f r e e c i r c l e t i m e b o o k Circle Time Apracticalbookof Circle Timelessonplans

8/13/2019 f r e e c i r c l e t i m e b o o k Circle Time Apracticalbookof Circle Timelessonplans

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Circle TimeEdited by Jenny Mosley

A practical book of Circle Time lesson plans

Included in the booklet are lesson plans produced forpupils at Key Stages 1 and 2. These plans could also beused at Key Stages 3 and ! in some instances ideasmay need to be adapted.

The Making Belfast Work team

originally piloted this project

"e#erley "eattie

$ary "lease

"ridgeen %&'eill

Consultant and Originator ofthe Quality Circle Time Model

(enny $osley

Illustrations y

(uliet )oyle

IS"' * +,3*122 - 1


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ublished by ositi#e ress /td20a loucester oad

Trobridge4iltshire

"A1 *AA5ngland

'e edition 6 2**1 ositi#e ress /tdeprinted 6 2** ositi#e ress /tdeprinted 6 2**, ositi#e ress /td

%riginally published 1++* in photocopied formatith red card co#ers and tape binding

IS"' * +,3*122 - 1

All rights reser#ed. This book is sold sub7ect to the condition that it shall not8by ay of trade or otherise8 be lent8 hired out or otherise circulated ithoutthe publisher&s prior consent in any form of binding or co#er other than that inhich it is published and ithout a similar condition8 including this condition8being imposed on the subse9uent purchaser.

'o part of this book may be reproduced8 stored in a retrie#al system ortransmitted8 in any form or by any means8 electronic8 mechanical8photocopying8 recording or otherise8 ithout the prior permission of thepublisher. :oe#er8 permission is granted to copy page for use only in theschool that has purchased the book8 at user&s on risk in regard to anyconse9uent damage to the binding. ermission to photocopy is not gi#en toborroers of books from any lending ser#ice.

rinted by; :eron ress1+


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Contents

Aims of the booklet 2

Comments from official reports 3

Aspects of a hole school positi#e beha#iour policy

The 5lton eport ,

The circle approach as a practical response to 5lton ?

:o lo selfesteem leads to negati#e beha#iour 1*

A rationale for Duality Circle Time 11

Setting up Circle Time 12

Duality Circle Time /essons for Key Stage 1 =eception 13

/essons for Key Stage 1 =Eear group 2> 23

/essons for Key Stage 2 33

oem ith #ocal and other sounds 3

)% '%T )ISTF" sign

Training and esources ,

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This booklet aims to:

1. :elp schools implement a hole school positi#e beha#iour

approach.

2. Introduce Duality Circle Time and sho ho it can contribute to

the enhancement of selfesteem in children and adults and

create a positi#e school ethos.

3. ro#ide clear8 accessible lesson plans for teachers ho ant to

de#elop the approach in their classroom.

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Comments from official reports

The (enny $osley Duality Circle Time $odel has been rigorously tested o#ermany years and endorsed by hundreds of %@ST5) reports from all o#er the

country8 specifically highlighting the beneficial effects of the model. eports

often refer to particular aspects of the model such as GCircle Time&8 the

Golden ules& or the G/unchtime olicy&.

$ost often they note the effect of the hole school policy on the ethos of the

school and pupils& moral8 spiritual8 social and emotional de#elopment.

GThe good relationships ithin the school and the successful Circle

Time ha#e raised pupils& selfesteem and they kno and understand

hat is epected of them.&

=%@ST5) eport8 "roadstone @irst School8 para 2?8 1++,>

GThe eekly Circle Time for each class enables pupils of all ages8 at

their on le#el8 to reflect on aspects of their li#es8 to discuss moral and

social issues and to epress ith confidence their understanding of

right and rong and their sense of 7ustice. upils learn to listen to

others8 to be tolerant of other #iepoints and to respect fello pupils.&

=%@ST5) eport8 Canberra rimary School8 para 1**8 1++2>

In their guidance notes on Social Inclusion; upil Support8 the )f55 =no

)f5S> included the folloing statement;

GSupporting beha#iour management;

... The 4hole School Duality Circle Time $odel ... can help impro#e

and maintain high standards of beha#iour and discipline.&

=Circular no. 1*

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The aims of a whole school positive behaviour approach are:

1. To promote teaching and learning.

2. To enhance the pupils& selfesteem8 and encourage selfrespect and

respect for others.

3. To encourage pupils to de#elop their independence through becoming

responsible for their on beha#iour8 and achie#ing self discipline and self

control.

. To de#elop interpersonal skills hich facilitate cooperation ith others8

problemsol#ing and rational conflictresolution skills.

These aims contribute to:

1. 5ducational achie#ement

2. 5motional security

3. ersonal groth

. $oral de#elopment

,. Socialisation

It isimportant to remember that allmembers of staff need to beinvolved in policy making.

A policy is an agreed course of action8 and in the case of beha#iour policyspells out hat conditions are re9uired for teaching and learning to takeplace8 ho teachers might set these conditions up and hat resources8 skillsand management techni9ues they need to kno.

In a consistent and well-maintained positive behavioural policyall adults need to:

1. ositi#ely promote good beha#iour.

