SOCIAL ASPECTS DAY

By Eszter Gyory

This EY-Y6 day of activities aims to allow children and staff time and space to develop a

sense of self taking a look at their strengths and weaknesses and questioning what their

unique potential may be They will explore what drives them as a person and ask

fundamental questions about themselves and their place in the world

Me you them and us

SOCIAL ASPECTS DAY

Page 1

SOCIAL ASPECTS DAY

WHAT IS SOCIAL DEVELOPMENT

What is social development

In her book from 1986 Carolyn Pope Edwards remarks lsquoSimply by being born into a human

family then your children are challenged to understand self others social and moral relations

and societal institutionsrsquo Social development is concerned with a childrsquos ability to recognise that

individuals are separate but also interdependent It involves learning the values knowledge

and skills that enable children to relate to others and to contribute in positive ways to a range

of settings including family school and the community This kind of learning is passed on to

children directly by those who care for and teach them as well as indirectly through social

relationships within the family or with friends and through childrenrsquos participation in the

culture around them

She also comments that lsquosocial-cognitive knowledge is never just a random assemblage of facts

and rules it is organized structured knowledgersquo Through their relationships with others and

their growing awareness of social values and expectations children build a sense of who they

are and of the social roles available to them As children develop socially they both respond to

the influences around them and play an active part in shaping their relationships

The school can be used as a microcosm of society as a whole to give children an arena in

which to practice their social skills and develop the ability to problem solve when working with

others

Children want and need to make sense of who people are what

they do and why they do it ndash Edwards (19863)

SOCIAL ASPECTS DAY

Page 2

How can we show progression in social

development across the school

Early Y

ears

Awareness of age gender and race

I can describe the key features of myself and other people I can match appearance and behaviours to different types of people or their

roles

I can say which parts of myself my lifestyle and my attributes and my

favourite

incr

easi

ng d

epth

of

unders

tandin

g

Understanding friendship bonds

I can describe what a friend is and how they should act

I can say who my friends are

I can play collaboratively with my friends

Representing Society

I can name several adult jobs and describe what they do and wear

I can see how different jobs help society and how they are interconnected

I know that money was invented for people to exchange for things they need

KS1

Awareness of age gender and race

I can describe the visible and invisible attributes that make people unique

I can talk about which attributes change over time and which stay the same

I know that jobs are part of the bigger picture of society and people have rules

which control how they act in these roles

Understanding friendship bonds

I understand that my friendship with someone has to have lsquogive and takersquo and

these things are physically real eg inviting someone to a party

Representing Society

I can match the skill sets to the jobs

I know that jobs exist because there are things that are needed to be done

I know what things cost in relation to one another and can make value lines

SOCIAL ASPECTS DAY

Page 3

Low

er

KS2

Awareness of age gender and race

I know that Britain is a multi-cultural society where diversity is valued and

celebrated I can celebrate diversity within a social group

I can respond to controversial situations showing clear thinking and respect to

others

Understanding friendship bonds

I know what the term lsquopeer pressurersquo means and discuss its positive and

negative outcomes I can describe different types of relationships between people and discuss how

to maintain positive healthy relationships

Representing Society

I can think about a job and create a progress plan towards being ready to do it

I can talk about different ways to get and spend money and the impact of

these choices

Upper

KS2

Awareness of age gender and race

I know that Britain is a multi-cultural society where diversity is valued and

celebrated

I can celebrate diversity within a social group

I can respond to controversial situations showing clear thinking and respect to

others

Understanding friendship bonds

I can investigate a range of perspectives in friendship dilemmas and suggest

alternative actions and outcomes

I can speak on behalf of a friend

I know that some behaviours are anti-social such as bullying and racism

Representing Society

I know that children have both rights and responsibilities

I can work in a group showing co-operation and collaboration

I can use research to inform my ideas

I can consider the concept of tax and suggest the best ways to spend the

money to better society as a whole considering sustainability

SOCIAL ASPECTS DAY

Page 4

Key questions that may arise

across the day

Who would I say is in my family

What is a friend Do I need friends

What is peer-pressure and can it ever be helpful

What jobs are available What skills are needed Are

these jobs inter-connected

Why does bullying happen

What is racism and what impact does it have on society

How can I disagree well with another person and reach a

compromise

What does lsquoBritishnessrsquo look like

Is it better to work together or alone

What are my rights and responsibilities

What is money for and what is the best way to use it for

everyone

SOCIAL ASPECTS DAY

Page 5

Collecting Evidence

The evidence for this day is collected through the means

of an individual table class year group scrapbook

which is compiled by the Teacher TA and children It can

be filled with photos printed off as the day progresses

photocopies or original pieces of work and notes and

comments Children should have the chance to annotate

and reflect on the photographs

SOCIAL ASPECTS DAY

Page 6

httpswwwamazoncoukAre-All-

Born-Free-

Declarationdp1847806635

lsquoWe are all Born

Freersquo Amnesty

International

httpswwwamazoncoukHow-Grow-Friend-

Sara-

Gillinghamdp0385376693ref=sr_1_1ie

=UTF8ampqid=1502529405ampsr=8-

1ampkeywords=how+to+grow+a+friend

lsquoHow to Grow a

Friendrsquo by Sara

Gillingham

Books linked to activities

Get these ordered well in advance

SOCIAL ASPECTS DAY

Page 1

SOCIAL ASPECTS DAY

WHAT IS SOCIAL DEVELOPMENT

What is social development

In her book from 1986 Carolyn Pope Edwards remarks lsquoSimply by being born into a human

