Learning Intention:  We are learning to identify communication skills that enhance relationships with people in the classroom

Equipment: Room to move, balls or object to pass in a line

Divide class into equal groups of four to five students. Choose a leader and form a line behind them. Explain that we will be passing the ball to the person behind, and move to the back of the line. Each team needs to keep the ball moving to the back of the line. 

Reflection: Ask: What skills did your team use that worked well? (Name the skills that you saw them demonstrate). Which of these skills so we need to use in the classroom to be good classmates for each other?

Learning Intention:  We are learning to idenitfy who can help us when we have questions or a problem at school

Equipment: Photos of help-providers in the school (teachers, lollypop man, Carol and Kim, ES, buddies, peer mediators etc)

Show the class slideshow of helpers we have at school. Explain who these helpers are if needed. Explain that we are getting some pictures of helpers at school, and our job is to identify them by writing their name and explaining to a friend how they can help us.

Complete a brainstorm of the people who can help us at school. Write their names on the board. Students use the hand worksheet to write the names of who can help them while at school.

Reflection: Play a 'pop quiz' to reinforce helpers e.g. 

"I can help you when you are crossing the road" 

"Lollypop lady/man!"

"I can help you when you need help using your spelling tools in the classroom"

"Mrs Chapman" "Mrs Prosenak" "Mrs Fox" "Miss M"

"I can help you if your ball is stuck on the roof"

"Mr Cosstick" 

My Helpful People

Learning Intention: We can identify people who we can go to for help.

Ask, ‘Who are some of the people who help you? What do they do that is helpful for you?

Who do you like to go to for help when you feel worried about something?’ Ask, ‘Who are some of the people you help? What do you do that is helpful for them?’

Activity:

Arrange for students to draw 2 pictures – one showing someone helping them, and the other showing them helping someone else. Work with them to label the pictures. Invite them to share one of their pictures in circle time and display the pictures. Save the ‘helping’ pictures to refer to in Topic 8, so you have a sense of who students anticipate they could use as a source of help when it is required.

Reflection: Ask some volunteers to recall the names of all the different people at school who we can ask for help from when needed. 

Lesson Four: Help Seeking - How to Ask For Help

Learning Intention:  We are learning to practise help-seeking conversations

Explain that the class is going to play a ‘let’s pretend’ game about help-seeking. Ask everyone to think about a situation where a child needs some help but is a bit afraid to ask for it. Collect some ideas from the class and choose one that is relevant to the school setting. Ask: What sorts of things will the child will need to say when they go for help in this situation?

Arrange students into pairs to act out this help-seeking conversation. One person will be the teacher and one the student. Help the pairs to work out who will play which part.

Ask the ‘teacher’ to pretend that they are standing in the playground. Ask the ‘student’ to move a few paces away. When you give the signal, the ‘student’ will approach the ‘teacher’ and begin the help-seeking role play. After the pairs have tried their scenes, ask them to swap parts and replay the scene.

Reflection: Ask some pairs to show theirs to the class. Name the positive accomplishments they demonstarted (approaching the teacher, using a calm strong voice, naming the problem, explaining needs)

Learning Intention:  We are learning about the rules of fair play that are used in our games. We can describe what being ‘mean’ and ‘friendly’ can look like or sound like when people are playing together. 

Invite students to talk about the games they play in the schoolyard.

2. Ask some students what it means when we say we include others, for example we include someone in our game. Clarify that this means we help them to join in. The word ‘inclusive’ means we are including others, or helping them to join in.

Once they have described some of their games, ask the following:

• ‘How do people make sure that the games are fair for everyone?’

• ‘What could being friendly and inclusive look like in these games?’ Consider in relation to a number of common games like playing in the sandpit or adventure playground, playing ball, ‘chasey’ and ‘make-believe’.

• ‘What could being mean look like or sound like in these games?’

4. Remind students that in previous lessons they learnt about being ‘gender fair’, which meant helping students of all genders play together kindly.

5. Affirm that everyone can choose to play in a fair and friendly way when playing together, not in a mean way.

6. Announce that you will now play a game, and at the end of the game the class will talk about how well they think they did to play together in a fair and friendly way.

7. Teach students to play duck, duck, goose (or choose an alternative game of your choice which permits everyone to play at once).

Learning Intention:  We are learning to identify the emotions people have when others are being mean on purpose or violent. We can explain what ‘friendly’ and ‘fair’ means

‘Today we will be talking about violence, including when people say mean things to others or try to hurt them. If any part of the lesson makes you feel upset or wobbly, remember to try a coping strategy that might help you to stay calm, for example, taking some deep breaths.

Invite students to sit in a circle. Read the first scenario aloud: ‘One day some friends were playing together in the schoolyard and one friend said. “I don’t like it when you do that in our game. You’re being too rough.”’Invite a trio to come out and act the moment of the scene when the friend objects to the rough play. Leave them in place as the focus for the discussion.

3. Ask the class, ‘What might the playmate have been doing that was too rough?’ Brainstorm the ‘too rough’ behaviours, ensuring students describe but do not re-enact them.

Read a second scenario aloud: ‘One day in the playground some friends are playing happily together. The bell rings, so they stop playing, and one of them says, “I like playing with you. We have fun when we play together.”’

Ask a pair to model this scenario in the center of the circle. Leave them there to remind students of the interaction.