2. "e clear ith the children hat they can and cannot do =rules>.

3. Constantly recognise those children ho keep the rules =i.e. a balanced

combination of reards and punishment>.

. lan to deal ith unanted beha#iour in a manner that is likely to reduce

the beha#iour recurring =i.e. don&t reard children for bad beha#iour>.

,. /et e#eryone kno there are rules and make it in e#eryone&s interest to

keep them ! children8 teachers8 ancillary orkers8 parents8 go#ernors.

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The Elton Report

Although ritten o#er a decade ago8 the 5lton eport8 Discipline in Schools

=:$S% 1+0+> is an etremely important document. It made recommendations

about actions Gaimed at securing the orderly atmosphere necessary in orderfor effecti#e teaching and learning to take place&.

5lton&s findingssupport the #ie that teachers are beaten don8 not Gbeaten

up& =as the press ould ha#e us belie#e> by constantly dealing ith Grelati#ely

tri#ial but persistent misbeha#iour&.

The reports findings identify !" indicators of a #good school.

ood schools;

1. ha#e a positi#e atmosphere based on a sense of community and shared

#alues.

2. ha#e a headteacher and senior management ho take the lead in plans

for good beha#iour.

3. :a#e a Code of Conduct and #alues represented in formal


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The Circle $pproach as a practical responseto the Elton Report

Circle Time meetings take place eekly and last beteen 2* and

,* minutes according to the pupils& age and their ability to

concentrate. The circle approach in#ol#es the hole class group

=3*> and the teacher sitting in a circle.

The teacher&s task is to present a programme of circle acti#ities

that ill most effecti#ely challenge and moti#ate the class group to

share in the aim of promoting more positi#e relationships. Eou can

choose acti#ities from a ide range of cooperati#e games8 rounds8

drama strategies8 talking and listening eercises8 puppet and mask

acti#ities8 according to the ages and abilities and needs of that

particular class group.

Through these acti#ities and their subse9uent discussion children

are encouraged to de#elop emotional literacy8 think more about

their on beha#iour and its effect on others8 and share in the

responsibility for creating a better learning and caring atmosphere.

@or eample8 being called names upsets children. )uring circle

sessions8 if they are kept emotionally Gsafe&8 some children maytake the opportunity to talk about the misery this namecalling

causes them. %ne child8 hose surname as )yer8 as constantly

called Gdiarrhoea&8 another child8 Adrian8 as continually taunted

ith the name GAids&.

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4hen moti#ated through the Duality Circle Time approach to think

about solutions to the problems that their beha#iour causes

themsel#es and their peers8 children can de#ise many in#enti#e

systems to help foster their aims. %ne class decided that theytalked far too much and conse9uently ere not orking as they

ould like. They arri#ed at the solution of making Gdo not disturb&

signs hich they could put on their tables to signify the times they

anted to concentrate and remain undisturbed.

%ne class and Gtheir& troubled child orked 7ointly on an action plan

ith certain beha#ioural targets that had to be reached by that

childJ if he achie#ed these then they agreed to let him play football

ith them. G:elp each other be good& became one of their class

rules.

Children&s on ritten comments8 hoe#er8 certainly reflect their

appreciation of the benefits. They say that circle time helps ith !

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Their ansers reflect an acknoledgement that they are beginning

to think about their beha#iour and their interpersonal relationships

and to feel more confident about their on role in being able to

change these situations. These pupils ere being encouraged

toards a sense of feeling part of a group.

Teachers& e#aluations reflect that they no understand the point of

regularly using the circle approach ith their classes. Included

belo are a range of comments in response to the 9uestion;

G:a#ing taken part in this circle programme8 hat #alue do you

think this Circle Time approach may ha#e for the participants&

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If you dont boost self-esteem it will lead to:

%E&$TI'E $%( C)*)+$TI'E C,C+E

10

Stereotypingor /abelling

.oor Image

C of selfC attributed by others

2einforcedStereotypes

C for self C for others

.oorG.erformance&

or Skills

/o35Apectations

C of self C by others

@e3er%pportunities


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hy we believe uality Circle Time is beneficial

Rationale

Duality Circle Time affords the opportunity for the teacher and class to

communicate ith each other about issues hich promote selfesteem and

positi#e beha#iour.

uality Circle Time aims to develop:

1. The #alue and selfconfidence of each child

2. Specific beha#iours hich sho caring and respect toards each other=e.g. Gdo be kind hen others make mistakes&>.

3. The establishment8 in an en7oyable and constructi#e ay8 of classroom

routines that are necessary for 9uality teaching and learning.

. A climate of good relationships beteen teacher and children and child to

child.

,. A ay of meeting children&s needs ith regard to impro#ing their

beha#iour8 rather than saying G4hat they deser#e is L&

?. Talking and listening skills in a ay that helps such skills transfer across

the curriculum.

-. A sense of responsibility for one&s on beha#iour and actions.

0. An en#ironment that is nonthreatening here teachers and pupils can

epress themsel#es and listen to each other.

