together to make the local community a better place.

6. Have a designated Wellbeing coordinator or lead that parents can speak to should they have any questions. Ensure that all school owners, governors, the headteacher, teachers and support teachers are trained and aware of the Wellbeing curriculum and resources so that the approach is truly a whole-school one and parents/carers feel there is consistency.

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We have also provided a template letter than you can send home to parents to let them know that you will be adopting the Cambridge Wellbeing curriculum. This is editable and can be amended to suit your approach to the curriculum, and any key concerns in your school and local context.

How to use this resource

Wellbeing Rules of Respect! This year we will be learning about our wellbeing and mental health, finding out how we can support our own wellbeing and the wellbeing of our classmates. In these lessons we pledge to: 1. 2. 3. 4. 5.

6. 7.

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10.

Date: …………………............………

Signed by: …………………………………………....................………….

How to use this resource

Letter to parents Dear parent or guardian Welcome to the Collins International Primary/Lower Secondary Wellbeing course, and the start of your child’s wellbeing journey. Collins supports this learning journey for your child through the materials in this course, and we’d like you, as parents/guardians, to be part of the experience. This letter explains how the course works, and how you can help your child to get the maximum benefit from the Collins materials. What is the Collins Wellbeing course?

Concerns around the wellbeing of children in school have grown since the Covid-19 pandemic; young children might have spent more time at home during the pandemic than they otherwise would have, and this has had an impact on the development of children’s language and social skills, and sense of self. The Collins wellbeing materials have been written to support teachers who need to help their students to navigate a world of school that may be unfamiliar to them, and to help teachers support young students who need help developing their social skills, and who may be more anxious about attending school than children formerly used to be.

Children learn most in the first five years of life: the early years and time spent in kindergarten and nursery are recognised as the essential foundations for success as school. Millions of children will have missed out on essential formative experiences in nurseries and kindergartens because of the pandemic, and schools are now having to help children catch up. Gaps in learning – caused by the pandemic – are being recognised widely; there are similar gaps in the emotional and personal development of the young child. The Collins wellbeing course has been designed to help teachers ensure that young children are fully supported in school in terms of their social, personal and emotional development.

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Similarly, the secondary course has been designed to support older children who have had big gaps in their social experiences of school and relationships with peers, due to the pandemic, at a formative time in their development. Our research with teachers has particularly highlighted increased anxiety in older students, especially around things like giving presentations in school, and how they manage their feelings of anxiety in different settings, and the course has been designed specifically to support that.

There is a large body of research that highlights the important benefits for children’s future and achievements of focusing on wellbeing. Research suggests strong links between student wellbeing and improved academic achievement (Kirkcaldy et al., 2004; Suldo et al., 2011), while incidents of academic underachievement are associated with poorer student wellbeing (van Batenburg-Eddes & Jolles, 2013). Other characteristics such as self-confidence and growth mindset, both of which are important for academic success, have been linked with higher student wellbeing (King, 2017), and students with lower wellbeing have been found to be at a greater risk of behavioural difficulties and school drop-out compared to their peers with higher levels of wellbeing (Arslan & Renshaw, 2018). As such, we hope you’ll agree that it is essential to support your child’s wellbeing effectively. Being involved as a parent/guardian at school There is nothing covered in this course that should raise concerns for you. Topics covered include: identifying and managing emotions, developing healthy habits, establishing healthy relationships with peers, and how to cope when these change, being a part of a community, how to stay safe in school, at home and online, how to cope with change, and how to live sustainably and ethically. Your child’s teacher can provide a more comprehensive summary of the course and how they intend to teach it. The Student’s Book that your child will be using is a workbook that they can write into, and can be used as a record of the topics they have covered, as well as something that they can refer back to to recap on things they have learned to support their wellbeing.

How to use this resource

We also encourage teachers to establish rules for respect in the classroom when teaching the wellbeing course. These will be written and agreed with your children, to ensure that all children are treated fairly and with dignity, and learn how to treat each other in the same way. Your child’s teacher can share this with you. How to support your child If you feel that your child is anxious about going to school, talks about being bullied and unhappy, we encourage you to talk to your child about their fears, and consult their teacher for guidance about this. If appropriate, you could look at the student workbook as it may provide some guidance about how to talk about difficult topics with your child. Encourage your child you talk to their teacher about their feelings, but if you have serious concerns about your child’s wellbeing please do consult a doctor or counselling service, as available and appropriate in your region. If you have any concerns about what is being covered, your child’s behaviour at school or your child’s attitude towards school, you should speak to your child’s teacher. We hope that your children will develop stronger interpersonal skills, emotional literacy and improved self-esteem through this course.

