This unit uses interactive situations to help pupils make informed and responsible choices as they work, play and learn together. As criticism is a part of interaction at home, in school and in the community, this unit also explores strategies for dealing with it.

Personal Development and Mutual Understanding: Key Stage 2, Year 7Strand 2: Mutual Understanding in the Local and Wider CommunityUnit 5: Says Who?Complementary Unit: Who Cares?

Says Who?

Teaching approaches

Be Fair Model fairness by using democratic methods to select pupils for special roles (for example reading in assembly). Always or regularly picking the same pupil to represent the class contradicts the values and attitudes of PD&MU with regard to equality. Ask your pupils how they would like decisions to be made. To ensure that everyone’s voice is heard, give opportunities for verbal and non-verbal responses, such as through both Circle Time and a How Choices Are Made box (in which written ideas can be put). Encourage other classroom adults to help those who may find speaking or writing difficult.

Hands Down Think of different ways for your pupils to volunteer answers other than raising their hands in the air. You might consider:- giving thinking time and then pick the name of someone from a container;- fair pairing the class and, after discussion, asking each pair to contribute a suggestion;- having them write down their answers on individual whiteboards and then, on an agreed signal, raising their boards to face you; and- using open–ended questions and phrases such as: A good start. Can anyone build on that? Can anyone take it further? Can anyone give me an example of what Pupil C has just said?

These approaches can foster a sense of team and a greater depth of understanding simultaneously.

Human Rights and Social Responsibility When thinking about issues in this area, think about what the government does/could do, what society does/could do and what individuals do/could do. We need to remember that:- the rights of the individual need to be balanced against those of others; and- we also need to respect the rights of others.

Human rights are universal to all, regardless of their behaviour. It is the government that is responsible for upholding human rights, not the individual. It is important that children do not feel individually responsible for upholding human rights. However, this unit encourages pupils to adopt the values that underpin these international treaties in their interactions with others.

Finance It is important that all children and young people learn about money management and are increasingly conversant with money issues and terminology. Think about involving your pupils in:- estimating the amount of school budget that is taken up with electricity and oil;- planning a new playground or building provision; - running a mini-business or organising a fun day; or - other real money situations.

You could also encourage parents/carers to involve their children in expenditures at home and to talk about using pocket money responsibly.

- examining ways in which conflict can be caused by words, gestures, symbols or actions;- understanding the need for rules and that they are necessary for harmony at home and at school;- exploring and examining the rules within their families, friendship groups, and at school;- identifying the variety of groups, their roles and responsibilities that exist within the community;- considering the rights and responsibilities of members of the community;- understanding that rules are essential in an ordered community and that different rules are needed in different contexts;- examining the effects of anti-social behaviour (for example bullying and racism); and- appreciating how and why rules and laws are created and implemented.

Working at Key Stage 2

Human rights and social responsibility; the causes of conflict and appropriate responses:

Moving towards Key Stage 3Personal Development Key Concept: Self-awarenessPersonal Development Key Concept: RelationshipsCitizenship Key Concept: Human Rights and Social ResponsibilityCitizenship Key Concept: Democracy and Active ParticipationCitizenship Key Concept: Equality and Social JusticeCitizenship Key Concept: Diversity and Inclusion

Progress in learning• I understand that the advantage of a class contract is that we all know what is

expected of us.• I understand that I need to participate by contributing to ideas for the contract

and to the consequences.• I can use ‘I’ statements to explain my feelings and needs without blaming others.• I can give my views and respect the views of others that are not the same as mine.• I can discuss and build on the ideas of others to make a contract that reflects the

views of everybody.• I respect the views of everybody, including those who get into trouble and when

their views are not my views.• I can explain why we chose the different parts of the contract.• I know that other members of my class value me.• I can explain why it is important to choose my friends and groups wisely.• I know that there are times when I will be criticised. • When the criticism is fair, I will try to learn from it.• When I criticise others, I will try to be fair. • I am beginning to understand that the United Nations Convention on the Rights

of the Child and the Universal Declaration of Human Rights is about promises the government makes to its citizens and to us as children.

• I know where to access information about the UNCRC and the UDHR.• I am beginning to understand how much money it takes to keep me.• I know that I need to help with chores so that our home runs smoothly.• I know that if I want to have treats, I need to contribute by helping.• I know that I cannot have everything I want.

Key Experiences

Building on Key Stage 1Responsibility and respect, honesty and fairness as well as constructive approaches to conflict:- identifying ways in which conflict may arise at home, and exploring ways it can be lessened, avoided or resolved;- identifying ways in which conflict may arise at school, and exploring ways it could be lessened, avoided or resolved;- discussing the causes of conflict in their community and how they feel about it;- identifying members of their school community and the roles and responsibilities they have;- beginning to understand why and how rules are made in class, in the playground and at school;- understanding that rules are essential in an ordered community;- identifying the people, jobs and workplaces in the community; and- realising that money can buy goods and services and is earned through work.

In exploring human rights and social responsibility; the causes of conflict and appropriate responses

- examining ways in which conflict can be caused by words, gestures, symbols or actions;- understanding the need for rules and that they are necessary for harmony at home and at school;- exploring and examining the rules within their families, friendship groups, and at school;- identifying the variety of groups, their roles and responsibilities that exist within the community;- considering the rights and responsibilities of members of the community;- understanding that rules are essential in an ordered community and that different rules are needed in different contexts;- examining the effects of anti-social behaviour (for example bullying and racism); and- appreciating how and why rules and laws are created and implemented.

Working at Key Stage 2

Human rights and social responsibility; the causes of conflict and appropriate responses:

Learning intentions:Understand the need for agreed ways of interactingKnow and use a range of strategies to manage conflict

Key Stage 2, Year 7 Strand 2: Mutual Understanding in the Local and Wider Community Says Who?

2

Learning togetherPupils need to learn what to do when they don’t know what to do. Resilient attitudes help them to view their situation rationally, think of options and associated advantages and disadvantages, and to find a solution. When you and other classroom adults model resilient and constructive attitudes to both mistakes and successes, your pupils can learn to adopt these attitudes too.

Model the skills of review and reflection through informal, formal, incidental and explicit dialogue. When you and other classroom adults act as facilitators and allow your pupils to plan and learn with you rather than from you, they begin to see how to learn from mistakes, how to turn obstacles into opportunities for learning, and they feel more confident in doing so. You can encourage your pupils to reflect on their learning and begin to goal set by having them ask questions of themselves, such as:

- What can I do? - What are my strengths? - What are my learning needs? - What’s next for me?

Thinking Skills and Personal Capabilities by the end of Key Stage 2

Working with others

Become more independent in their social and interpersonal skills;

Show that they can work in different roles in a group and take responsibility for appropriate tasks;

Be willing to help others with their learning;

Understand and learn to respond to feedback; and

Work with peers to reach agreements and begin to manage disagreements.