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The follo!ing material has een produced y some of the teachers of"oly Cross Boys #rimary $chool% Belfast&

/etting up uality Circle Time 0 essential prere1uisites

Sitting in a circle ! eye contact

5stablishing ground rules8 e.g. hands up

Taking turns

Alloing children to Gpass&

Haluing allcontributions ! no putdons

Alays praising ! #ery positi#e

/o teacher profile

Alays ending session on a positi#e note

$aking it fun ! lighthearted

2reparation

1. :a#e class sitting in a circle =preferably on chairs and in their on

classroom en#ironment>.

2. Teacher is a participating member of the circle and8 although directing

acti#ities8 abides by the Grules& of the circle.

3. 5nsure Circle Time is not interrupted as it should be G9uality& time ith the

group. A good idea is to use the G)o 'ot )isturb& sign outside the

classroom door ! a sample is included in this booklet.

. :a#e your lesson plan carefully thought out in ad#ance and ha#e ready

for use a Gconch& or talking ob7ect for rounds =held by the person

speaking>8 musical instruments8 music cards8 story ideas etc.

,. Try to ha#e Duality Circle Time as a regular part of your classroom

acti#ity8 i.e. at a regular and set time so that children see it as an

important part of their school eek.

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+E//3%/ 43R 5E, /T$&E ! 6,ear group !7

+esson !

Introduction

Class and teacher agree ground rules. 5amples;

:ands up /ook at person ho is speaking

Take turns to speak /isten ell

'o putdons

$ctivity !

eneral participation games8 e.g. passing on smile ! teacher looks at net

child to pass on a smile.

1. ass on rain8 i.e. hands raised up and don8 fingers iggling ! touch net

child to pass it on.

2. ass on thunder i.e. stamping on floor ! touch to pass it on.

/istening ! point to ears >

Thinking ! point to head > et class to follo teacher&s

/ooking ! point to eyes > actions

Concentrating ! fold arms >

$ctivity 8

$usical ound;

$usical instrument ! try to pass around silently ! e.g. tambourine8 bells.

$ctivity 9

G"ag of Seets& ame;

Teacher says GImagine you ha#e a onderful bag of seets on your knees.

Think of hat you ha#e8 e.g. is it Smarties8 7elly babies etc. 'o you&re going

to share it ith the person net to you.& Then e#eryone stands up and offers

seets to others ! don&t forget to thank people. Choose certain children.

$ctivity

GTalking Ted&

=GConch strategy& using small teddy or any special item as talking ob7ect>;

5ach child has the opportunity to speak or pass. Simply stand and say name

or Gpass& and pass ob7ect to net boy.

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+esson 8

Introduction!ule reminder < 5stablish rules

$ctivity !

Simple number or ord games ! general participation;

Children are standing. They say 18 28 18 28 18 2 around the circle. Any child

ho gets it rong sits don. Continue until all children are seated or you

think the children are losing interest.

$ctivity 8

5periencing silence ! sit 9uietly8 be #ery still. 'o pass an ob7ect round

ithout a sound8 e.g. keys8 bells8 tambourine. See ho 9uietly the children

can do this.

$ctivity 9

G@ruit "asket& ame;

Children are named oranges or apples. %ranges change seats hen teacher

calls G%ranges&8 apples change seats hen he.$odification for younger children ! Goranges& are gi#en an orangecoloured

item such as building block8 Gapples& are gi#en a green one8 as constant

reminder of hat they are =or coloured dots on their 7umpers>.

$ctivity

GTalking Ted& ound;

ass Ted round circleJ teacher begins by saying;

GI like ...& e.g. TH programme8 food. GI don&t like ...&

5ach child takes a turn ! remember to allo a child to say Gass&.

4inal $ctivity

ass the S9ueeMe;

Children and teacher hold hands around the circle. The teacher gently

s9ueeMes the hand of the child on his


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+esson 9

Introduction!ule reminder

$ctivity !

ames of G@ollo the /eader&;

Teacher does action hile class copy8 e.g. teacher claps8 child follos. Clap

hands8 touch knees etc.

rogress to child being leader hen class feel competent.

$ctivity 8

a. /istening ! Children sit ith eyes closed8 teacher has instrument. Teacher

uses musical instrument8 then stops. Children put up hands hen sounds

disappears.

b. rogress rhyme such as ! =1> G:ead8 shoulders8 knees and toes&8 then

G:ead8 shoulders8 knees and L& =2> GThere as a farmer had a dog8 and

"ingo as his name oh8 "I'%8 "I'%8 "I'% and "ingo as

his name oh& ! lea#e out letters in order8 e.g. "I' ...8 replacing them ith

silence.

$ctivity 9

GTalking Ted& ound;

ound begins ! GI feel happy hen ...& =child can pass>.

Children ho pass should be gi#en another opportunity to speak at

conclusion but should only speak hen they are holding Ted < the conch.

$ctivity

Acti#ity ame;

e.g. Children standing inside circle. %ne clap ! alk. To claps ! stop. Three

claps ! alk on spot.

Teacher is leader initiallyJ e#entually child could do clapping.

4inal $ctivity 0 Evaluation

Any child can put their hand up to say hat they liked best about today&s

circle time ! or hat they didn&t like.

