K-2+PDHPE+T1+2015


 * **Topic:** ||
 * **ES1 Outcomes**
 * COES1.1Expresses feelings, needs and wants in appropriate ways.**
 * //responds to simple instructions and rules//
 * //plays simple response games//
 * //makes simple requests//
 * //uses correct vocabulary for body movements, eg run, slide, skip, stretch, reach//

//describes nurturing interactions between caregivers and their children//
 * NES1.3**
 * Relates well to others in work and play situations.**
 * //earns to share equipment, material and workspace//
 * //identifies the peopleand things that are special to them//
 * //observes classroom and playground rules//
 * //acknowledges significant events, eg birthdays//
 * //works happily with class peers//
 * //uses self-control to deal with anger or excitement//
 * GDES1.9**
 * Identifies how people grow and change.**
 * //describes physical changes that have occurred since birth//
 * //talks about things they like to do//
 * //lists basic human needs, eg clothing, food, shelter, love//
 * //labels external body parts and names their functions, eg ears are for hearing//
 * //identifies and describes their personal characteristics and abilities//
 * IRES1.11**
 * Identifies how individuals care for each other.**
 * Identifies people they can trust
 * Talks about their family and who cares for them
 * Recognises the need to share and cooperate with others, eg class, family, friends
 * Demonstrates active listening skills, questioning and recalling information when interacting with others
 * Demonstrates the skills involved in giving and receiving messages
 * Lists ways of showing kindness to others || **S1 Outcomes**

//• actively listens to others talk about their families// //• talks about why they need friends// //• shows understanding about others’ feelings// //• expresses themself through movement **(link to drama)**// //displays cooperation in group activities,eg taking turns// //• uses positive talk to encourage others// //• listens and responds to others// //• observes rules regarding group conduct// //• develops friendships with peers// //• interacts with other students and adults, eg peer support, clubs// //• shows concern for the wellbeing of others, eg sends a get well card, demonstrates care for a child who requires asthma medication//
 * COS1.1 Communicates appropriately in a variety of ways.**
 * INS1.3**
 * Develops positive relationships with peers and other people.**

//identifies specific attributes of other students// //• discusses things they do well, eg games, school work, caring for siblings// //• recognises and names different types of emotions// //• locates some important internal body organs and discusses their functions, eg the heart pumps blood// //• identifies reasons why some individuals require medications, eg diabetes, asthma// //• demonstrates ways of encouraging and caring for others//
 * GDS1.9**
 * Describes the characteristics that make them both similar to others and unique.**

explains why different people are important to them • demonstrates ways to help encourage and care for others • describes their families and other groups to which they belong • discusses how they cooperate with others in work and play situations • demonstrates appropriate ways of communicating with others,eg listening, No-Go-Tell, verbal/nonverbal • demonstrates actions they can take when they feel frightened, lost, upset or bullied and identifies who can help them || • similarities and differences – appearance – experiences – abilities
 * IRS1.11**
 * Identifies the ways in which they communicate, cooperate and care for others.**
 * **ES1 Content**
 * Personal Identity**

• body parts – external • senses– sight, sound, taste, hearing, touch • basic needs – shelter, clothing, food • looking after the body
 * The Body**

• changes in appearance and abilities– since birth
 * Changes**

• likes/dislikes• accepting uniqueness • accepting difference • caring relationships
 * Values**

• expression of feelings• caring for others• permission and choices • trust• positive relationships• liking and loving• special people/things• rules in relationships• people to go to for help
 * Relationships**

• expressing needs, wants and feelings • verbal and nonverbal • giving and receiving messages• active listening skills • persistence• self-control• seeking help• giving help• asking questions• recalling information • family roles• rights and responsibilities • family activities
 * Communication**
 * Families**

• making and keeping friends
 * Peers**

• working and playing with others • sharing and helping || **S1 Content**
 * Groups**

• attributes of self and others • experiences • abilities• feelings• wants • needs• range of emotions
 * Personal Identity**

• individual/group personal rights and responsibilities •caring relationships
 * Values**

• recognising individual needs caring• privacy• bullying• permission and choices • positive relationships• liking and loving• different kinds of relationships• special people/things• rules in relationships• people to go to for help
 * Relationships**

• expressing needs, wants and feelings • verbal and nonverbal • assertiveness• giving and receiving messages• active listening skills • self-control• identifying feelings of others• understanding feelings of others• positive self talk• encouraging others • showing concern for others• expressing concerns • seeking help
 * Communication**

• family roles• rights and responsibilities • family activities ||
 * Families**

Identifying safe and unsafe situations Physical abuse Sexual abuse Effects of abuse ||
 * **Child Protection** ||
 * // Recognising abuse //

ES1 S1 || **Learning Activities** || **Assessment** || • similarities and differences – appearance – experiences – abilities S1 • attributes of self and others • experiences • abilities• feelings• wants • needs• range of emotions || - identifies specific attributes of other students - discusses things they do well, eg games, school work, caring for siblings - talks about things they like to do - identifies and describes their personal characteristics and abilities || Ask students to look at themselves in the mirror. Discuss and make a class list of individual characteristics, such as hair colour and eye colour observed when looking in the mirror. Ask questions such as: Once students have developed an understanding of their personal characteristics, provide students with paint to paint a portrait of themselves. Ask student to complete the sentence “I am special because…” or write captions such as “I like…”, “I can…” around and under their portrait. Observe the portraits as a class display.Ask questions such as:
 * **Week** || **Focus** || **Content** || **Indicators**
 * 3 || Personal Identity || ES1
 * What colour is your hair?
 * What colour eyes do you have?
 * What does your hair look like?
 * How are you the same as someone else in the class?
 * How are you different to someone else in the class?
 * Is everyone the same