Self-management

Evaluate what they have learned and compare their approaches with others;

Make links between their learning in different contexts;

Become more self-directed by working on their own or with a group;

Learn ways to manage their own time;

Seek help from a variety of sources;

Work towards personal targets identified by themselves or jointly with the teachers; and

Be more confident in their knowledge of their personal strengths and weaknesses.

Understand more than one point of view;

Examine options and weigh up pros and cons;

Try alternative problem-solving solutions and approaches; and

Use different types of questions systematically and with purpose.

Being creative

Pose questions that do not have straightforward answers and seek out problems to solve and challenge the routine method;

Use all the senses to stimulate and contribute to ideas;

Experiment with different modes of thinking;

See opportunities in mistakes and failures;

Learn from and build on their own and others’ ideas and experiences;

Value other people’s ideas;

Experiment with objects and ideas in a playful way;

Make ideas real by experimenting with different ideas, actions and outcomes; and

Begin to develop their own value judgments about the merits of their work.

Thinking, problem solvingand decision-making

Show the ability to use memory strategies to deepen understanding;

Identify and order patterns and relationships through a range of strategies such as grouping, classifying and reclassifying, and comparing and contrasting;

Make and test predictions, examine evidence and make links between possible causes and effects;

Discriminate between fact and opinion and question the reliability of evidence;

Managing information

Be able to ask deeper and wider questions to clarify a task and to plan and set goals;

Begin to challenge conventions and assumptions;

Be able to classify, compare and evaluate information, and to select the most appropriate methods for a task;

Develop methods for collating and recording information and monitoring progress on a task; and

Have a sense of audience and purpose.

3

Across the Curriculum: Connecting the learning

Talking about the process and procedure of constructing a picture from individual pieces and working together as a group

Exploring how they and others interact in the world

Participating in class and group discussion to develop a class contract agreed by everyone

Words and phrases I will hear and use Declaration

Society

Social responsibility

Government

Art and DesignLanguage and Literacy The World Around Us

4

Human rights

Budget Expenditure

Lifestyle

Activity 1Classroom contractsThe benefits of a contract are explored. Together, one is developed that expresses the needs of everyone in the class.

Activity 2Influences and groupsThe influences that surround us are explored, and the importance of making responsible choices about the friends we have and the groups we join is examined.

Activity 3Handling criticism Fair criticism is recognised as a part of life and strategies on how to deal with it are developed.

Activity 4Human rightsAspects of the United Nations Convention on the Rights of the Child are explored as well as how it relates to young people.

Activity 5How much do I cost? The cost of a pupil’s weekly upkeep is investigated and the need for a family budget is explored.

Learning activities

Apologylnf luence

Senior managementConventionCriticism

ValuesOpinions

PolicyFinance

BusinessWell-being

5

Learning activity 1: Classroom contracts

SUGGESTED SUCCESS CRITERION

We will work together to create a classroom contract that shows how we have agreed to work as individuals and together.

CORE CONCEPT

A shared understanding of how we work together as teacher and pupils, pupil and pupil, and within a group encourages positive working relationships, shared responsibility and opportunities to move conflict situations forward.

POINTS TO NOTEBy Year 7, it is important for your pupils to recognise that people work together best when there is a shared expectation and understanding of how everyone will work and play together. Development of classroom contracts/agreements/rules is suggested in all year groups of Living.Learning.Together. Therefore, your pupils may be familiar with the essential elements of a contract that works.

Given this prior experience in each year group, your challenge is to minimise the sense that developing a classroom contract is a perfunctory, superficial, routine exercise and, instead, ensure that the process is meaningful. Acknowledging the need for the class to be increasingly actively involved and responsible for their learning and behaviour in school may help in this regard.

This learning activity builds on previous classroom contract work in the Year 6 blue unit. It also links with Unit 6: Who Cares? of this resource. Send home copies of Resource A to inform parents and carers about the work you will be doing in this unit.

WHAT YOU NEED- Letter to Parent(s)/Carer(s) (Resource A) - Copies of Universal Declaration of Human Rights (UDHR)- Copies of United Nations Convention on Rights of the Child (UNCRC)- Flipchart paper- Felt tip markers- Scissors

WHAT TO DO- Do We Need A Contract?- Reflection

6

If your class completed Learning Activity 1 in the Year 6 blue unit of Living.Learning.Together., ask what they remember about how they constructed their classroom rules. If they didn’t, consider borrowing a copy and using a few of the lessons in the activity as an introduction to the topic. The following lessons assume your pupils completed the activity in Year 6.

The class contract/agreement/rules should reflect your school’s rules but incorporate the particular needs of your class. The school rules should reflect the Universal Declaration of Human Rights (UDHR), which:- was drawn up by the United Nations in 1948;- outlines special promises made to citizens of its member states; and - became part of the United Kingdom domestic law in 2000.

Of particular interest to your pupils will be the United Nations Convention on the Rights of the Child (UNCRC), which contains the

special promises made to children and which has been signed by almost every country of the world. Each promise or statement is called an ‘Article’.

Child-friendly versions of the UDHR and the UNCRC are available in CCEA’s Primary Values p 233 and the Lift Off Initiative’s Me, You, Everyone (which was made available to all primary schools and is also accessible online at www.liftoffschools.com). See the ‘Suggested further resources’ section of this resource for full references.

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Do We Need A Contract?

Use Circle Time to discuss your pupils’ views on whether or not they should have a classroom contract. Contracts are useful because they provide a framework for how to behave and interact with others, regardless of age. They are useful for refocusing attention and for reminding us all of a sense of direction. For example, as they are explicit statements of how you have agreed to work together, they can be particularly useful for reference if understood ways of behaving are not being adhered to.

IntroductionExplain to your class that Article 12 of the UNCRC states that children should be listened to and have their views taken seriously. Also, explain that this is not a right to control all decisions made concerning them irrespective of the implications for themselves or others, or the opportunity to ride roughshod over adults. It is a privilege and a responsibility. Children often give intuitive suggestions, and if they have been involved in decision-making throughout their primary school

years, their responses (in words and actions) will be well reasoned.

Next, invite everyone in the circle to complete the following statements. If you and other classroom adults have already discussed the class contract with the Year 6 teacher, you will also be able to contribute:- One thing I think that worked well in our contract last year was ...- One thing I think that didn’t work so well was ... and I think this was because ...- We need/do not need a class contract this year because ...

Information SharingTogether as a class, discuss two or three non-negotiable aspects, such as health and safety classroom issues. (For example, we always walk in the classroom.) Next:- form groups of four or five adjacent pupils;- supply them with a flip chart page; and- ask them to write down five suggestions for the classroom contract.

Learning activity 1: Classroom contracts (continued)8

Allow 10 to 15 minutes for them to complete this task. Their suggestions should ensure an environment that encourages discussion. For example, a suggestion such as I speak for myself means that statements such as He’ll do it, She always, You lot, Girls/boys/adults/think/do are replaced with ‘I’ statements (for example, I think ..., I find..., In my experience...). Recognise and encourage those groups who demonstrate planning and organisation skills by assigning themselves a scribe, timekeeper, etc.