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+esson

Introduction!ule reminder

$ctivity !

a. ame of GSimon Says& ! eplain do Gthis&8 do Gthat& only hen Simon

Says.

b. /istening! point to ears >

Thinking ! point to head > Children copy teacher

/ooking ! point to eyes > hile repeating ords

4ell done ! fold arms >

$ctivity 8

/ooking and /istening ame;

Collection of three instruments8 e.g. tambourine8 bells8 cymbals.

Chosen boys to pick up

instruments 9uietly and pass three around simultaneously =begin ith one8

then to8 then three instruments>.

$ctivity 9

GTalking Ted& ound;Introduction by teacher using a short story about the eperience of an

imaginary child. G)aniel has started a ne school. It is his first day in the

playground at lunchtime. :e atches all the other children playing happily

together. 'one of the children ha#e talked to )aniel or in#ited him to 7oin in

their games. :e feels #ery lonely and sad. &

"egin a round ith GI feel sad hen ...&. Those ho pass may be alloed a

turn at the end of the round.

$ctivity

ame of GStatues&;

Children alk round to beat of instrument8 e.g. drum. @reeMe hen beat

stops.

4inal $ctivity

Statues sloly melt onto the ground.

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+esson "

Introduction! ule reminder

$ctivity !

ound ame;

Teacher begins by saying GI am sitting beside ...& =gi#ing net child&s name>.

'et child speaks so that the phrase is mo#ing round the circle from the

teacher.

Then.

$ctivity 8

$usical ame;

$o#ing to simple beat8 e.g. drum or tambourine.

:ea#y steps8 fast steps8 light steps8 slo steps ! echoing appropriate beat.

Instrument stops8 then children stop.

$ctivity 9

GTalking Ted& ound;

Teacher tells a story about to friends. Amit and (osh are good friends. Theyspend all their spare time together. They like to cycle8 play on their

skateboards or challenge each other at computer games. Amit and (osh

alays try to be considerate and helpful to one another and to share both

good and bad things. GThat&s hat friends are for8& they say.

ound begins !GI can make my friend happy by ...& =children may say Gpass&>.

$ctivity

Imagination ame ! GThe $agic 4and&;

Teacher has a magic and8 a#es it and says GEou are all elephants< mice

3 /augh =silently i.e. mime>

Cry =silently i.e. mime>

Children remo#e hands to re#eal appropriate epression.

ass a smile around the circle.

$ctivity 8

$usical Instruments ame;

To different instruments8 e.g. ylophone8 glockenspiel.

To children in middle to play as they like. Then first child to sit don8

second child mo#es to first instrument and net child goes to free instrument.

Teacher guides by calling out each change until e#eryone has had a turn.

$ctivity 9

Cue ame;

5#eryone to change seats8 or put hands on head8 on cue.

Teacher to talk to class about any sub7ect. Tell class that on hearing cue

ord they must perform an action8 e.g. GI am going to talk about the eather8

e#ery time you hear the ord AI'8 put your hands on your head&.

$ctivity

GTalking Ted& ound;

Children to speak in turn hile holding Ted ! G$y teacher is ...& =name of

teacher>J G$y room is room ...&J GI go to ... School&

Start ith one statement8 progress o#er eeks to three statements.

4inal $ctivity

All hold hands around the circle. %n the count of three8 all raise hands in air

and say together8 G4e all like Circle TimeN&

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+esson =

Introduction!5stablish rules etc

/isten ell:ands up ! Take turns to speak

/ook at person ho is speaking

'o putdons

'o laughing at mistakes

$ctivity !

Changing Seats ame;

Simple game ! general participation.

All stand. Teacher calls child&s name8 e.g. G$ary&8 and then changes placesith that child and sits don. $ary then calls name8 changes places and sits

don. This continues until all children are seated.

$ctivity 8

/istening ame;

Teacher has selection of musical instruments in centre of the circle. Children

close eyes and listen. Teacher makes a sound ith one instrument. Children

put up hand if they kno hich one made the sound.

A child ho is correct then chooses and plays net instrument.

$ctivity 9

Sound ame;

Teacher makes animal sound and touches net child to pass it round the

circle. 4hen the teacher says GStop&8 net child chooses ne animal sound

and so on until he


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+esson >


/isten ell:ands up

Take turns to speak


$ctivity !

Action ame;

Simple game of passing around the circle ! general participation.

Teacher starts ith to actions =or one action if children find this difficult>8

e.g. 1. Clap hands8 stamp feet2. Touch nose8 nod head

ass it on.

$ctivity 8

$usical epetition ame;

To drums in middle. Teacher beats drum up to four times8 then calls name

of child ho copies. Then child calls another and he


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+esson !?


/isten ell

:ands up

Take turns to speak


$ctivity !

$ime;

Simple game ! general participation. Teacher leads.

$iming acti#ities in#ol#ed in going to school each morning !

1. 4ake up ! rub eyes8 stretch8 yan

2. 4ash face and hands3. et dressed

. 5at breakfast

,. %ff to school

All change seats. epeat.

