Learning to Be Confident, Determined and Caring for 5 to 7 Year Olds (Lucky Duck Books)

, t n e d Confi Determined g n i r a C d n a

A Lucky Duck Book

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Promoting Children’s Resilience and Wellbeing

Learning to be

, t n e d Confi Determined g n i r a C d n a

Karen Brunskill

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© Karen Brunskill 2006 First published 2006 Originally published in Australia as Values for Life Junior Level Primary Series Two 2002 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.

The right of the author to be identified as Author of this work has been asserted by him/her in accordance with the Copyright, Design and Patents Act 1988.

Paul Chapman Publishing A SAGE Publications Company 1 Oliver’s Yard 55 City Road London EC1Y 1SP



SAGE Publications Inc. 2455 Teller Road Thousand Oaks, California 91320



SAGE Publications India Pvt Ltd. B-42, Panchsheel Enclave Post Box 4109 New Delhi 110 017

www.luckyduck.co.uk Commissioning Editor: George Robinson Editorial Team: Mel Maines, Sarah Lynch, Wendy Ogden Designer: Nick Shearn Illustrations: Katie Jardine, Ian Moule, Carlie Jennings, Tony Wynn, Lori Head, Hilda Knight A catalogue record for this book is available from the British Library Library of Congress Control Number 2006900196 ISBN13 978-1-4129-1961-6 ISBN10 1-4129-1961-4 (pbk) Printed on paper from sustainable resources Printed in Great Britain by The Cromwell Press Ltd, Trowbridge, Wiltshire

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How to use the CD-ROM The CD-ROM contains PDF files, labelled ‘Worksheets.pdf ’ which consists of the stories and worksheets for each unit in this resource. You will need Acrobat Reader version 3 or higher to view and print these resources. The documents are set up to print to A4 but you can enlarge them to A3 by increasing the output percentage at the point of printing using the page set-up settings for your printer.

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Contents Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Teacher’s Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Social, Emotional and Behavioural Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Creating Supportive Learning Environments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Development of Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Development of Wellbeing and Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Guidelines for Value, Story and Resilience Links . . . . . . . . . . . . . . . . . . . . . . . . . . .3 How To Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 The Programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Confidence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 The Rollerblader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Frozen Statues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 The Beach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Respect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Did You Ask? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Mr Khatum’s Roses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Kate’s In The Shower . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Our School Grounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Courage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 The Surprise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 The Diving Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 The Holiday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 The Chairlift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 Determination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Keep On Trying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Just A Bit More . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 Let’s Go Riding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 Mum’s Birthday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Caring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 Caring For Young Ones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 My Dad’s A Nurse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Grandpa’s Medals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 The Chicken. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105 Assertiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111 Let’s Go In Here . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113 What I Do Well . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117 Thiery’s Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 The Blue Pencil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133

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Foreword The Promoting Children’s Resilience and Wellbeing series were originally published in Australia as the Values for Life series of books, and when we saw them we felt they would provide valuable additions to our range of books on emotional literacy. One of the attractions was that the four books provided a coherent programme from early years through to 12. Book 1: Learning to be Honest, Kind and Friendly (Age range: 5 to 7) Book 2: Learning to be Confident, Determined and Caring (Age range: 5 to 7) Book 3: Developing Consideration, Respect and Tolerance (Age range: 7 to 9) Book 4: Enhancing Courage, Respect and Assertiveness (Age range: 9 to 12) In Australia the term ‘emotional resilience’ is more widely used than in the UK, though the term is increasingly current here. Resilience is the ability to recover from adversity or difficult situations or circumstances. Fuller (2001) suggests that life events are ‘contagious’. Life events, both positive and negative, establish chains of behaviour. If children are faced with negative events their interpretation of these events will influence how they cope. If they don’t have resilience he is likely to react in a negative way. An example of a negative or risk chain would be: a child who grows up in violent circumstances and learns to distrust others, enters school and interprets the intention of others as hostile. The child then acts warily or aggressively towards peers and develops peer relationship problems… An example of a positive or protective chain would be: a child who grows up in violent circumstances but learns, on entry to school, that there is a trustworthy adult who can be relied on to assist in the resolution of peer relationship difficulties. The child’s positive attempts to interact with others are acknowledged. The child begins to feel accepted, mixes more appropriately with peers and develops a diversity of friendships. (Fuller, 2001) The work of Goleman (1995) indicates that the promotion of protective factors in school life is not only predictive of academic success but even more importantly for positive adult life outcomes. The idea of positive factors that promote resilience has been supported by research (Resnick, Harris and Blum, 1993; Fuller, McGraw and Goodyear, 1998). The main factors appear to be: 4 family connectedness 4 peer connectedness 4 fitting in at school. Two of these can be directly influenced by school life, creating positive experiences that are ‘contagious’. Resilience seems to depend largely on this sense of belonging. Once one belongs, empathy can develop and empathy builds group cohesion where moral actions such as honesty, altruism and caring emerge developmentally as the child matures. This idea of resilience can be seen to be important in all areas of school life, as quoted in Fuller (2001): When schools promote belonging and ensure high levels of involvement between staff and students, bullying is reduced. (Citing the work of Olweus, 1995; Rigby 1996.)

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This series, with its progressive programme, allows the opportunity for young people to explore: 4 consideration

4 courage

4 tolerance

4 honesty

4 caring

4 respect

4 responsibility

4 friendliness

4 determination

4 confidence

4 kindness

4 assertiveness.

As children mature the level that these can be explored becomes deeper; their reasoning and morality becomes more sophisticated with age and this type of programme can assist in their ‘connectedness’. Our increasing awareness of the concept of ‘Citizenship’ should recognise elements such as empathy, moral reasoning and moral behaviour.