Learning Intention:  We are learning about what violence looks like 

Inform students: Today we will be talking about what it is like to be treated unfairly or disrespectfully. We will also work out what to do if others treat someone unfairly. If any part of the lesson makes you feel upset or wobbly, remember to try a try a coping strategy that might help you to stay calm, for example, taking some deep breaths. You can also speak to me or to another teacher or helper to get support.

Bring students together for circle time. Explain to students that you are about to tell a story about Su-Lee, who went to a school where she couldn’t play in the sandpit because some boys complained, just because she was a girl.

Scenario: Sue-Lee Su-Lee loved the sand. She loved digging, building sandcastles and creating roads and paths in the sand. She was very good at making enormous sandcastles.

Su-Lee was so excited when she went to visit her new school because it had a huge sandpit. On her first day of school, Su-Lee went straight to the sandpit at lunchtime. She picked a blue spade from the bucket and started to build a sandcastle. As it started to grow, 3 boys who were playing there became mean. Josh said, ‘Hey, this sandpit is only for boys.’ Su-Lee said, ‘No, everyone can play in the sandpit.’ Luca stood on her sandcastle and smashed it down. Su-Lee went to the teacher on yard duty. The teacher came with her to the sandpit and said to the boys ‘This sandpit is for everyone to play in.’ The boys said, ‘Okay.’ The next day at lunchtime, Su-Lee ran to the sandpit. She went to get a spade, but they were all gone. She noticed there were 2 spades beside Luca. She asked Luca if she could use one of them. He said ‘No! These spades are for the boys. See, they’re blue.’ Su-Lee said, ‘That’s not fair. All you boys have spades and this one is a spare.’ Luca said, ‘Blue is for boys. There are no pink spades. You should go play with the girls!’ His yelling scared Su-Lee, and she thought he might even hit her with the spades. Su-Lee ran away and sat on the seat. Her heart was pounding and she felt like she was going to cry.

Discuss the story with students. Ask the following:

• ‘Who was stopping Su-Lee from playing in the sandpit?’

• ‘Was this fair and friendly?’

• ‘What did they do that was mean or violent?’

• ‘How might other students help make it safe and friendly for Su-Lee?’

• ‘What do some of the students in this story need to learn about how to be gender fair?’

• ‘What can other students do to help them to learn this?’

Scenario: Marcus

Anna, Fu and Rashida have been playing an elves-and-dragons game in the schoolyard. They make little houses for the elves, and play make-believe games where the elves fight dragons and have special parties. Marcus has watched them play, and he would really like to join in. One day he just starts to join in by making a new elf house just next to where they are playing. The girls tell him to stop. They say he can’t join in because their game is just for girls. They push his elf house down and tell him to go away.

Discuss the story with students. Ask the following:

• ‘Who was stopping Marcus from joining the elves-and-dragons game?’

• ‘Was this fair and friendly?’

• ‘What did some students do that was mean or violent?’

• ‘How might other students help make it safe and friendly for Marcus?’

• ‘What do some students need to learn about how to be gender fair?’

• ‘What can other students do to help them to learn this?’

Learning Intention:  We are learning to list different ways that clothes protect our body

 Materials needed: Body outline worksheet, puppet or soft toy, music for dancing

Introduce the class to Sam (a puppet or soft toy). Tell students that today they are going to help Sam to learn about what clothes are for. Say to the class, ‘Sam has fur, so they don’t wear clothes. Who can tell Sam what we use clothes for?

3. ’Ask students to suggest clothes that people might wear in different conditions or for different occasions.

• ‘What sorts of clothes do people need on a hot day?’

• ‘If people are playing sports, what sorts of clothes do they like to use?’

• ‘What about if people go swimming?’

• ‘What about if people take a shower or bath?’

• ‘What if they are going to a party or special celebration?’

4. Reinforce the students’ knowledge that clothes help to protect the body and keep it healthy and safe: We wear clothes to keep us warm when it is cold, or dry when it is raining. Some clothes help to protect us from the hot sun. Some clothes are good for sport because they let us move easily. Sometimes we wear special clothes for special occasions. We wear uniforms for school or for jobs like being a

police officer or nurse. Underneath our clothes we wear underwear (or undies) to keep parts of our body comfortable and private.

5. Explain that Sam has some more questions. Ask each question on Sam’s behalf and invite

the class to answer:

• ‘If people get hot at school, can they take all their clothes off and run around with nothing on?’

• ‘If people get hot at school, can they run around just in their underwear?’ Thank the class for helping Sam to understand what people do with clothes, and say goodbye to Sam.

Explain to the class, using diagrams to illustrate if needed:

Now the class will learn a bit about the body parts that we keep more private. These are the parts we cover with our underwear or swimwear. These parts have lots of names. Some are slang names or names that we use when we are young. There are also the scientific names. For example, at the back, everyone has a bottom. We also call the bottom our buttocks. At the front, male and female bodies look a bit different.

People can have different family or cultural traditions, which means they may also have different customs about clothes. We can all respect these traditions.

Activity: Draw clothes on the outline

Learning Intention:  We are learning about ways to seek help from an adult if someone is hurting them or doing something to them that they are uncomfortable by.

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Learning Intention:  We are learning to decide if a secret is a fun secret or a secret that should not be kept to ourselves

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Learning Intention:  We are learning to participate in games to build our sense of joy and connectedness to others 

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