- Key Stage 2
- Year: 3
- Ability: Mixed
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Theme
To set up joint responsibilities and expectations through devising
a set of class rules
Aims and Objectives
- to empower the children to work co-operatively and develop a code
of conduct for all children in the class to achieve their full potential
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PAL Learning Outcomes
Key Stage 2
9 work co-operatively with others in a range of situations, taking
account of others views and opinions
10 understand and put into practice a range of strategies for resolving
conflict peacefully
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Planning
a) Description of process
Planned circle time, PSHE, drama and literacy.
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emphasised fundamentals of our learning community
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showing space, resources, time
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need to get on and help each other
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everyone individual
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own needs, feelings
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rights and responsibilities we all share
- respect/learn/feel safe/etc
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in groups we started by collecting ideas of dos and don’ts
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as a whole class we pulled out a few important ones, that we
could remember
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discussed
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what does good listening look like?
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what does it mean to work hard
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what does working hard look like
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role play frozen frame picture
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in pairs illustrate a rule
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later session teacher put forward
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circle time discussion
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how can we support each other?
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we all have bad days, but how can we help each other?
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what kind of help would you like yourself?
b) Strengths/challenges
Small groups discussions (rehearsed in friendship pair and then into
small groups) – lots needed adult support and guidance, adult
scribed forgathering ideas
The strength was the enthusiasm of the children, therefore it extended the
work
The challenge was that it was in the first week of KS2 and therefore KS1
learning outcomes had to be overviewed and addressed.
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Implementation
a) Description of programme
b) Strengths and challenges
c) Achievements, including quotes
The work produced took longer than originally planned for, due to
the enthusiasm and interest of the children. The work was undertaken
in a series of different learning styles:orally, visually, written
and through drama. So all children were able to engage.
Children regularly point at the posters and self-correct other pupils
and themselves and positively reinforce co-operative behaviour.
“It show you pictures that you can remember.” Rashel
“They were nice because we added pictures and wrote in speech
bubbles and some of the children were kind.” Roshidha
“Like it tells you sometimes what to do, like good stuff.” Huson
“It reminds me what to do, like it might help you know the
rules.” Obayul
“I like having them in the classroom because they are pretty
and remind me of the rules.” Samira
“they are good rules, so we respect each other, like being
friends and not being rude to each other.” Mizanur
d) Assessment
Informal teacher observation is undertaken during circle time. Attached
pieces of work are displayed in classroom as a constant reminder to
the children. These will then be part of the PSHE portfolio. These
pieces of work show clear understanding of social and moral issues
when in the classroom and they are shown to have been produced through
a series of photos in a co-operative situation.
Through circle time discuss different situations where children discuss
how they can resolve conflict peacefully and celebrate these situations.
Once this has been embedded, the class will be introduced to looking
at external situations of conflict.
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Description of School(s)
Bangabandhu is a mixed two-form entry aged 3 to 11.
It is an inclusive school, school with children with physical and
learning disabilities. It is approximately 75% Bengali.
The class had 29 children:
1 with a statement for learning difficulties
20 Sylheti speakers
2 Lithuanian speakers
1 Turkish speaker
6 monolingual English speakers
13 girls and 16 boys
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