Current UK initiatives The Healthy Schools Programme identifies emotional health and wellbeing (including bullying) as one of the areas schools have to develop and are required to produce evidence that they have met the necessary criteria. The Healthy Schools Programme, of course, is not a separate entity divorced from all other aspects of school development. The statutory components of PSHE and Citizenship for primary schools can be linked to the concept of emotional health and wellbeing and, we would also argue, emotional resilience. The 12 domains covered in this programme fit the four components of PSHE and Citizenship at Key Stage 1 and 2: 1. Developing confidence and responsibility and making the most of their abilities. 2. Preparing to play an active role as citizens. 3. Developing a healthy, safer lifestyle. 4. Developing good relationships and respecting the difference between people. The introduction of developing children’s social, emotional and behavioural skills (SEBS) also highlights the importance of the type of material presented in this book. 4 Emotional and social competence have been shown to be more influential than cognitive abilities for personal, career and scholastic success. 4 Programmes that teach social and emotional competences have been shown to result in a wide range of educational gains. 4 Work and workplace increasingly focus on social and emotional competences with increased emphasis on teamwork, communication, management skills etc. (DfES, 2003) Though resilience is not mentioned directly, SEBS clearly identifies the earlier point about the ‘contagious’ effects of life events. Research is bringing home the wide extent of various types of neglect and abuse. This is being exacerbated by the breakdown of extended family and communities which reduces support for the nuclear family, and the higher rates of divorce and subsequent one-parent families. This has led to a shake-up in belief that we can leave children’s emotional and social development to parents… so schools have to provide the emotional and social guidance that some pupils currently lack. (DfES, 2003) However, helping young people develop emotional resilience isn’t just for young people from disturbed or disturbing backgrounds. School life and home life can be stressful for all young people, and with the growing awareness of the importance of emotional literacy, the Promoting Children’s Resilience and Wellbeing series will be an ideal programme to support a key element, emotional resilience.

George Robinson and Barbara Maines



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Introduction The Promoting Children’s Resilience and Wellbeing series is a whole–school, values based programme. It is designed to assist in the creation of wellbeing and resilience in young students by introducing them to a range of values and behaviours that, when practised, can promote social and emotional health. The programme, stories and activiti are also designed to enhance the development of a positive learning environment and literacy skills. Learning to be Confident, Determined and Caring is suitable for 5 to 7 year olds. Each story introduces young students to the language and associated behaviours of six important values relevant to the development of social and emotional health of children in school settings: 1.

Confidence

2.

Respect

3.

Courage

4.

Determination

5.

Caring

6.

Assertiveness.

Teacher’s Notes This series is designed to assist in the development of wellbeing and resilience in young students. The values in the stories complement the following four areas: 1.

Social, emotional and behavioural skills

2.

Creation of supportive learning environments

3.

Development of language acquisition

4.

Development of wellbeing and resilience in young students.

Social, Emotional and Behavioural Skills These stories introduce students, in a formal way, to the ‘language’ of prosocial values and behaviours that assist in promoting social and emotional wellbeing. Each story focuses upon identifiable values and behaviours that fit the requirements of the PSHE and Citizenship curriculum for children aged 5 to 12.

Creating Supportive Learning Environments Students are more willing to participate in learning environments if they feel safe and secure in the classroom and have a sense of connectedness or bonding with their teachers and peers. A secure and supportive learning environment optimises the students’ willingness to take risks. The Promoting Children’s Resilience and Wellbeing programme introduces students to the values and behaviours that assist in promoting a sense of safety, security, and social and emotional wellbeing in school settings. When practised, these values reinforce the development of three essential elements in the construction and maintenance of effective teaching and learning environments: 1.

A sense of safety and security.

2.

A sense of belonging.

3.

A sense of cooperation and harmony. 1

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Development of Language Acquisition The stories in the Promoting Children’s Resilience and Wellbeing programme introduce young students to the ‘language’ of prosocial values and behaviours. The stories are designed to expand knowledge and understanding of many of the values and behaviours that assist in developing wellbeing, and to build language skills via listening, reading, discussion and related activities.

Development of Wellbeing and Resilience The Promoting Children’s Resilience and Wellbeing programme assists students in creating a better understanding of some of the related values and behaviours that help to promote social and emotional wellbeing and resilience. (See the chart on pages 3 and 4 for links.) The stories are designed to support the development of resilience, focusing on three key areas: 1. Self-appreciation Introducing concepts of self-worth, self-efficacy, problem-solving skills, responsibility, courage to try new things, patience, acknowledging past successes and excellence. 2. Social competence Introducing concepts of friendliness, helpfulness, caring, empathy, flexibility, sense of humour, assertiveness, generosity, tolerance, courtesy, respect, fairness, cleanliness, cooperation, honesty, reliability, stress and anxiety management skills and forgiveness. 3. Sense of optimistic future Introducing concepts such as the importance of having goals, positive expectations, enthusiasm, determination, perseverance, self-discipline, optimism and organisational skills.



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Guidelines for Value, Story and Resilience Links

CONFIDENCE RESPECT

LINKS BETWEEN STORY, WELLBEING AND RESILIENCE

SENSE OF OPTIMISTIC FUTURE

SOCIAL COMPETENCE

At School

•

•

Recognition of the feeling that confidence brings and a sense of achievement.

The Rollerblader

•

•

Recognition that confidence is enhanced with the mastering of a skill

Frozen Statues

• • •

Recognition that social competence and confidence develops with participation.

The Beach

•

Recognition of things done with confidence and having a sense of fun.

Did You Ask?