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The Collins Team

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How to use this resource

Curriculum Framework Coverage These learning objectives are reproduced from the Cambridge Primary and Lower Secondary Wellbeing curriculum framework (0859) from 2024. This Cambridge Assessment copyright material is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education.

Stages 1–3 Learning objectives

Covered here

Understanding myself Identifying emotions S1, U1, L1; S1, U1, L2; S2, U1, L3; S3, U1, L2

123Ui.02 Describe the effect their emotions have on their mood and behaviour.

S2, U1, L2

123Ui.03 Understand that experiencing a wide range of emotions is normal.

S1, U1, L3; S2, U1, L1; S3, U1, L1

123Ui.01 Identify a wide range of emotions in themselves and others.

123Ui.04 Describe how they feel when they experience different types of loss. Managing emotions

S3, U1, L3

S2, U2, L1; S3, U2, L1

123Um.02 Explore what makes them feel happy or sad.

S1, U2, L1

123Um.03 Consider reasons for their impulses to react in different situations.

S3, U2, L2

123Um.04 Practise strategies to support emotional self care and identify which make them feel better.

S2, U2, L2

123Um.05 Practise strategies they can use when self-managing unpleasant or intense emotions.

S3, U2, L3; S1, U2, L2; S2, U2, L3;

123Um.06 Identify their own strengths and what makes them unique.

S1, U2, L3

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123Um.01 Know why it is important to talk about their emotions.

Healthy habits

123Uh.01 Understand what 'being healthy' means.

S1, U3, L1; S2, U3, L1

123Uh.02 Understand the effect of water and different food groups on our bodies.

S1, U3, L1

123Uh.03 Know what a balanced diet looks like for them.

S1, U3, L1

123Uh.04 Know how to take care of their teeth.

S1, U3, L3

123Uh.05 Know that movement and exercise is important for health and wellbeing.

S2, U3, L2; S1, U3, L2

123Uh.06 *Identify at least one physical activity they enjoy and practise regularly.

S1, U2, L3; S2, U3, L2

123Uh.07 Demonstrate routines for good hygiene.

S2, U3, L3; S1, U3, L3

123Uh.08 Understand the importance of rest for their bodies and minds.

S3, U3, L3

123Uh.09 Understand the importance of sleep for their bodies and minds.

S2, U3, L2

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Curriculum framework coverage

123Uh.10 Explore the benefits of spending time outside and in nature.

S3, U3, L1

123Uh.11 Understand the purpose of medicines.

S2, U3, L1

123Uh.12 Understand how allergies can be managed.

S3, U3, L2

123Uh.13 *Offer help and suggestions to others to help them manage their wellbeing.

S2, U3, L3; S3, U3, L2; S3, U3, L3

My relationships Healthy relationships S3, U4, L2; S1, U4, L1

123Rh.02 Understand how to make friends and how to be a good friend.

S1, U4, L3;

123Rh.03 Experience positive interactions with their peers.

S3, U2, L1; S1, U4, L3

123Rh.04 Know how to resolve an argument.

S1, U5, L1

123Rh.01 Identify different types of people who are a part of their lives.

123Rh.05 Understand that friendships can change.

123Rh.06 Discuss why it is important to include people in activities and how they might feel if they are not included.

S2, U4, L3 S2, U4, L1; S2, U4, L2

S2, U5, L2

123Rh.08 Know the difference between encouraging someone to do something which has positive effects and pressuring them to do something which has negative effects.

S3, U5, L3

123Rh.09 Recognise that other families can look similar or different to theirs.

S1, U4, L1

123Rh.10 Identify activities they enjoy doing with their family.

S3, U5, L1

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123Rh.07 Identify situations that show bullying behaviours and suggest how it makes people feel.

S3, U4, L2

123Rh.12 Identify communities that they belong to and discuss what being part of those communities feels like.

S1, U5, L2; S3, U4, L1

123Rh.13 *Communicate their own boundaries to others.

S2, U5, L3

123Rh.14 *Respect other people's boundaries.

S2, U5, L3

123Rh.15 Understand that people can have different experiences, thoughts and emotions to their own.

