Taking care of me

Taking
care
of me
The theme of Health and Safety is central to this unit. It
can be difficult for young children to take responsibility for
their own health behaviour. When developing this unit, the
support of parents and families is important.
Personal Development and Mutual Understanding: Foundation Stage Year 1
Strand 1: Personal understanding and health
Unit 3: Taking care of me
Complementary Unit: ‘There’s No One Quite Like Me’
and ‘You and Me’
Teaching approaches
Thumbs up and thumbs down!
Card sorting and arranging
This can help gauge the reaction to the activity. As
in Activity 1, children are initially asked to indicate
whether or not they like the taste. Use it in other
ways, for example ‘I agree/disagree’ or ‘I’m sure/
not too sure’. It encourages inclusiveness, as all
children can immediately respond.
Sort picture cards into categories and ask
children to talk about their thinking. Also use it as
Power Cards, for example, put the person in order
of importance.
Scenarios
What would you do if...
you saw a sharp object
lying on the ground?
Children can develop enquiry questions to help
them explore scenarios: ‘What do you think
might happen next?’ ‘What would you do if you
were in the scenario?’ ‘Has anything like that
ever happened to you?’
Photographs
Snap shots of real situations involving the children.
Display them to:
- illustrate the process they have been involved in;
- represent evidence;
- remind them of what the group may have
agreed; and
- celebrate what has been achieved!
Stories
These help children to consider social and moral
issues and to examine their own response to
situations. Stories can also help clarify their own
attitudes and values and teach them to respect those
of others where they differ from their own.
Key Experiences
in developing their health and safety
Building on Pre-school
Through play and other activities children should:
- become aware of the safety of themselves and others;
- understand the importance of wearing appropriate clothing and taking care in the sun;
- understand the importance of eating good food, taking part in physical activity and
having enough sleep to keep healthy;
- help to prepare food for snack time, pour their own drink, choose what and when to eat;
- talk about how medicines and other substances can be dangerous; and
- talk about ‘stranger danger’, safe places to play, the dangers of traffic and dangerous
features in the environment.
Working at Foundation Stage
Explore and discuss the importance of
keeping healthy and how to keep safe in
familiar and unfamiliar environments:
-
being aware of how to care for their body in order to keep it healthy and well;
recognising and practicing basic hygiene skills;
realising that growth and change are part of the process of life;
exploring appropriate personal safety strategies;
beginning to realise the importance of road safety;
understanding that many substances can be dangerous; and
knowing the safety rules that apply when taking medicines.
Moving towards Key Stage 1
Strategies & skills for keeping themselves healthy & safe:
-
recognising and valuing the options for a healthy lifestyle;
understanding that medicines are given to make you feel better, but that some drugs are dangerous;
being aware that some diseases are infectious and some can be controlled;
understanding that if not used properly, all products can be harmful;
having respect for their bodies and those of others;
being aware of the stages of human growth and development;
knowing what to do or from whom to seek help when feeling unsafe;
being aware of different forms of bullying and developing personal strategies to resist unwanted behaviour;
exploring the rules for and ways of keeping safe on the roads, knowing about potential dangers
and threats in the home and environment;
- developing simple safety rules and strategies to protect themselves from potentially dangerous situations; and
- identifying ways of protecting themselves against extremes of weather.
Progress in learning
I can name/sort things that are safe to go onto and
into my body.
I can name/sort things that I need to keep safe from.
I can wash my hands by myself.
I can talk about what I do to make and keep myself healthy.
I can talk about what makes me feel unwell.
I can suggest ways to help me feel better.
I can draw/talk about some safety rules.
I am recognising when to say ‘No ‘, ‘Stop’ and ‘I’ll ask’.
I can talk about a safe and unsafe secret.
I can name some of the people I can turn to when I
need help.
I can show how I have grown. I can name which parts
of me are growing.
I can talk about the differences and similarities between
people’s bodies.
42
Foundation Stage Year 1
Taking care of me
Strand 1: Personal understanding and health
substances
learning intention
Recognise what constitutes
a healthy lifestyle
Planning together
Actively involving children in the planning
process provides a starting point and
gives a sense of the current thinking in
the class. It provides an understanding
of the children’s interests, needs and
experiences .
A suggestion on how this may be done
is shown, where three initial questions
are asked to start the process.
What do my
important
people do?
What do I
need to take
care of me?
What do I
do when I
feel unsafe?
real
imaginary
Who are my important people?
What do I need to keep safe from?
what do I need to
take care of me?
What goes
onto my body?
and
How does it
make me feel?
What goes
into my body?
Do I try new
things?
medicines
and tablets
roads
What do I
need to keep
safe from?
Who are
my important
people?
Who helped
me to grow?
How do
I know I’m
growing?
Taking
care
of me
Who and
what helps me
get better?
What do I
eat a lot of?
Thinking Skills and Personal Capabilities by the end of Foundation Stage
Managing information
Being creative
Self-management
Start with a focus. Ask and respond to questions
to clarify a task;
Be curious and ask questions about the world
around them, using all the senses to explore
and respond to stimuli;
Talk about what they are doing and what they
have learned;
Select (with help) information from materials and
resources provided and suggest ways to obtain
information;
Follow directions in relation to a task. Begin to
plan; and
Talk about their memories and experiences;
Develop the ability to focus, sustain attention
and persist with tasks;
Play for pleasure and as a form of creative
expression. Be willing to take on challenges; and
Develop awareness of their emotions about
learning, their likes and dislikes;
Experiment with ideas through a performance.
Be able to make choices and decisions; and
Identify and use simple methods to record information.
Thinking, problem solving
and decision-making
Show their ability to memorise by recalling and
structuring experiences and stories;
Make close observations and provide descriptions
of what they notice;
Show the ability to sequence and order events
and information and to see the whole/parts.
Identify and name objects and events as same/
different, put objects into groups; and
Make simple predictions and see possibilities.
Ask an adult or friend for help.
Working with others
Be willing to join in. Learn to work and play
co-operatively;
Develop the routines of listening, turn-taking,
sharing and co-operating;
Be able to learn from demonstration and modelling;
Be aware of how their actions can affect others;
Use words to suit different people and situations; and
Develop confidence at being with adults and other
children in a variety of contexts.