COURAGE

SELFAPPRECIATION

TITLE

VALUE

These illustrate the links between the curriculum, value, story, resilience and wellbeing promoting factors.

•

• • •

Respecting the belongings of self and others. Developing good verbal communication. Maintaining future positive relationships.

• •

Building positive relationships with neighbours, so they can go there in the future. Demonstrating respect for gardens.

Kate’s In The Shower

• • •

Respecting individual privacy. Using cooperation to overcome problems. Maintaining positive relationships.

Our School Grounds

•

Taking responsibility for the school grounds. Wanting a pleasant environment for future play.

The Surprise

• • •

Recognising the need for courage in some social situations.

The Diving Board

•

•

Recognising that sometimes, to try a new skill, we need to show courage.

Mr Khatum’s Roses

•

The Holiday

•

•

Recognising that sometimes things that are unpleasant are necessary, and that we may need courage to complete an unpleasant task or requirement.

The Chairlift

•

•

Demonstrating courage by a willingness to participate in new experiences.

3

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CARING

DETERMINATION

Keep On Trying

LINKS BETWEEN STORY, WELLBEING AND RESILIENCE

SENSE OF OPTIMISTIC FUTURE

SOCIAL COMPETENCE

•

•

Developing and appreciating the skill of tying shoelaces, so that in the future no help is needed.

Just A Bit More

•

•

Overcoming the problem of eating vegetables. Knowing what is wanted afterwards. Using determination to achieve an end.

Let’s Go Riding

•

•

Developing the skill of bike riding. Wanting to ride a bike in the future. Setting a goal.

Mum’s Birthday

• •

Developing the skill of cake making. Recognising special events in other’s lives.

Caring For Young Ones

• • •

The importance of caring for self and others. Expectations of being able to care in relationships.

My Dad’s A Nurse

• • •

Recognition of the skill of caring professions. Using humour to help others feel better. Future employment in caring industries.

Grandpa’s Medals

•

•

Recognition of Grandpa’s achievements. Personal responsibility for the care of medals.

•

Being willing to take care of a sick animal. Knowing that how we care for something may affect its future. Being optimistic of a positive future.

The Chicken

ASSERTIVENESS

SELFAPPRECIATION

TITLE

VALUE

Guidelines for Value, Story and Resilience Links

•

Let’s Go In Here

• • •

Developing the skill of assertiveness. Being able to say, ‘No,’ to friends. Knowing how to use assertiveness in the future.

What I Do Well

• •

Being able to recognise your own skills, and speaking in an assertive manner to a group.

Thiery’s Toys

• • •

Recognising the importance of appreciating others and their belongings. Saying, ‘No,’ so the toys are in good condition for future play.

The Blue Pencil

• • •

Solving a problem. Acting in a cooperative, assertive and friendly way. Having coloured pencils for all to use.

4

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How To Use This Book To use the programme the facilitator will: 4 Choose a prosocial value as a focus. 4 Print or photocopy the relevant story for your students. Each story has two accompanying activity sheets. 4 Read and discuss the story with the students identifying the specific prosocial values. This will assist students in building a language of prosocial values and behaviours. 4 Ask the students to paste the story into a scrapbook. The scrapbook can be taken home and read with the family.

5

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Promoting Children’s Resilience and Wellbeing

The Programme

1. Confidence

2. Respect 3. Courage n o i t a n i m r e t e

4. D

5. Caring 6. Assertiveness

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Promoting Children’s Resilience and Wellbeing

Confidence

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Confidence – At School 1 2

I can do lots of things at school with confidence. I can write my name with confidence.

3 4

I can count to ten with confidence. I can build a sandcastle with confidence. 11 Learning to be Confident INNER.i11 11

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Confidence – At School 5 6

I can tie my shoelaces with confidence. I can sing a song with confidence.

7 8

I can paint a picture of a dog with confidence... and I can smile with confidence. 12 Learning to be Confident INNER.i12 12

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Confidence – At School Activity 1

In the space below, draw and label things that you can do at school with confidence.

Things I can do with confidence:

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Confidence – At School Activity 2

Colour in the outlined word:

I can count to ten with

confidence Match the words and numbers below. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

four three ten two six nine seven eight one five

On the back of the sheet, write and draw about something that you can do at home with confidence. 14 Learning to be Confident INNER.i14 14

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Confidence – The Rollerblader 1 2

For my birthday, I was given a pair of rollerblades, knee and elbow pads and a helmet. Mum was going to help me to rollerblade.

After school, I sat on the driveway and put on my rollerblades. Mum helped me stand up. I felt very wobbly.

3 4

I held on to Mum’s hands tightly. She showed me how to move my feet, legs and arms. ‘I can do that,’ I thought.

I rolled forward. Mum let go of my hands. I rolled into the fence. I pushed one foot at a time: left, right, left. I let go of the fence. 15

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Confidence – The Rollerblader 5 6

I was moving slowly along the footpath. I wobbled and fell over. ‘Try again,’ said Mum. I stood up, rubbed my knee and kept going.

I rolled along the footpath and around the corner. Soon, I was rollerblading with confidence.

7 Mum was clapping as I rollerbladed up to her. I felt very proud of myself.

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Confidence – The Rollerblader Activity 1

In the space below, draw and write about something that you do with confidence at school, and something you do with confidence at home.

School

Home

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Confidence – The Rollerblader Activity 2 The rollerblader practised a lot before she could rollerblade with confidence. She wore special equipment to help keep her safe. Draw the equipment to match the correct name.

Helmet Knee pads Elbow pads Rollerblades

Explain on the lines below how wearing safety equipment can help you to feel more confident when you try something new.