family then your children are challenged to understand self others social and moral relations

and societal institutionsrsquo Social development is concerned with a childrsquos ability to recognise that

individuals are separate but also interdependent It involves learning the values knowledge

and skills that enable children to relate to others and to contribute in positive ways to a range

of settings including family school and the community This kind of learning is passed on to

children directly by those who care for and teach them as well as indirectly through social

relationships within the family or with friends and through childrenrsquos participation in the

culture around them

She also comments that lsquosocial-cognitive knowledge is never just a random assemblage of facts

and rules it is organized structured knowledgersquo Through their relationships with others and

their growing awareness of social values and expectations children build a sense of who they

are and of the social roles available to them As children develop socially they both respond to

the influences around them and play an active part in shaping their relationships

The school can be used as a microcosm of society as a whole to give children an arena in

which to practice their social skills and develop the ability to problem solve when working with

others

Children want and need to make sense of who people are what

they do and why they do it ndash Edwards (19863)

SOCIAL ASPECTS DAY

Page 2

How can we show progression in social

development across the school

Early Y

ears

Awareness of age gender and race

I can describe the key features of myself and other people I can match appearance and behaviours to different types of people or their

roles

I can say which parts of myself my lifestyle and my attributes and my

favourite

incr

easi

ng d

epth

of

unders

tandin

g

Understanding friendship bonds

I can describe what a friend is and how they should act

I can say who my friends are

I can play collaboratively with my friends

Representing Society

I can name several adult jobs and describe what they do and wear

I can see how different jobs help society and how they are interconnected

I know that money was invented for people to exchange for things they need

KS1

Awareness of age gender and race

I can describe the visible and invisible attributes that make people unique

I can talk about which attributes change over time and which stay the same

I know that jobs are part of the bigger picture of society and people have rules

which control how they act in these roles

Understanding friendship bonds

I understand that my friendship with someone has to have lsquogive and takersquo and

these things are physically real eg inviting someone to a party

Representing Society

I can match the skill sets to the jobs

I know that jobs exist because there are things that are needed to be done

I know what things cost in relation to one another and can make value lines

SOCIAL ASPECTS DAY

Page 3

Low

er

KS2

Awareness of age gender and race

I know that Britain is a multi-cultural society where diversity is valued and

celebrated I can celebrate diversity within a social group

I can respond to controversial situations showing clear thinking and respect to

others

Understanding friendship bonds

I know what the term lsquopeer pressurersquo means and discuss its positive and

negative outcomes I can describe different types of relationships between people and discuss how

to maintain positive healthy relationships

Representing Society

I can think about a job and create a progress plan towards being ready to do it

I can talk about different ways to get and spend money and the impact of

these choices

Upper

KS2

Awareness of age gender and race

I know that Britain is a multi-cultural society where diversity is valued and

celebrated

I can celebrate diversity within a social group

I can respond to controversial situations showing clear thinking and respect to

others

Understanding friendship bonds

I can investigate a range of perspectives in friendship dilemmas and suggest

alternative actions and outcomes

I can speak on behalf of a friend

I know that some behaviours are anti-social such as bullying and racism

Representing Society

I know that children have both rights and responsibilities

I can work in a group showing co-operation and collaboration

I can use research to inform my ideas

I can consider the concept of tax and suggest the best ways to spend the

money to better society as a whole considering sustainability

SOCIAL ASPECTS DAY

Page 4

Key questions that may arise

across the day

Who would I say is in my family

What is a friend Do I need friends

What is peer-pressure and can it ever be helpful

What jobs are available What skills are needed Are

these jobs inter-connected

Why does bullying happen

What is racism and what impact does it have on society

How can I disagree well with another person and reach a

compromise

What does lsquoBritishnessrsquo look like

Is it better to work together or alone

What are my rights and responsibilities

What is money for and what is the best way to use it for

everyone

SOCIAL ASPECTS DAY

Page 5

Collecting Evidence

The evidence for this day is collected through the means

of an individual table class year group scrapbook

which is compiled by the Teacher TA and children It can

be filled with photos printed off as the day progresses

photocopies or original pieces of work and notes and

comments Children should have the chance to annotate

and reflect on the photographs

SOCIAL ASPECTS DAY

Page 6

httpswwwamazoncoukAre-All-

Born-Free-

Declarationdp1847806635

lsquoWe are all Born

Freersquo Amnesty

International

httpswwwamazoncoukHow-Grow-Friend-

Sara-

Gillinghamdp0385376693ref=sr_1_1ie

=UTF8ampqid=1502529405ampsr=8-

1ampkeywords=how+to+grow+a+friend

lsquoHow to Grow a

Friendrsquo by Sara

Gillingham

Books linked to activities

Get these ordered well in advance

SOCIAL ASPECTS DAY

Page 2

How can we show progression in social

development across the school

Early Y

ears

Awareness of age gender and race

I can describe the key features of myself and other people I can match appearance and behaviours to different types of people or their