$ctivity 8

$usical $o#ement ame;

Children standing. To instruments used. Children are light el#es

=glockenspiel> or hea#y giants =drum>. $ust listen and respondJ stop hen

teacher stops playing. /et child ha#e a turn ith the instruments to make the

others become el#es or giants.

$ctivity 9

GCaring 4ays& ame;

Teacher tells a pretend story that the boy or girl beside you has fallen in the

playground. 4hat ould you do8 turn to net child and sho sympathy. ass round circle.

$ctivity

GTaking Ted& ound;

Teacher begins by saying

G4hen someone helps me I feel L&


As /esson 3.

22


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+E//3%/ 43R 5E, /T$&E ! 6,ear group 87

+esson !

Introduction! 5stablishing rules

/isten ell ! =arms folded8 looking8 listening> ! praise.

:ands up to ask a 9uestion ! praise only those ho remember to raise

their hands.

/ook at the person ho is speaking.

$ctivity !

Gassingon& ame =see page 13>;

assing on a smile ! change to rain. @irst child ill use his or her fingers to

represent falling rain ! then pass it on to net and process continuesJ=teacher may go o#er 9uietly and demonstrate to any child ha#ing difficulty>.

$ctivity 8

/istening ame;

Teacher takes a chime bar and gi#es an instruction ith a sound ! hands up

or touch knees ! children obey only hen they hear sound of chime bar and

not the instruction on its on.

Change mo#ement and repeat.

$ctivity 9

GTalking Ted& ound =conch strategy ! see page 13>;

Teacher begins round8 GI feel happy hen L&

5plain the right to say Gass& but offer the conch


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+esson 8


$ctivity !

Action ame;

)o actions ! thinking =hands on temples>8 listening =ears>8 looking =eyes>8

ell done =arms folded>. Teacher leads by calling for actions ! children

respond.

$ctivity 8

/istening ame;

/ike GSimon Says&. Teacher uses chime bar ! gi#es instructions but class

obey only hen they hear three sounds.

=The ords GSimon Says& are not spoken. These ords are represented by

the three chime bar sounds.>

$ctivity 9

GTalking Ted& or Conch ound;

@irst brainstorm all the things that make the children feel sad.

"egin round ! GI feel sad hen L&

Teacher or #olunteer may begin round.

$ctivity

G@ruit "asket& ame;

Children are either oranges or lemons =teacher goes round and touches

all oranges on shoulder8 then lemons>. 4hen calls out G%ranges& they

change seats8 hen G/emons&8 they change. %n the ords G@ruit "asket&

e#eryone changes seats.


ound; GThe part I liked best today as L&

24


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+esson 9


$ctivity !

@ollo the /eader;

@irst child makes any action ! passes it on. /ater the teacher eplains that

the action can be changed by another child but must be copied or

changed again.

=Eou ill find only the most confident children ill change the action at

first8 hile 9uieter ones 7ust copy>.

$ctivity 8

/istening ame;

ick a child to take chime bar ! gi#e instruction for class to follo hen

they hear the sound8 i.e. class ill obey the instruction only if it is

accompanied by the sound of the chime bar8 e.g. alking inside circle or

tapping knees hile sitting on chair or floor.

$ctivity 9


G$y fa#ourite animal is L&

emember rule that allos child to say Gass&.

$ctivity

Imagination ame ! GThe $agic 4and& =see page 1->;

Child takes magic and =can be a ruler> and changes a fe children into

animal of his


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+esson


$ctivity !

Action ame;

Teacher names children 1 to around the circle and allocates an action to

each number. 4hen he etc. Teacher then calls

another number. Can alternate hat each number does by gi#ing simple

instructions.

$ctivity 8

/istening ame;

:a#e selection of instruments in the middle of the circle ! teacher inks at a

child ho creeps out 9uietly ! takes an instrument and returns to his


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+esson "

Introduction 0 ule reminder

$ctivity !

assingon 4ord ame;

Someone starts Gcar& going round circle by saying GMoom& and looking to child

on right. 4ord and action passed round 9uickly till someone =can be teacher

at first> says Geek& to change direction8 then the Moom sound goes round the

other ay.

$ctivity 8

$usical =/istening> ame;

Instruments in the centre. Teacher has notation cards colourcoded red for

loud8 black for soft.

Child gets a ink ! picks up an instrument 9uietly and plays the number of

notes on the card hich is held by the teacher. emember to encourage the

child to play loud or soft according to colour code. =If you do not think your

class are familiar ith musical notes then 7ust use numbers or dots>.

$ctivity 9


GIf I ere a magician I ould L& =think of something good to Gmagic& for the

other children to en7oy.> emember rule about passing.

$ctivity

G@ollo the Sound&;

Fse a drum to make a choice of sounds ! soft


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+esson ;

Introduction! 5stablish < re#ise rules

/isten ell

:ands up ! ait your turn


'o laughing ! no putdons.

$ctivity !

GSimon Says& =see page 1?>.

$ctivity 8

Sound ame;

Choose a child to take a chime bar or tambourine etc. Children must respond

to twosounds this time8 not one8 i.e. one sound ! no response8 to sounds !

alk8 stamp8 clap etc. =Teacher says hich mo#ement children should make

and hen to change the mo#ement>.