On the back of the sheet, list three activities which may require safety equipment to help you feel safer and more confident. Confidence – Frozen Statues 18 Learning to be Confident INNER.i18 18

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Confidence – Frozen Statues

1

Tania invited me to her birthday party. I didn’t know anyone who was going. ‘Just relax and be friendly,’ Mum said.

2

When I arrived, I gave Tania her present. She asked me to join in a game. I said I’d watch for a while.

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Confidence – Frozen Statues

3

They were playing frozen statues. I knew how to play. I decided to join in. The more I played frozen statues, the more confident I became.

4

We had lots of fun. At the end of the party, I said thank you to Tania. I was glad I had used my confidence that day.

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Confidence – Frozen Statues Activity 1

List five tips you would give to a nervous person to help build their confidence at a party (e.g. smile, ask someone a question).

1. ___________ 2. ___________ 3. ___________ 4. ___________ 5. ___________

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Confidence – Frozen Statues Activity 2

Often, the more we practise something the better we become at it and the more confident we feel. In the space below, write and draw about a time this has happened to you.

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Confidence – The Beach 1 2

I go to the beach with my family and have a great time. I jump over waves with confidence.

3 4

I build sandcastles with confidence. I walk along the beach and look at shells. 23 Learning to be Confident INNER.i23 23

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Confidence – The Beach 5 6

I scare some crabs. They hold up their pincers at me with confidence. I fly my kite with confidence. 7

At the end of the day, I watch the birds fly high in the sky with confidence. I always have a lot of fun at the beach.

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Confidence – The Beach Activity 1

Cut and paste the words from the bottom of the page to complete the sentences.

A spider builds a _________ with confidence. A bird builds a ___________ with confidence. A caterpillar makes a ___________ with confidence. A bee makes _______________ with confidence. I can make a __________________ with confidence.

✄ honeycomb

sandcastle

cocoon

web

nest

25 Learning to be Confident INNER.i25 25

25/5/06 3:10:57 pm

Confidence – The Beach Activity 2

In the blank photo space below, draw a picture of yourself doing something with confidence.

This is a picture of me full of confidence:

On the lines below, write about your picture and how ‘confidence’ feels to you.

Respect 26 Learning to be Confident INNER.i26 26

25/5/06 3:10:59 pm

Promoting Children’s Resilience and Wellbeing

Respect

27 Learning to be Confident INNER.i27 27

25/5/06 3:11:12 pm

Learning to be Confident INNER.i28 28

25/5/06 3:11:12 pm

Respect – Did You Ask? 1 2

Tom picked up Dad’s hammer. Mum said, ‘Did you ask?’

‘Dad, please may I use your hammer?’ asked Tom. ‘Yes,’ said Dad.

3 4

Tom picked up Ann’s skateboard. Mum said, ‘Did you ask?’

‘Ann, please may I ride your skateboard?’ asked Tom. ‘Yes,’ said Ann. 29

Learning to be Confident INNER.i29 29

25/5/06 3:11:15 pm

Respect – Did You Ask? 5 6

Mum says it shows respect to ask before you use someone else’s things. Mum picked up Tom’s Walkman. 7

‘May I, Tom?’ asked Mum. ‘Yes,’ said Tom, ‘and thank you for asking first.’

30 Learning to be Confident INNER.i30 30

25/5/06 3:11:19 pm

Respect – Did You Ask? Activity 1

Draw a picture of each of the items you wish to borrow and who, from the story, you would ask.

May I ride your skateboard, please?

May I use your hammer, please?

May I use your Walkman, please?

31 Learning to be Confident INNER.i31 31

25/5/06 3:11:20 pm

Respect – Did You Ask? Activity 2

Colour in the outlined word.

It shows respect to ask before you use things that belong to others. Draw and label four things that you have asked someone if you could use.

32 Learning to be Confident INNER.i32 32

25/5/06 3:11:23 pm

Respect – Mr Khatum’s Roses

1

I live next door to Mr Khatum. Mr Khatum grows beautiful roses in his garden. Sometimes, when my brother and I play ball, it goes over the fence and into Mr Khatum’s yard.

2

Mr Khatum doesn’t mind if we come into his yard and get our ball, as long as we are careful and don’t damage his roses.

33 Learning to be Confident INNER.i33 33

25/5/06 3:11:28 pm

Respect – Mr Khatum’s Roses

3

Mum says it’s important to respect other people’s gardens. Once, I had to use a rake to get my ball out of Mr Khatum’s rose garden, so I wouldn’t be prickled.

4

I think Mr Khatum’s roses are pretty, but their prickles aren’t. I’m glad we don’t have roses in our garden.

34 Learning to be Confident INNER.i34 34

25/5/06 3:11:30 pm

Respect – Mr Khatum’s Roses

5

Yesterday, it was Mum’s birthday. Guess what Mr Khatum gave Mum?

6

A rose to start her own rose garden.

35 Learning to be Confident INNER.i35 35

25/5/06 3:11:33 pm

Respect – Mr Khatum’s Roses Activity 1

Mr Khatum grows roses in his garden. Colour them in. One red rose, two pink roses and three yellow roses.

Draw two prickles on each rose. How many prickles altogether? ______________ How many leaves altogether? ________________ Count the roses. +

= _________

+

= _________

On the back of this sheet, draw and name your own rose. 36 Learning to be Confident INNER.i36 36

30/5/06 12:29:02 pm

Respect – Mr Khatum’s Roses Activity 2

What tool was used to get the ball safely from Mr Khatum’s garden?

____ Colour in the outlined words and draw lines to the correct picture.

Ladder Rope Rake Write and draw why you should respect other people’s gardens.

