What Do I Feel? – These lessons provide pupils with the opportunity to:

• reflect on their developing confidence and independent thinking skills
• develop positive attitudes and feelings about themselves
• reflect upon their strengths and skills
• make informed choices when planning their next steps
• work towards achieving their personal best
• increase their self-esteem and understand how this impacts of their social and emotional wellbeing

What Do I Need? – These lessons provide pupils with the opportunity to:

• develop their understanding of their strengths and abilities
• identify what they need to develop and how
• build on their strengths by seeking the right kind of help to develop their learning
• explore and identify ways in which they can offer help to others

What Do I Want? – These lessons provide pupils with the opportunity to:

• explore the term ‘role model’ and agree what it means
• explore what they admire about their role model
• identify some positive qualities in their role models
• explore how their behaviour and how their attitudes are influenced by role models
• identify positive qualities that they want to develop and how they are going to achieve these

What Do I Value? – These lessons provide pupils with the opportunity to:

• consider what they value about the ways in which care is shown to them by others
• identify ways in which they can show care towards others
• reflect on their previous actions and consider ways in which they could show more care
• understand why being caring is an important quality they should value about themselves and others

What Do I Think? – These lessons provide pupils with the opportunity to:

• reflect on similarities and differences between themselves and others
• consider their own attitudes towards difference
• explore the attitudes of their peers through discussion

What Do I Choose to Do and Say? – These lessons provide pupils with the opportunity to:

• acknowledge ways in which they are helpful contributors at home, in class and at school
• develop their understanding of what we mean by goals, steps to success, timescales and evaluation
• set goals for themselves in the areas of their home and the classroom
• explore why it is important to set goals in order to develop and improve their learning
• explore that by setting goals these can support them to fulfil their responsibilities in relation to
  their learning

Theme – What Do I Feel?

HWB 0-01a HWB 1-01a I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 0-02a HWB 1-02a I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.

HWB 0-04a HWB 1-04a I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

Theme – What Do I Need?

HWB 0-03a HWB 1-03a I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

HWB 0-05a HWB 1-05a I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 0-16a HWB 1-16a I am learning to assess and manage risk, to protect myself and others.

HWB 0-19a HWB 1-19a In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences.

What Do I Want?

HWB 0-19a

In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences.

HWB 0-44a HWB 1-44a I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships.

Theme – What Do I Value?

HWB 0-03a HWB 1-03a I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

HWB 0-05a HWB 1-05a I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 0-08a HWB 1-08a I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

HWB 0-13a HWB 1-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-44a HWB 1-44a I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships.

Theme – What Do I Think?

HWB 0-04a HWB 1-04a I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

HWB 0-05a HWB 1-05a I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 0-13a HWB 1-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

Theme – What Do I Choose to Do and say?

HWB 0-10a HWB 1-10a I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.

HWB 0-11a HWB 1-11a I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.

HWB 0-13a HWB 1-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-19a HWB 1-19a In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences.

Please use the planner provided in both PDF and Word format to record, assess and plan your programme of lessons. The template can be adapted to suit your school planning procedures.

View: Classroom Planner Primary 4

Edit:  Classroom Planner Primary 4

Learning Intention: We are learning to:

• feel positive about ourselves
• develop an understanding of our self-esteem and confidence

Ask pupils to think about and share how they feel when they feel good about themselves. What and who makes them feel good about themselves?

Suggest words which describe their feelings. You may wish to include GIRFEC Wellbeing Indicators: safe, healthy, achieving, nurtured, active, respected, responsible and included adapting language as appropriate.

On the board, write the question: What makes me feel good about myself? or use the examples given in the How I feel about myself activity below.

View: Lesson 1: How I feel about myself – Activity

Edit:  Lesson 1: How I feel about myself – Activity

When a range of responses has been shared and listed write the question: Who makes me feel good about myself? Share and list their responses.

Examples: friends, teachers, parents, grandparents, brothers, sisters, community leaders, coaches, support assistants, dance instructors, janitor, school office staff, lollipop person, priest, minister, myself.

If appropriate, allow pupils to share their personal responses in a hot seat question and answer session telling of a time when they felt good about themselves. Encourage others to ask: who, when, where, why and how questions, about the situation being shared. It may be necessary for you to use your knowledge of the pupils to prompt them and enable them to share.

