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PSHE Home Learning Activity Details: 13.07.20

 

If you have any questions about any of the tasks set below, or would like to share what you have done with us, email: yearfive@stokenchurchprimary.bucks.sch.uk

 

All resources available for download can be found at the bottom of this page (keep scrolling).

 

Week 10 - Reflections

Wednesday 15th July:

Task 1:  This week, we would like you to take some time to think about the positive things you mayve have learnt or gained during lock down. It hasn't been an easy time for any of us, but it is good to look back and find gems that you can take with you into the future. Think about the following questions:

  • What skills have I learned during lock down?
  • What new talents have I discovered during lock down?
  • What special qualities have I discovered about myself during lock down?

Task 2: Use the worksheets below to present your answers to these questions. When you have completed the activities, display your work in a place were you can see and be proud of them each day.

 

Week 9 - Give to Others

Wednesday 8th July:

Task 1:  When you give to others, it helps you to feel good too. Giving helps you to have a sense of purpose and belonging, and being kind can signal the brain to release 'feel good' chemicals. Watch a short video about the importance of giving to others by clicking here.

Task 2: Think about a time that someone did something really kind for you. How did it make you feel? Think about a time that you did something kind for someone else. How did it make you feel? Have a think about some ways in which you can be kind and give to others. Here are some ideas to get your mind going:

  • Smile at everyone you see today.
  • Leave a kind note for your Mum, Dad, brother or sister.
  • Clean up a mess you didn’t make.
  • Compliment 5 people today.
  • Ask someone you live with if they need your help with anything.

Task 3: The following are people in history who gave to others: Edith Cavel, Florence Nightingale, Harriet Tubman and Thomas Barnardo. Choose one of them to investigate.

  • What motivated them to help others?
  • What did they do to help others?

 

Week 9 - Keep Learning

Wednesday 1st July:

Task 1: It is important to keep learning. What a video about the important of learning new things by clicking here.

Task 2: Learning new things helps our brains to develop in a healthy way. Can you think of some skills or abilities that you have developed that were hard to begin with? For example: how was it the first time you rode a bike or tried to write your name? What helped you to improve?

Task 3: Write down some things that you would like to learn to do, but haven't yet mastered. What are the small steps you can take to help you master these things? Write down a flow chart with your starting point, and a list of small steps that will help you to reach your goal.

 

Week 8 - Let's Talk About Feelings 

Wednesday 24th June:

Task 1: Our feelings are important and it is good for us to acknowledge and talk about them. Talking through our feelings can help us understand and deal with them in a better way. Download the Feelings PDF available below (scroll right down to the bottom of this page). Go through it slowly and thoughtfully with an adult, and complete the given tasks.

 

Week 7 - Jars of... 

Wednesday 17th June:

Task 1: Jars of...

Look through the 'Jars of...' worksheets available to download below - you'll have to scroll right to the bottom of the page. From the jars, choose one that you would like to fill thinking about what you would find helpful right now.

Find a quiet place where you can sit by yourself. If you can, play some relaxing music softly in the background.

On a piece of paper, write down words, phrases or sentences about all the things you would fill your jar of choice with. Take your time, thinking carefully about each thing you choose to write down.

Task 2: Put your words, phrases and sentences into the jar.

You could use the worksheet provided, and write them in pen, or cut and stick the ones you wrote on your paper. You could even design your own jar, and paint, collage or get creative with how you put the words, phrases and sentences in.
You could even take it one step further and get an actual, filling it with your ideas on smaller pieces of paper or card.

Now, whenever you might be feeling a little low or gloomy as can sometimes happen (especially with everything going on right now), you can have a look in your jar at all the positive things you have chosen. It will help you to remember the great things you have in your life.

 

Week 7 - Piece 6: Relationships and Technology

Wednesday 10th June:

Note to parents: this lesson covers how children may have contact with strangers online, what information they share about themselves online, and some of the potential dangers of doing this. The internet is such an incredible and valuable resource (particularly at the moment), and integral to modern daily life. The intention is not to scare children about the dangers of being online, but provide them with understanding of the risks, tools to help them manage these risks, and strategies for what to do if they feel at risk online. We would encourage you to look through the activities, and watch the video prior to your child completing this lesson. If you have any questions, please to email us on the Year 5 email address.

Click here for a link to the Think U Know website for 8-10 year olds.

Task 1: Write down three ways to keep safe when using the internet.

  • What would you say to someone who told you to send a nasty message to someone? Write down what you would say.

Task 2: At this stage, you may wish to refer back to the video from last week with an adult at home (available below in Piece 5), or you may just to revisit the key points from the video. In the video, there was a man who complimented the girl on the way that she looked in her photos.