37 Learning to be Confident INNER.i37 37

25/5/06 3:11:38 pm

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25/5/06 3:11:38 pm

Respect – Kate’s In The Shower 1 2

My big sister, Kate, takes a long time in the bathroom.

If I go into the bathroom, Kate screams, ‘I’m not finished yet! You will have to wait.’

3 4

Sometimes, I feel like I’m waiting forever just to use the bathroom.

Once, when Kate was taking too long under the shower, I quietly opened the door and let Harold, my pet mouse, in. 39

Learning to be Confident INNER.i39 39

25/5/06 3:11:42 pm

Respect – Kate’s In The Shower

5 Kate screamed! That hurried her up! Mum said that wasn’t a very kind thing to do to my sister or the mouse.

6 Mum said I needed to learn to respect Kate’s privacy, and that Kate needed to hurry up in the shower.

40 Learning to be Confident INNER.i40 40

25/5/06 3:11:45 pm

Respect – Kate’s In The Shower

7 We made a family rule. No more than five minutes under the shower. Now, I knock on the door when Kate has been more than five minutes under the shower.

8 If that doesn’t hurry Kate up, I can always use my secret weapon, Harold!

41 Learning to be Confident INNER.i41 41

25/5/06 3:11:48 pm

Respect – Kate’s In The Shower Activity 1

What do you think Mum meant when she said, ‘I needed to learn to respect Kate’s privacy’?

Make a list of three bathroom rules you have in your home.

1. 2. 3.

42 Learning to be Confident INNER.i42 42

25/5/06 3:11:50 pm

Respect – Kate’s In The Shower Activity 2

Write what you do if someone in your family is taking too long under the shower.

Mark the times on the clocks below. 9.15

3.30

8.00

12.30

43 Learning to be Confident INNER.i43 43

25/5/06 3:11:52 pm

Learning to be Confident INNER.i44 44

25/5/06 3:11:52 pm

Respect – Our School Grounds 1 At our school, we have beautiful trees and gardens. We respect the school grounds and take good care of the garden.

2 3

Each week, Mr Green and a group of children work in the garden. They wear special hats.

They unlock the garden shed and take out spades, wheelbarrows, weeding forks and gardening gloves. 45

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25/5/06 3:11:57 pm

Respect – Our School Grounds 4 Some days, they weed the gardens and put fertiliser on the plants to help them grow. Some days, they plant seeds and bulbs in the garden beds.

5 6

On very hot days, they water the trees. Mr Green likes to be cooled down on those days too.

We respect and care for our school grounds. They are a great place to play. 46

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25/5/06 3:12:03 pm

Respect – Our School Grounds Activity 1

Fill in the missing words.

They wear special h _ _ _. They use wheelbarrows and s _ _ _ _ _ . They w _ _ _ the garden. They plant s _ _ _ _ . They w _ _ _ _ the trees. On the back of this sheet, design the perfect school grounds for children to play in. Remember the garden!

47 Learning to be Confident INNER.i47 47

25/5/06 3:12:05 pm

Respect – Our School Grounds Activity 2

List three things you do that show you respect your school grounds.

1. 2. 3.

Design a sign that asks people to respect your school grounds.

48 Learning to be Confident INNER.i48 48

25/5/06 3:12:07 pm

Promoting Children’s Resilience and Wellbeing

Courage

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25/5/06 3:12:26 pm

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25/5/06 3:12:26 pm

Courage – The Surprise

1

‘

It was my birthday. My school friends said they had a surprise for me inside the classroom.

2

My friends said I needed to close my eyes tightly and come with them.

51 Learning to be Confident INNER.i51 51

25/5/06 3:12:29 pm

Courage – The Surprise

‘

3

They led me carefully along the corridor. I felt a bit nervous, but I used courage and kept going.

4

My friends led me into our classroom. ‘Surprise!’ they yelled. ‘Open your eyes.’ I did, and there in front of me was a big cake with candles on it. ‘Happy Birthday!’ they all said.

52 Learning to be Confident INNER.i52 52

25/5/06 3:12:33 pm

Courage – The Surprise Activity 1

Draw a picture of a surprise party for your teacher in your classroom. Remember to draw the decorations.

53 Learning to be Confident INNER.i53 53

25/5/06 3:12:35 pm

Courage – The Surprise Activity 2

Draw a picture or write about a time when you showed courage.

54 Learning to be Confident INNER.i54 54

25/5/06 3:12:37 pm

Courage – The Diving Board 1 2

I went with my friends to the pool. There was a high diving board at the pool.

All of my friends could jump off the diving board. I thought, if they can do it, so can I.

3 4

I climbed halfway up. I looked down. I felt scared. I climbed to the top. I looked down. I felt scared. 55 Learning to be Confident INNER.i55 55

25/5/06 3:12:55 pm

Courage – The Diving Board 5 6

I held my nose. I closed my eyes. I jumped. Splash!

My friends clapped and cheered! ‘That was fun!’ I called out.

7

I can use my courage any time that I feel a bit scared.

56 Learning to be Confident INNER.i56 56

25/5/06 3:13:03 pm

Courage – The Diving Board Activity 1

Colour in the outlined words.