S2, U5, L1; S3, U5, L2; S1, U4, L2

123Rh.16 Demonstrate respectful behaviours with others who have different attitudes, experiences or traditions to their own.

S1, U4, L2

123Rh.17 Agree how to behave in the classroom and consider why rules are important.

S1, U5, L3

123Rh.18 *Understand and demonstrate why active listening skills are important.

S2, U5, L1; S3, U5, L2

123Rh.19 Demonstrate ways in which they communicate with others.

S3, U5, L2

123Rh.11 Understand the meaning of the word 'love' and identify people they love and who love them.

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Curriculum framework coverage

Navigating my world Staying safe S3, U5, L3

123Ns.02 Identify people in their lives who help to keep them safe.

S1, U6, L1

123Ns.03 *Identify who they can ask for help if they feel unsafe or uncomfortable in some situations.

S1, U6, L1; S3, U6, L2

123Ns.04 Know how to make a call to emergency services and what information to tell them.

S2, U6, L2

123Ns.05 Know their personal information and when it is safe to share it with others.

S1, U6, L3

123Ns.06 Identify possible hazards or risks at home and in school, and how to manage them.

S2, U6, L1

123Ns.01 *Know how to respond safely in interactions with strangers.

S1, U6, L2

123Ns.08 Know how to stay safe when in or near water.

S2, U6, L3

123Ns.07 Know how to cross roads safely and be able to discuss road safety rules.

S3, U6, L1

123Ns.10 Build confidence in taking responsibility for their own safety.

S3, U6, L2

123Ns.09 Know how to keep safe in both hot and cold environments.

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Dealing with change

S3, U7, L3; S1, U7, L1; S1, U7, L2

123Nd.02 Identify changes in life which are positive and they can look forward to.

S1, U7, L1; S2, U7, L1; S2, U7, L2

123Nd.03 Identify ways in which they can prepare for a change they know will happen.

S1, U7, L2; S1, U7, L3

123Nd.04 *Explore how mistakes can become positive learning experiences.

S2, U7, L3; S3, U7, L2

123Nd.05 *Demonstrate metacognitive strategies in their learning.

S3, U7, L1

123Nd.01 Discuss times when they experienced change and the emotions associated with change.

Curriculum framework coverage

Making a difference S2, U8, L2

123Nb.02 Understand what sustainability means in different contexts.

S3, U8, L2; S2, U8, L2

123Nb.03 Explore the impact of a product's journey.

S1, U8, L1

123Nb.04 Understand the importance of creating or maintaining natural habitats or environments for animals and insects.

S3, U8, L3; S2, U8, L1

123Nb.05 Recognise and celebrate the ways they are the same as, and different from, other people.

S2, U8, L3; S1, U8, L2; S1, U8, L3;

123Nb.06 Understand what human rights are.

S3, U8, L1;

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123Nb.01 Understand the four Rs of waste reduction: refuse, reduce, re-use and recycle.

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Curriculum framework coverage

Making a difference S2, U8, L2

123Nb.02 Understand what sustainability means in different contexts.

S3, U8, L2; S2, U8, L2

123Nb.03 Explore the impact of a product's journey.

S1, U8, L1

123Nb.04 Understand the importance of creating or maintaining natural habitats or environments for animals and insects.

S3, U8, L3; S2, U8, L1

123Nb.05 Recognise and celebrate the ways they are the same as, and different from, other people.

S2, U8, L3; S1, U8, L2; S1, U8, L3;

123Nb.06 Understand what human rights are.

S3, U8, L1;

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123Nb.01 Understand the four Rs of waste reduction: refuse, reduce, re-use and recycle.

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Curriculum framework coverage

Stage 1, Healthy habits

1.3

Looking after myself Sub-strand

Curriculum framework objectives

Overview

1.3.1 Healthy food habits

Healthy habits

• 123Uh.01 Understand what 'being healthy' means.

In this lesson, students explore the concept of "healthy" in a holistic sense, encompassing body and mind. They discuss and categorise healthy habits, learn the importance of water, and engage in various activities like drawing healthy meals, creating fruit rockets, sensory games, trying healthy snacks, and playing food bingo. The lesson encourages students to make a healthy eating pledge and involve their parents/carers, fostering ongoing commitment to well-being and expanding their food choices.