$ctivity 9

GTalking Ted& or Conch ound;Teacher talks about dreams.

"egin round8 GA dream I had as L&

$ctivity

GThe $agic 4and&;

Child takes magic and ! changes whole circle into an animal8 e.g. pig. All

get into centre and imitate that animal ! then change.

4inal $ctivity

/istening and Telling ound;

Sit don8 close eyes ! listen to sounds outsideclassroom ! do a round to tell

us hat you heard. Teacher may begin GI heard a bird& then pass conch ob7ect

to net child etc.

emember to offer children ho pass another turn at the end of the round.

28


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+esson =

Introduction!eestablish Circle Time rules

$ctivity !

Ooom ame;

epeat /esson ,8 Acti#ity 1 in this section. GOoom& passed on #ery 9uickly !

any child can change it to GmooM& ! hereby it changes direction and goes

back.

$ctivity 8

/istening ame;

epeat /esson 8 Acti#ity 2 in this section; i.e. ha#e a selection ofinstruments in the middle of the circle. Teacher inks at a child ho creeps

out 9uietly and takes an instrument and returns to his.

$ctivity 9


Teacher talks about magic and making ishes etc. G4hat ould you do if you

ere a magician for a day& 5ach child chooses one thing to say."egin GI ould L&

$ctivity

Treasure :unt < %bstacle ame;

Teacher chooses a child as Guardian& to sit on chair in middle of circle8

earing a blindfold. Teacher puts keys =treasure> under chair and places

obstacles in circle. Child must climb obstacles and retrie#e treasure in

silence! Guardian& must catch him. If the uardian succeeds then he


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+esson >


$ctivity !

5pression ame =see page 10>;

Children co#er face ith hands ! teacher describes something hich could

ha#e happened to them =happy ! take aay hands and sho epression

! then change.

$ctivity 8

epeat /esson 08 Acti#ity 2 in this section.

$ctivity 9


Teacher talks about hen the children ere babies8 toddlers etc.

"egin G4hen I as small I alays used to L&

$ctivity

GThe $agic 4and&;

Child points to another ith the and ! that child goes into the centre and

mimes action of an animal ! rest must guess hat he. Child

ho guesses correctly can ha#e the and.

4inal $ctivity

GSharing Seets& Imagination ame;

Imagine a bag of seets ! describe hat it is. ick a child ! nota friend !

someone you don&t normally talk to ! and offer them a seet. emember to

say thank you.

Continue inside circle until teacher says GStop&.

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+esson !?


$ctivity !

@inish a Story =Conch ound>;

Teacher begins story !GThe "roken Cup&. Sean asks mum can he in#ite his

friends for a garden party ! yes8 you can8 but don&t use any of my good cups

! he agrees ! takes old cups out of the garage ! mother gi#es lemonade !

pretend tea ! friends come ! he pours ! each ha#e a cup ! ecept himself so

he looks through kitchen indo at ne cups. 4hat did he do

"egin GSean L&

$ctivity 8

$usical =/istening> ame;

See /esson ,8 Acti#ity 2 in this section. Instruments are in the centre of the

circle. Teacher has notation cards8 colourcoded red for loud8 green for soft.

The teacher inks at one child ho picks up an instrument 9uietly and plays

the number of notes on the card. emember again to encourage the playing

of loud and soft according to colourcode. The child goes back to his place

and he inks at another child ho carries out the same process.

$ctivity 9

ound;

Teacher asks class if they sometimes orry. )iscuss.

"egin GSometimes I orry about ...&

$ctivity

"all ame ! G@ollo the Teacher&;

i#e a bouncing ball to each person in circle. Teacher begins by bouncing

the ball ! nods at a child ho imitates teacher at same pace ! atch teacher

! child stops hen the teacher stops. This can be done ith hole group.

4inal $ctivity

$usic ound;

lay music ! listen ! is it happy.

"egin round GI felt sad


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+E//3%/ 43R 5E, /T$&E 8

+esson !

Introduction! 5stablish rules

:ands up

/isten ell

/ook at speaker

%nly speak hen conch < talking ob7ect is ith you

'o laughing at others

'o putdons

$ctivity !

Treasure :unt =see page 3*>;

ut chair in middle of circle ith Gtreasure& =something that rattles e.g. keys>

underneath. ut a couple of obstacles to climb o#er8 e.g. bin is a bear pit8

book is a rock. Guardian& sits on chair earing a blindfold.

Total silence in group. Child to Gsteal& treasure ithout uardian hearing.

If successful he


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+esson 8


$ctivity !

G$agic 4ink& ame;

Class sitting 9uietly in circle8 arms folded. Teacher picks one child to be in

middle. Another child from circle is magician ! he. Teacher can ink at the child he


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+esson 9


$ctivity !

G:unter and :unted& ame;

Children stand around circle. Teacher chooses to children8 one ears a

blindfold and is hunter8 other is 9uarry8 both inside the circle =absolute

silence>. :unter tries to catch prey by sound of feet mo#ing ! if he


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+esson


$ctivity !

G@ollo the Teacher& ame;

Simon Says ! teacher gi#es instructions8 children follo only hen teacher

prefies ith GSimon Says&.