Next, have each group cut their suggestions into separate strips. Then, ask each group to join with an adjacent group to share their suggestions, placing them on a table or floor. The groups should combine and then sort their strips, negotiating amongst themselves

which five of the 10 suggestions to keep and which five to discard. They may need to rewrite some suggestions to incorporate new ideas.

After fifteen minutes reform the circle. Ask everyone in each large group to number themselves between 1 and 8/10, depending on the size of their group. Have a number previously placed in an envelope. Open it and designate each person with that number as their group’s spokesperson. Ask the spokesperson to share their group’s five suggestions with the class. As a class, negotiate which final five suggestions should be included in the class contract. Suggestions you might expect by Year 7 include statements such as: - We listen carefully.- Everyone tries to participate.- We are open and honest.- We negotiate when we differ.

Together, decide what these suggestions will be called: rules, contract or agreement? The words contract and agreement reflect the shared participation of others in the drafting of the document. Alternatively, you may prefer to use the word rules to reflect what you have decided.

Closing Circle This collaborative approach to drawing up the contract implies that all pupils and adults involved will take personal responsibility for how they and the class interact. It also implies that they will be accountable for what happens in the class. Consequently, you should not have sole responsibility for drawing the attention of others to the contract. It is good experience for pupils to learn to do this discretely and respectfully following the model you set.

Pupils will not do this, however, unless they genuinely agree with

the final selection. And everyone must agree with the final selection for this to be effective. So ask those in the circle to complete the statement: I agree/disagree with the class contract because ... If there is disagreement, revisit the element in question so that all are happy with the contract.

If there is time, also negotiate suitable consequences for any infringement of what has been agreed. Alternatively, do this at another session and display these consequences beside the contract. This is important, as it allows other teachers, non-teaching staff, substitute teachers and visitors to understand how your class works and plays together. Finally send home a copy of both the contract and the consequences to parents/carers and ask your pupils to explain how they were drawn up and what each element means in practice.

Classroom Contract

9

Reflection

To ensure a truly shared understanding of what each element of the contract means in practice, you must discuss how each part relates to the daily occurrences of your classroom. For example, what does it say about:- how you talk to each other; - work individually and together; - play; or - carry out your responsibilities?

Set up a monitoring team to evaluate how the contract is working. Is it fit for purpose? Should it be reviewed? Revisit the contract regularly, especially in the early stages and when a new person joins the class. Advice on developing a contract is given in Joined Up: Developing Good Relations in the School Community, pp113-117. You can access this online at www.nicurriculum.org.uk via the PD&MU section’s Useful Links. Often, class contracts cannot cover every situation. However, by P7, groups should be able to draw up their own contract quickly for a specific activity.

Extension

Ask your pupils to take ten minutes to think about what responsibility means to them. Next, ask them to complete the sentence stem: I think a responsible person is one who ... Record their words on the board. Finally, have them complete the following table and statement: I think I am being responsible when I ...

My Responsibilities

At Home In School In the Community

Learning activity 2: lnf luences and groups

SUGGESTED SUCCESS CRITERIA

We will talk about influences that various people have on us.We will identify groups we belong to.We will explore the advantages and disadvantages of belonging to certain groups.We will examine the types of groups we would like to participate in.

CORE CONCEPT

By the time pupils reach Year 7, they should be increasingly aware of the responsibility they have for the friends they choose and the groups they join. Being part of a group has advantages and disadvantages. Exploring this can help us to make informed decisions about group membership, and this is important when we think about the new friendship groups we may be joining at post-primary school.

POINTS TO NOTEIn this activity, groups can mean two or more people. During the Group Dynamics lesson, observe your pupils’ behaviour, as this will form a basis for later discussion. Try to prevent negative comments among and between groups. This lesson can bring to the fore many sensitive issues experienced by your pupils. It is important that it is managed and organised sensitively and carefully, following school procedures if you have any concerns.

This unit links with the Green Unit 4: Moving On and Indigo Unit 6: Who Cares? of this resource.

WHAT YOU NEED- Hum That Song (Resource B)- Who Influences Me? (Resource C) - Numbered slips of paper- One picture postcard/card or print for each group- Large sheets of paper- Paints and paint brushes- Groups I Belong To (Resource D)- Paper, paints, paint brushes

WHAT TO DO- How Am I Influenced?- Group Dynamics- Groups I Belong To- Values

10

Responsibility

Fair pair your pupils using Resource B and give them five minutes to find their partner. Then, allow each pair five minutes to list the aspects of their lives that are influenced by others, for example:- what they think; - how they dress; - what they believe; and - groups they join.

(Remind them that partner talk is talk loud enough to hear each other but not so loud that it disturbs others.) Allow them another few minutes to discuss who in their lives influence them. Responses might include parent(s)/carer(s), older siblings, friends, church, media, sports stars, famous people, and teachers.

Next, take feedback and record it on the board. Then, use Resource C to have a class discussion on who influences the specific aspects of their lives that you’ve listed on the board. The first sheet is already completed and can be used as an exemplar with the class. The second could be completed as a class activity or in pairs.

How Am I Influenced?

11

In advance, prepare enough slips of paper for each pupil to get one. On half of the slips, write the number 5. On two of the slips, write the number 1. Write the numbers 2, 3 and 4 on the remaining slips in any quantities you like.

Tell your pupils that they will each be given a piece of paper with a number on it. They are not to look at the number until you instruct them to do so. Distribute the numbers face down so they cannot be seen. When they all have pieces of paper, ask them to look at their number. Explain that others in the class may have the same number as they have. Then, ask them to group themselves by these numbers (all the 1s together, all the 2s together, etc.). Watch the behaviours during this process. For example, some pupils may wish to swap numbers in order to be part of a group with their friends. Some may be delighted to be part of the biggest/smallest group. Some may feel uneasy about being part of a small/large group. When the groups have been formed, ask your pupils the following questions:- How do you feel about being in a bigger group? Why?

Group Dynamics

- How do you feel about being in a small group? Why?- Did any of you swap numbers? Why?

Next, give each group a large sheet of paper, a set of paints and paint brushes. Provide each group with a picture postcard/print that has been equally divided into the same number of pieces as members in their group. Explain that their task is to replicate and enlarge that image. Observe how the groups operate during the activity. For example, does each member work individually to replicate one of the divided sections of the image, or does the group decide on a different approach. You may also find that in the larger group, some pupils may take on leadership roles, some pupils may be unwilling to participate in the decision-making and some pupils may be disappointed with the group’s work. (If you wish, extend this activity over a week, allowing the groups to reproduce the pictures using any media they like.) When the groups have finished, ask them to present their work to the rest of the class. The five pictures can be displayed on the board.