• 123Uh.02 Understand the effect of water and different food groups on our bodies. •

• 123Uh.05 Know that movement and exercise is important for health and wellbeing.

Healthy habits

This lesson focuses on the benefits of exercise and different types of movement. Students share types of exercise they enjoy and create a list of activities they'd like to try. The class has a dance party to experience the impact on mood and heart rate. Activities include creating obstacle courses, practising yoga, rolling a dice for action exercises, following masking tape trails, role-playing in a health-related setting, and choreographing dances.

1.3.2 Moving and shaking

123Uh.03 Know what a balanced diet looks like for them.

Lesson number and title

Healthy habits

• 123Uh.04 Know how to take care of their teeth • 123Uh.07 Demonstrate routines for good hygiene

1.3.3 Brush your teeth

PL E

• 123Uh.06 *Identify at least one physical activity they enjoy and practise regularly.

In this lesson, students discuss their morning routines and the importance of brushing their teeth. They act out and draw the steps to brush teeth thoroughly, sing a teeth-brushing song, and engage in activities such as cleaning teeth on a laminated mouth image, examining teeth with play dental instruments, flossing using building blocks, practising brushing with toothbrushes, and creating a visual timetable.

The following lesson plans each outline several activities you can do with your class. These can be carried out across the week to fit the unit theme, or you can choose one or two from the list for each lesson. Select as appropriate for different groups, or run the activities as a carousel, adapting to the time you have.

Unit 1.3: Looking after myself, Unit overview

Stage 1, Healthy habits

1.3.1

Healthy food habits

Big question: •

Key vocabulary:

How can food help me to be healthy?

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Objectives

nutritious, healthy, food, water, texture, vegetables, fruit

Resources:

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123Uh.01 Understand what 'being healthy' means.

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PowerPoint 1.3.1

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123Uh.02 Understand the effect of water and different food groups on our bodies.

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Workbook pp. 17–19

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Worksheet 1.3.1

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123Uh.03 Know what a balanced diet looks like for them.

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Foods or photos of foods and PE hoops; child-friendly skewers and a variety of fruit; couscous, rice or other grains, sensory tray; cloth bag, counters; video recorder

It is important not to describe foods as good or bad but to discuss the importance of moderation and to describe foods in terms of their nutrient benefits. Ideally, students would work with real food, but if this is not possible, toy foods or photos can be used instead. Please ensure that you are aware of any allergies and intolerances if students are working with real food.

Introduction (15 mins)

Ask students to turn to Workbook page 17 and work with their talking partner to respond to the photos and questions.

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Show Slide 1 and ask students what they think the word ‘healthy’ means. It is important not to attach the term ‘healthy’ to a particular body type or ‘muscly’ look but instead to describe it in a holistic sense – and not forgetting the need for a healthy mind. One definition might be ‘doing things that give you good health, things which support your body and mind to be their best and which make you feel good’.

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Write students’ responses on the board or a shared area; this can be the start of a working wall or display on healthy habits. Using the images on Slide 2 as prompts, ask students about the things they do to keep healthy or the things their family does. Move the images into categories of healthy body/healthy mind (see the slide notes) and explain that some fit into both (the overlapping section of the diagram).

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Explain to students that our bodies and brains rely on water to be able to work properly. Show Slide 3 and talk through each of the benefits of water.

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Explain to students that the lesson will focus on healthy eating and how important water is for our bodies. Show Slide 4. Create a Venn diagram with two hoops labelled ‘Nutritious’ and ‘Not nutritious’, with the overlapping section ‘A bit nutritious’. Ask students to sort the foods/drinks or photos into the hoops.

PL E

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Activities (25 mins)

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Healthy meal pictures: Ask students to draw their favourite healthy meals and share these with the class. They can draw them in Workbook Activity 3.1a or their notebook. Are there any of their classmates’ meals they would like to try? You could create a class recipe book with the pictures.

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Fruit rockets: Use skewers and a variety of fruit to create fruit rockets. Students thread on their favourite fruit and look at the shapes they need in order to create a rocket. Try to use a variety of fruit, including some which students haven’t tried before. Ask them to describe the colour, texture and flavour of each fruit. Ask them to draw their fruit rockets in Workbook Activity 3.1b or their notebook, detailing the shape and colour of each fruit.

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Sensory game: Use couscous, rice or other grains in a sensory tray and hide other foods within it. Students are blindfolded and have to guess what they are. Encourage them to use describing words.