  • How do you think this made the girl feel?
  • Although these comments may have made the girl feel good about herself, why was this dangerous?
    Like many children of her age, the girl feels like she wants to belong, and get the approval of others. However, when using the internet and talking to a stranger, this made her vulnerable. We all know that it is nice to receive a compliment from other people, but we should not rely on others and what they say about us to feel good about ourselves or raise our self-esteem. Learning to identify what we like about ourselves (both physically or the way we look, and the way we are as a person or our personality) is an important part of getting older.

Task 3: Look back or think back to what you wrote in Piece 1 (Recognising Me) of this unit about your best qualities and how you scored your self-esteem.

  • Is there more you can add to this now?
  • Would you change the way you graded your self-esteem? How?
  • If anything, what has changed and why?

 

Week 6 - Piece 5: Relationships and Technology

Wednesday 3rd June:

Note to parents: this lesson covers how children may have contact with strangers online, what information they share about themselves online, and some of the potential dangers of doing this. The internet is such an incredible and valuable resource (particularly at the moment), and integral to modern daily life. The intention is not to scare children about the dangers of being online, but provide them with understanding of the risks, tools to help them manage these risks, and strategies for what to do if they feel at risk online. We would encourage you to look through the activities, and watch the video prior to your child completing this lesson. If you have any questions, please to email us on the Year 5 email address.

Click here for a link to the Think U Know website for 8-10 year olds.

Task 1: On a piece of paper, write down all the things you can do with a computer at home.

  • Look through the uses you have written down and underline any uses that involve communicating with other people (for example, email).
  • Communication has become a huge part of the way we use modern technology - which gives us numerous and great benefits, but can present a few problems.

Task 2: Think about the information you and your friends post online.

Task 3: Read through the following scenario with an adult:
A girl is talking online to someone who she thinks is another girl. She arranges to go to the other
girl’s house who says her dad will pick the girl up. She says she is home alone and gives her address.

  • How could this scenario go on from here?
    Talk through this situation with an adult. It was easy for the other girl to think she was talking to another girl. The man was very sneaky and clever.

Task 4: Have a look at the Be Smart Internet Safety Poster available below.

  • Can you think of your own idea for a poster or leaflet using a slogan or acronym like ‘Be Smart’?

 

 

Week 5 - Piece 4: Girlfriends and Boyfriends

Wednesday 20th May:

This lesson contains some potentially sensitive topics which we advise an adult at home to look through before you complete the lesson. This lesson should be completed with an adult. If you have any queries or questions regarding this lesson before completing it, please email us using the Year 5 email address (yearfive@stokenchurchprimary.bucks.sch.uk).

Task 1: Think of some well-known couples or friendships (for example, Prince Harry and Meghan
Markle, David and Victoria Beckham, Spongebob and Patrick).

  • What stands out to you about these relationships? It can be positive or negative.

Task 2: Have a look at 'The Way I Feel' scatter sheet attached below.

  • Discuss the feelings shown here and identify which ones you might feel as part of a boyfriend/girlfriend relationship.
  • Take some time to think about why and in what circumstances you might have any of these feelings.

Task 3: Focus on one of the uncomfortable or negative feelings - jealousy.

  • Think through and discuss the following questions.
    ♥ What does it mean?
    ♥ What situations might give rise to it?
    ♥ Could someone feel jealous without any real justification?
    ♥ How might someone react or show that they were feeling jealous?
    ♥ Does the fact that you feel jealous show that you really care about the other person?
    ♥ How might you behave if you’re feeling jealous?
    ♥ What are the helpful and unhelpful ways you might respond?
    ♥ Why do you think people often call jealousy the green-eyed monster?

Task 4: Write down 3 hopes you have for a future boyfriend or girlfriend relationship.

 

 

 

Week 4 - Piece 3: Girlfriends and Boyfriends

Wednesday 13th May:

This lesson contains some potentially sensitive topics which we advise an adult at home to look through before you complete the lesson. This lesson should be completed with an adult. If you have any queries or questions regarding this lesson before completing it, please email us using the Year 5 email address (yearfive@stokenchurchprimary.bucks.sch.uk). Anything highlighted in red denotes an activity which may be particularly sensitive, although it would be best to complete the entire session together.

Task 1: Think of a song that's currently popular, or one that you particularly enjoy, that has lyrics to do with love, romance, or relationships. (If you can't think of one, remind yourself of the lyrics to Adele's Make You Feel My Love  that we sang in Music.) Can you think of more than one song?

  • Love, attraction and romantic relationships are really common themes because they are so important in the lives of humans, young and old.
  • They are different to the loving relationships you have with your family and friends.
  • You may (or may not) already be aware of these kinds of feelings, but as you get older, they are likely to become important to you.