Alternatively, ask pupils to think about a recent positive experience they have had which made them feel good about themselves and allow them to illustrate it using drawings and captions. Encourage them to include why they felt good and who else was instrumental in making them feel that way.

Note: It is important that pupils are aware that no one, including teachers, parents, and other pupils, feels good about themselves all of the time and that is acceptable. This is part of growing up and being able to cope with positive and negative feelings.

Develop their learning by creating an illustration about why they felt good in a situation and how they stay positive.

At an appropriate level you could discuss the following statement “…people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” (Maya Angelou)

Ask pupils to create a word collage which illustrates people and things that make them feel good about themselves.

Ask pupils to work with a partner or within a group to support each other in creating these on a computer.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• become more aware of our strengths, abilities, skills, qualities and achievements
• recognise our development needs and what we mean by next steps

Remind pupils about the previous lesson and highlight the variety of different things which made pupils feel good about themselves.

Explain that one aspect of feeling good about yourself is acknowledging your strengths, or things that you are good at. Give the children an example of something that you are good at.

Ask pupils to share what they are good at and allow them to say what they think others are good at. Ask the group whether or not they felt it was okay to say that they, personally, were good at something. Compare this to how it feels when receiving a compliment.

Create a display by allowing each pupil to write e.g. on a post-it note, one thing they feel they are good at. Remember that pupils might be afraid to say what they are good at for fear of being laughed at or excluded.

Support pupils to understand the difference between boasting and acknowledging their own strengths. Encourage pupils to be specific and confident about their strengths without being boastful in their approach.

Discuss the term ‘personal best’ and allow them to consider developing their personal strengths using the Personal Strengths activity below including the following ideas to prompt their thinking:

• joining the school football team
• taking part in the school play
• becoming a playground monitor
• representing the school at a forthcoming event
• becoming a member of the Pupil Council
• working hard to receive an award
• becoming a volunteer to help others in the school
• becoming a group leader

Discuss how could they achieve this and who could support them? This would be referred to as their next steps. If they achieve their next steps how do they think it would make them feel?

Invite pupils to complete the Five Steps to Success chart provided below. Ask them to think about how they could use these to achieve something they want to do, develop or improve about themselves.

View: Five Steps to Success Chart

View: Lesson 2: Personal Strengths – Activity

Edit:  Lesson 2: Personal Strengths – Activity

How would this impact on their social and emotional wellbeing or learning? At the appropriate level raise their awareness of how this allows them to be involved in planning their own learning.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise how to build on our strengths and abilities

Explain to the pupils that from time to time we all need help with something. Ask “What do we need help with now?” and allow pupils to share their particular needs.

Establish that at this point in their learning they need to build on their strengths and abilities they already have. To do this we need to be more aware of what we can already do well and use this to plan our next steps in learning. They should identify the kind of support they may need to help them achieve these development needs.

Give the example that we are all able to write a good simple sentence e.g.

“The boy walked to school.”

Explain that to make the sentence even better and more interesting we could write

“The young boy walked along the winding road to the primary school.”

Explain that adding the descriptive adjectives to the simple sentence develops it and develops our learning.

Allow pupils to work with partners on similar examples using word banks, dictionaries or the thesaurus on the computer to help support their developments.

Extend the lesson to develop something they are already good at in relation to addition and subtraction.

Ask what the next steps might be, who or what would be needed in order to take the next steps in their learning in this area.

Support pupils to write up their next steps in relation to what they have just covered. Explore other strengths they have in different areas e.g. sport, dancing or art, and to think about their next steps.

Remind them that this active involvement in their learning is important.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• help others both in the classroom and in the playground

Discuss with the pupils: What are our needs? What do we need on a daily basis in the school? e.g. to feel safe, to learn new things and be happy.

Use the following Getting the right kind of help GIRFEC ideas provided in relation to their experiences in class and the playground.

Ask pupils to discuss and complete the Getting the right kind of help activity provided below making relevant selection/s from Column 1 and 2 in the grids provided. You may wish to adapt language appropriately.

Ask pupils: How does the school make this happen? How do pupils contribute?

View: Lesson 2: Getting the right help GIRFEC ideas 

Edit:  Lesson 2: Getting the right help GIRFEC ideas

View: Lesson 2: Getting the right help – Activity 

Edit:  Lesson 2: Getting the right help – Activity 

Following the discussion choose one of the indicators that caused any concern/issues and ask pupils to think about what they could do to improve this and who they would need to talk to.

