Celebrating my relationships with people and animals

Shared ‘The jigsaw charter’ with the children to reinforce how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

Asked the children to think about someone, or a pet who is special to them in their mind without saying who.

We asked the children, still thinking of that person, to write down :

• A colour that reminds them of that person e.g. green

• A word that reminds them of that person e.g. love, fun

• A symbol that them of that person /animal e.g. heart or a car, a dog shape (this can relate to a feeling or an activity)

Children then shared their thoughts with the class.

The challenge for the Children was to make a large collage that represents the people/animals they love.

Shared ‘The jigsaw charter’ with the children to reinforce how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

Relationships- being a global citizen

Shared a PowerPoint of children around the world. Introduced he idea that many children around the world are are deprived not only of the ‘wants’ that the children in classes probably enjoy, but also of many of the ‘needs’.

Encouraged children to consider both the similarities and differences between their own lives and those of children living in the environment shown in the posters.

Asked children to consider if there is anything we can learn from children living in different circumstances to ourselves.

Shared ‘The jigsaw charter’ with the children to reinforce how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

Relationships – being safe with technology

Children had to watch a short film ‘ Let’s Fight it together’ about cyber bullying. Debriefed the film helping the children to think about :

what is happening in the film?

How does Joe feel ?

What could joe have done to stop the bullying when it began to happen?

How did it get resolved in the end?

We all discussed as a whole class.

 Ensured the children to understand how to keep safe on the internet and what they should do and who they should talk to if they feel uncomfortable or worried.

Shared ‘The jigsaw charter’ with the children to reinforce how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

Relationships

In small groups gave children a sheet of paper with feelings shown there. Asked children to discuss and identify which ones they might feel as part of a boyfriend/girlfriend relationship.

Children had to think about why and in what circumstances they might have any of these feelings. Children highlighted those that they thought were relevant to them.

Children then had to focus on one of the uncomfortable feelings  – jealousy. Through questions and answers, teased out the way this feeling may come into play.

Last week on Thursday in Year 2 we shared ‘The jigsaw charter’ and discussed with the children how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

The children looked at a PowerPoint slides of different families and allowed the children to observe. Shared with the children the book, Who’s in a family?

I explained to the children that they are all families and that families come in all different shapes and sizes. I asked the children why we have families. Explained that they are there to protect us and love us.

Last week we started the session by looking at ‘The jigsaw charter’ reinforce how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

With all the children seated in a circle, started off by saying, “I’m… and someone in my family is my…” ( mum, sister, brother, Dad etc.) asked the children in turns round the circle to follow.

We then shared with the children: The family book by Todd Parr. Reinforced the children that there are all sorts of different families and that that is okay. Asked the children who is in your family?

Children had to draw and label a picture of their family.

Shared ‘The jigsaw charter’ with the children to reinforce how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

In pairs children had to discuss and write down as many reasons as they can, think of why they may no longer see someone you know. e.g family member who lives abroad, friends who moved away, people who have died etc we then shared the examples the children have thought of.

Read the book ‘badgers parting gifts’ and asked questions about the story. Gently discussed the feelings that the children had about the story.

Friendship

Shared ‘The jigsaw charter’ with the children to reinforce how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

I’m small groups children had to work through one of the friendship conflict scenarios using the ‘solve it together technique’

Children then had to write two skills that you need to be a good friend and to think of their best skill.

Relationships – love and loss

Shared ‘The jigsaw charter’ with the children to reinforce how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

Using the loss or change cards I asked the children to place their cards along a continuum from very difficult to cope with, to more easy to cope with.

Got the children to work together so they could learn to come to one decision as there is no right way of doing this.

Then invited the children to write a feeding on a post it to describe how the person might be feeling in that situation.

In class we shared ‘The jigsaw charter’ to reinforce how we work together.

Calm me

At the beginning of every jigsaw lesson we help our minds calm down so that we are ready to learn.

Showed a PowerPoint slides of boyfriends and girlfriends/couples

Created a space for a continuum across the classroom, with labels saying ‘Agree’  and ‘ disagree’ at either end. Told the children that I

Going to read out a number of statements and for each one they had to stand somewhere on an imaginary line between the two extremes, according to their personal opinion about the statement.

Once he children have placed themselves in response to each state I asked a few children to explain why they are standing where they are.