Close the activity by discussing what happened in the groups, how they worked together, if someone took charge, how it felt in the group, etc. Introduce the idea that belonging to groups has benefits and drawbacks for the individual. Use some of the following questions to prompt discussion and awareness of how they work in groups:- What advantages were there to being part of your group?- How did you feel about being part of the group?- Did you enjoy the group’s activity?- What decisions needed to be made during the activity?- In what way were you involved in the decision-making?- How did your group come to agreements? How were your decisions as individuals influenced?- What disadvantages were there to being part of the group?- Were the groups different in how they worked? Why? How?- What were the benefits/ drawbacks of working in a large group?- What were the benefits/ drawbacks of working in a small group?

Learning activity 2: lnf luences and groups (continued)12

Groups I Belong To

Using Resource D, ask your pupils to think about the various groups that they belong to, for example family, extended family, friendship groups, class groups, school, sports groups and community groups. Ask them to think about how they benefit from being in a particular group. Are people in these groups concerned about their well-being? Have them record on their sheet the advantages and disadvantages of being involved in each group. Then, discuss how we can all feel uncomfortable in a group sometimes, but if this happens a lot of the time, then we need to think about the time we spend with that group. This may be a good time to talk about values.

Values

When we think about values, we think about what we value most in life. What is most important to us? Responses might include: family, truth, respect, peace, good results, faith, friendship, doing what is right, fun, sport or money.

Values in lifeSport

Classroom Contract

13

Next, ask your pupils to identify three main values that they have. Together, discuss how we develop our values. Ask them to think about how their values influenced their decision to join to the groups they currently belong to. Also, encourage them to make the link between the groups they belong to and other influences, such as the media or celebrities.

Explain that our values can also influence the groups we wish to belong to. What groups would they like to belong to in the near future? How will their values influence their choice? Explain that we need to think carefully before we join groups.

Finally, discuss how their values influence how they interact with others and the lives they lead. You can find further work on values in Unit 7 of this resource.

The Bahá’í Faith

Buddhism

Sikhism

Christianity

Islam

Judaism

Examples of faith symbols

Hinduism

Learning activity 3: Handling criticismCORE CONCEPT

Learning how to handle fair criticism can give us strength and help us to improve our learning.

POINTS TO NOTEPupils who feel valued and confident that they are doing their best find it easier to accept justified criticism and to handle unfair criticism in a calm and reasonable manner. However, when they are in a situation where they feel disapproved of, criticism is given regularly, and a threatening tone of voice and body language are used, they are more likely to receive the criticism in a negative manner.

Suggestions for how to give feedback are available in Joined Up: Developing Good Relations In The School Community on pp 75-76. This is available on www.nicurriculum.org.uk by

clicking Useful Links in the PD&MU section.You should provide opportunities for pupils to debrief after the role play activity in the More Criticism Situations lesson below. This lesson may require two sessions.

WHAT YOU NEED- Criticism Scenarios (Resource E)- Poster paper- Drawing materials- Talk About ... (Resource F)

WHAT TO DO- Critical Words- Fair And Unfair Criticism- Handling Criticism- Scenarios And Role Play- Talk About ...

If you have already used the red unit What Makes Me, Me?, begin by asking your pupils to recall some of what they wrote and talked about when they were discussing their strengths and weaknesses in Learning Activity 3 of the unit.

Critical Words

SUGGESTED SUCCESS CRITERIA

We will distinguish between fair and unfair criticism.We will be able to use strategies for handling both fair and unfair criticism.

14

Present the two following scenarios to your pupils and ask them to decide whether the criticism is fair or unfair:

Fair And Unfair Criticism

Next, ask them to call out words that they associate with new learning situations (both in and out of school). List the words on the board and make a mental note of any differences between the words associated with school and non-school activities. Then, have the class sort the words into positive and negative lists and ask them to explain why they chose those particular words.

Next, together discuss what positive comments they feel people could make to encourage them to improve and list these on the board. You could do this in a circle by having them complete any of the following sentence stems in turn:- When my work is incorrect, I like teachers to say/write ...- When my work is incorrect, I like my peers to say/write ...- When I do something that an adult thinks is wrong, I like them to say ...- When I do something that my peers think is wrong, I like them to say ...- When I do/say something that is wrong, it really annoys me when ...- When someone does/says something I think is wrong, I say/do ...

Explain that we all receive criticism from family, friends, neighbours, leaders at clubs and organisations and teachers - in fact all with whom we interact. Not all criticism is fair, but not all criticism is unfair. We must learn the difference between the two.

15

Scenario 1 Paul is eleven, and he has a younger brother named David who is four. They often disagree and sometimes fight. One day, Paul came home from school to find David playing with his latest computer game. Paul was really mad, hit David and then snatched the game from him. David went crying to his mum. She told Paul that his behaviour was inappropriate and that he must apologise to David.

Encourage discussion by asking the following questions:- What are your thoughts about this situation?- Do you think Mum’s criticism of Paul was fair?- How do you think David felt?- How do you think Paul felt?- What do you think was his reaction when Mum told him to apologise?- What do you think he would have said in his apology?- Is it good enough to say Sorry? Why/why not?- Does how you feel about criticism depend on how friendly you are with the person normally? Why? Why not? If so, in what way?

Learning activity 3: Handling criticism (continued)16

Scenario 2Sarah has a friend called Chloe. They often play together. One day, Chloe came over to Sarah’s house. Chloe wanted them to go for a ride on their bicycles. Sarah said that she didn’t want to go as she was too tired. Chloe went home. At school the next day, Chloe came up to Sarah and said that she was stuck up and snobby. She also said she was really mean.

Encourage discussion by asking the following questions:- What are your thoughts about this situation?- Do you think Chloe’s criticism of Sarah was fair?- How do you think Sarah felt?- How do you think Chloe felt?- Why do you think she said what she did?- Who do you think should apologise? Why?- What should this person say?- What should the person receiving the apology say?- Is it good enough to say Sorry? Why/why not?

Handling Criticism

Use the following questions to prompt discussion about (and strategies for dealing with) criticism:- What are your first thoughts when you are criticised?- Do you ever have different thoughts when you have had time to think?- Can you give an example?

Give some appropriate examples from your own experience, without using specific names, so that your pupils learn that everyone receives criticism from time to time. Explain that it is how we deal with criticism (how it is given and how it is received) that is important and determines whether or not it translates into a positive learning experience. Refer back to your discussions throughout the activity and use actual examples they cited to illustrate your points. Some pupils may think that they only receive criticism, but point out instances of when they may have also given it.

Encourage them to give their own examples of fair and unfair criticism using phrases such as Someone said ... rather than naming specific individuals. These could be examples of both when they’ve given and received criticism. Ask them to explain how the criticism felt and what the result was. Use the following questions to consider and agree on some useful strategies for dealing with criticism:- Should we listen to criticism or ignore it?- If we listen to it, what must we decide? (Whether it is fair or unfair)- If it is fair, what can we do? (Try to change. How will you know what to change and how?)- If it is unfair, what can we do? (Tell the person that you think it is unfair and that you disagree with it. Remember to use a calm voice and to keep your body language free from aggression. How?)