$ctivity 8

$usical Instrument ame;

Children in circle are gi#en different instruments and follo beat of the leader.

=The leader does not ha#e to be the teacher>.

$ctivity 9

Conch ound;

Teacher talks about things e say. This is a good acti#ity after some ma7or problem in

class ! fights etc. "egin ith #olunteer ho says GI ould like to say sorry to

L& ass conch to any other #olunteerJ n.b. get child to look atthe person and

say their namehen they are saying sorry.

4inal $ctivity

/isten to sounds outside room for one minute ith eyes closed.

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+esson "


$ctivity !

G@ruit "asket& ame;

Children sit on chairs8 one child stands in the middle. Children are labelled

oranges or lemons. Child in middle calls out either oranges or lemons and

those called change places hile child in middle tries to get a seat. 4hen

successful8 child from middle takes on identity of child he


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+esson ;


$ctivity !

G/ighthouse and ocks& ame;

Choose a lighthouse ! gi#e him


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+esson


$ctivity !

"uMM ame;

Children number around in circle ! 1 2 3 buMM8 , ? - buMM =i.e.

mustn&t say multiples of >. 4hoe#er misses buMM is out. Hery good for

learning tables.

$ctivity 8

$usical Statues;

Tambourine is 7ingled ! children run on spot ! if it&s hit they stop. =rogress to

running around in circle ithout touching.>

$ctivity 9

@inish the Story;

Teacher tells story of marbles. To children8 aul and (ohn8 started ith tenmarbles each ! aul lost all his to (ohn ! he as lonely8 he thought about

going home ! (ohn no had tenty marbles. 4hat happened net ass

conch8 teacher comments on positi#e endings. "egin GI think (ohn


44/51

+esson !?


$ctivity !

Charades;

Teacher picks child to mime acti#ities of particular 7obs ! teacher goes first

miming postman ! child ho guesses right mimes net.

=ood idea to ha#e a list of 7obs to choose from.>

$ctivity 8

$aking Sounds;

Fse the 4ind oem on the net page.

$ctivity 9

Conch ound;

The orld ould be a better place if e#eryone L ! children discuss their

opinions."egin GI think the orld ould be better if L& 'o putdons. Allo children

ho pass a chance to go at the end.

4inal $ctivity

@ollo the Teacher;

Teacher makes some simple mo#ements ! children follo ! tapping knee and

touching head etc.

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The Wind#oem !ith 'ocal and other sounds or instruments

The wind has lots ofnoises

it sniffsit puffsit whines,it rumbles like an

oeanthrou!h "unipers andpines#$t whispers in thewindowsit howls

it sin!s,

(spoken words only)

(ocal sounds on each line!

appropriate to the words)

(drums or drummin" hands)

(ocal sounds on each line!

appropriate to the words)

(spoken words only)

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it hums,it tells %ou &er%plainl%e&er% time it omes#

#his "ies an e$ample of how sounds can be used with the poem%

Decide on your own instruments&sounds%

44


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,


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TR$I%I%& $%( RE/3)RCE/

Training for your staff

The (enny $osley Consultancies can pro#ide elltrained consultants8 eperiencedin all aspects of the 4hole School Duality Circle Time $odel8 ho ill #isit yourschool to run courses and orkshops for teachers and support staff. Try our keyintroductory course for primary and secondary schools on the hole /chooluality Circle Time *odel;

%n a Closure =I'S5T> day8 all staff8 teachers8 lunchtime super#isors8 ancillary

and administration staff are in#ited to participate in a day that focuses on allaspects of the model8 including teambuilding8 de#eloping positi#e ethos and#aluing indi#iduals.

%n a 4orking In School day8 the school does not close and the Duality Circle

Time approach is demonstrated ith hole groups of pupils obser#ed by a rangeof staff. In addition8 Circle Time meetings can be held for lunchtime super#isorsand an action plan for the school is dran up ith key members of staff.

The Top Halue %ption =discounted price> is to book both the abo#e plus a follo

up day for e#aluation and ad#ice.

3ther courses for schools

The folloing are eamples of courses offered by our team of highly 9ualified andeperienced consultants8 a#ailable in similar format to the abo#e;

:appier /unchtimesAssessing the effecti#eness of your selfesteem8 antibullying and positi#e

beha#iour policies)e#eloping peer mediation)e#eloping S:58 CitiMenship and emotional literacy policies through

Duality Circle Timeeenergising your circle time policies ith 'ualityideasChildren beyond ! hat more can e doIn#ol#ing e#eryone in Duality Circle Time

$ccredited@ specialist trainers onlyA

%ur research and eperience re#eal that the 4hole School Duality Circle Time

$odel can become diluted or #ulnerable hen people ho ha#e ne#er attended oneof our indepth courses offer training based on our model. (enny $osley holds eeklong indepth courses nationally and then aards accompanying certificates.

4or details of all the above@ contact the 2roBect *anager by any of the meanslisted on page =. $ list of accredited trainers is available.

?


