Presentation on theme: "EPR Planning Tool A Framework for Personal, Social, Moral, Health and Citizenship Education."— Presentation transcript:
1 EPR Planning ToolA Framework for Personal, Social, Moral, Health and Citizenship Education
2 EPR Planning ToolMuch of EPR will be covered through the RE programme.Further aspects will be covered through other areas of the curriculum.The SEAL resources may be used to support the learning in those areas related to feelings, emotions and behaviour.For some aspect of EPR it will be appropriate to teach as discrete topics.(Education in Personal Relationships: Diocese of Arundel and Brighton Catholic School Service)
3 EPR Planning Tool SUBJECT: EPR TEACHER: CLASS: Year 1 UNIT: TERM: AutumnWEEKLEARNING OBJECTIVES(EPR)SUGGESTED LEARNINGOUTCOMES andRERERENCES(EPR. National Curriculum,SEAL and Here I Am)PLANNED ACTIVITIES includingDIFFERENTIATION, CROSS CURRICULAR LINKS and ASSESSMENT OPPORTUNITIESEVALUATION OF THE LESSON1New Beginnings1.1.l to agree and followrules for their group andclassroom and understandhow rules help them (PSHE2d)I know what to do in myclassroom (SEAL)I can share in a group(SEAL)I can take turns in agroup (SEAL)I can join in with otherchildren playing a gameBabiesSee SEAL bookletp.27 Understanding Rights and Responsibilitiesp.32 Social Skills21.1.a to recognise thatthey are created by GodI can say that Godcreated me (EPR)I understand that Godmade each one of usdifferently (EPR)I can tell you somethingspecial about meI know that it is ok tohave feelings, but thatit is not ok to behave inany way we like (if ithurts other people)SEAL)Beginningsp.27 Self-Awarenessp.29 Understanding My FeelingsLook at the story of Creation with the children.
4 EPR Planning Tool 4 Our Lives I can name and correctly label the main 1.1.e name the main partsof their body (PSHE 3a)(Science SC2:2a)1.1.d know that they canexplore the world throughtheir senses (ScienceSC2:2g)1.1.e learn how to maintainpersonal hygiene (PSHE 3b)I can name andcorrectly label the mainexternal parts of thebody (SC2:2a)I can describe how tocarry out basic hygieneroutines (PSHE 3a)BabiesMyselfOur BodiesTACADE Lions51.1.r know about ritualsthat mark and celebratebirth and belonging to acommunity1.2.l be aware of theprocess of growing fromyoung to old and thechanging needs that brings(PSHE 3d)1.1.m recognise that babieshave special needs (PSHE2e)I can name some thingsthat babies need tohave done for them(PSHE 3d).I can describe how Ihave changed as I havegot older (PSHE 3d).I can name some of thesymbols of Baptism(EPR)Baptism TopicsThanksgivingMemoriesLife Cycles(BBC)Birth and how birth is celebrated through baptism,describe what happens at a Baptism.Describe some of the changes that happens to humans asthey get olderWhat things can they do now that they couldn’t do whenthey were a baby.Understand that babies have special needs, practisecaring for a baby.61.1.i know that there aredifferent types of families(PSHE 4c)1.1.k know that secureloving relationships withinthe family are important(PSHE 4d)I can describe a numberof different familysituations (PSHE 4c)I feel good about theways we are similar inthe group and the waysI am different (SEAL)BeginningsFamiliesChildren talk about their different families.Explore the different family units that are present in theclass.Describe how all these family units provide secure lovingrelationships in different ways.
5 EPR Planning Tool With the person next to you look at the year groups which you teach and discuss:1. Which objectives are you covering already this term?2. Which elements would be new to the Autumn Term?3. Would it be manageable to cover all these elements of EPR in one term?