3
4
Across the Curriculum: Connecting the learning
Supportive Environment
Using items from the children’s own
experiences to illustrate growing
Words and
phrases I will
hear and use
Healthy Break
The World Around Us
Encouraging children to
prepare and cut their own fruit
and to ‘have a go’ at tasting
Rules
Medicines,
tablets,
injections,
pills, syringes
Creating their own books to
sample and sort materials.
Growing and
growing up
Parts of
my body
My name
my address
Like /
don’t like
Size
and shape
Safe and
unsafe
secrets
Responsible
(small, middle-sized, tall)
Same and
different
Safe and
unsafe /
dangerous
learning activities
Activity 1
I taste with my tongue
Activity 5
Things I put on my body
Activity 7
Feeling safe
Activity 2
The feely box
Explores things we put on our
skin, which may or may not be
good for us.
Children name important and safe
people in their lives.
Activity 3
Noisy places
Activity 6
Miss Polly
Activity 4
Which sense?
Provides opportunity to predict
and make decisions about a
number of scenarios.
Activities 1-4 focus on the different senses. These
experiences heighten the children’s awareness of
their own senses, particularly in relation to safety.
(The area of substance misuse is touched on in a
simplistic manner, in Activity 1.) These four activities
would complement a ‘World Around Us’ topic.
Activity 8
New life
Encourages the children to
observe new life around them.
Activity 9
Growing
Explores the changes that take
place during physical and
emotional development.
5
6
learning activity 1: I taste with my tongue
CORE CONCEPT
Our sense of taste enables us to enjoy food. Young
children will often refuse a particular food even though
they have never tasted it. Food tasting sessions in school
can lead to children widening the variety of food that
they will eat.
SUGGESTED SUCCESS CRITERION
We will know and learn the Keeping Safe Message:
Never taste or put anything in your mouth unless you
know it is safe. If you are not sure what it is, ask one of
your safe people.
POINTS TO NOTE
Young children are often told to
stick out their tongue on a visit to
the doctor or do so themselves
when they want to insult someone
or show dislike. Explain to them
that it is not nice to stick their
tongue out at anyone, other than
when they are with the doctor! You
should send a note home to inform
parents that the children will be
having a food tasting session in
school and to check if any children
have food allergies.
WHAT YOU NEED
- A number of small hand mirrors
- Glue
- Scissors
- Supermarket food magazines
- Markers
- Letter for parents (Resource A).
WHAT TO DO
- Looking Closely
- Tasting
- Tastes Great For Break!
Looking Closely
When introducing the activity, ask the children if anyone can roll their tongues up. (This is a hereditary trait not everyone can do it!) Can anyone touch their nose with their tongue? Invite the children to look at their
tongues in a mirror, if possible. Otherwise they can examine each other’s tongues - looking but not touching!
This will probably give rise to a lot of giggles.
Can they see all the tiny little bumps on their tongues? Explain that these are called taste buds. When we
taste different foods, they send messages to our brains to tell us what the food is like. There are four different
kinds of taste - sweet, salty, bitter, sour. Draw and label face templates that illustrate these tastes.
y
my
my
Tasting
yummm yum
y
In groups of six or less place four bowls centrally.
Each bowl should contain a food type that represents
a different taste, for example four different fruits, four
different types of bread, or four different snacks: carrot
batons, celery sticks, apple slices and cucumber strips.
Allow the children to take one item each and taste this.
Initially ask for a ‘thumbs up’ sign from the children who
like the taste and a ‘thumbs down’ sign from those who
don’t. Repeat with each of the other food items.
Think of different ways to record the collective outcomes.
Encourage the children to be part of this decision-making
process. Display the outcomes of the tasting session
under a positive heading, for example ‘We all have
different tastes’.
Tastes Great for Break!
In the same groups, establish a reporter and distribute supermarket
advertising leaflets, a large sheet of paper, glue and scissors. Complete
a round of:
For break I have a…
Invite the groups to select foods from the magazines that would
complement the title: ‘Tastes Great for Break!’ Ask each reporter to share
the group’s work with the class. Display each group’s work alongside
the tasting outcomes.
Emphasise the Keeping Safe Message: Never taste or put anything in
your mouth unless you know it is safe. If you are not sure what it is,
ask one of your safe people.
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8
learning activity 2: The feely box
CORE CONCEPT
The sense of touch helps children to get to
know their world.
SUGGESTED SUCCESS CRITERIA
We will understand the Keeping Safe Message:
Never play with or lift sharp objects such as
knives, glass or needles.
POINTS TO NOTE
When first introduced, the
Feely Box activity could be
played for a few minutes each
day. Then leave the box in an
accessible place and encourage
the children to play the game
themselves.
We will name basic hygiene skills and begin
to understand that we have a responsibility
for taking care of ourselves.
Think, Feel and Touch
Pass a piece of coarse sandpaper around the group and invite the children to feel it. Tell them to think about
how it feels: ‘What does it feel like?’ ‘Does anyone know what it is and what it is used for?’ ‘Does the way it
feels help it do its job?’
Repeat this using a variety of materials, for example silk, tissue paper, something furry or plastic. Talk about
our sense of touch. When we feel something hot, cold, rough, smooth or sharp our skin sends a message
to our brain and we are able to identify what it is. Ask the following questions: ‘What things do you like to
touch?’ ‘Would you be allowed to play with sharp objects like needles or scissors?’ ‘If you see a needle or
syringe lying in the playground or park, what should you do?’ ‘Who would you tell?’ ‘Why?’ (if appropriate ask).
WHAT YOU NEED
- Sandpaper, a selection of different
textured materials and objects
- Feely Box: a large decorated
cardboard box (with a hole cut in
the lid)
- I Don’t Want to Wash My Hands
by Tony Ross
WHAT TO DO
- Think, Feel and Touch
- The Feely Box
- Let’s Talk
- Story and Art
The Feely Box
Let’s Talk
Story and Art
Place an object in the Feely Box. Show the Feely Box to the children.
Explain that you have put something inside and by just using their
sense of touch they will try to guess what it is. Repeat this a few times
with different objects.
Photocopy each child’s hands and
compare the differences in sizes.
Focus on the lines of their hands
and explain that no two are the
same. Think and talk about all
of the other things we use our
hands for:
Read the story I Don’t Want to
Wash My Hands by Tony Ross (or
similar). Discuss all of the ways the
Little Princess came in contact with
germs. Record these in a manner
appropriate for the children.