Repeat the process with the focus on their needs in the playground.

or

Ask each pupil to draw a picture of the playground and the people who play in it. Then ask pupils to take their drawings and in small groups discuss what kind of help people in the playground may need, noting their answers on their sheet.

After pupils have had sufficient time to discuss their playground, bring the class back together as a whole and share responses.

You may wish to create a class display illustrating the ways in which pupils can help in the playground using the information provided by the children. Following the discussion choose one of the indicators that caused any concern/issues and ask pupils to think about what they could do to improve this and who they should talk to.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand what we mean by role models

Complete the following statement or another similar statement, on the board:

1. “________________________ is a role model for young footballers.”

2. “________________________ is a role model for young people who have a talent for singing”

3. Name a young person they know who is a role model for young people because of his/her achievements.

Ask pupils to form small groups to answer the question “What is a role model?” Each group should report back to the class to establish a consensus as to what the class understands about the term “role model”.

If necessary, ask a pupil to find definitions of the words “role” and “model” to support the discussion.

Ask the class to offer suggestions about the positive things that make a role model. Are there any negative things about role models that children might try to copy? (You may want to choose someone who is controversial at this time.)

Explain to pupils that many people are positive role models from celebrities to people in our families and communities. Share a personal example of a role model/s you have, stating their name and why you admire them.

Ask pupils to return to their groups and discuss who their role models are and why they think their choices are good role models to them.

Ask one member of each group to report back to the class with the names of the group’s role models and one quality which makes each person a positive role model. Note these on the board and keep these to support another lesson.

You may wish to display names, photographs or posters of the positive role models and their qualities that have been discussed. If appropriate, seek permission from parents for pupils to bring photographs from home.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand how our role models can affect our behaviours

Remind pupils of the previous lesson and display the role models mentioned previously, or any photographs that pupils have brought from home.

Ask pupils to reflect individually on who their personal role model/s are and to choose one of their role models to discuss the ways in which they would like to follow their role model. Ask pupils to create a mind map of their role model using the My Role Model mind map chart below.

Ensure they include how a role model influences their behaviour, attitudes and how their attitudes are influenced by their role model.

View: Lesson 2: My Role Model Chart

Edit:  Lesson 2: My Role Model Chart

Ask pupils to share with a partner. Ask them to think about how they could achieve the same as their role model. They should include the skills and qualities they have and what they would need to develop to follow their role model. What they admire about them and what they are good at.

They could write up an action plan about how they could achieve this setting targets and timescales and who could support them

Emphasise that while it is good to admire other people, we should also recognise our own good qualities and achievements and be happy about who we are. Ask pupils to offer something they are good at or have achieved recently or in the past both at school or out with school.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand who looks after us

Ask pupils to think about and share responses to these questions:

• Who looks after us?
• When are we looked after?
• How are we looked after?

To support pupils in their thinking give them some examples of people who look after them at home, at school or elsewhere e.g. teachers, police, ambulance, doctor, dentist etc. You may wish to display this information as a poster, mind map or other active learning approach centred on the questions Who looks after us? template provided below. Ask them to reflect individually on the questions or create their own illustration to answer the questions.

View: Lesson 1: Who looks after us? Template

Edit:  Lesson 1: Who looks after us? Template

Extend the learning to explain how the people look after them. Ask some pupils to volunteer to share their illustrations with the class, respecting the privacy of those pupils who may not wish to share this information.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise how care is shown to us
• show care towards others

Discuss the following statement “We are judged by our actions toward others.” We cannot say we care about others if we don’t offer help when people find things difficult or they cannot do the things we can do.

Explain further to pupils by giving some examples. Place the following statement, or a similar statement, on the board:

“When I fall and cut my knee, my mum cares for me by washing my knee and putting a plaster on it.”

Ask pupils to form small groups to share their understanding of what “care” means, in light of the statement and reach a class consensus on the meaning of “care”.

Ask pupils to explore ‘caring actions’ they can carry out in the following examples and the impact their actions may have. Ask the class to identify ways in which care can be shown, and note these on the board/flipchart.

Examples:

• A friends is crying – what caring action can we take?
• Children who are starving in very poor countries – what caring action can we take?
• People are repeatedly dropping litter – what caring action can we take?
• A family member is lonely – what caring action can we take?

Ask each group to select one of their ideas to create a short mime illustrating care and to present this to the class.