roles

I can say which parts of myself my lifestyle and my attributes and my

favourite

incr

easi

ng d

epth

of

unders

tandin

g

Understanding friendship bonds

I can describe what a friend is and how they should act

I can say who my friends are

I can play collaboratively with my friends

Representing Society

I can name several adult jobs and describe what they do and wear

I can see how different jobs help society and how they are interconnected

I know that money was invented for people to exchange for things they need

KS1

Awareness of age gender and race

I can describe the visible and invisible attributes that make people unique

I can talk about which attributes change over time and which stay the same

I know that jobs are part of the bigger picture of society and people have rules

which control how they act in these roles

Understanding friendship bonds

I understand that my friendship with someone has to have lsquogive and takersquo and

these things are physically real eg inviting someone to a party

Representing Society

I can match the skill sets to the jobs

I know that jobs exist because there are things that are needed to be done

I know what things cost in relation to one another and can make value lines

SOCIAL ASPECTS DAY

Page 3

Low

er

KS2

Awareness of age gender and race

I know that Britain is a multi-cultural society where diversity is valued and

celebrated I can celebrate diversity within a social group

I can respond to controversial situations showing clear thinking and respect to

others

Understanding friendship bonds

I know what the term lsquopeer pressurersquo means and discuss its positive and

negative outcomes I can describe different types of relationships between people and discuss how

to maintain positive healthy relationships

Representing Society

I can think about a job and create a progress plan towards being ready to do it

I can talk about different ways to get and spend money and the impact of

these choices

Upper

KS2

Awareness of age gender and race

I know that Britain is a multi-cultural society where diversity is valued and

celebrated

I can celebrate diversity within a social group

I can respond to controversial situations showing clear thinking and respect to

others

Understanding friendship bonds

I can investigate a range of perspectives in friendship dilemmas and suggest

alternative actions and outcomes

I can speak on behalf of a friend

I know that some behaviours are anti-social such as bullying and racism

Representing Society

I know that children have both rights and responsibilities

I can work in a group showing co-operation and collaboration

I can use research to inform my ideas

I can consider the concept of tax and suggest the best ways to spend the

money to better society as a whole considering sustainability

SOCIAL ASPECTS DAY

Page 4

Key questions that may arise

across the day

Who would I say is in my family

What is a friend Do I need friends

What is peer-pressure and can it ever be helpful

What jobs are available What skills are needed Are

these jobs inter-connected

Why does bullying happen

What is racism and what impact does it have on society

How can I disagree well with another person and reach a

compromise

What does lsquoBritishnessrsquo look like

Is it better to work together or alone

What are my rights and responsibilities

What is money for and what is the best way to use it for

everyone

SOCIAL ASPECTS DAY

Page 5

Collecting Evidence

The evidence for this day is collected through the means

of an individual table class year group scrapbook

which is compiled by the Teacher TA and children It can

be filled with photos printed off as the day progresses

photocopies or original pieces of work and notes and

comments Children should have the chance to annotate

and reflect on the photographs

SOCIAL ASPECTS DAY

Page 6

httpswwwamazoncoukAre-All-

Born-Free-

Declarationdp1847806635

lsquoWe are all Born

Freersquo Amnesty

International

httpswwwamazoncoukHow-Grow-Friend-

Sara-

Gillinghamdp0385376693ref=sr_1_1ie

=UTF8ampqid=1502529405ampsr=8-

1ampkeywords=how+to+grow+a+friend

lsquoHow to Grow a

Friendrsquo by Sara

Gillingham

Books linked to activities

Get these ordered well in advance

SOCIAL ASPECTS DAY

Page 3

Low

er

KS2

Awareness of age gender and race

I know that Britain is a multi-cultural society where diversity is valued and

celebrated I can celebrate diversity within a social group

I can respond to controversial situations showing clear thinking and respect to

others

Understanding friendship bonds

I know what the term lsquopeer pressurersquo means and discuss its positive and

negative outcomes I can describe different types of relationships between people and discuss how