Discuss ways we can prevent
spreading germs. Encourage the
children to:
Next, explain to the children that this time the person touching the
object is going to give the others clues and they must try to guess
what it is. For example, if the object is a pencil, the clues might be, ‘It’s
long’ ‘It has a sharp point’ ‘It’s hard’ ‘It’s thin’. You could summarise the
information, and if the object still has not been named a further clue as
to the object’s use could be given: ‘You use it for drawing and writing’.
The children then attempt to guess again. Talk to the children about the
activity. Emphasise the Keeping Safe Message:
Never play with or
lift sharp objects such
as knives, glass or
needles.
it’s sharp
-
developing basic skills
dressing ourselves
doing up zips
fastening buckles
tying shoe laces
changing for PE
turning jumpers in the right way
brushing our teeth.
Take digital photographs of the
children using their hands and
create a Big Book illustrating
‘A day in the life of my hands!’
it’s cold
- make their own interpretation of
‘germs’ using scrap materials;
and/or
- draw their interpretation of
germs, using pastels, furby
pencils or markers.
Gather all the children’s work,
photocopies of hands, digital
photographs, Big Book and display
close to the wash hand basins as a
reminder to practise basic hygiene.
fluffy
soft
9
10
learning activity 3: Noisy places
CORE CONCEPT
People talking, hands clapping, lights flashing,
horns honking - a child’s world is filled with
sights and sounds. We have become so used
to everyday sights and sounds that sometimes
we are unaware of them and need to stop and
really look and listen to notice them.
POINTS TO NOTE
In advance, record the classroom
noises without alerting the
children to the fact that they are
being recorded.
WHAT TO DO
- Let’s Talk
- Story
- Let’s Talk
- World Around Us
SUGGESTED SUCCESS CRITERION
WHAT YOU NEED
- Story: ‘The City Cat and
His Cousin, Country Cat’
(Resource B)
- Voice recorder
Let’s Talk
Story
Introduce the story ‘City Cat and His Cousin Country Cat’ to the children.
Explain that one lives in the country and the other lives in the town.
Spend a short time talking about the two places in the story. Ask the
children where they live:
- In the town/city?
- In the country?
- Just outside one of these places?
Invite the children to use their voices to make
the sound effects that will be heard in the story.
Assign each sound to a group of three or four
children. Explain to the children that you want
them to join in the story at the appropriate time.
Read the story aloud to the children, pausing
appropriately so they can make the sound effects.
We will explain how to keep safer
on the roads.
Sort the children according to where they live. What can they tell you
about the city? About the country? (see Resource B for Story).
Let’s Talk
World Around Us
Extension Work
Talk about why the noises in the city bothered Lotty the country cat but
not her city cousin? Why did the country noises keep Monty awake
while Lotty was able to sleep through them? What noises do the
children hear at night? Play the recording of classroom noises and ask
the children to identify what they hear. Why do they not usually hear
these sounds?
As a group, invite the children
to draw Lotty’s journey across
the city and Monty’s visit to the
country. Divide a notice board in
half and represent the city and
country in each half. Draw or
paint a roadway connecting
both the city and the country and
include as many of the things that
each cat saw and heard. Give
the display a 3D effect by adding
buildings using cardboard boxes.
Add individual contributions from
the children.
Read the story once more, and
ask the children to make the
accompanying sounds. Record
the story and sounds. Play the
recording back to the children.
The recording and a set of
headphones could be placed in
an activity area for the children to
listen to themselves.
Ask the class to think about their sense of sight and hearing and think
of all the things the country cat heard and saw in the city. Record the
children’s responses, dividing the responses into the two categories:
‘Lotty Saw’ and ‘Lotty Heard’. Remind them to think about the types
of traffic, different people and colours she saw.
Use a moment or two to allow each child to think about their journey to
school or a walk in their local town/city with an adult. Have them think
about all the sights and sounds. Put them in pairs to discuss the sights
and sounds. If possible, add these to Lotty’s list.
When the group piece is
completed, talk about the
dangers that Lotty and Monty
encountered and reinforce any
safety messages. Scribe actual
quotes from the children and
place these around the art
work. Use the DoE Road safety
calendar as a reference point.
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12
learning activity 4: Which sense?
CORE CONCEPT
The world is enjoyed and explored through the
senses. The senses also alert people to danger.
SUGGESTED SUCCESS CRITERION
We will identify and understand how our
senses help us in unsafe situations.
Scenarios
Read some of the scenarios (below) to the
children. Alternatively, using issues that have
arisen recently in the local community, school
or classroom, develop some suitable scenarios
of your own. Discuss the scenarios and raise
some of the safety messages highlighted in
Points to Note.
POINTS TO NOTE
Children should not play with
or touch sharp objects. If food
smells or tastes bad, you should
not eat it. Only cross the road if
you are sure nothing is coming.
(Young children should be
accompanied at all times). Smoke
alarms warn us that there is a fire
in the building - we should leave
immediately. Children should
practice the latter as part of the
school fire drill.
WHAT TO DO
- Scenarios
- Working Together
- Display
l
l
e
m
s
tas
1. Dad was making tea for the children. He promised them ham and
cheese toasted sandwiches. He went to the fridge and took out the
ham. He wrinkled his nose as he took off the wrapper. What do
you think was wrong? How did Daddy know the ham was bad?
What would have happened if the children had eaten the ham?
Which sense helped to keep them safe?
2. Alison was having milk for breakfast. She took a sip. ‘Yuck,’ she said.
‘What’s wrong?’ asked Mum. ‘The milk tastes funny,’ said Alison.
Mum lifted the glass and took a little sip. ‘You’re right,’ she said. ‘It’s
sour.’ How could Alison tell that the milk was sour? Have you
ever tasted sour milk? Which other sense could Alison have used
to check if the milk was okay to drink?
3. Keith was helping Mum to tidy up. There was a sharp knife on the
table. Keith was just about to lift it by the blade and carry it to the
sink. ‘Don’t lift that knife,’ said Mum. Why did Mum warn Keith?
Which sense helped to keep him safe? Why are children not
allowed to play with sharp objects?
4. Adam and his little brother Gary were walking to school. They had
to cross a busy road. They stopped near the edge of the footpath.