Classroom Contract

17

Scenarios And Role Play

Use the criticism scenarios in Resource E as stimuli for class discussion and role play. Alternatively, devise some that you feel are more applicable to your class. Invite your pupils to give examples from their own experience as well. Suggest that they do not identify individuals by name but use the word ‘someone’.

Following your discussion, break the class into groups and ask each group to produce a poster/leaflet titled: ‘The Best Ways To Manage

Criticism’. Explain that their poster/leaflet should include a list of Suggested Sentence Starters. For example:- The person is saying ...- I feel the criticism is ...- Next time I will ...

When finished:- ask each group to display their poster/leaflet; - discuss how the group worked together to produce it (For example, did they have any problems and, if so, how did they overcome them?);- invite questions and constructive comments from the other groups; and- display the completed posters/ leaflets, allowing amendments (if necessary) to reflect suggestions from other groups.

- Is it difficult to agree with fair criticism? Why/Why not?- Is it difficult to disagree with unfair criticism? Why/Why not?- Can you think of situations when it would be difficult to explain to the person giving the criticism why it is unfair? (If it is an adult criticising a child, it may be extremely difficult for the child to do so.)

If your pupils used Year 6 Unit 5: Speaking Up For Me, they will have learned that people respond in different ways to conflict. Explain that even though each poster/leaflet recommends different ways to mange criticism, posters alone are not enough and that they each have an ongoing part to play in helping others think about how they manage criticism. Consider inviting other Year 7s, Key Stage 2 classes, or classes from another primary school to view the work.

Talk About ...

Use Resource F to initiate a Community of Enquiry discussion about criticism issues as well as other issues in this unit.

Learning activity 4: Human rightsCORE CONCEPT

Pupils should be aware that their opinions have value and will be listened to/taken seriously.

POINTS TO NOTEThe Universal Declaration of Human Rights (UDHR) was drawn up by the United Nations in 1948 outlining special promises made to citizens of its member states. It became part of the United Kingdom domestic law in 2000. The United Nations Convention on the Rights of the Child (UNCRC) contains special promises made to children and this has been signed by almost every country of the world. Each promise or statement is called an ‘Article’. The translation of children’s rights and principles into practice is the responsibility of governments.

The UDHR and the UNCRC are referred to in this unit in Learning Activity 1: Classroom Contracts as

well as in the indigo unit: Who Cares?. If your class completed the Year 6 blue unit of Living.Learning.Together., they will also be familiar with the terminology. A copy of the UNCRC is available in CCEA’s Primary Values on p233 and can also be sourced online.

WHAT YOU NEED- Copies of Universal Declaration of Human Rights (UDHR)- Copies of United Nations Convention on Rights of the Child (UNCRC)- Your School Prospectus

WHAT TO DO- UNCRC In Action- Our School- School Policies- Research

SUGGESTED SUCCESS CRITERION

We will discuss some of the articles of the UDHR and/or in the UNCRC and how they are promoted in the life of our school.

18

Review the pupils’ knowledge of UNCRC and use websites to add to their understanding.

UNCRC In Action

One of the core principles of the UNCRC is respect for the views of the child. In Victorian times, in some homes and establishments there was a belief that children should be seen and not heard. However today, young people, including very young people, are often being asked for their thoughts and opinions in places in society that include children. One of those places in society is school.

Explain that you want to give them an opportunity to express their opinions. Then, fair group your pupils and give them 15 minutes to think about how your school works to uphold the rights outlined in the UNCRC. Take feedback and record the comments on the board. Draw attention to any negative or positive comments and to any inconsistencies. Check that everyone is in agreement with the statements by asking questions such as: Does everyone think this? Does anyone have another opinion? Then, classify the statements with regard to, forexample:- education;- opportunities to give opinions;

Our School

19

It is important to point out that the document is about all children around the world and their needs, but it is not carte blanche for all their wants. Explain that with access to rights comes acknowledgement of the rights of others. Likewise, explain that it is not up to individuals, alone, to rectify human rights issues; it is the responsibility of government, society and individuals.

What evidence can your pupils find of what the government is doing to promote the UNCRC? What evidence do they have of what society is doing? Do they know of opportunities for young people to be involved with local councils or community activities? Can they suggest ways they could be involved, for example lobbying on a local issue? How do the out-of-school organisations and clubs involve them in decision-making? How do these clubs and organisations fulfil other aspects of the UNCRC?

It is very important to remind your pupils of how you work together in your classroom. For example:- You listen to each other.- You build on each other’s ideas.- Everyone participates.- Everyone speaks respectfully about people or situations.

If you completed Learning Activity 1: Classroom Contracts, it may be appropriate to refer to your contract, go over its elements and what has been agreed, and identify in what ways it upholds the principles of the UNCRC.

If your class is already very familiar with the UNCRC, you may wish to compare it with the UDHR. Some of the differences exist because the UNCRC (or CRC as it is sometimes referred to) relates to children who are aged seventeen or under.

- health;- safety - protection from danger;- play; and- protection from hurt.

Continue by together examining your School Prospectus. This is useful for discussing what the school wants and offers for its pupils, and this information can usually be found in the Vision and Aims sections. Can your pupils relate the statements in the Prospectus to the articles of the UNCRC?

Also discuss other topics in the Prospectus and how they relate to the UNCRC. Your pupils may think that the school fulfils rights that are not specifically outlined in the Prospectus. They may welcome further discussion about some of these, or they may want to discuss some topics/rights they feel the school does not address sufficiently.

Perhaps point out that while you respect their opinions, it is not always possible for you, personally, to implement their suggestions, as some decisions

20

Human Rights

Some schools involve their pupils in policy making, either in the initial stages or in the drawing up of the policy. Examples include development of:- bullying and anti-bullying policies; - discipline and behaviour policies; - use of the internet policies; or - school uniform policies.

Other schools involve them in creating child-friendly versions of their policies and of their School Development Plan. You may want to suggest that your pupils think of a policy that is needed in the class and then have them use policy-

making headings to draw one up, monitor and evaluate it. What they have learned about human rights and social responsibility should help them determine:- who to involve; - how to research opinion of those whom the policy would affect; and - how to form the policy to represent the rights of everyone. This exercise will allow them to act as individuals in raising issues relating to human rights. Point out to the class that throughout this learning activity, they have looked at what the government does about an issue, what society does and what individuals can do.

and changes must be made by other members/committees of the school. Likewise, explain that sometimes suggestions cannot be implemented for practical or other reasons (such as health and safety or financial reasons). However, assure them that you will always treat their suggestions seriously and discuss changes that might be possible. Explain that the School Council is a good forum for initiating discussion about school issues that they feel need resolved. If possible, illustrate the effectiveness of School Council by identifying changes that have been made in the school that originated with the pupils. You could also share with them changes that originated with senior management but involved consultation with pupils.

School PoliciesOur School (continued)

Learning activity 4: Human rights (continued)

21

Anti - Bullying

School issues provide good opportunities to research the attitudes and opinions on a whole-school basis, including the wider school community (parents/carers and the local community). Raising an issue and then gathering data as evidence is a good way to involve your pupils in issues that affect them.