to maintain positive healthy relationships

Representing Society

I can think about a job and create a progress plan towards being ready to do it

I can talk about different ways to get and spend money and the impact of

these choices

Upper

KS2

Awareness of age gender and race

I know that Britain is a multi-cultural society where diversity is valued and

celebrated

I can celebrate diversity within a social group

I can respond to controversial situations showing clear thinking and respect to

others

Understanding friendship bonds

I can investigate a range of perspectives in friendship dilemmas and suggest

alternative actions and outcomes

I can speak on behalf of a friend

I know that some behaviours are anti-social such as bullying and racism

Representing Society

I know that children have both rights and responsibilities

I can work in a group showing co-operation and collaboration

I can use research to inform my ideas

I can consider the concept of tax and suggest the best ways to spend the

money to better society as a whole considering sustainability

SOCIAL ASPECTS DAY

Page 4

Key questions that may arise

across the day

Who would I say is in my family

What is a friend Do I need friends

What is peer-pressure and can it ever be helpful

What jobs are available What skills are needed Are

these jobs inter-connected

Why does bullying happen

What is racism and what impact does it have on society

How can I disagree well with another person and reach a

compromise

What does lsquoBritishnessrsquo look like

Is it better to work together or alone

What are my rights and responsibilities

What is money for and what is the best way to use it for

everyone

SOCIAL ASPECTS DAY

Page 5

Collecting Evidence

The evidence for this day is collected through the means

of an individual table class year group scrapbook

which is compiled by the Teacher TA and children It can

be filled with photos printed off as the day progresses

photocopies or original pieces of work and notes and

comments Children should have the chance to annotate

and reflect on the photographs

SOCIAL ASPECTS DAY

Page 6

httpswwwamazoncoukAre-All-

Born-Free-

Declarationdp1847806635

lsquoWe are all Born

Freersquo Amnesty

International

httpswwwamazoncoukHow-Grow-Friend-

Sara-

Gillinghamdp0385376693ref=sr_1_1ie

=UTF8ampqid=1502529405ampsr=8-

1ampkeywords=how+to+grow+a+friend

lsquoHow to Grow a

Friendrsquo by Sara

Gillingham

Books linked to activities

Get these ordered well in advance

SOCIAL ASPECTS DAY

Page 4

Key questions that may arise

across the day

Who would I say is in my family

What is a friend Do I need friends

What is peer-pressure and can it ever be helpful

What jobs are available What skills are needed Are

these jobs inter-connected

Why does bullying happen

What is racism and what impact does it have on society

How can I disagree well with another person and reach a

compromise

What does lsquoBritishnessrsquo look like

Is it better to work together or alone

What are my rights and responsibilities

What is money for and what is the best way to use it for

everyone

SOCIAL ASPECTS DAY

Page 5

Collecting Evidence

The evidence for this day is collected through the means

of an individual table class year group scrapbook

which is compiled by the Teacher TA and children It can

be filled with photos printed off as the day progresses

photocopies or original pieces of work and notes and

comments Children should have the chance to annotate

and reflect on the photographs

SOCIAL ASPECTS DAY

Page 6

httpswwwamazoncoukAre-All-

Born-Free-

Declarationdp1847806635

lsquoWe are all Born

Freersquo Amnesty

International

httpswwwamazoncoukHow-Grow-Friend-

Sara-

Gillinghamdp0385376693ref=sr_1_1ie

=UTF8ampqid=1502529405ampsr=8-

1ampkeywords=how+to+grow+a+friend

lsquoHow to Grow a

Friendrsquo by Sara

Gillingham

Books linked to activities

Get these ordered well in advance

SOCIAL ASPECTS DAY

Page 5

Collecting Evidence

The evidence for this day is collected through the means

of an individual table class year group scrapbook

which is compiled by the Teacher TA and children It can

be filled with photos printed off as the day progresses

photocopies or original pieces of work and notes and

comments Children should have the chance to annotate

and reflect on the photographs

SOCIAL ASPECTS DAY

Page 6

httpswwwamazoncoukAre-All-

Born-Free-

Declarationdp1847806635

lsquoWe are all Born

Freersquo Amnesty

International

httpswwwamazoncoukHow-Grow-Friend-

Sara-

Gillinghamdp0385376693ref=sr_1_1ie

=UTF8ampqid=1502529405ampsr=8-

1ampkeywords=how+to+grow+a+friend

lsquoHow to Grow a

Friendrsquo by Sara

Gillingham

Books linked to activities

Get these ordered well in advance

SOCIAL ASPECTS DAY

Page 6

httpswwwamazoncoukAre-All-

Born-Free-

Declarationdp1847806635

lsquoWe are all Born

Freersquo Amnesty

International

httpswwwamazoncoukHow-Grow-Friend-

Sara-

Gillinghamdp0385376693ref=sr_1_1ie

=UTF8ampqid=1502529405ampsr=8-

1ampkeywords=how+to+grow+a+friend

lsquoHow to Grow a

Friendrsquo by Sara

Gillingham

Books linked to activities

Get these ordered well in advance

SOCIAL ASPECTS DAY

Page 7

httpswwwamazoncoukHow-Grow-Friend-

Sara-

Gillinghamdp0385376693ref=sr_1_1ie

=UTF8ampqid=1502529405ampsr=8-

1ampkeywords=how+to+grow+a+friend

lsquoThe Crayon Box that

Talkedrsquo by Shane

Derolf

httpswwwamazoncoukDesmond-

Very-Mean-Archbishop-

Emeritusdp0763652296

lsquoThe Very Mean

Wordrsquo by Desmond

Tutu

Books linked to activities

Get these ordered well in advance

SOCIAL ASPECTS DAY

Page 8

Social Development Day Whole School Assembly

On entry Play a familiar song as the children enter the song or

play lsquoWersquore all in this togetherrsquo from High School Musical

Gathering Use your school gathering to welcome the whole school community together

Engage Prepare two spoons sticky taped onto long canes or meter rulers and two shallow

bowls of sweets or jelly Ask for two volunteers to come out and eat the sweets using

your spoons (children will fail as the spoons are too long) After a while take

suggestions hopefully someone will suggest feeding each other

Watch the allegory of the long spoons

httpswwwyoutubecomwatchv=7mGVOekKMRs

This story illustrates how a situation can be improved by reaching out to others It

encourages the nurturing of others as a way of nurturing and looking after ourselves