Adam looked up and down the road. He saw a lorry coming. He
held on to Gary’s hand and did not let him cross until the road was
clear. Which sense did Adam use to keep the boys safe?
5. Katie was shopping with her Mum. Suddenly a bell began to ring.
It kept on ringing. Mum took Katie by the hand. She left the shopping
trolley behind and walked quickly out of the shop. All the other
people were moving outside too. ‘Why are we leaving?’ asked Katie.
‘That noise is a fire alarm,’ said her Mum. What warned Katie’s
Mum about the danger? Which sense helped to keep them safe?
ste
Working Together
Display
Prepare the pages of a
collaborative Big Book, (front
and back cover with five internal
pages). On the front sheet of card
write the title of the book, ‘Our
Giant Book of Senses’. On each
of the internal pages write one set
of sentences about each sense:
Bind the book together. Bring the
children together to view, read
and discuss the finished book.
I see with my eyes
I can see…
Extension Work
Play the game: ‘How Many
Senses?’. An activity is named
and the children are asked to
count how many senses they use
when performing the activity. For
example:
Allocate one sense to each of
the five groups and distribute
the pages. Read the text aloud
- playing a drum (sight, hearing
with each group and ask them
and touch);
to search in magazines or the
- looking at a rainbow (sight); and
computer for pictures related
- eating an orange (smell, taste,
to the sense they have been
sight, touch).
allocated. They could also draw
or paint their own illustrations.
The group may complete the
second sentence with you acting
as scribe. On additional pages,
add photographs of the children
taking part in the prior activities.
Place captions of the children’s
comments and their own Keeping
Safe Messages. Each group could
also decorate a section of the cover.
13
14
learning activity 5: Things I put on my body
CORE CONCEPT
Our bodies are sacred. From an early age
children can come to show respect for their
own and others’ bodies.
SUGGESTED SUCCESS CRITERIA
We will identify common things that are put
on the skin.
We will explore and name things that are safe
and those that may be harmful.
POINTS TO NOTE
With their limited sight
vocabulary, the use of pictorial
clues is essential when recording
the children’s responses. These
could be the children’s own
drawings or pictures from
magazines.
Links to Imaginative Play:
Hospital/Health Centre and
Myself theme.
WHAT YOU NEED
- Large sheet of paper
- Markers
- Magazines
- Paste
- Scissors
WHAT TO DO
- Wall Story
- Let’s Talk
- Sorting
Wall Story
Using a large sheet of paper, make a full-size
body template of one of the children. (Repeat
this a number of times if using this as a group
activity). Write and ask the question: ‘What
things do we put on our body?’
what thing
In groups think about and then discuss the question. Much of the
discussion may focus on clothes. Remind the children of other things:
-
What did they put on their skin when they were washing?
What about when they are playing outside?
If they fall on the ground what could get on their body? (Dirt)
If they cut themselves what might their carer put on the cut? (Plaster/cream).
Are there any other things they can think of that we sometimes put on
our skin? For example, grown up girls might wear make-up like lipstick
and nail polish, men use shaving cream.
Distribute magazines to each of the groups. Invite the children to draw
or find pictures of all the things they put on their bodies. Cut out and stick
these around the body outline.
s do we put on our bo
dy?
Let’s Talk
Sorting
Extension Work
Talk with the children about the completed outline picture: ‘What clothes
do we wear on different parts of our bodies, for example: socks and
shoes on our feet, hats on our heads?’ ‘Why do we wear clothes?’ ‘Why
do we wear different clothes on wet days and sunny days?’
Explore with the children things
that are safe to put on our
bodies and things that could
hurt us. Could some things be
harmful or dangerous to put on
their skin? Why? Which things
are safe?
During circle work the children
could do a thumbs up/thumbs
down exercise to indicate whether
or not they like the feel of particular
things on their skin. A possible
list of items could include hot or
cold water, sun lotion, perfume,
fluffy towel after a bath, hug from
Grandma, sunburn or sand on
their toes at the beach.
- Lots of things go on our bodies - clothes, water and soap, shampoo,
plasters, rain, dirt, sunshine, hugs and kisses, licks from your dog,
scratches from a cat and lots more.
- What does it feel like when they hug their teddy bear? Did anyone
ever get stung by a nettle or have sunburn? What did that feel like?
- Which things do they like? Are there things that go on their body that
they do not like?
Sort the children’s responses
onto two body templates: ‘Good
on my skin’ and ‘Not good on
my skin’. Clarify their responses
and explore further by using
water as an example. On hot
sunny days it is nice to paddle
in the cool water at the seaside,
but very hot water is dangerous
and could burn or scald us.
The children could also do a round
and say one thing they like to feel
on their skin and one thing they
don’t like.
- Are there some things that
they are not sure of?
- Which things are they not sure
about?
Emphasise that they should
never put anything on their
skin that they haven’t been told
is safe.
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16
learning activity : Miss Polly
CORE CONCEPT
Children come into contact with medicine from an early age.
Medicines and tablets can be a source of curiosity for young
children. It is important that they understand that these can
be dangerous and should only be taken when we are unwell
and if given by a trusted adult.
SUGGESTED SUCCESS CRITERIA
We will understand that medicine makes us feel better when
we are unwell.
We will recognise and name the potential danger of sharp
objects and medicines and discuss some rules for keeping
safe with medicines.
POINTS TO NOTE
Some children require medication
during the school day, for example
inhalers for asthmatic conditions.
It is important that schools have a
clear policy regarding the safe use
of medicines and other related
matters and clearly communicate
this with parents.
WHAT YOU NEED
- Song: ‘Miss Polly’ (Reource C)
- Story Sack: Doll, small blanket suitable
for a doll, toy telephone, syringe,
scissors, doctor’s bag, hat, pen and
paper all tied up in the blanket and
held together with a scrunchie.
- Cut out Resource Sheet D to use
sorting pieces.
Be mindful of reinforcing stereotypes,
choose both genders to play the role
of the doctor. Change the words to
‘Master Freddy and teddy’ when a
boy is playing the role of the carer.
WHAT TO DO
- Song
- Let’s Talk
- Keeping Safe
- Story and Drama
- Let’s Talk and Sort
Song
Sing the song ‘Miss Polly’. Invite two children
to play the roles of Miss Polly and the doctor.
Instruct them to use the resources from the Story
Sack and mime the actions while the rest of the
children sing the song. Repeat this a number of
times, if possible. (see Resource C for song).