The boy showed his

courage

to jump off the board. You can show your

courage

whenever you need to. On the back of this sheet, design a medal that you would give someone for their courage. 57 Learning to be Confident INNER.i57 57

25/5/06 3:13:11 pm

Courage – The Diving Board Activity 2

Find these words in this word search. courage climbed friends splash k a j j a i j n d l n k l k

j k u k d i n s l d i a e p

d i m o d a s c a r e d l k

u c p a i p i a n s l i d n

high jump board cheered n o j m v e p k a i n d l s

l u d d i i o s p l a s h j

k r i p n n o k i n d c k h

scared diving pool

d a n s g m l q o p d l d w

i g v h j g w r s t i i i l

u e l b o a r d s h v m n h

f l k k j a i n d k j b l i

a o j k i o n k a i u e k g

j m i c h e e r e d k d j h

p d s c h e e r e d k k i k

g f r i e n d s k l p j h d

j d i o n a n l i d n i l i

k j i n a l d i n a d n k n

58 Learning to be Confident INNER.i58 58

25/5/06 3:13:21 pm

Courage – The Holiday

1

Mum and Dad were taking us overseas for a holiday. ‘We will go on a big plane,’ said Mum. ‘We will visit other countries,’ said Mum.

2

‘We will need to go to the doctor first,’ said Mum. ‘Yes, we will need to have an injection before we go,’ said Dad. ‘An injection!’ I thought.

59 Learning to be Confident INNER.i59 59

25/5/06 3:13:24 pm

Courage – The Holiday

3

The holiday sounded great, but the injection didn’t. The plane sounded great, but the injection didn’t.

4

We all went to the doctor. Mum had her injection first. It didn’t hurt Mum. Dad was next. It didn’t hurt Dad. I was next.

60 Learning to be Confident INNER.i60 60

25/5/06 3:13:27 pm

Courage – The Holiday

5

I thought, if they can do it, so can I. I sat on the chair. I used my courage. I was brave.

6

The doctor made me laugh then said I could go. I’d already had the injection! At last, I was ready for our overseas holiday.

61 Learning to be Confident INNER.i61 61

25/5/06 3:13:29 pm

Courage – The Holiday Activity 1

In the story, the family was going overseas. The girl wasn’t scared about the flight, but she needed her courage to have what? Circle the correct answer.

She needed her courage to have an __________________________. Fill in the missing letters.

I will try to show _______. 62 Learning to be Confident INNER.i62 62

25/5/06 3:13:32 pm

Courage – The Holiday Activity 2

Answer the clues to solve this crossword.

1 3

4

2

5 6

COURAGE PLANE OVERSEAS HOLIDAY BRAVE INJECTION

DOWN 1. Name of the story. 2. What the girl needed to use in the story. ACROSS 3. 4. 5. 6.

Not underseas. What the girl needed courage for. Flies through the sky. Not scared.

63 Learning to be Confident INNER.i63 63

25/5/06 3:13:34 pm

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25/5/06 3:13:35 pm

Courage – The Chairlift

1

‘Let’s all go skiing,’ said Dad. ‘That sounds like fun,’ we all said.

2

I was looking forward to skiing. But I wasn’t looking forward to the chairlift. ‘Don’t worry,’ said Dad, ‘I will be right beside you.’

65 Learning to be Confident INNER.i65 65

25/5/06 3:13:37 pm

Courage – The Chairlift

3

We arrived at the mountain. I looked up at the chairlift. ‘Don’t worry,’ said Dad, ‘I will be right beside you.’

4

We stood beside the chairlift. ‘Don’t worry,’ said Dad, ‘I will be right beside you.’ I thought, ‘I will use my courage to go on the chairlift.’

66 Learning to be Confident INNER.i66 66

25/5/06 3:13:41 pm

Courage – The Chairlift

5

Dad and I sat on the chairlift. ‘Don’t worry,’ said Dad, ‘I am right beside you.’

6

‘Don’t worry, Dad. This is fun,’ I said. I can use my courage any time I feel a bit scared.

67 Learning to be Confident INNER.i67 67

25/5/06 3:13:44 pm

Courage – The Chairlift Activity 1

Draw a picture of yourself on a chairlift and draw other things you might see at the snowfields.

Write about a time that you used courage to achieve something.

68 Learning to be Confident INNER.i68 68

25/5/06 3:13:46 pm

Courage – The Chairlift Activity 2

Use the clues to solve the crossword below. 1

2

3

5

4

DOWN 1. You can do this on a snowfield. 2. Colour of snow. 3. The boy used his courage to go on this. 4. Have a good time. ACROSS 1. White and cold. 5. What does the boy show in the story?

COURAGE CHAIRLIFT SKIING WHITE ENJOY SNOW

69 Learning to be Confident INNER.i69 69

25/5/06 3:13:49 pm

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25/5/06 3:13:50 pm

Promoting Children’s Resilience and Wellbeing

Determination

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25/5/06 3:14:03 pm

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25/5/06 3:14:03 pm

Determination – Keep On Trying 1 2

On Monday, I tried to tie my shoelaces. ‘Keep on trying,’ said Mum.

3 4

On Tuesday, I tried to tie my shoelaces. ‘Keep on trying,’ said Mum.

On Wednesday, I tried to tie my shoelaces. ‘Keep on trying,’ said Mum. 73

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25/5/06 3:14:06 pm

Determination – Keep On Trying 5 6

On Thursday, I tried to tie my shoelaces. ‘Keep on trying,’ said Mum.

On Friday, I was really determined to tie my shoelaces.

7 8

‘Keep on trying,’ said Mum.

‘Yes, I did it!’ ‘Well done. I knew you could do it,’ said Mum. 74

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25/5/06 3:14:10 pm

Determination – Keep On Trying Activity 1

Draw round the boots and colour them in. Draw the laces tied in a bow.

Colour in the outlined words.

Each day, Mum said, ‘Keep on trying.’ Copy the sentence on the line below.

On Friday, I tied my shoelaces.

75 Learning to be Confident INNER.i75 75

30/5/06 12:29:04 pm

Determination – Keep On Trying Activity 2

Match the shoes. Colour the shoes, then cut them out and paste the matching shoes onto the blank squares.