Task 2: With an adult, talk about the following questions. Think carefully, and try to be really open and honest:

  • What does having a boyfriend or a girlfriend mean?
  • How is it different to being friends?
  • How would you know that two people are a couple? Could you tell from their behaviour and body language, and what might this look like?
    ♥ Write a list of ways that you think of - examples could include holding hands, kissing and so on.
    Talk with an adult about at what ages you think these behaviours are appropriate or inappropriate. Are there definite rights and wrongs for everyone or is it personal choice for the individual?
    ♥ Parents: What does the law say? At this point, you may choose to discuss the word 'consent' and its meaning. This can initially be discussed in terms of giving consent for a number of things (e.g. parental consent to go on a school trip), relating it to the idea of consenting to the behaviours you discussed from the tasks above (e.g. hand holding, hugging, kissing, etc.) and the importance of this. You may find it appropriate to talk about the legal age of consent for sexual activity which, in the UK, is 16 years old. If you wish to discuss this in further detail or have any questions before broaching the topic with your child, please email us (yearfive@stokenchurchprimary.bucks.sch.uk) and we will be happy to advise or support as necessary.

Task 3: With an adult, discuss what 'being attracted to someone' means. Consider the physical, and emotional aspects of this.

  • Here are some reasons that someone may choose to have a boyfriend or a girlfriend:
    ♥ You think they are good looking or attractive.
    ♥ You have a good laugh together.
    ♥ You want to impress your friends.
  • Think of 3 more reasons why someone may choose to have a girlfriend or boyfriend.
  • Now, put these in order of importance, with the reason you think is most important at the top and the least important reason at the bottom. Remember to talk your choices through with an adult at home, explaining why you chose to put them where you did.
  • Finally, with an adult, think about when is the right time to start going out with a girlfriend or boyfriend? Remember to think about the importance of being ready, and how this might differ from person to person.

 

Week 3 - Piece 2: Getting On and Falling Out

Wednesday 6th May:

Task 1: What comes to mind when you hear the word ‘friendship’? In your exercise book,
brainstorm words and phrases that come to mind when you think about friendship. These can be
negative as well as positive. Talk through your completed brainstorm with an adult.

Task 2: Have a look at the ‘Make Friends, Break Friends’ scenario cards pictured below. Choose a scenario to focus on.

  • Read through your chosen scenario and try to enter the situation by imagining how they might feel. Is it a problem that can be resolved or is the friendship going to break up?
  • Go through the ‘Mending Friendships’ traffic light (pictured below). With this in mind, write down the advice you would give to the two people in your scenario. Would you advise them to resolve the issue? How would you recommend that they resolve it? Would you advise them to end the friendship? If so, how could they end the friendship amicably (in a friendly and peaceful manner)?

Task 3: Discuss the meanings of the following words: Trust, Loyalty, Anger, Betrayal, Empathy,
Negotiate, Compromise.

  • Think about what part each of these played in either creating or resolving the difficulties in your chosen scenario.
  • Considering what we have explored about friendship today, how would you complete the following statement: Friendship is… ?

 

 

 

Week 2 - Piece 1: Recognising Me

Wednesday 29th April:

Task 1: Write a list of as many celebrities that you can think of. For each celebrity, write a brief few words or a sentence explaining why you admire or respect them. What character traits or qualities do they have?

Task 2: Personal qualities. Characteristics. Self-esteem. These are three words or phrases you may have heard before. Talk with someone at home about what you think they mean. What would you rate your self-esteem out of 10? (1 being very low self-esteem, 10 being very high self-esteem). Make a note of this somewhere (maybe at the back of your exercise book); we'd like to come back to it in a few weeks.

Task 3:

  1. Draw a simple outline of a person that represents you. It might look something like the picture below. Fill your paper with positive qualities about yourself - think carefully. What do you like about yourself? What makes you unique? What is amazing about you?
  2. Ask an adult at home to do the same thing about you on a separate piece of paper without seeing what you have written (you can do it for them too if you'd like). 
  3. Once you are both finished, compare what you wrote and what your adult wrote. Are they similar or different. Think about how self-perception matches or can be different from someone else's perception. Were there any surprises? Why might there be some differences?

If you'd like to share your positive qualities representation of yourself with us, please do email us (yearfive@stokenchurchprimary.bucks.sch.uk).

 

 

Week 1

Wednesday 1st April:

 Task 1: My Relationship with Myself - Daily Positive Affirmations

  • It is not always easy to stay positive, especially in the current situation with everyday life being quite different from what we are used to. To help us begin each day positively, we are going to look at some positive affirmations.
  • Read through the resource available below. Choose 3 (or more, but not too many) affirmations that stand out to you. Write out your affirmations on blank pieces of paper, using felt pens, colour pencils, highlighters or even paint - make them bold, make them beautiful! Put your affirmations up in a place where you can easily see them, and read them out loud each morning before you start your day.
  • If you are happy to share the affirmations you chose, take a picture of them one you have chosen a suitable place, and send it to us!

Resources to Download

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