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Healthy snacks: Prepare a range of balanced healthy snacks with the students for them to try, e.g. vegetable crudités, hummus, rice cake pizzas, yoghurt, banana muffins. You could link your snacks to a book you are reading, such as caterpillar celery sticks, wholemeal bread sandwiches cut into shapes.

Unit 1.3: Looking after myself, Lesson 1

Stage 1, Healthy habits

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Food bingo: Use Worksheet 1.3.1 to play food bingo, in groups of four. Copy and cut out the food pictures from the bingo cards and put them into a bag. Give each student in the group a bingo card. A bingo caller chooses one square at a time from a bag. They call out the food and the other students put a counter on their bingo card if they have that food. The first one to have a counter on all foods on their card wins.

Reflection (5 mins)

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Show Slide 5. Ask students to choose one healthy eating habit which they are going to concentrate on for the week and make a pledge to put on the display. This might be: trying a new food; helping with the cooking; going shopping for food and making healthy balanced choices; or making healthier versions of their favourite foods. Ask students to share their pledges with their talking partner or a small group and then video record these so that they can rewatch them at a later date and check in on their progress.

Assessment opportunities and next steps

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Include parents/carers by sharing the pledges with them and asking them to complete them as a family. They can take pictures or keep a diary of their pledge to share in class or display.

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Follow up on students’ pledges over the coming weeks. How have they managed them?

PL E

Ask students to create a collage of all their favourite foods and pose a challenge to try one new, nutritious food, balanced meal that week or increase their water intake.

Unit 1.3: Looking after myself, Lesson 1

Stage 1, Healthy habits

Worksheet 1.3.1

Bingo!

PL E

Can you find the food the bingo caller shouts out?

Unit 1.3: Looking after myself, Lesson 1

Stage 1, Healthy habits

Can you find the food the bingo caller shouts out?

PL E

Can you find the food the bingo caller shouts out?

Unit 1.3: Looking after myself, Lesson 1

Stage 1, Healthy habits

1.3.2

Moving and shaking

Big question: •

Key vocabulary:

Why do I need to move my body and exercise?

•

Objectives • •

exercise, moving, heart rate, beating, faster

Resources:

123Uh.05 Know that movement and exercise is important for health and wellbeing.

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PowerPoint 1.3.2

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Workbook pp. 20–21

123Uh.06 *Identify at least one physical activity they enjoy and practise regularly.

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Worksheet 1.3.2

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Music; loose parts materials; large ‘actions’ dice; masking tape, action cards; role-play resources

It is important to note that not all children will be able to experience the same opportunities for movement and this should be taken into consideration when adapting any lessons. There are many examples online of chair-based exercises and yoga, as well as exercises to support gross motor skills and coordination.

Introduction (15 mins) Read the story on Slide 1, about a girl who thinks exercise is boring (see the slide notes). Then one day she tries dancing and can’t stop. Not only does she get stronger, but she feels happy when she dances and makes new friends in her dancing class.

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Ask students to discuss any exercise or movement which they enjoy. Then show Slide 2. Are there any things shown that they would like to try? Try to introduce some of these or ask students who do the activity to demonstrate, e.g. ballet, balancing, dancing, martial arts, football. Ask them to create an ‘I would like to try list’ in Workbook Activity 3.2a or in their notebooks.

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Show Slide 3. Have a five-minute dance party with students’ favourite music. How do they feel after the party? How has their mood changed? How has their body changed (heart rate)? Ask them to put their hand on their heart before and after the activity. What is the difference? (See the slide notes.) Explain that exercise and movement is important for us as it keeps our hearts, muscles and bones strong and is also good for our brains as it helps the blood to flow and keeps our brains healthy.

PL E

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Activities (25 mins)

Obstacle course: Students create their own obstacle courses to complete. They can draw a map of their course and create the course using loose parts.

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Yoga time: Try Cosmic Kids Yoga online, or other free versions of kids yoga which you can search for online, in small groups or as a class. You may wish to make this a regular activity.

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Masking tape trails: Create a line along the room using masking tape. It can be a straight line, a wiggly line or an arc. Make simple cards for students to pick from, that will tell them how to travel along the line, e.g. walk sideways, hop, skip, walk backwards.

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Role-play: Create a doctor’s surgery/physiotherapy/dance studio or gym role-play area with stethoscopes for students to hear heartbeats.