Red runners

Green slippers

Yellow boots

Blue flip-flops

76 Learning to be Confident INNER.i76 76

25/5/06 3:14:14 pm

Determination – Just A Bit More 1 2

Mum made a chocolate pudding and custard for dessert: my favourite!

Mum said I could have some pudding if I ate all my vegetables first. ‘I don’t like vegetables!’ I said. But I was determined to have dessert.

3 4

I walked over to the pantry and found the tomato sauce. I covered all of the vegetables with tomato sauce so I couldn’t taste them as much.

I ate the squashy pumpkin. Yuk! Then the peas and beans. Yuk! ‘Just a bit more,’ I said to myself. ‘Then I can have dessert.’ 77

Learning to be Confident INNER.i77 77

25/5/06 3:14:19 pm

Determination – Just A Bit More 5 6

I covered the brussels sprouts with lots of tomato sauce. I chewed them quickly so I couldn’t taste them as much. Yuk!

‘Just a bit more,’ I said to myself. ‘Then I can have dessert.’ Only the cauliflower to eat.

7 8

I mixed the cauliflower with the sauce. I held my nose and swallowed quickly. Hooray! I’ve finally done it! I’ve eaten all the vegetables on the plate. Now I can have my chocolate pudding and custard. Yum! 78 Learning to be Confident INNER.i78 78

25/5/06 3:14:23 pm

Determination – Just A Bit More Activity 1

Colour in the outlined sentence below.

I like chocolate pudding. Colour the pudding. Draw custard on the top of the pudding. Draw a line to match the words to the pictures. Colour in.

cauliflower carrots green beans peas 79 Learning to be Confident INNER.i79 79

25/5/06 3:14:25 pm

Determination – Just A Bit More Activity 2

How many pumpkins are there?

Draw three orange pumpkins.

Draw six fat carrots.

Draw four green beans.

Draw the other half of the plate so that both sides look the same.

80 Learning to be Confident INNER.i80 80

25/5/06 3:14:28 pm

Determination – Let’s Go Riding 1 2

Amy was going camping at the weekend with her family and some friends.

Amy loved camping, but she had a problem that she was worried about.

3 4

All of Amy’s friends could ride bikes, but she couldn’t. Amy had never learned to ride a bike before. 81 Learning to be Confident INNER.i81 81

25/5/06 3:14:36 pm

Determination – Let’s Go Riding 5 6

At the camp site, there were bikes of all sizes and colours.

Big bikes, small bikes, pink bikes, BMX bikes and bikes with trainer wheels.

7 8

Amy watched the children having fun riding their bikes. She was determined to learn to ride a bike that weekend. 82 Learning to be Confident INNER.i82 82

25/5/06 3:14:45 pm

Determination – Let’s Go Riding 9 10

Amy’s sister held the bike steady while Amy got on. Amy’s mum held the back of the bike and ran behind.

11 12

Amy pedalled faster and faster. She wobbled a bit. She pedalled faster. Amy’s mum let go of the bike. 83 Learning to be Confident INNER.i83 83

25/5/06 3:14:53 pm

Determination – Let’s Go Riding 13 14

‘Look at me!’ yelled Amy happily! ‘I’m riding on my own!’

15 Everyone cheered!

84 Learning to be Confident INNER.i84 84

25/5/06 3:14:59 pm

Determination – Let’s Go Riding Activity 1

Colour in the outlined word.

Amy was determined to learn to ride a bike. Draw the bikes that were at the campsite.

A small bike

A pink bike

A BMX bike

A bike with trainer wheels

How many wheels altogether? _______ 85 Learning to be Confident INNER.i85 85

25/5/06 3:15:01 pm

Determined – Let’s Go Riding Activity 2

Label the parts of Amy’s bike.

seat handle bars spokes

pedals tyres chain

Draw Amy riding on the bike, then colour it in. 86 Learning to be Confident INNER.i86 86

25/5/06 3:15:03 pm

Determination – Mum’s Birthday 1 2

It was Mum’s birthday. I was determined to make her favourite cake. A chocolate cake! Yum!

3 4

I found the chocolate biscuits in the pantry. I took the cream out of the fridge. I used the beater to whip the cream until it was thick. 87 Learning to be Confident INNER.i87 87

25/5/06 3:15:07 pm

Determination – Mum’s Birthday 5 6

I put cream between the biscuits. I joined them all together to make a cake.

I covered the outside of the cake with thick cream, and decorated it with sweets and candles.

7

Mum said it was the best birthday cake that she’d ever had.

88 Learning to be Confident INNER.i88 88

25/5/06 3:15:11 pm

Determined – Mum’s Birthday Activity 1

Put the sentences in the correct order. I used the beater to whip the cream. I decorated the cake with sweets and candles. I was determined to make Mum a cake. I found the chocolate biscuits in the pantry. I put cream between the biscuits. Draw Mum’s birthday cake below.

89 Learning to be Confident INNER.i89 89

25/5/06 3:15:12 pm

Determined – Mum’s Birthday Activity 2

Below are six birthday cakes. Draw five candles on each cake.

How many candles altogether? How many candles on three cakes? How many candles on five cakes?

________ ________ ________

90 Learning to be Confident INNER.i90 90

25/5/06 3:15:15 pm

Promoting Children’s Resilience and Wellbeing

Caring

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25/5/06 3:15:28 pm

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25/5/06 3:15:28 pm

Caring – Caring For Young Ones 1 2

The dog cares for her puppy. The sheep cares for her lamb.

3 4

The hen cares for her chickens. The cat cares for her kitten. 93 Learning to be Confident INNER.i93 93

25/5/06 3:15:32 pm

Caring – Caring For Young Ones 5 6

The horse cares for her foal. And Mum and Dad... 7

...care for me.