.
r
D
Dr.
Let’s Talk
Keeping Safe
Let’s Talk and Sort
Discuss the song with the children:
- What could have been wrong with the doll?
- What would the doctor have done when
she came?
- What kind of medicine could she give her?
- Talk to the children about times that they
have been sick.
- What was wrong with them?
- How did they feel?
- What did their carer do?
- How did they get better?
Explain to the children that medicines can help people who
are sick, but they can also be very dangerous. The children
should only take medicines when they are given to them
by their parents, someone who is looking after them, or the
doctor, nurse or dentist.
Read each of the sample scenarios
(Resource D). Use the following
questions to guide the discussion:
‘What do you think might happen
next?’ ‘What would you do if you
were in the story?’ ‘What keeping
safe message would you give to
children?’ ‘Has anything like that
ever happened to you?’ Sort the
cards into sets of safe and unsafe.
Ask children to provide reasons
for their sorting.
Talk to the children about keeping safe with medicines and
sharp objects. Refer back to the body templates made in
Activity 5: Things I Put On My Body.
Remind the children that they should never play with
medicines or sharp objects. They should never touch
sharp things or put anything they do not recognise on their
skin. Leave safer items from the Story Sack in the play area
and encourage the children to act out the song using their
own words.
Story and Drama
Read Katie’s story and talk to the children about what
happened in the story. The children could dramatise the
story. Why do you think medicines and tablet bottles
have special tops that are difficult to open? It might be
useful to bring in empty tablet or medicine bottles and
explain why they are hard to open. Don’t demonstrate how
they can be opened! (see Resource C for story).
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learning activity 7: Feeling safe
CORE CONCEPT
Knowing who to turn to and how to ask
for help, develops children’s assertiveness.
SUGGESTED SUCCESS CRITERIA
We will identify and name people who
are important or safe in our lives.
We will identify and name important
people in our local community.
POINTS TO NOTE
Keeping safe is a sensitive
issue. Regular opportunities for
sharing experiences with trusted
adults are built into the activities.
Teachers will need to adhere
to the school’s established
Child Protection Policy. It is also
important to involve parents so
that they can reinforce and be
reassured by the messages you
are conveying.
WHAT YOU NEED
- My Safe People
- Safe/Unsafe Secrets
- Stay Safe Messages
We will demonstrate how to ask for help.
My Safe People
As a class, think and talk about all the people who help to keep them
safe throughout the day. Recall, if appropriate, James’ story (Red Unit,
Resource A). Using appropriate stimuli, work through the children’s day,
starting with getting dressed in the morning. Illustrate the list of people
and places that are part of the children’s day. Paint large pictures of the
people who help to keep them safe. Label the pictures and display as
a wall story of their day. Re-read the wall story and look at each person
in turn. Ask the children to act out ways in which they could make that
person happy by helping them and ways in which they might make the
person sad, worried or angry by not helping them.
Follow up with drawings and labels of helpful
and not so helpful behaviour. Scribe what
they say and display these in speech bubbles
around the wall story.
Safe/Unsafe Secrets
Stay Safe Messages
Use a celebration such as ‘Mothering Sunday’ to tell the children a ‘safe
secret’. Explain that they will make something for their mum to show
them how much they are loved. Emphasise that this is a ‘safe secret’, as
there is a fun and caring aspect to this secret. Invite the children to
share other safe secrets, for example ‘We hid dad’s present under the
bed and we didn’t tell’, or ‘Hamid cried at school and I didn’t tell anyone,
except the supervisor’. Distinguish between different kinds of secrets:
Talk about and reinforce at particular ‘teaching moments’ throughout
the school year how they keep themselves safe from hazards that have
been identified. Extend these ideas by reinforcing stay safe messages,
for example:
- Secrets kept from them (and how they felt), for example: ‘My
Granny’s cat was having kittens and she didn’t tell me until they were
three weeks old (this was okay, I liked the end).’ ‘My cousin had a
secret and wouldn’t tell (I didn’t like this, I felt left out).’
- Secrets accompanied by some kind of threat or promise. ‘I watched
a film at my friend’s house. It scared me and she said not to tell my
mum.’ ‘Bigger children tried to make me say or do things. They said
they would give me sweets if I didn’t tell.’
- the importance of staying with the known;
- not wandering or going off; and
- not touching or tasting.
Practice using suitable scenarios, for example how to tell friends
and adults in different situations: ‘No’, ‘Stop’, ‘I’ll ask first’.
Have them practice telling a safe adult they are lost.
Reinforce the difference between safe and unsafe secrets. Emphasise
the importance of telling one of their safe people when secrets are
causing them to worry.
.
.
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learning activity 8: New ife
CORE CONCEPT
Children may have many experiences of new life - spring
time, new pets at home, new animals on the farm or the
arrival of a new baby. Their sense of awe and wonder
at the simplest experience of new life is refreshing. By
teaching children to understand new life and how it
comes about, we are encouraging them not to take
these daily miracles for granted and to respect, value
and cherish new life.
POINTS TO NOTE
Prior to the walk, check for
safety the route to be taken and
to ensure there are a range of
visible signs of new life in spring.
WHAT YOU NEED
- Arrange a nature walk in
spring time.
- Special Visitor - arrange
convenient time and space.
WHAT TO DO
- A Nature Walk
- Let’s Talk
- Special Visitor
- Let’s Talk
- Story Suggestions
- Drama
SUGGESTED SUCCESS CRITERION
We will recognise and name signs of new life in
the world.
A Nature Walk
Let’s Talk
Special Visitor
Prior to the walk:
- Prepare the children by explaining the
purpose of the walk and encouraging them
to look out for signs of new life.
Following the walk, gather the children in an
inward facing circle and make a visual or
written recording of all the things the children
did, using the senses as categories. You may
find some of the questions that follow useful:
‘What did you see?’ ‘What flowers did you
see?’ ‘What colours were they?’ ‘Did you see
any birds?’ ‘What were they doing?’ ‘Did you
hear the sounds they made?’ ‘Did you see any
animals?’ ‘What kinds of animals were they?’
‘What sounds could you hear?’ ‘What was your
favourite?’ ‘Did you smell anything different?’