Research

Policies

Learning activity 5: How much do l cost?CORE CONCEPT

Awareness of issues regarding money will help young people make responsible decisions and realise how their actions can affects others.

POINTS TO NOTEPortions of this activity require work at home and may take about two weeks to complete.

WHAT YOU NEED- What Can I Buy? (Resource G)- Match the Cost (Resource H)- Is It Value for Money? (Resource I)- A4 paper- Envelopes- I Promise To ...(Resource J)

WHAT TO DO- Introduction- How Much?- Making A List- Home Learning- Reflection

SUGGESTED SUCCESS CRITERIA

We will explore money management.We will explore how much money we use in one week.We explore ways of saving money and of acting responsibly to avoid waste.

22

Ask your pupils to think about financial discussions they’ve had in the past, either in school or at home. Record any information, financial terminology or suggestions on the board. Depending on their responses, you may want to use the Living. Learning. Together. Year 4 Unit: Money Matters to help increase their understanding. As it is a recent resource, your Year 7s may not have had an opportunity to complete work in it, and it could provide a useful introduction to the topic.

Introduction

Ask each pupil to estimate how much they think their lifestyle would cost for one week. Have them note the amount on a piece of paper and place it in an envelope. After they have written their name on the envelope and sealed it, collect the envelopes and keep until the lesson has been completed.

Next, fair pair your pupils and give them 15 minutes to draw up a list of their weekly outgoings. Invite one pair to share their list. Then, go round the class until all the pairs have contributed to the discussion. Items on their lists might include: - their uniform;- casual clothes; - food;- travel;- clubs and organisations;- school events such as trips;- pocket money;- magazines;- football cards;- online purchases;- downloadable ringtones; and - phone bill.

Making A List

23

Determine their understanding of the value of money by placing them in pairs and having them complete Resource G: What Can I Buy? They should think of an item they could buy with the amount of money shown in each star and write it down inside the star. Whatever they choose should cost approximately the total amount in the star.

Next, provide each pair with a copy of Resource H and ask them to match the common household objects with the prices given. Answers are as follows: - bunk beds - £199.99; - duvet cover and pillowcase - £17.99; - washing machine - £209; - fridge - £179.99; - set of saucepans - £39.99; - iron - £29.99; - bicycle - £129.99; - helmet and safety pads - £19.99; - football - £8.99; and - MP3 - £99.99.

How Much?

When completed, ask the pupils to share how they determined which price went with which object. Then, call out the correct answers and ask them which prices surprised them and why?

Finally, provide each pupil with a copy of Resource I: Is It Value for Money? Ask them to accompany an adult to the shop and to fill in the prices for the groceries listed. Give them one week to complete their sheet. Model how they can compare prices, and discuss the merits and demerits of Buy One Get One Free and Buy One Get One Half Price offers. You may decide to be strict about the criteria across the price ranges, for example specifying the same weight or size of four red apples. You could also decide to compare different shops; however, to do this you need to compare like with like.

Note that the purpose of the lesson is to initiate discussion about good money management. It is not intended to be a rigid mathematical exercise.

Encourage them to think of other household bills that are paid on their behalf, for example rent/mortgage, heat, and electricity. Explain that they will be keeping a diary for one week, including the weekend, of all money they spend and all money that is spent on them. Then, ask each pair to construct a suitable table for recording this information, helping those who find the task difficult. Compare the tables and have the class choose or adapt one format that will allow all the information required to be recorded efficiently. Ask one pair to word process the table and provide one to each pupil.

The letter in Resource A asks parents to support their child in completing these activities, but be sensitive to those pupils who may not have the support they need. As an alternative, these pupils may be able to complete some of their diary by working online or by using advertising in leaflets, catalogues or newspapers, which you can supply. Explain how some long-term costs can be

Learning activity 5: How much do l cost? (continued)24

determined. For example, costs for clothes could be divided by 25 assuming that clothes last about six months (approximately 25 weeks). When they have completed their individual diaries, have them compare their original estimate with the actual figure of what it costs to keep them for one week. What have they learned from these activities about money? What difference will it make in their lives?

Invite parents to discuss Resource J: I Promise To... with their child and together decide a number of activities in the home that their child would be able to do in turn for a special treat. It is important that the treat should not always involve a material cost or a monetary value. Both the activities in the home and the treats should be jointly negotiated.

Home Learning

25

Discuss with your pupils what they have learned from this activity, what they would like to change, how they could help their parents cut down financial waste and how they can also consider reducing waste in their local environment.

Reflection

Resource ALearning activity 1: Classroom ContractsPersonal Development and Mutual Understanding Blue Unit

26

Letter to Parent(s) /Carer(s) my school

27

Dat

e

Dea

r Par

ent(s

)/Ca

rer(s

),

In th

is u

nit o

f Liv

ing.

Lear

ning

.Toge

ther

., w

e w

ill b

e he

lpin

g yo

ur c

hild

mak

e in

form

ed a

nd

resp

onsi

ble

deci

sion

s as

they

wor

k, p

lay

and

lear

n w

ith o

ther

s. O

ne o

f the

way

s w

e w

ill b

e do

ing

this

is b

y dr

awin

g up

a c

lass

con

tract

that

:-

expr

esse

s th

e ne

eds

of e

very

one

in o

ur c

lass

; and

-

help

s us

iden

tify

wha

t beh

avio

urs

are

requ

ired

in o

rder

for e

very

one

to fe

el a

ble

to p

artic

ipat

e

and

to w

ork

the

best

that

they

can

.

Obv

ious

ly w

e ho

pe e

very

one

will

kee

p to

our

sha

red

cont

ract

, but

we

also

hav

e th

ough

t of

cons

eque

nces

for t

hose

who

do

not.

Your

chi

ld w

ill e

xpla

in a

ll of

this

to y

ou, a

nd w

e as

k fo

r you

r su

ppor

t bot

h in

enc

oura

ging

her

/him

to k

eep

to th

e co

ntra

ct a

nd in

faci

ng th

e co

nseq

uenc

es if

s/

he d

oes

not.

Dur

ing

this

uni

t, w

e w

ill a

lso

look

at w

ho in

fluen

ces

our l

ives

and

the

valu

es w

e ha

ve d

raw

n fro

m

thes

e pe

ople

. As

they

bec

ome

mor

e aw

are

of th

e in

fluen

ces

that

sur

roun

d th

em, y

our d

augh

ter/

son

will

beg

in to

real

ise

the

impo

rtanc

e of

mak

ing

resp

onsi

ble

deci

sion

s ab

out t

he fr

iend

s th

ey

have

and

the

grou

ps th

ey jo

in.

