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Assessment For Learning – Planning for the next steps with your children
Use this form during your children’s session in the mobile classroom to help determine follow-up work needed
Feelings (6 to 7 year-olds):
Key Learning Outcomes of session and related SCARF follow up lesson plans:
Mark on the line where you think most children in your class are
with their learning on this objective.
2a. Recognise, name and understand how to
deal with feelings (e.g. anger, loneliness).
Emerging Met Exceeding
2b. Understand the difference between bullying and isolated unkind behaviour.
Emerging Met Exceeding
2c. Understand that that there are different types of bullying and unkind behaviour.
Emerging Met Exceeding
2d. Understand that bullying is unacceptable, but know that for most of the time, most children do not take part in bullying behaviour, or experience bullying. Emerging Met Exceeding
2e. Know where someone could get help if they were being upset by someone else’s behaviour. Emerging Met Exceeding
2f. Understand that the body gets energy from food, water and oxygen and that exercise and sleep are important to our health.
Emerging Met Exceeding
2g. Name major internal body parts – heart,
blood, lungs, stomach, small and large intestines, brain and know how food, water and air get into the body and blood. Emerging Met Exceeding
2h. Understand that medicines can sometimes make people feel better when they’re ill and understand issues of safety and responsibility.
Emerging Met Exceeding
Follow up lesson 4.1
Diversity WorldProgramme: Title (8-9 year-olds)
Learning Outcomes* that relate to the Life Education
programme and covered in this lesson plan
4a. Understand that everyone is unique and feel a
sense of worth
4b. Recognise that there are times when we will
make the same choices as our friends and
times when we will choose differently
* Key learning outcomes in bold italics
Resources needed:
Harold. Kiki and Derek special talents film clips (click on individual
names to view)
Diversity World Map (below)
Diversity World Map on Pupil activity sheet 4.1 (enough for one between two)
Paper and pens/pencils for a draw and write activity
Curriculum Links (see Curriculum map for more details)
National CurriculumEnglish: Spoken Language statutory requirements
• participate in discussions and debates
• cons viewider and eferent points, attending to and building on the
contributions of others• give well-structured descriptions, explanations and narratives for different ses,
including for expressing feelingsRE: Celebrating different cultures including similarities and differences
PSHE Association Programme of Study • HW
flcelebrate thei ievem
• R
5. To reect on and r achents, rengths, areas for improvements, high aspirations and
goalspectfully to a w
to ra10. To listen and respond rescerns, to recognise and care about other ide range of people, topeop feei ir oww
• R13. That differences and similarities between people arise from a number of
factors including religious diversity• LWW11. To appreciate the range of national, regional, religious and ethnic i ies
in the United Kingdom• LWW12. To think about the lives of people living in other places, and people with
different values and customs
Safety Caring Achievement Resilience Friendship
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© Coram Life Education SCARF resources
Pupil activity sheet 4.1
Diversity World Map Programme: Feelings (6-7 year-olds)
www.coramlifeeducation.org.uk
v1f NT 11.e.af Registered Charity No. 800727
Coram Life Education and the PSHE curriculum mapping:
UPPER KEY STAGE 2
This document shows the cross-curricular way in which PSHE can be covered though other National Curriculum subjects and as part of daily routines, as
well as within discrete PSHE lesson time. It maps the PSHE Association’s Programmes of Study (which the DfE recommend schools adopt for their PSHE
curriculum provision) to all other National Curriculum subjects.
Coram Life Education provides support in meeting many elements of the PSHE curriculum and the broader requirements around wellbeing, stated in the
OFSTED framework, both through its programmes in school and the SCARF follow-up materials.
N.C.
Safety Caring Achievement Resilience Friendship
KEY TO THE MAPPING GRID
National Curriculum Learning
Objectives: indicates the parts of the
National Curriculum which are also
part of a PSHE curriculum, showing
the places where PSHE can be
taught in a cross-curricular way as
well as within a discrete lesson.
Coram Life Education Learning
Outcomes: shows the learning
outcomes covered in the Coram Life
Education programmes and how these
link to both the National Curriculum
subjects’ learning objectives and the
PSHE Association’s recommended
Programme of Study learning
outcomes.
PSHE association Programmes
of Study Learning Outcomes:
the abbreviations and numbers
here indicate the specific learning
outcomes.
HW = Health and Wellbeing,
R = Relationships,
LWW = Living in the Wider World.
Key Questions: link the subject and
the PHSE content together. See
also the Key Questions document
for a comprehensive set of individual
programme review questions
SCARF links: lists the lesson plans
and activities that can be used to
introduce or reinforce the related
learning objectives.