If possible, arrange for a visit from a new
puppy, kitten or lamb and their owner. Advise
the children in advance about behaviour that
might frighten or hurt the animal. School trips
to open farms are also popular with this age
group. Alternatively, invite an expectant mum to
talk to the class and bring a scan photograph.
Prior to the visit, have the class create some
questions for her. She could return with the
baby for follow-up work.
- In the interests of road safety, ask parents/
guardians to accompany you, and teach
or revise the Road Safety rules in class.
Let’s Talk
Story Suggestions
Drama
Ask the children what various baby
farm animals are called. For example, cat,
dog, sheep, horse, cow, pig. Ask the children:
‘Do you like baby animals?’ ‘Which is your
favourite?’ ‘Why?’ ‘Have you got a pet at home?’
‘Did your pet ever have babies?’
The Very Hungry Caterpillar
(by Eric Carle, published by Picture
Puffin). This is a classic story of a
caterpillar’s transformation into
a beautiful butterfly.
Background music would enhance this activity. Many
pieces would be suitable. If available ‘Spring’ from ‘The
Four Seasons’ by Vivaldi and ‘Morning’ by Grieg would be
appropriate.
‘Do you have a baby in your house?’ ‘Tell us
about your baby’. ‘Do you know anyone who is
having a new baby?’ ‘Tell us about it.’ ‘Where is
the baby now, before it’s born?’
‘Do you remember when your Mummy was
expecting your little baby brother/sister?’ ‘Tell
us all about it.’ ‘Did Mummy let you feel the baby
moving inside her?’ ‘What was that like?’ ‘Do
you think the baby likes being with its Mummy
all the time before it is born?’ ‘Why?’
‘What do you think people say when they see a
new baby?’ ‘What do you think people said about
you when you were a baby?’
‘Do you have a photograph of yourself when
you were a new baby?’ ‘Do you like to look at
that picture?’ ‘Tell us about it.’ When you were a
new baby, someone had to look after you. Let’s
talk about all the things we can do for the new
baby. We need to be very careful with new
babies. ‘Why do you think that is?’
When I Grow Up
(by Steve Weatherill, published by
Frances Lincoln Paperbacks).
A young gosling learns about the
growing up in store for a tadpole,
a caterpillar, a ladybird larva,
a flower seed and an acorn.
Our Baby
(by Tony Bradman, published
by Picture Lions). Mum and Dad
are preparing for the new baby.
Billy is encouraged to help. But
Billy is also making his own
arrangements!
Ellen and Penguin
and The New Baby
(by Clara Vuillamy, published
by Walker). A new baby brings
changes for Ellen and Penguin.
Sibling rivalry is one theme
covered.
Ask the children to pretend to be a seed growing into a
flower. Talk them through the growth, for example:
‘I want you to curl up as small as you can and pretend
that you are a tiny seed under the ground. It is winter.
You are sleeping. The earth is like a warm blanket above
you. Above ground it is cold. But you are snug and warm
underground.’
‘Time passes. Winter is over and spring is here. The sun
shines. It gets warmer. Slowly, slowly you wake up and very
slowly, you begin to uncurl. Your roots grow down into the
soil underneath you.’
‘Sometimes it rains. Your first green shoots slowly stretch
and grow out of the warm earth and your stem grows up,
up, up towards the bright sun in the sky. In your very centre
is a bud. It grows too.’
‘Slowly it begins to open to show inside a beautiful flower.
You are surrounded by other flowers and are swaying in the
breeze.’
Afterwards talk about what kind of flower they have
become? What colour? They could also pretend to be
lambs, tadpoles becoming frogs, caterpillars becoming
butterflies or birds building nests.
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22
CORE CONCEPT
Children experience a range of life changes
during the process of development. As changes
occur physically, socially and cognitively, children
learn to adapt to social and cultural changes
around them. A focus on these changes
advances the development of self-knowledge
and self-esteem in children.
SUGGESTED SUCCESS CRITERION
We will discuss and name the things which are
necessary for us to grow and develop.
Story
The stories You’ll Soon Grow into
Them, Titch by Pat Hutchins or Fly by
Night by Stephen Lambert have growth
as a theme. Books with a similar theme
may be in the classroom or school library.
Reading these aloud to the class is an
ideal way to introduce the activities.
POINTS TO NOTE
The Construction Play activity
is based on the general
understanding that the young
child’s play ‘rehearses’ life. In this
activity, building bricks or other
materials are made into taller or
larger constructions. This mimics
the process of growth. The Quiet
Time activity may not always
be appropriate or may need
adaptation given different family
circumstances.
WHAT YOU NEED
- Construction Materials
- Digital Camera
- Pictures, Photographs,
Clothes for Interest Collection
- Large Sheets of Paper
- Coloured Crayons
WHAT TO DO
- Story
- Construction Play
- Interest Collection
- Let’s Talk and Drama
- Art
- Quiet Time
Construction Play
Interest Collection
During play, have a variety of different construction
materials such as lego, building bricks, construction
straws or sand available. Working individually or in
groups, encourage the children to build as tall, short,
broad, thin, strange or wonderful a construction as
they can. Encourage them to talk about what they
are doing, how it is getting bigger and growing. Take
digital photographs of their creations at different
stages of development. When completed, talk about
the differences and similarities. Use the photographs
to talk about the growth of their construction and
label them accordingly.
Make a collection of pictures, photographs and objects that are relevant
to physical growth from birth to five, for example clothes, shoes of
different sizes or feeding equipment. Ask the children to contribute by
bringing items in from home. Photographs of the children in the class at
various stages of development could be displayed. Talk about, record
and display around the interest collection all of the things that are
necessary for us to grow and develop, for example, food, exercise
rest and love.
Make a collection of what food can help us to do, for example provide
energy for work and play, help protect against illness and help us grow.
Ask the children to make a collection of food cartons, packaging or
pictures from home to add to the interest collection. Paint pictures and/
or take digital photographs of the children demonstrating some of the
things food provides us with.
t
e
e
f
big
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Let’s Talk and Drama
Explore the theme of growing by asking:
- ‘Who is the tallest in your home?’
- ‘Who is the next tallest?’
- ‘Who is the oldest?’
- ‘Who is the youngest?’
- ‘Have you ever seen a picture of yourself when you were a tiny baby?’
- ‘Show me what size you were then?’
- ‘Did you sleep in a bed like the one you sleep in now, when you were a baby?’
- ‘Why not?’