We

will

go

on to

look

at t

he U

nive

rsal

Dec

lara

tion

of H

uman

Rig

hts

and

the

Uni

ted

Nat

ions

Co

nven

tion

on th

e Ri

ghts

of t

he C

hild

. As

part

of th

is, w

e w

ill e

xplo

re h

ow th

e rig

hts

of th

e in

divi

dual

ne

ed to

be

bala

nced

aga

inst

the

right

s of

oth

ers,

and

that

we

also

nee

d to

resp

ect t

he ri

ght o

f ot

hers

to h

ave

belie

fs a

nd v

alue

s di

ffere

nt fr

om o

ur o

wn.

In a

dditi

on, w

e w

ill c

ompl

ete

activ

ities

des

igne

d to

exa

min

e ty

pes

of c

ritic

ism

and

how

we

deal

w

ith it

. Crit

icis

m is

a fa

ct o

f life

, and

we

all e

ncou

nter

it fr

om ti

me

to ti

me.

Whe

n th

e cr

itici

sm is

fair,

w

e m

ay n

ot li

ke it

, but

we

shou

ld a

ccep

t it a

s pa

rt of

the

lear

ning

pro

cess

. To

this

end

, we

will

talk

ab

out w

ays

that

we

can

use

fair

criti

cism

as

a us

eful

lear

ning

tool

.

Fina

lly, w

e w

ill b

e lo

okin

g at

mon

ey is

sues

and

bui

ldin

g on

wor

k yo

ur c

hild

did

in Y

ear 4

. Thr

ough

th

ese

activ

ities

, you

r chi

ld w

ill le

arn

abou

t the

val

ue o

f mon

ey a

nd th

e ne

ed to

bud

get.

Ther

e w

ill b

e so

me

activ

ities

for y

our c

hild

to c

ompl

ete

at h

ome.

We

appr

ecia

te y

our s

uppo

rt an

d as

k th

at y

ou h

elp

your

chi

ld c

ompl

ete

this

wor

k by

taki

ng h

im/h

er s

hopp

ing

and

help

ing

him

/her

to

com

plet

e th

eir h

ome

lear

ning

act

ivity

as

you

do s

o. Y

ou c

an a

lso

help

by

talk

ing

to h

im/h

er a

bout

fa

mily

bud

getin

g an

d w

hat y

ou d

o to

sav

e m

oney

. Enc

oura

ge y

our c

hild

to s

ave

mon

ey, t

oo, a

nd to

di

scus

s fin

anci

al te

rms

and

wor

ds th

at h

e/sh

e se

es a

nd h

ears

.

If yo

u ha

ve a

ny c

once

rns

abou

t thi

s un

it or

wou

ld lik

e fu

rther

info

rmat

ion,

ple

ase

feel

free

to c

onta

ct m

e.

Best

wis

hes

Clas

s Te

ache

r

Inse

rt sc

hool

logo

or l

ette

r hea

d

my s

choo

l

Resource BLearning activity 2: Inf luences and groupsPersonal Development and Mutual Understanding Blue Unit

Hum That Song

28

For this activity, you will need a list of songs or tunes that your pupils know well. You will need one tune for each pair. A number of suggestions appear below. Write some of your own song ideas in the blanks.

Copy and cut the cells below and place them in a container. Then, invite each pupil to pick out a piece of paper. Everyone must simultaneously hum the tune of the song they pick and find the other person with the same song. Pupils with the same song form a pair. This activity could also be used to form groups.

29

Baa Baa Black Sheep Hickory Dickory Dock Twinkle Twinkle Little Star Grand Old Duke of York

Incey Wincey Spider I’m a Little Teapot Hokey Cokey Three Blind Mice

Old MacDonald Here We Go Round the Mulberry Bush

This Old Man 1, 2, 3, 4, 5 Once I Caught a Fish Alive

Resource CLearning activity 2: Inf luences and groupsPersonal Development and Mutual Understanding Blue Unit

Who Influences Me?

30

31

Who Influences Me?

Clothes I wear

Parents TelevisionFriends

Teachers FaithPop stars

MagazinesOlder brother/sister

Resource C (continued)Learning activity 2: Inf luences and groupsPersonal Development and Mutual Understanding Blue Unit

32

Who Influences Me?(continued)

33

Who Influences Me?

Parents TelevisionFriends

Teachers FaithPop stars

MagazinesOlder brother/sister

Resource DLearning activity 2: Inf luences and groupsPersonal Development and Mutual Understanding Blue Unit

Groups I Belong ToThink about all the groups you belong to, what you learn from them, how they help and support you and how much you enjoy them. Then, think about times when you don’t feel very comfortable with these groups. Do they ever cause you to question what you know to be right?

34

Family Groups

Advantages

Disadvantages

35

Extended Family Groups

Advantages

Disadvantages

Friendship Groups

Advantages

Disadvantages

Class Group

Advantages

Disadvantages

School Groups

Advantages

Disadvantages

Groups I Want to Join Next Year

Because

Community and Sports Groups

Advantages

Disadvantages

Groups I Want to Keep Next Year

Because

Resource ELearning activity 3: Handling criticismPersonal Development and Mutual Understanding Blue Unit

Criticism Scenarios

36

Don’t take it personally

37

Liam broke a new mug that his mum got for her birthday. He knew that this was her favourite because it was made of china. He was scared of what she might say, so he hid the mug deep down in the wastepaper bin. His mum was wondering where the mug was. Liam said he didn’t know. His mum eventually noticed the broken mug when she was taking the rubbish out to the outside bin. She was very cross. ‘Liam!’ she said. ‘I’m really annoyed. You should have told me when this happened.’

You have had an older brother and sister at your school. They have always been well behaved, worked hard and never got into any bother. You are the youngest in the family and are not as shy as your brother and sister. You like to try new things, and you have lots of friends. The only problem is that teachers and adults are always telling you that you’re not at all like your brother or sister and saying that they wish you were!

You try very hard to make sure your work is neat and tidy, do what the teacher asks you to do, and always hand in work on time. Although you try hard, you sometimes make punctuation and spelling mistakes. Your teacher draws attention to your mistakes with her green pen and it really infuriates you that the corrections look so untidy.

You and the other four members in your group have been asked by your teacher to produce a poster. Three of you have worked well together, each contributing ideas and taking different tasks to ensure the overall task was completed on time and the work was of a high standard. The other groups make positive comments about the content and appearance of your poster but make critical comments about how your group didn’t appear to work well together.

You are a pupil who tries to work hard and always do your best. You like school, and you are happy there. Your teacher seems to think you work well and often asks you to read in assembly, take the lead role in plays, represent the class at whole school functions, and do errands. One day you arrive later than usual. Two members of the class are preparing a prop for a class play in assembly and your teacher asks you to join them. You see the others painting round the lines of a circle and you take a brush and join them. Unfortunately, your paint goes outside the circle. Your teacher yells, ‘What do you think you’re doing? You’ve ruined it!’

Give your own example:

Resource FLearning activity 3: Handling criticismPersonal Development and Mutual Understanding Blue Unit

Talk About ...

38

Use a Community of Enquiry approach with your pupils to explore the following questions and topics. More information on the Community of Enquiry approach is available in CCEA’s Active Learning and Teaching Methods for Key Stages 1&2.