6 EPR Planning Tool LEARNING OBJECTIVES SUBJECT: EPRTEACHER: Miss ShearerCLASS: Year 1R.E. Topics: Houses and Homes, Signs and Symbols, Visitors.TERM: AutumnWEEKLEARNING OBJECTIVES(EPR)SUGGESTED LEARNING OUTCOMES and RERERENCES(EPR. National Curriculum, SEAL and Here I Am)PLANNED ACTIVITIES includingDIFFERENTIATION,CROSS CURRICULAR LINKS and ASSESSMENT OPPORTUNITIESEVALUATION OF THE LESSON1New Beginnings1.1.l to agree and follow rules for their group and classroom and understand how rules help them(PSHE 2d)I know what to do in my classroom (SEAL)I can share in a group (SEAL)I can take turns in a group (SEAL)I can join in with other children playing a game (SEAL)BabiesIntroductionExplain to the children that we want our classroom to be a happy, safe and fair place to work and play together. Write a set of class rules with the class (JP to take photographs of the children following the class rules, to be put on display nest to the words)TaskSEAL p.7 Discuss with the children how we could ensure that our classroom is the dream classroom – in groups the children discuss1.What the classroom would look like2.What would be inside the classroom3. What would we see when the children were working in the classroom.4. What would the adult say.5. What will the children say. (feedback ideas to the class)Children draw individual pictures of their dream classroom.PlenaryDiscuss any immediate changes that we can make in our classroom to make it more like our dream classroom.The children would like to decorate their desks with a picture of a rainbow – letters of the alphabet to be included on the rainbows to help the children with their letter formation.21.1.a to recognise that they are created by GodI can say that God created me (EPR)I understand that God made each one of us differently (EPR)I can tell you something special about me (SEAL)I know that it is ok to have feelings, but that it is not ok to behave in any way we like (if it hurts other people) (SEAL)BeginningsIntroduce the class puppet and explain that he is a feeling puppet and he will help them to talk about their feelings. Show the children the feelings poster, split into 4 different section. Discuss a range of emotions and sort the feelings into the following categories: happy, sad, scared, and excited.Give the children a range of scenarios and ask them to decide which emotion the puppet would be feeling and put him into the corresponding hoop. Children use the emotional barometers to help them to identify how the feelings puppet is feeling.Look at feelings detective poster.Finish with a prayer from Patrick Sayles (The Prayer Trust)No matter how hard life treats me, no matter how my friends behave,No matter how I am feeling, you make it right, Lord.No matter how worried I am, no matter how tough it all seems,No matter how heavy the days, you make it right, Lord. Thank you.From this lesson the children will continue to use their feeling pegs on a daily basis to express their feeling.The lesson helped the children to extend their emotional vocabulary.
7 EPR Planning Tool 5 Our Lives 1.1.r know about rituals that mark and celebrate birth and belonging to a community1.2.l be aware of the process of growing from young to old and the changing needs that brings (PSHE 3d)1.1.m recognise that babies have special needs (PSHE 2e)I can name some things that babies need to have done for them (PSHE 3d).I can describe how I have changed as I have got older (PSHE 3d).I can name some of the symbols of Baptism (EPR)Baptism TopicsThanksgivingMemoriesBabiesIntroductionShare the Espresso film of baby Amelia, a premature baby who was born at 21 weeks. Children discuss how baby Amelia has survived and share ideas for what things baby Amelia might need to have done for her.TaskExplain to the children that the birth of a baby is a very special time and we celebrate this in many ways: One way is to thank God and to welcome the baby into the family of God through Baptism (this will be explored further in the R.E. lesson this week)PlenaryActivity to be carried out in the playground.Half the class imagine they are babies (just like baby Amelia)Half the class are themselves.One side of the playground is YES, they other side of the playground is NO. The children have to move to the correct side of the playground depending on their answer to the question:I can dress myself, I can cry, I can walk, I can crawl, I can laugh, I can eat, I can feed myself, I can drink, I can drink out of a cup etc.Swap over and then discuss some how the children have changed as they have got older.The children explored the ritual of Baptism and the symbols used during this ceremony through their R.E. topic.61.1.i know that there are different types of families (PSHE 4c)1.1.k know that secure loving relationships within the family are important (PSHE 4d)I can describe a number of different family situations (PSHE 4c)I feel good about the ways we are similar in the group and the ways I am different (SEAL)BeginningsMyselfShare images of different family groups with the children using SEAL photos. Children discuss what they can see in the photo and any ideas that they have about what each family might be like: Who do you think is part of this family? How do they feel and why?Children given the opportunity to discuss their families, who is part of their family and the different emotions that they feel at different times in their family.Write down some of the emotions that the children discuss.+Ave: Complete worksheet “My Family Loves Me” Children all draw a picture of the people who are part of their family. Write about the different ways that their family members show love towards them.Ave: Work with class teacher and write speech bubbles to match to the pictures explored in class. How do you think the people might be feeling? What do you think they might be saying?-Ave: Complete worksheet “My family Loves Me” Children draw a picture of the people in their family. They then have to choose words which describe how they feel as part of their family and stick the words around their picture.With the children make a list of all the different ways that they can show love towards the different members of their family.Using the laminated speech bubbles really helped the children to develop their empathy with the characters and think about how they were feeling in different family situations.
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