Discuss the need for working together to make life better for offering to help rather

than waiting to be asked for being open to help and ready to receive it Ask the

children for any examples of times when they have helped someone to do something or

needed someone to work with them

Reflect Ask the children to have a quiet moment of reflection Ask how can you show care for

others today

ndash when you are inside school (pause)

ndash when you are playing in the playground (pause)

ndash when you are at home and with your family (pause)

ndash when you are playing outside (pause)

ndash when you are in the community in shops in the park

Sending Today we will be taking part in a special day of different activities

These activities are designed to make you think about all the groups you belong to and

how you work with others in school your family or wider society

SOCIAL ASPECTS DAY

Page 9

Early YearsReception

Notes Ideally EY should take part in the whole school assembly but if it is judged to be too early in the year they can have it

delivered in their own classroom in an adapted form

Whole School Assembly in hall

Activities Resources

Session 1

Awareness of

age gender and

race

I can describe the key features of myself and other people I can say which

parts of myself

my lifestyle and

my attributes and

my favourite

Animal game warm-up

httpthelinkingnetworkorgukresourcecircle-games-warm-ups

Give out a set of cards with different animals on The aim is for them to find all the children with the same animal by just making the sound or action of the animal without showing the card This shows that we can look out for features that group us in certain ways

Mirror Mirror

Ask the children to have a good look at themselves in a mirror

What can they see Ask them to look closely at a partner What is

the same or different about how the partner looks Teacher and TA

note down some of these comments for the scrapbook and to type

up large for the wall display

You could play a guessing game like 20 questions where the

teacher thinks of a child and the others have to ask questions to

discover who it is

Make a paper plate portrait of their PARTNER looking carefully at

their eyes hair skin etc This could be painted collaged or make

using magazine pages with chopped up features

This will make a great display

If time then give children a white paper heart cut-out shape Ask them

to draw write or dictate or collage pictures from a printed out

selection of thing about their partner that makes them special

eg Ben is a really good friend

These can be stuck at the base of their own portrait when they finished

Animal cards

Mirrors

Paper plates

Collage materials including wool for hair and different skin tone papers crayons paint

Their names printed out to be stuck on

Paper or card heart shapes

httpallplayonsundayblogspotc

ouk201106god-made-mehtml

Church Schools Stream

Repeat the activity as above but talk about the idea that Christians

believe that God made humans and makes each person special and

unique The Bible says that each person has special gifts and talents

(like a herorsquos superpowers) to do something amazing in their life to

love and help other people

Ben is a

good friend

friend

SOCIAL ASPECTS DAY

Page 10

Session 2

Understanding

friendship bonds

I can describe what a friend is and how they should act I can say who my friends are

I can play

collaboratively

with my friends

Board games cafeacute

Ask the children ndash what is a friend If I was new in this class ndash

would you be my friend How would I know

Start with a friendship song

Friend of Mine (can be sung to the tune of Mary Had a

Little Lamb)

Will you be a friend of mine a friend of mine a friend of mine

Will you be a friend of mine and (insert an action) around with me

(name) is a friend of mine friend of mine friend of mine

(name) is a friend of mine who (insert same action) around with me

Then organise for children to bring in simple board games

from home or use some that the school have Ask parent

helpers or older children to come in and support small groups

of children

Photograph and scrapbook the afternoon with comments and

annotations

Simple board games such as Snakes and ladders Guess Who Orchard Games httpwwwearlyyearsresourcescoukjigsaws-c152games-c506 Puzzles Bingo Snap Noughts and Crosses

Church Schools Stream

As above but try and make this a link activity with the local

church Ask if any of the congregation would be willing to

come in and join the board games cafeacute

SOCIAL ASPECTS DAY

Page 11

Session 3

Representing

Society

I can name several adult jobs and describe what they do and wear I can see how different jobs help society and how

they are interconnected I know that money

was invented for

people to

exchange for

things they need

Before the day ask children to talk to parents and wider family

about what jobs they do or have done in the past

LEGO CITY

Show the children some LEGO figures ndash either plain or in various

lsquocostumesrsquo Talk about how we know what job a LEGO character

does in hisher world The children should talk about clothing

accessories props where they lsquoworkrsquo and what they do

Ask the children to come up with as many ideas for jobs for the

LEGO figures to do (you could use a Google Images picture for a

prompt)

We are going to make our own LEGO world ndash provide children

with costumes roleplay and props and ask them to choose a job to

do in the LEGO world (the classroom environment)

Provide a lsquobankrsquo of money (Duplo blocks counters or other tokens)

and say that the children can use this money to pay for people in

the world to do jobs for them eg pay someone in a shop for a

cake pay a builder to build them a house Try and do something to

earn money and pay someone else during the play session

Teacher and TA photograph and add childrenrsquos comments and

observations to the class scrapbook

Play clothes and props for different jobs

Lego people

Parts of the body Bingo ndash what job does each part do

httpalfa-imgcomshowbingo-games-for-esl-studentshtml

Church Schools Stream

Use the Bible passage 1 Corinthians 12 vs 12-27 which talks about

the church being lsquoone body with may partsrsquo We are all different

and have different roles but God designed us to work together for

the common good

This can be a fun craft activities with the children making different

body parts and showing how they work together or making them

argue about who is more important

End of day celebration or sharing with parents

SOCIAL ASPECTS DAY

Page 12

KS1 (Year 1 and 2)

Notes

Whole School Assembly in hall

Activities Resources

Session 1

Awareness of

age gender

and race

I can describe the visible and invisible attributes that make people unique I can talk about which attributes change over time and which stay the same

Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify

Visible similarities (physical aspects)

Visible differences

Invisible similarities (personality aspects)

Invisible differences Watch or read httpswwwyoutubecomwatchv=shYf3prwXJU lsquoItrsquos ok to be differentrsquo by Todd Parr Ask the children to point out things that make people different and unique from the story If time they could create their own illustrations for some of the page headings to create a class book The aging game ndash Using a graphic from Google images such as the one below given children a cut up set of silhouettes from birth to old age Ask the children to work together to put them in order ndash glue them down to a long strip of sugar paper when complete Check the order Then as the children to annotate the changes that happen over time or note any features eg babies cannot walk when they are born the old man is ill and cannot walk the man is going to work Can they act out one of the ages for the others to guess Then ask the children if anything stays the same as you get older Record their thoughts and ideas in the scrapbook along with examples of their work

httpthelinkingnetworkor

gukresourcevisible-

invisible-differences

Church Schools Stream

Play a game of Bible character BINGO Can the children guess the

characters from simple descriptions eg age hair colour props story clues

Talk about what made the characters similar and different

SOCIAL ASPECTS DAY

Page 13

Session 2

Understanding

friendship

bonds

I understand that my friendship with someone has to have lsquogive and takersquo and these things are physically real eg inviting

someone to a party

lsquoHow to grow a friendrsquo by Sara Gillingham Teacher shows a picture of their own best friend Tell the children their name and where you met them but ask the children to think of reasons that they might be your best friend What qualities might they have What might you have done together Take their ideas ndash TA note these down in the scrapbook Share this beautiful book with the children Children could freeze-frame images from the book and be photographed for the scrapbook Use the link right to start with the warm-up activity focusing on language

Then ask the children to make a flower craft writing or drawing their ideas about how to grow a friend You could even take photos of them with their best friend in class and print for them to collage into their work Use images from the book (you could photograph these as a slideshow rolling on the screen or have photocopies around the tables) to help them articulate what makes a good friend

httpsimagesrandomhousecompromo_image9780385376693_3264pdf

httpwwwnotinjerseycom201705how-to-grow-friend-flower-crafthtml

httpkeepinglifecreativecomcreative-learningflowers-plantsgrow-friend-flower httpsdangitbillfileswordpresscom201204ruth-naomijpg

Church Schools Stream

Use this image as a starting point for exploring the special friendship

between Ruth and Naomi in the bible You could link this to the Sara

Gillingham book above

lsquoWhere you go Irsquoll

go and where you

stay Irsquoll stayrsquo

Ruth 1 vs 16

SOCIAL ASPECTS DAY

Page 14

Session 3

Representing

Society

I can match the skill sets to the jobs I know that jobs exist because there are things that are needed to be done

I know what things cost in relation to one another and can make value lines

Who am I

Play a game of charades as a whole class or in small groups Children pick

a card which has a job on it eg builder teacher cleaner etc

They have to act out the job and other have to guess As you play ask the

question ndash if there were no eg builders what problem would we in society

have Make notes of their ideas and responses in the scrapbook

(You could also use social books such as the Topsy and Tim series as listed

above to give the children a wider look at different jobs ndash this could be the

class reading for the week)

You could invite parents to join you for this session and share a bit about

their jobs

What does it cost

Play a game of lsquoPlay Your Cards Rightrsquo ndash where a card is shown and

children have to guess whether the next one will be a higher or lower

number You could do this with all the playing cards if they can cope or just

with number cards 1-10

Then using this concept use cards which have images of objects eg

- A chocolate bar

- A normal family car

- A house

- A penny sweet

- A jumper - An IPAD - A person (this is a wildcard just to see how they discuss it)

Can the children put these in a value line of how much they think they cost

from cheapest to most expensive Teacher and TA circulate and talk about

the childrenrsquos understanding of money and value

Job cards ndash either typed or clipart

Church Schools Stream

Explore the different jobs done by Bible characters

using Childrenrsquos Bibles

Can the children spot images or descriptions of any

work people did eg Esau was a hunter Paul was

a religious leader and then made tents Moses was

a prince and then a shepherd Joseph was a slave and then a boss Jesus

and his dad were carpenters

Do they notice how many people had a major change of work when they

followed Godrsquos plan This could make an interesting display eg Joseph as

a shepherd a slave a prisoner a dream-interpreter a leader a brother

End of day celebration or sharing with parents

SOCIAL ASPECTS DAY

Page 15

Lower KS2 (Years 3 and 4) Notes

Whole School Assembly in hall

Activities Resources

Session 1

Awareness of

age gender and

race

I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group

I can respond to

controversial

situations showing

clear thinking and

respect to others

Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify

Visible similarities (physical aspects)

Visible differences

Invisible similarities (personality aspects)

Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores

how racism makes two children feel Talk about the diversity you have in the

class school area and country How do we celebrate this Does it ever cause

problems

Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each

child is given one or more wooden ice- lolly stick to paint in a unique

pattern They could also use felt-tips or sharpies They can then arrange

these in a large display on black backing paper ndash either in a set pattern as

shown below or in a random arrangement

httpswwwpinterestcoukpin400116748132792779

httpthelinkingnetworkorgukresourcevisible-

invisible-differences

httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg

Church Schools Stream

Look at diversity within the Christian church through a festival such as Easter

Compare and contrast the experiences of children in these diverse settings

coming back to what links them all together ndash their beliefs in Jesus Christ

httpmulticulturalkidblogscom20140411easter-around-world

SOCIAL ASPECTS DAY

Page 15

Lower KS2 (Years 3 and 4) Notes

Whole School Assembly in hall

Activities Resources

Session 1

Awareness of

age gender and

race

I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group

I can respond to

controversial

situations showing

clear thinking and

respect to others

Play lsquoVisible and Invisiblersquo game ndash sit with a partner and identify

Visible similarities (physical aspects)

Visible differences

Invisible similarities (personality aspects)

Invisible differences Then watch httpwwwbbccoukeducationclipszhvnvcw which explores

how racism makes two children feel Talk about the diversity you have in the

class school area and country How do we celebrate this Does it ever cause

problems

Read ndash lsquoThe Crayon Box That Talkedrsquo and focus on the poem ndashright Each

child is given one or more wooden ice- lolly stick to paint in a unique

pattern They could also use felt-tips or sharpies They can then arrange

these in a large display on black backing paper ndash either in a set pattern as

shown below or in a random arrangement

httpswwwpinterestcoukpin400116748132792779

httpthelinkingnetworkorgukresourcevisible-

invisible-differences

httpmulticulturalkidblogscomwp-contentuploads20140441114Easter_Buttonjpg

Church Schools Stream

Look at diversity within the Christian church through a festival such as Easter

Compare and contrast the experiences of children in these diverse settings

coming back to what links them all together ndash their beliefs in Jesus Christ

httpmulticulturalkidblogscom20140411easter-around-world

SOCIAL ASPECTS DAY

Page 16

Session 2

Understanding

friendship bonds

I know what the term lsquopeer pressurersquo means and discuss its positive and negative outcomes I can describe

different types of relationships between people and discuss how to maintain positive healthy relationships

Use the friendship word card sorting activity found at the TES link Introduce the idea of positive and negative characteristics in people Set up a dilemma scenario eg

A friend dares you to write something insulting about a

teacher on the whiteboard and calls you a chicken

because you donrsquot want to do it You know this will get

you into trouble and you actually like this teacher Freeze frame this situation ndash thought-tap the characters You could write n printed out speech or thought bubbles for the scrapbook Ask the class why someone might try and make someone else do something

like this Have they heard of the term lsquopeer-pressurersquo Negative Relationships ndash Bullying httpwwwbbccoukeducationclipszy373k7 TEACHER SHOULD WATCH THIS PRIOR TO SHARING WITH CLASS TO CHECK THEY CAN COPE WITH THE CONTENT Use this very powerful testimony from a child who was bullied Did the children at the new school build positive friendships with Jake How did their actions make Jake feel What did it do to his self-confidence Freeze frame a scene from the bullying in small groups Photograph and print Ask the children to annotate around the image the thoughts feelings and actions that are going on FLIP IT What if all these negative behaviours were swapped to positive ones Re-make the freeze frames to show the reverse Photograph and annotate as before Stick these two images together as a stark reminder of the impact of our individual actions in our relationships with one another s

httpswwwtescomteaching-resourcepeer-pressure-6142108

Church Schools Stream

Look at case studies of broken relationships in the Bible eg Jesus and Judas Cain and Able Jacob and Esau Samson and Delilah Can the children make a timeline of how the friendship relationship started problems or conflicts that occurred and what the end result was Write an advice guide for the characters on how to mend the friendship relationship There are also clear cases of peer-pressure in the Bible ndash home-learning challenge could be to spot some eg Noah Jesus being crucified Adam and Eve

SOCIAL ASPECTS DAY

Page 17

Session 3

Representing

Society

I can think about a job and create a progress plan towards being ready to do it I can talk about different ways to get and spend money and the impact of these choices

Jobs Fair

Organise and afternoon jobs fair where parents and members of the local

community are invited in to make short 2 min presentation about their job

and how they got to do it

Use the word lsquoincomersquo to get across the idea of earning money Donrsquot

embarrass visitors but asking or comparing their incomes

They then sit at a table and children can go and chat to them and find out

more about them in detail

Children write up a report about who they met what they found out and

how it has made them think about their future

Then look at BUDGETING

If you earnt pound200 a week ndash what would you spend the money on

Children discuss ndash are these NEEDS or WANTS

If you were a mum or dad with a family what might you need to spend

money on Ask the children to make a though shower of all their costs Share

ideas and add to their own work What might your biggest costs be What

if you needed more money than you earned What could you do Are there

any problems with this

Introduce the concepts of income outgoings savings rent mortgage

tax insurance utilities debt credit cards interest

You could bring in a local charity such as Christian Against

Poverty or a local bank manager to speak to the children about

money management

Church Schools Stream

Explore Fair Trade using a wealth of online resources Set up a Fair Trade

stall at the end of the day for the children to run

httpschoolsfairtradeorguk

End of day celebration or sharing with parents

SOCIAL ASPECTS DAY

Page 18

Upper KS2 (Years 5 and 6) Notes

Whole School Assembly in hall

Activities Resources

Session 1

Awareness of

age gender and

race

I know that Britain is a multi-cultural society where diversity is valued and celebrated I can celebrate diversity within a social group

