Family & Relationships- as part of the National Curriculum for PSHE teaching KS1 & KS2 about the importance and difference of family and relationships. We have divided the topics that pupils are required to learn into four simple lessons.
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Table of Contents
Learning who to Trust
Pupils should know what trust is, who to trust and what to do if they don’t trust someone or someone breaks their trust.
Precious Possessions and Trust
- Ask your class to each think of their most precious possession (It doesn’t have to be expensive just something that means a lot to them). Give examples of what is your precious possession is to get them started. Ask your pupils to get into pairs and talk with their partner about their object and why it is important.
- Now get them to think if they were going away and couldn’t take their possession with them…who would they trust to take care of their possession.
- Ask why do they trust that person and discuss with the class.
If your in Lockdown create a show and tell where students show their precious possession via the call and describe why it is important to them.
Comic Book Trust Activity
Explain that trust is a fundamental part of relationships and friendships. By building on friendships and relationships give the following activity to your class highlighting trust issues…
- Give each pupil the Comic Book Activity Worksheets provided and explain that they are going to write a comic book story involving a trust issue. To begin with they need to decide the character, setting, what and how the trust issue is resolved.
- Once they have the structure of the story, they can draw the story actions out in the comic strip provided.
Respecting Differences in Others
Respect and learning about differences between people and the importance of respecting these differences.
- Hand out the Class Bingo Worksheet provided. Ask pupils to go around the class to find someone who matches the criteria in each box, pupils then write that name in the box however, they can only use each person once. This does include themselves.
- When the class are finished bring them together to discuss anything that surprised them about their classmates.
- Watch with your class the following Award Winning Short Film “Different” which showcases differences that everyone can have.
- Discuss the differences that the students can notice within the short film.
- How they react with one another and notice how they feel about their differences.
- Ask the class to think of others in their lives that have differences to themselves and how they would respect that person.
- Can students number any other differences within people; religion, language, family set up etc.
It’s important to reinforce and understand that everyone is different and that is okay.
Learning that stereotypes are present in everyday life and children’s toys can reinforce gender stereotypes.
Student’s must learn to know what a stereotype is and how it can be unfair, negative and destructive towards others.
Favourite Toys and Games
- Ask the children to draw their favourite toy or game on the worksheet provided. At the bottom of the page get your pupils to answer why it is their favourite. After explain that they will be looking at different toys and how they might reinforce gender stereotypes.
- Quick reminder on what a Stereotype is- Making an assumption about a group of people based on a shared characteristic for example gender.
- Also, discuss what Gender means- The roles, behaviours, activities and attributes that society consider appropriate for men and women.
- This task requires print outs of toy catalogues
- Give students the Worksheet down below and give out the toy catalogues (or make a downloadable document if in lockdown). Explain that they are going to look at the toys on each page and complete the questions on the worksheet .
- When they have finished bring the class back together and discuss the following:
- Were certain toys aimed at girls and boys?
- What makes us think this?
- Are the stereotypes correct? Or could anyone play with the toy?
- What could manufacturers and shops do to overcome stereotypes?
- Why might these stereotypes be a problem?
Extra: Ask your pupils to design an advert for a toy which traditionally is marketed to one gender to appeal to everyone instead.
Pupils also, need to learn that as well as stereotypes in gender, that stereotypes exist based on age amongst other factors.
- Display the image down below on your interactive board or on your screen, if home-schooling during lockdown.
- Ask your students to write down their ideas on older people. This can include:
- What they look like
- What they do
- What they enjoy
- What they eat
- Where they live
- Ask your pupils to get into pairs/groups or set up break out rooms in your online classroom and ask the groups to share and add more ideas. Then have your pupils feed these ideas back to the class.
Reminder of what stereotypes are – Making assumptions about someone based on certain characteristics. Before pupils will have looked at one factor of stereotyping (Gender) and now will move on to age.
- In the groups/breakout rooms they have already formed from the previous task ask your pupils to look at their ideas and define which ones may be stereotypes of older people. They can do this by underlining or highlighting those ideas. Discuss how each group came to the conclusion that they were stereotypes.
- Ask your class why they believe stereotypes are unfair.
- Give examples that people may think older people can’t do certain activities or may be stopped from going certain places. Discuss how this can lead to discrimination and not being treated fairly.
- Explain that this is actually illegal and there is a framework in place called the ‘Equality Act’, which protects people from being treated unfairly. Give examples of this like, it is illegal to say that someone cannot have a job because of their age.
- Ask your pupils to think about older people they may know; in their family, the local community or even famous people. Write down how this person breaks away from stereotypes and show that they are not right.
- Physical Activity
- Engagement in the community
- Use of technology
- Ask pupils to share their ideas.