 * Why does everyone’s portrait look different?
 * Why has everyone written something different? || students self portrait and caption. ||
 * 4 || The body

Changes || ES1 • body parts – external • senses– sight, sound, taste, hearing, touch • basic needs – shelter, clothing, food • looking after the body changes in appearance and abilities– since birth || - describes physical changes that have occurred since birth - lists basic human needs eg clothing, food, shelter, love - labels external body parts and names their functions eg ears are for hearing - locates some important internal body organs and discusses their functions, eg the heart pumps blood - identifies reasons why some individuals require medications, eg diabetes, asthma || Show students a photo of a baby and the same child at age 6. Discuss: what physical changes can you see? how have you changed since you were a baby? List the similarities and differences between the photos.

Question and discuss: what are human basic needs? (food, love, clothing, shelter, water)

Revise the external body parts asking students to find their 'nose' etc. Play simon says asking students to find or move specific body parts.

Put an image of the human body up on the whiteboard. Using individual cards labelled with body parts get students to label the body parts. Discuss the function of each body part and what we need to do to look after it.

if time permits: http://www.learninggamesforkids.com/health_games/body_parts/labeling.html ||  || likes/dislikes• accepting uniqueness • accepting difference • caring relationships S1 individual/group personal rights and responsibilities •caring relationships || - demonstrates w ays of encouraging and caring for others - explains why different people are important to them - demonstrates ways to help encourage and care for others - describes nurturing interactions between caregivers and their children || Talk about the way we look. Ask individuals to describe themselves in a positive way. Name what they like about themselves. Choose students to nominate what they like about others.
 * 5 || Values || ES1

Discuss what does 'important' mean? What things are important to you? why? Get students to list or draw things that are important too them and then write (or teacher scribe) These are important to me because... Share with the class and discuss similarities and differences.

Discuss how do your parents/grandparents care for you? what do they do that makes you feel happy and loved? How can we care for others? What can we do for our classmates to show we care for them. ||  ||
 * 6 || Relationships

Families || ES1 • expression of feelings• caring for others• permission and choices • trust• positive relationships• liking and loving• special people/things• rules in relationships• people to go to for help S1 • recognising individual needs caring• privacy• bullying• permission and choices • positive relationships• liking and loving• different kinds of relationships• special people/things• rules in relationships• people to go to for help

ES1 & S1

• family roles• rights and responsibilities • family activities || - describes their families and other groups to which they belong - Identifies people they can trust - Talks about their family and who cares for them - Recognises the need to share and cooperate with others, eg class, family, friends || Discuss what is trust? who can you trust?

Students draw a picture of their family. They then share this with the class and discuss 'what activities do you do with your family', 'how does your family care for you', 'in what ways does my family help me' and 'how do I help my family'.

■ Organise for students to examine a ‘problem scenario’ in small groups, eg people arguing about the batting order in a game. Decide as a group what actions they would take to solve the problem. Share and discuss outcomes with other groups. Discuss: – Why do people fight? How does it make them feel? – When have you felt like that? – What did you do? – What could you have done to avoid the conflict? ■ Discuss with students what people do to demonstrate resolutions, eg shake hands. ||  || • expressing needs, wants and feelings • verbal and nonverbal • giving and receiving messages• active listening skills • persistence• self-control• seeking help• giving help• asking questions• recalling information S1 • expressing needs, wants and feelings • verbal and nonverbal • assertiveness• giving and receiving messages• active listening skills • self-control• identifying feelings of others• understanding feelings of others• positive self talk• encouraging others • showing concern for others• expressing concerns • seeking help || - demonstrates appropriate ways of communicating with others,eg listening, No-Go-Tell, verbal/nonverbal - demonstrates actions they can take when they feel frightened, lost, upset or bullied and identifies who can help them - discusses how they cooperate with others in work and play situations recognises and names different types of emotions - Lists ways of showing kindness to others || Ask students to brainstorm words to describe feelings, eg happy, sad, angry, upset, hurt, anxious, glad, cheerful, nervous, silly, confident, worried. Students draw a face or describe their feelings when: – someone pushes you; – someone smiles at you; – the teacher calls on you; – no one plays with you; – your best friend is sick; – you have asthma; – someone tells you that he or she likes you; – it rains all day; – someone gives you a present; – you’re left out of a game; and – you get an invitation to a birthday party. ■ Have students work in groups to discuss their feelings and their actions in these situations. List actions that they consider appropriate in each situation. ■ Create a class big book to describe feelings. For example: When (something happened) I felt … and so I (did) …
 * 7 || Communication || ES1

Discuss how you can show kindess to others and list things that you can do. ||  || Lesson Plan- Protection pg 24,25 ||   || Lesson Plan- Protection pg 33-35 ||  ||
 * 8 || Child Protection ||  ||   || Child Protection Education Stage 1 Book
 * 9 || Child Protection ||  ||   || Child Protection Education Stage 1 BookLesson Plan- Safe and Unsafe Situations pg 30,31 ||   ||
 * 10 || Child Protection ||  ||   || Child Protection Education Stage 1 Book