- ‘Did you take a bath or a shower like you do now?’
- ‘Why not?’
- ‘You are much bigger now. You are growing. Your body is growing.
Can you curl yourself up small as a baby?’
- ‘Can you uncurl and grow and stretch to the big boy or girl you are now?’
Art
Quiet Time
Divide the class into groups and distribute one large
piece of paper to each group. Number the children
accordingly, and invite the first child to draw a small
dot in the middle of the page. The next child, using a
different colour crayon, draws a slightly bigger dot on
top of the first one. This activity is repeated until each
child in the group has enlarged the ‘seed’. Now, invite
some children to extend roots down the page from
the seed in different directions. Ask others to extend
shoots up the page adding leaves and flowers. When
the children have finished, encourage them to show
the other groups how their seed has grown.
Encourage the children to tidy their tables, putting away anything which
may distract them. It is best not to begin ‘Quiet Time’ until everyone is
settled and focused.
Relax (pause). Sit comfortably (pause). Put your feet flat on the floor
(pause). Rest your hands on your lap (pause). Quietly, gently, close
your eyes (pause). Whisper the rest of the instructions.
‘Listen ... listen ... It is cosy like the soil where a little seed could grow ...
you began as a little seed in a cosy place like this inside your Mammy’s
womb ... Look ... and you will see yourself as a little seed curled up safe
and warm and happy ... look ... look... you are growing in there ... you
are getting bigger and bigger ...’
‘That little seed is growing ... growing ... growing hands and fingers and
head and stomach and bottom and ... is this little seed going to be a
little girl or a little boy ...’
‘The little seed has grown so big now, it is going to be born ... see
yourself stretching and reaching out ...’
‘Now you are born ... you are a beautiful little baby ... are you a little
boy or a little girl? Now you are growing bigger and older ... you are
beginning to walk ... you wobble a bit at first ... see yourself growing
more and more steady ... Now you can run around ... you are
beginning to talk ... and you are still growing ...’
‘You can feed yourself ... see that little you eating with a spoon ... Now
you are almost able to put on your clothes by yourself ... and you are
still growing ... see how big you are ...’
‘Now it is time for you to go to school and play with your friends ... Now,
slowly, open your eyes and s-t-r-e-t-c-h!’
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Resource A
Personal Development and Mutual Understanding Yellow Unit
learning activity 1 : I taste with my tongue
Letter for
Parents 1
27
Parent/Guardian
Signed
Parent/Guardian
Signed
Date
is allergic to the following food(s):
Child’s name:
Date
has no food allergies.
Child’s name:
Class Teacher
Thank you,
As part of our work on Health, Growth and Change we will be tasting some foods in
school. Please complete and sign the appropriate slip below and return it to the school
by
Dear Parent(s)/Carer(s),
Date
Insert school logo or letter head
28
Resource B
Personal Development and Mutual Understanding Yellow Unit
learning activity 3 : Noisy places
The City Cat and his
Cousin, Country Cat
Once upon a time a little ginger cat called Monty lived in a very
nice house in a big city. Monty loved to sit on the doorstep and
watch the crowds of people walking by and the buses and cars
rushing along the street. One day he got a letter from his cousin,
a little black and white country cat called Lotty. Lotty was coming
to visit him in the city. When Lotty arrived, she couldn’t believe her
ears and eyes! All the city sounds and sights from the busy street
were enough to scare Lotty.
The cars on the road raced up and down:
Vroom! Vroom!
The buses honked their horns:
Beep! Beep!
The Belisha beacon blinked:
On and off! On and off!
The fire engine and ambulance sirens sounded:
Nee-naw! Nee-naw!
The lorry lights flashed:
Bright white! Bright white!
The Police man blew his whistle:
Peep! Peep! Peep!
The Pelican crossing:
flashed green and beeped, flashed green and
beeped!
People walking past laughed loudly:
Ha! Ha! Ha!
Horns honking, engines revving, sirens blaring,
whistles blowing, signs beeping and people making
a racket! What a terrible din. Monty smiled when
Lotty told him how frightened she was. He showed
Lotty his fine home in the city, and after a nice bowl
of milk he explained to Lotty why you must use your
eyes and ears when around traffic. She thought
about all of the things Monty had said, and when
bedtime came the little country cat was very tired
after her exciting journey to the city. Monty and Lotty
settled down for a good night’s sleep. But Lotty just
could not get to sleep. All the city sounds from the
busy street outside kept her awake. Lotty the little
country cat didn’t sleep a wink. The next morning she
told Monty she was going back to the country. The city
was just far too noisy! She asked Monty to come with
her and told him he could have a nice quiet holiday in
the country. So off they went to the country cat’s home.
Lotty lived in the corner of a barn on the edge of a
busy farmyard. The little cats had great fun playing
hide-and-seek in the woods but were ready for their
beds when night fell. This time it was Lotty the little
black and white country cat who fell asleep first. Her
city cousin Monty was woken early and he just could
not believe his ears. How could the country be so
noisy? The sounds from the countryside kept him awake.
The tractor in the barn went:
Puff, chuff, Puff chuff, after its hard day’s work.
A donkey in a nearby field brayed:
Eee-aw! Eee-aw!
The frogs in the river croaked:
Ribbit! Ribbit!
A combine harvester in the field roared:
Rurrrrrh, Rurrrrrrh, collecting all the crop.
The cows in the field cried:
Moo! Moo! Moo!
The sheep on the hill bleated:
Baa! Baa! Baa!
From the farmyard poor Monty heard the sheepdog
barking, the hens clucking, the ducks quacking and
the pigs oinking. Every animal in the country seemed
to be awake making noise. Monty didn’t have a full
night’s sleep at all. The next morning he told Lotty
the country was far too noisy and that he was going
back home to the city. And so the country cat stayed
in the country and the city cat went back to the city
and that night they both got a good night’s sleep!
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Resource C
Personal Development and Mutual Understanding Yellow Unit
learning activity
: Miss Polly
Miss Polly
Miss Polly had a dolly who was sick, sick, sick,
So she phoned for the doctor to come quick, quick, quick.
The doctor came with her/his bag and her/his coat,
And s/he knocked on the door with a rat-a-tat-tat.
S/he looked at the dolly and s/he shook her/his head,
And s/he told Miss Polly ‘Put her straight to bed’.