I can respond to

controversial

situations showing

clear thinking and

respect to others

lsquoEveryone is an insider there are no outsiders ndash whatever their beliefs whatever their colour gender or sexualityrsquo Archbishop Desmond Tutu

February 2004

What do you think Desmond Tutu means by this

What does lsquono outsidersrsquo mean

What would that look like

Who might feel like an outsider ndash In this school (no names) in our communities in the world Why

What does it mean to include someone

Why do people end up on the outside

What is that like for them

What impact does that have on our communities

Read this quote and then show the class this sign from the South African Apartheid era in which Desmond grew up What can they interpret from

it Does it contrast to what Desmond says

Think about categories of things which make us different to one another hopes and dreams place of birth where you live family beliefs fears pets faith group personality musicbooksTV you like languages you speak sports you like favourite food favourite colour etc

With pupils seated in a circle start the session with a lsquono outsiders circlersquo asking pupils to consider the person next to them and say ldquoI like [name] because heshe is [positive way in which theyrsquore different from them]rdquo moving around the circle until everyone has been included

Diversity Artwork In pairs ndash children use the identity circles format

httpthelinkingnetworkorgukresourceidentity-circles to gather information about their partner through an interview-style conversation Then children are given a silhouette of a girl boy printed on white paper which they fill with images and words about what makes THEIR PARTNER them a unique person Cut out and back on a selection of coloured paper

httpwwwinsidethegamesbizarticles1028049alan-hubbard-azerbaijan-has-lacked-the-nous-of-china-and-russia-in-responding-to-human-rights-criticisms

httpswwwpinterestcoukexploreall-about-melp=true

Church Schools Stream

Look at diversity within the Christian Church across the

world Look at how eg Easter is celebrate in different denominations and

types of church traditions ndash compare and contrast these talking about

what commonality they have

SOCIAL ASPECTS DAY

Page 19

Session 2

Understanding

friendship bonds

I can investigate a range of perspectives in friendship dilemmas and suggest alternative actions and outcomes

I can speak on behalf of a friend I know that some behaviours are anti-social such as bullying and racism

lsquoDesmond and the Very Mean Wordrsquo by Desmond Tutu and Douglas Carlton Abrams Read the story together stopping to freeze-frame key moments Discuss what the mean word might have been and what discrimination and racism are using this BBC clip httpwwwbbccoukeducationclipszqvnvcw Then focus on the experience of the red-haired boy What anti-social problems does he face What is bullying What impact can it have on someone Speaking on behalf of someone else ndash classroom courtroom After reading the story ask the children to split into two groups

Group A need to make the case against the red haired boy arguing that he should be punished not forgiven

Group B need to make the case for the red-haired boy arguing that he should be forgiven due to wider circumstances

Children can call witnesses in role to explain their points of view Children can also draw on evidence you can give them about the wider racial and cultural context in South Africa at the time Have a vote at the end to decide on the fate of the red-haired boy More ideas available in this extension pack httpwwwcandlewickcombook_files0763652296btg1pdf

Church Schools Stream

As above ndash this activity convers both aspects

Focus on the influence of priest on Desmond and what the Christian faith

would have to say about this court-case Why do Christians argue for

forgiveness rather than punishment

SOCIAL ASPECTS DAY

Page 20

Session 3

Representing

Society

I know that children have both rights and responsibilities I can work in a group showing co-operation and collaboration

I can use research to inform my ideas

I can consider the

concept of tax and

suggest the best

ways to spend the

money to better

society as a whole

considering

sustainability

The SIMS ndash explain to the children that there is a game which has been

popular for many years called lsquoThe SIMSrsquo in which the player can build a

world of their own controlling housing environment resources etc as well

as the actions of characters This is called a lsquomicrocosmrsquo a mini version of

the real world

Imagine that you were in charge of a small town with around 1000

residents Children can come up with a name for their town in small

groups

Like the real world things are not equal for everyone What differences

might there be between your townsfolk What problems might they face

Explain that each townsperson has to pay some TAX every week ndash an

amount of money from their wages that comes to you as the leader of the

town

TASK 1- in your group think about how you would spend your TAX

money Imagine the total was pound10000 per week How might you split this

up What would your priorities be Who should benefit Does anyone

miss out Make a short presentation to the rest of the class about your

ideas

TASK 2- lsquoWe are All Born Freersquo Look at the Declaration of Universal

Human Rights together

This could be done through photocopying key pages and spreading them

round the tables Ask the children what these rights mean for the

townsfolk and think about how you as leader could promote these Each

group makes a plan based on a specific right as to how their tax money

could help that aspect eg

We would make sure that our town has good schools and universities so

that people can learn Everyone should have free access to the internet

and the library

httpswwwthesimscomen_GBnewsthe-sims-4-kids-room-stuff-reveal

Church Schools Stream

Look at the concept of TITHING in the Christian

Church Invite in a Christian visitor from a local

church or character and find out how money is

gathered and spent Adapt the lsquotime treasure

and talentrsquo survey

httpwwwlearningtogiveorgsitesdefaultfileshandoutsTime_Talent

_Treasure_Surveypdf to help the children consider their own use of time

treasure and talent

End of day celebration or sharing with parents

SOCIAL ASPECTS DAY

Page 21