Notes: Use this space to record any
links specific to your school’s own
curriculum mapping or recording.
National Curriculum Subjects and
Learning Objectives
Coram Life Education
Core Programmes LinkPSHE Association PoS
Learning Outcome Link Key Questions
Links to SCARF
resources
Notes
Engl
ish:
Spo
ken
Lang
uage
Sta
tuto
ry re
quire
men
ts
• listenandrespondap
propriatelytoadults
and their peers
• askrelevantquestion
stoextendtheir
understanding and knowledge
• articulateandjustifya
nswers,argumentsa
nd
opinions
• givewell-structuredd
escriptions,
explanationsandnar
rativesfordifferent
purposes,includingfo
rexpressingfeelings
• usespokenlanguage
todevelop
understanding through speculating,
hypothesising,imagin
ingandexploringide
as
• speakaudiblyandflu
entlywithanincreasin
g
command of Standard English
• maintainattentionan
dparticipateactively
in
collaborative conversations, staying on topic
and initiating and responding to comments
• participateindiscuss
ions,presentations,
performances, role play, improvisations and
debates
• considerandevaluat
edifferentviewpoints
,
attending to and building on the contributions
of others
The Coram Life Education
programmes provide
an excellent and rare
opportunity to observe your
pupils whilst they are being
taught by someone else.
In particular you will see
pupils demonstrating
their skills across most of
the National Curriculum
statutory requirements for
English: Spoken Language.
See the elements of the
Spoken Language statutory
requirements (left) that
you will be able to observe
during the session. If you
wish to record noteworthy
examples of individual
pupils’ contributions a
Teacher Observation Sheet
for this has been provided
as part of the SCARF online
resources.
HW1. What positively and
negatively affects their
physical health (including the
media)
LWW1. To research, discuss
and debate topical issues,
problems and events and offer
their recommendations to
appropriate people
HW4. To recognise how
images in the media do not
alwaysreflectreality
andcan
affect how people feel about
themselves
LWW17.Toexploreand
critique how the media
present information
Under Essential Skills: active
listening
How can we show that we are
listening carefully to others?
How can speak so that people
want to listen?
How can we put across our
viewpoint?
Whatsolutionscouldyo
ufind
to that problem?
What are the main areas/
issues/topics surrounding the
issue or problem we have
seen/heard about?
Is what we see in the news
always accurate?
Why is it important to evaluate
this?
What does the word
sensationalise/politicise/
political angle mean?
5.4 Smoking:
what is normal?
5.5 Drugs – true or
false?
6.1 What’s the
risk?
6.2 It’s the Law
6.4 Behave yourself
6.5 This will be
your life
© Coram Life Education SCARF resources
1
6.3 Alcohol: what
is normal
6.6 Joe's story
Included at no extra cost:
Over 250 lesson plans Promotes achievement Flexible planning tool Interactive approach Mapped to N. Curriculum Supports SMSC Supports Safeguarding & OFSTED Personal Development, Behaviour & Welfare judgement
SCARF – a whole-school approach to improving children’s health, wellbeing and achievement: news about how Coram Life Education is changing to meet your developing needs.
There’s now a proven link between pupils’ health and wellbeing, and their academic achievement. Crucial skills and positive attitudes developed through comprehensive Personal, Social, Health and Economic education (PSHE) are critical to ensuring children are effective learners. Teachers tell us that they recognise how important these skills and attitudes are in unlocking pupils’ potential, helping to raise achievement and closing the gap in educational attainment. Alongside our mobile classroom visit, SCARF provides a whole-school approach to building these essential foundations – crucial for children to achieve their best, academically andsocially. SCARF is a flexible resource. Mapped to the PSHE programmes of study, it can either be used as a lesson-a-week programme, or tailored to fit your requirements. Unique online planning and assessment tools ensure that busy teachers can quickly build a programme to match pupils’ needs. SCARF makes life easier for teachers by providing all the building blocks needed to deliver a planned, progressive PSHE and Wellbeing programme throughout the primary years.
And because SCARF is online, it’s regularly updated so that it continues to meet your needs.At the centre of these resources is the unique, inspirational visit of our mobile classroom. This exceptional, highly memorable enrichment experience, combined with SCARF is a springboard for promoting high standards of behaviour, safety, wellbeing and achievement across your whole school, providing the best possible chance for your children to be their happiest and most fulfilled.Please contact us to book your visit – and, at no extra cost, the SCARF resource package.
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