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ooks@ Catalogues and 3ther Resources available from 2ositive 2ress20a loucester oad8 Trobridge8 4iltshire "A1 *AA 5ngland.Tel; *122, -1+2* 5mail; positi#epressB7ennymosley.co.uk

Turn ,our /chool Roundby (enny $osleyComprehensi#e management manual for the hole school community to de#elop

positi#e relationships through circle time. =/)A>

uality Circle Time in the 2rimary Classroomby (enny $osley5ssential guide to enhancing selfesteem and selfdiscipline8 for teachers ishing toput the 4hole School Circle Time model into their classrooms8 ith hundreds ofideas and lesson plans. =/)A>

*ore uality Circle Timeby (enny $osley)e#elops the application of the model in a se9uel to the abo#e. Includes tenminutecircle times for nursery children to practice specific skills. =/)A>

Dere e &o Roundby (enny $osley P :elen Sonnet

)elightfully illustrated book of Duality Circle Time acti#ity plans for the 5arly Eears inresponse to the DCA guidance document8 ith sessions for each of the si areas oflearning. =ositi#e ress>

2hotocopiable *aterials for use with the enny *osley Circle Time *odelby(enny $osleyCharts8 target sheets8 achie#ement ladders8 aards8 congratulations cards8in#itations and much more. =ositi#e ress>

The Circle ook by (enny $osleyInspiring collection of responses to Duality Circle Time8 ith feedback from teachersand children and great suggestions for games and acti#ities. =ositi#e ress>

orking Towards a hole /chool 2olicy on /elf-Esteem and 2ositiveehaviourby (enny $osley:o to rite and operate an effecti#e policy in#ol#ing teachers8 children8 parents8$)SAs ! e#eryoneN 4ith background information and ideas based on schools&eperience using the Duality Circle Time model. =ositi#e ress>

ridging the Circle: Transition through uality Circle Time by Anne Coling andenny HineThoughtful and effecti#e Circle Time lesson plans for years ? and - supporting theoften intimidating transition from primary to secondary school. 4ith photocopiable

resources.

$ll Round /uccessby (enny $osleySimply setout practical ideas and games to help children ith their social skills.=45ST>

-


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Coming Round $gainby (enny $osleySe9uel to All ound Success8 outlining ho to pull together a range of fun acti#itiesinto a themed approach. =45ST>

&uidelines for 2rimary *idday /upervisorsby (enny $osleyA friendly8 practical selfhelp booklet to be gi#en directly to lunchtime super#isors as

part of the policy to boost their skills and selfesteem. =45ST>

Create Dappier +unchtimesby (enny $osleySe9uel to the abo#e8 offering etra ideas and both indoor and outdoor games.=45ST>

$ssemblies to Teach &olden Rulesby $argaret oldthorpe and /ucy 'utt)ynamic and fun assemblies for de#eloping the moral #alues behind olden ules8based on positi#e reard for good beha#iour rather than punishment for negati#eactions. =/)A>

2oems for Circle Time F +iteracy Dourby $argaret oldthorpeoems of simplicity and fun8 to help children look at serious issues in a relaed ayithin our fi#estep model. =/)A>

Effective IE2s through Circle Time by $argaret oldthorperactical solutions to riting Indi#idual 5ducation lans for children ith emotionaland beha#ioural difficulties8 using Duality Circle Time. =/)A>

$ll ,ear Round! eciting ideas for peaceful playtimes

/tepping /tones to /uccess! a planned 7ourney through the foundation stage

Ring of Confidence! personal safety for the foundation stage

!?! &ames for /elf-Esteem

!?! &ames for /ocial /kills

&olden *oments for usy Teachers

e also have books on uality Circle Time for secondary schools@ and onadult subBects such as assertiveness and self-esteem.

Training video: uality Circle Time in $ction

An ecellent indepth resource for staff training8 shoing (enny demonstrating hermodel ith KS1 and KS2 pupils. Includes booklet ith her fi#e steps to DualityCircle Time. =/)A>

enny *osleys /elf-Esteem uilders /etContains moti#ational stickers for congratulating children on moral #alues and circletime skillsJ to colourful themed class target sheets ith reusable stickers to markpositi#e beha#iour toards a particular targetJ reard certificates for achie#ementssuch as deciding to impro#eJ responsibility badges for boosting children&s selfesteem through special tasks such as being special child of the eekJ and a goldenrules poster set for classroom and playground. Items also available separately.=/)A>

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enny *osleys uality Circle Time 5itbagTo keep circle times eciting and fresh; contains to puppets8 blindfold8 cloak8rainstick8 teddy8 treasure chest8 cassette tape and booklet of lesson ideas.Rainstickalso a#ailable separately.

Contact details for enny *osley Consultancies G 2ositive 2ress +td:

20A loucester oad8 Trobridge84iltshire8 "A1 *AA8 5ngland

@or Training 5n9uiries

Telephone; *122, -?-1,-@a; *122, -,,?31

5mail; circletimeB7ennymosley.co.uk

@or roducts and esourcesTelephone; *122, -?+2*

@a; *122, -1210-5mail; positi#epressB7ennymosley.co.uk

4ebsite; .circletime.co.uk

f r e e c i r c l e t i m e b o o k Circle Time Apracticalbookof Circle Timelessonplans

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