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Choreograph a dance: Students create their own dances. Have a range of music available for them to choose from, such as classical, music from different countries, and jazz. Record their performances.

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Reflection time (5 mins)

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Roll the dice: Use a large dice with an action on each face, e.g. hopping, skipping, jumping, arm windmills, etc. Students roll the dice and carry out the activity for 10 seconds, as a group or individually. Ask students to reflect on how they feel after each action. Is their heart beating faster? Do they feel a bit sweaty? Do they feel like they have more energy? Do they feel happy?

Assessment opportunities and next steps

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Ask students to create a class list of why exercise and movement is important for our bodies and minds. Take photos of the obstacle courses and display them for students to recreate and challenge themselves to complete. Ask them to observe what happens to their bodies when they complete the course.

Unit 1.3: Looking after myself, Lesson 2

Stage 1, Healthy habits

1.3.3

Brush your teeth

Big question: •

Key vocabulary:

Why do we need to brush our teeth?

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Objectives

dentist, teeth, brush, up and down, sideways, floss, germs, plaque

Resources:

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123Uh.04 Know how to take care of their teeth

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PowerPoint 1.3.3

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123Uh.07 Demonstrate routines for good hygiene.

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Workbook pp. 22–24

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Worksheets 1.3.1a and 1.3.1b

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Old toothbrushes; drinks bottles, dental instruments; building blocks, wool, play dough; toothbrushes (students' own), toothpaste, floss, timer

Introduction (15 mins) Show Slide 1 and discuss with students what they do before school in the morning. For example, when they wake up, they might go to the toilet and then wash their hands and face, have breakfast, get dressed and brush their teeth. Ask them to talk about their morning routines with their talking partners and then share with the class.

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Read the short story on Slide 2 (see the slide notes). Ask students to consider why it is important to brush their teeth.

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Ask students what they need to brush their teeth. Show Slide 3 and talk through the steps to brush their teeth thoroughly. They can act out each step and then draw them in Workbook Activity 3.1a.

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Sing the teeth-brushing song together on Slide 4. Students can illustrate the song lyrics in Workbook Activity 3.b.

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PL E

Activities (25 mins)

Clean those teeth!: Cut out and laminate the image of a mouth and teeth on Worksheet 1.3.3a. Colour in some teeth black or yellow (for plaque) with whiteboard pens and allow students to brush the teeth clean with old toothbrushes.

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Dentist’s examination: Cut off the bottom of drinks bottles and paint them white to look like teeth. Stick them onto large cardboard with red paper for a tongue and allow students to examine the teeth using play dental instruments and toothpaste and toothbrushes. Your local dentist may have some equipment they can donate or you can use toy instruments.

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Flossing: Using large building blocks as teeth, put play dough in between the spaces and ask students to use wool to floss in between the ‘teeth’. You can paint the blocks white to make them more tooth-like.

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Brushing practice: Ask students to bring in their own toothbrushes. Set two minutes on a timer to show how long to brush for. Ask students to suggest songs they know and time the songs to see if they are two minutes long. Students can sing these in their heads while brushing. Have some mirrors available for students to look at their teeth.

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Visual timetable: Give students printouts of Slide 1 and ask them to cut out the pictures and make a visual timetable of what they do.

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Reflection time (5 mins)

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Sing the teeth brushing song from Slide 4 again as a whole class.

Assessment opportunities and next steps

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Students take home a copy of Worksheet 1.3.3b to create a weekly teeth-brushing chart. They tick each time they have brushed their teeth twice a day. Encourage them to use a timer or ask a parent/carer to set one on their phone for two minutes to ensure they are brushing for long enough.

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Ask students to reflect on what they have learned in the lessons in this unit on Workbook page 24 or in their notebooks, drawing or writing what they remember.

Unit 1.3: Looking after myself, Lesson 3

Stage 1, Healthy habits

Clean those teeth!

PL E

Worksheet 1.3.3a

Unit 1.3: Looking after myself, Lesson 3

Stage 1, Healthy habits

Worksheet 1.3.3b

Brush your teeth

Record when you brush your teeth this week. Don’t forget to brush for 2 minutes. Day

Morning

Night

Monday

Tuesday

PL E

Wednesday

Friday

Thursday

Saturday

Sunday

Unit 1.3: Looking after myself, Lesson 3