Ask pupils to share, in their groups, the ways in which people show care. What do they appreciate or value about care being shown to them by others? Distribute the Showing Care template provided below and ask pupils to complete by drawing and writing a sentence in each to show a time when they have shown care.

Ask pupils to form small groups, and to share examples of times in the last week when they have shown care to others.

How did they show care? What actions did they take?

View: Lesson 2: Showing Care? Template

Edit:  Lesson 2: Showing Care? Template

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand what makes us similar and different

Ask pupils to share responses to these questions:

• Is everybody the same? 
• What do you have in common with people?
• In what ways are people different from you?

Distribute the Is everybody the same? statements below, read aloud and discuss briefly.

Arrange pupils in groups to think about and note what the statements apply to e.g. belief, style, looks, personality etc. Bring the class together to allow groups to share their ideas ensuring each statement is appropriately categorised. Use the word diversity as this will raise awareness.

Ask pupils to go back to their groups, and to list 3 things which their group members have in common, e.g. they are all in the same class/year group and 3 things where the group members differ from each other e.g. some go to the after school club and some don’t.

View: Lesson 1: Is everybody the same? Statements 

Edit:  Lesson 1: Is everybody the same? Statements

Ask one member from each group to share their similarities and differences with the class. You may wish to make a class table of similarities and differences, in a survey type format.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• be aware of the diversity of people around us and in the wider world

Briefly remind pupils of the previous lesson in which they discussed some similarities and some differences to others in their groups; these included physical features, likes and dislikes, beliefs etc.

Ask pupils to think about people in their local community, people they have seen on television or people they might have seen if they have been travelling. Give pupils thinking time then ask for their responses. Encourage pupils to give as many examples as possible.

• A deaf person who communicates using sign language.
• A person from another country who has different features e.g. skin colour, hair type.
• A wheelchair user – someone who is disabled in some way.
• An amputee – a person who has had an arm or leg amputated.
• An adult or child who has additional support needs.
• Someone who dresses differently for religious or cultural reasons.

Ask pupils to work with a partner or in a group to select 3 differences that they want to discuss and respond using People Who Are Different activity provided below.

Ask pupils to list people who they think are different then select appropriate word/s to describe how they might feel to the differences.

View: Lesson 2: People who are different – Activity

Edit:  Lesson 2: People who are different – Activity

NB: You may prefer to allocate specific differences for discussion within pairs or groups.

As a whole class, share the overall responses to the differences discussed. This sharing may highlight areas where further work may be required to challenge attitudes towards difference.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise ways in which we can contribute at home, in school and in class
• become aware of the responsibilities that we have at home, in school and in class

Explain that they will be thinking about ways in which they can contribute at home, in class and at school. Give some examples on the board, such as:

• tidying up your bedroom
• being a buddy for younger children
• giving out jotters
• helping to set the table for dinner
• or other examples which are more relevant to the children in your setting

Ask pupils to work in pairs to discuss and write on post it notes things that they contribute to at home. They should include whether their actions are beneficial to themselves, to others or to both.

On completion collect the notes.

In the same way ask pupils to discuss things that they contribute to help in class, again noting their contributions on a post-it (different colour), and gather these in.

Finally repeat the process for things pupils contribute to at school. Again using a different colour post-it.

Divide the class and share the post-it notes about helping at home among two groups. Do the same with the post-it notes for helping in class, and helping in school. (6 groups in total)

Ask each group to create a poster illustrating the information from the post-it notes in a friendly and appealing way, which would encourage children to help at home, in class and at school. Display these posters in your classroom or school corridor.

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand how we can develop and improve our learning in different situations

Discuss what we mean by goals – aims – steps to success – timescales – evaluation. Reach a class consensus on the meaning of the words and note these on the board.

Remind pupils of the previous lesson, and draw their attention to the posters created where they illustrated how they contribute in different situations. Discuss how they could improve their contributions/responsibilities in relation to their learning, at home or in school.

Ask pupils to discuss this in small groups, and remind pupils to consider things related to their own learning and also learning that benefits others as well.

Establish that having goals means working towards improvements. Distribute copies of the My goals template provided below.

Pupils should note one goal for home, one for class, and one for school which they hope to achieve.

Remind pupils that their goals are for the development and improvement of their learning.

View: Lesson 2: My goals – Template

Edit:  Lesson 2: My goals – Template

Refer to the Primary 4 Lesson Plan that includes ideas and prompts to develop the learning experience.

Mojo and Friends Storybook