Could Year 7 do without a classroom contract?

39

Are young people capable of making responsible decisions?

Should pupils be punished for breach of the classroom contract?

What is ‘growing up’? Who decides how adults behave?

Should young people always do as they’re told by adults?

Is it always possible to be fair?

Should pupils appoint teachers?

Is lying wrong? What is criticism?

Use Old Friends, New Friends as a stimulus for a Community of Enquiry. Available in Unit 4 of this resource.

Use The Last Ship In The Sea as a stimulus for a Community of Enquiry. Available in Unit 6 of this resource.

What is the ‘voice of the child’ in Article 12 UNCRC?

Should young people criticise older people?

Ask your pupils to think of a question they would like to discuss.

Resource GLearning activity 5: How much do I cost?Personal Development and Mutual Understanding Blue Unit

What Can I Buy?

40

In each star below, write an item that you believe you could buy with that amount of money.

41

50p £5 £500

£50,000£20

£150,000

£5,000

£10,000

£1£1,000

Resource HLearning activity 5: How much do I cost?Personal Development and Mutual Understanding Blue Unit

Match the Cost

42

The following are a selection of items that some people would have in their home. Match the following items to an approximate cost.

ITEM

43

COST

Bunk beds

Duvet cover and pillowcase

Washing machine

Fridge

Set of saucepans

Iron

Bicycle

Helmet and safety pads

Football

MP3

£199.99

£8.99

£99.99

£17.99 £179.99 £129.99 £29.99

£209

£39.99

£19.99

Resource lLearning activity 5: How much do I cost?Personal Development and Mutual Understanding Blue Unit

Is It Value For Money?

44

Accompany an adult to the shop during the week, and in the spaces below, record the range of prices for the articles listed. Help out by pushing the trolley while there and putting the items away once home.

Product

45

4 chicken fillets

8 sausages

1 litre of milk

4 red apples

6 medium tomatoes (340g approx)

Potatoes (2.5kg)

1 loaf of sliced bread

6 medium eggs

4 toilet rolls

Toothpaste (100ml)

Washing up liquid (500ml)

Shop(s): ____________________________ Town: _________________ Date: ________

Cheapest Price Medium Price Most Expensive Price

Place a star beside what you consider to be the best value for each product and give a reason for your opinion. What are the factors that helped you make your decision?

Resource JLearning activity 5: How much do I cost?Personal Development and Mutual Understanding Blue Unit

I Promise To ...

46

Dear Parent(s)/Carer(s),

Recently we have been studying the costs involved in the life of a Year 7 pupil. Please discuss with your son/daughter any jobs or helpful things that they could do in return for a special treat, even one that they have previously taken for granted. It is important that you talk together to compile a list of the jobs and the treats. When you have reached agreement, please complete the following note and voucher:

47

Job No.

DateSigned Daniel

’s Bank

I promise to (Write in the task) for (name of person) on demand and without fuss.

DateSigned

Jobs

1. Put clean clothes away

2. Put dirty clothes in laundry basket

3. Make packed break and lunch

4. Prepare vegetables for evening meal

5.

6.

7.

8.

9.

10.

Job No.

SAMPLEDaniel’s Bank

I promise to put my clean clothes away for Mum on demand and without fuss.

Resource J (continued)Learning activity 5: How much do I cost?Personal Development and Mutual Understanding Blue Unit

I Promise To ... (continued)

48

49

Treats

1. Rent a DVD

2. Swim at leisure centre

3. Magazine

4. Playing football together

5. Baking together

6.

7.

8.

9.

10.

DateSigned Mum

One Voucher ForOn completion of Job No. _____ without fuss.

DateSigned

SAMPLEOne Voucher ForOn completion of Job No. 1 without fuss.

One hour playing football

notes

50

51

Berg, A. G. and Bochner, A. B. The Totally Awesome Business Book for Kids: With Twenty Super Businesses You Can Start Right Now (Newmarket Press: 1995) 978-1557042262

Brown, J. M., The Kids’ Guide to Businesses (Teachingkidsbusiness. com, Revised Ed.: 2004) 978-0973305814

Byars, B. The Eighteenth Emergency (Red Fox, New Ed.: 2000) 978-0099408673

Erlbach, A. The Kids’ Business Book (Lerner Publications: 1998) 978-0822598213

Esplanand, P. and Verdick, E. Dude,That’s Rude! (Get Some Manners) (Free Spirit Publishing Inc.: 2007) 978-1575422336

Suggested reading

Hutchins, H. Believing Sophie (Albert Whitman & Company: 1995) 978-0807506257

Raschka, C. The Blushful Hippopotamus (Scholastic Books: 1996) 978-0531095324

Robinson, B. The Worst Kids In The World (Random House Children’s Books: 1996) 978-0600345268

Robinson, B. The Worst Kids In The World Best School Year Ever (Red Fox: 1996) 978-0099660712

Romain, T. Cliques, Phonies and Other Baloney (Free Spirit Publishing Inc.: 2001) 978-1575420455

Rushton, R. Friends, Enemies and Other Tiny Problems (Piccadilly Press Ltd.: 2003) 978-1853407772

For Every Child (Red Fox: 2002) 978-0099408659

Hall, A. Show Me the Money: Putting the Fun Into Finance (Dorling Kindersley: 2008) 978-1405321891

Liechty, J. and Clegg, C. Moving Beyond Sectarianism (Columbia Press: 2001) 978-1856073189

On the Money (CCEA, Learning and Teaching Scotland, Scottish Book Trust, and Standard Life: 2008)

Primary Values (CCEA: 2005) 1 85885337 0

Rogers, B. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support (Paul Chapman Publishing Ltd: 2006) 978-1412928632

Talk Money, Talk Solutions (CCEA, pfeg, Learning and Teaching Scotland: 2009)

Suggested further reading

Active Learning and Teaching Methods for Key Stages 1&2 www.nicurriculum.org.uk

Finding words in other languageswww.yourdictionary.com

Circle Time Resourceswww.circle-time.co.uk

The United Nations Convention on the Rights of the Childwww.unicef.org.uk/crc/

Northern Ireland Human Rights Commission www.nihrc.org

United Nations siteswww.un.org, www.unicef.org.uk

Me, You, Everyonewww.amnestyinternational.ie

Naylor, Y. Stepping Out (from the Transforming Sectarianism SEED Project, Irish School of Ecumenics, Trinity College Dublin) www.creni.org

School Councilswww.schoolscouncil.co.uk

Useful resources for PD&MUwww.incentiveplus.co.uk

Every Child Matterswww.everychildmatters.gov.uk/uncrc

Lynagh, N. and Potter, M. Joined Up: Developing good Relationships in the School Community (NICIE and the Corrymeela Community: 2005) 1 87373930 3. This can be accessed from the www.nicurriculum.org.uk PD&MU website following Useful Links

Financewww.pfeg.org

The interactive library section of LearningNI: What Are My Rights? https://learningni.net

Suggestedadditional resources