S/he wrote on a paper for a pill, pill, pill.
‘I’ll be back in the morning with my bill, bill, bill’.
Change the words to ‘Master Freddy
and teddy’ when a boy is playing the role.
Katie’s Story
Katie and Megan were playing
with their dolls. ‘Poor Emma is
sick,’ said Megan. ‘I will have
to put her to bed and get the
doctor.’ ‘I’ll be the doctor,’
said Katie. She got a black
bag and put a spoon, a
toy thermometer and a
stethoscope in the bag. Then
she looked for some tablets
to put in. Megan told her that
they were not allowed to play
with medicines because they
were dangerous. But Katie kept
on looking. Then she found a
bottle of medicine.
She pretended to check Emma. She listened to her
chest and took her temperature. Then she tried
to open the medicine, but she could not get the
lid off. Just then her mum came in. ‘Give me that
bottle, Katie,’ she said. ‘You know that you are not
allowed to play with medicines.’ Mum was
very cross.
She explained to the two girls that taking medicines
that are not prescribed to you by a doctor can be
very dangerous. Megan told mum that a boy in
her class had to take an inhaler every day. Mum
explained that he needed this to keep him healthy.
The girls promised that they would not play with
medicines or tablets again and that they would only
take them if their mums gave them medicines or
tablets when they were sick.
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Resource D
Personal Development and Mutual Understanding Yellow Unit
learning activity
: Miss Polly
Sample Scenarios
1. Jack and Mark were playing on the street outside Jack’s
house. They found a doctor’s needle (syringe) lying on the
ground. ‘Let’s play pretend hospital. You are sick,’ said Jack.
‘I’ll be the nurse.’
2. Paula was running up the path and tripped over a big
stone. She scraped her knee. She went into the bathroom
and found some cream.
3. John’s Dad was sick. He took out the bottle of tablets
from the bathroom cabinet. He took two tablets and went
downstairs. He left the bottle with the top off beside the
sink. John, who was only three, came in. He thought the
tablets were sweets.
Scenario Questions
- ‘What do you think might happen next?’
- ‘What would you do?’
- ‘What keeping safe message might you say to each of the
children?’
- ‘Has anything like this ever happened to you?’
Keeping Safe Resource Sheet
Available to download from www.ccea.org.uk
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Resource E
Personal Development and Mutual Understanding Yellow Unit
Letter for
Parents 2
35
Class Teacher
Thank you for your help!
- Talk about the arrival of a new baby in the immediate or extended family, asking
questions such as: ‘Do you know that... is going to have a baby?’ ‘Do you know where
the baby is now before it is born?’ ‘We need to be very careful of new babies. Why do
you think that is?’ ‘Would you like to hear about yourself when you were a baby?’
- Plant a bean at home and watch it grow, or put the top of a carrot in a saucer
of water and watch it continue to sprout and grow.
- Together, select books from the local library that illustrate or talk about new life
(growth) in nature and the animal world.
- Together, find out about signs of new life in the garden, in the neighbourhood, on a
walk in the countryside or on a visit to a farm.
Below are suggested home activities for Parents/carers to do with their children on the
theme of new life:
As part of our work on Health, Growth and Change we will be helping the children
become more aware of new life in the world. By providing learning experiences for
children to understand new life and how it comes about, parents/carers and teachers
are encouraging them to respect, value and cherish new life.
Dear Parent(s)/Carer(s),
Date
Insert school logo or letter head
Suggested stories
Aliki. My Five Senses
(1990) Harper Trophy. 0 0644 5083 X
Tofts, H. I Eat Vegetables
(2001) Zero to Ten. 1 8408 9163 7
Ashley, B. A Present from Paul
(2002) Picture Lions. 0 0066 4160 1
Watanabe, S. How Do I Eat It?
(1982) Puffin Books. 1 4050 366 8
Child, L. I Will Never Not Eat a Tomato
(2003) Candlewick Press. 0 7636 2180 3
Watanabe, S. How Do I Put It On?
(1993) Red Fox Picture Books. 0 3992 2426 2
Donaldson, J. Monkey Puzzle
(2000) Macmillan Children’s Books. 1 4050 5106 X
Growing:
Butterworth, N. Jasper’s Beanstalk
(1995) London, Picture Lions. 0 3405 8634 6
French, V. Oliver’s Vegetables
(1995) Hodder Children’s Books. 0 3406 3479 0
Granstorm, B and Manning, M.
Wash, Scrub, Brush!
(2003) Picture Lions. 0 7496 6225 5
Ross, T. I Don’t Want to Wash my Hands
(2004) Picture Lions. 0 0071 5072 5
Seuss, Dr. Green Eggs and Ham
(2003) Picture Lions. 0 0071 8148 5
Seuss, Dr.
Oh the Things you Do That are Good for You
(2002) Picture Lions. 0 0071 3061 9
Carle, E. The Tiny Seed
(1997) Puffin Books. 0 1405 5713 X
Hutchins, P.
You’ll Soon Grow into Them, Titch
(1985) Puffin Books. 0 6880 1771 1
Suggested songs
and rhymes
Suggested
additional resources
Breeze, L & Nicholls, S.
Bobby Shaftoe, Clap Your Hands
(1992) A & C Black. 0 7136 3556 8
- Caterpillar
Visits to a clinic, chemist or Health Centre
Matterson, E. This Little Puffin
(1991) Puffin Books. 0 1403 4048 3
- Two Little Eyes
Nicholls, S.
Michael Finnigin, Tap your Chinigin
(1998) A & C Black. 9 7807 1364 7167
- Bread is sliced
- Breakfast
Sanderson, A. Head Shoulders Baby
Me: Songs for 4-7 Year Olds
(Songbirds Series) (1997) A & C Black.
0 7135 4800 17
- Bones
- Doctor, doctor
- Food wrap
- Head Shoulders Baby
- Jelly Belly
Invite a Health Professional to the
classroom, e.g. set up a scenario of a
baby needing a vaccination
Invite an aromatherapist or a reflexologist
to the classroom
Set up a Health-related imaginative play
area, take on roles in health-related role
play
Websites:
www.acblack.com
Comprehensive list of music books to
cater for many of the themes covered.
www.preschoolrainbow.org/
family_rhymes.htm
Excellent rhymes about the body.
www.m4t.org
Music for teachers site with a section on
Foundation.