94 Learning to be Confident INNER.i94 94

25/5/06 3:15:35 pm

Caring – Caring For Young Ones Activity 1

Help the kitten find its way to the cat.

Colour in the outlined sentence below.

The cat is caring for the kittens. On the back of this sheet, draw a cat with three kittens. 95 Learning to be Confident INNER.i95 95

25/5/06 3:15:38 pm

Caring – Caring For Young Ones Activity 2

Colour in the animals, then cut out and paste to match the sentences The cat cares for its

The dog cares for its

The sheep cares for its

The hen cares for its

chick

puppy

kitten

lamb

96 Learning to be Confident INNER.i96 96

25/5/06 3:15:40 pm

Caring – My Dad’s A Nurse 1 2

My dad’s a nurse. He works at a big hospital.

Dad wears a special uniform and a name badge with his photo on it.

3

Dad takes people’s temperature and changes bandages. He helps sick people to the bathroom.

97 Learning to be Confident INNER.i97 97

25/5/06 3:15:44 pm

Caring – My Dad’s A Nurse

4

Dad wheels people to X-ray to see if they have a broken bone. He tells them jokes and funny stories.

5

If I ever go to hospital, I hope I have a nurse just like my dad to care for me.

98 Learning to be Confident INNER.i98 98

25/5/06 3:15:47 pm

Caring – My Dad’s A Nurse Activity 1

A nurse takes your temperature. Show the temperatures on the thermometers below.

Show 25°

Show 35°

Show 40°

Add the length of the bandages.

10cm + 20cm = __________ 5cm

+ 10cm = __________

15cm + 10cm = __________ 9cm

+ 9cm

= __________ 99

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25/5/06 3:15:49 pm

Caring – My Dad’s A Nurse Activity 2

A nurse cares for sick people. Use the clues to solve the crossword below. 1

2

3

4

5

6

NURSE BANDAGE HOSPITAL BED MEDICINE CARING X-RAY

DOWN 1. Where you go when you are sick. 2. What you wrap around a broken bone. 5. Who looks after you in hospital? ACROSS 2. 3. 4. 6.

What do you lie on in hospital? What are you given to feel better? You receive lots of this in hospital. What is used to see inside the body?

100 Learning to be Confident INNER.i100 100

25/5/06 3:15:51 pm

Caring – Grandpa’s Medals

1 It was Remembrance Day. Nana showed me some of Grandpa’s medals. Grandpa had died a long time ago.

2 His medals were very special to Nana. Nana said I could take Grandpa’s medals to school and show the class.

101 Learning to be Confident INNER.i101 101

25/5/06 3:15:57 pm

Caring – Grandpa’s Medals 3 4

I promised Nana I would take good care of Grandpa’s medals. They were very special to me too.

I told my class about Grandpa and showed his medals with pride. The next day, I gave them safely back to Nana.

5 Nana thanked me for taking such good care of Grandpa’s medals. Then she gave me a big hug.

102 Learning to be Confident INNER.i102 102

25/5/06 3:16:06 pm

Caring – Grandpa’s Medals Activity 1

Colour in the outlined words and fill in the missing word.

Nana is caring. I took care of Grandpa’s medals. Nana cares for me. I _ _ _ _ for Nana. On the back of this sheet, draw a picture of you caring for someone.

Caring – Grandpa’s Medals

103 Learning to be Confident INNER.i103 103

25/5/06 3:16:09 pm

Caring – Grandpa’s Medals Activity 2

Join the dots then colour in.

Write about some things that you are good at caring for. I am good at caring for:

104 Learning to be Confident INNER.i104 104

25/5/06 3:16:13 pm

Caring – The Chicken

1

Our hen had been sitting on her eggs for days and days. At last, the chicks hatched. The chicks were fluffy and noisy.

2

One of the chicks looked weak and very sick. Dad and I put the sick chick in a box and took it to see the vet.

105 Learning to be Confident INNER.i105 105

25/5/06 3:16:15 pm

Caring – The Chicken

3

The vet gave the chick some special medicine, and told us how to care for the sick chick.

4

I gave the chick medicine for five days. I had to keep the chick safe and warm too.

106 Learning to be Confident INNER.i106 106

25/5/06 3:16:18 pm

Caring – The Chicken

5

Soon the chick was well again. Hooray! Hooray! We put the chick back with its family. The mother hen was so happy to have her chick home, safe and well again.

6

Dad said I had cared for the chick very well.

107 Learning to be Confident INNER.i107 107

25/5/06 3:16:21 pm

Caring – The Chicken Activity 1

Read the sentences below and draw the matching picture in each box.

1

2

3

4

1. The egg has been laid. 3. The chick pecks its way out of the egg.

2. The egg begins to crack. 4. The chick is standing up.

On the back of this sheet, make a list of some of the things you would need to take good care of a chick. 108 Learning to be Confident INNER.i108 108

25/5/06 3:16:23 pm

Caring – The Chicken Activity 2

Find some words about chickens in this word search. grain water hen

rooster egg nest

sunshine henhouse yellow

fluffy beak feather

R

H

E

N

E

A

D

B

E

A

K

A

O

R

W

E

G

K

F

L

U

F

F

Y

O

S

A

G

G

R

A

I

N

E

L

E

S

T

T

P

A

K

W

U

N

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On the back of this sheet, draw a chicken and label these parts. Eyes Beak Legs Wings 109 Learning to be Confident INNER.i109 109

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Promoting Children’s Resilience and Wellbeing

Assertiveness

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Assertiveness – Let’s Go In Here 1

‘Let’s go in here,’ said Simon. ‘No,’ I said assertively.

2 3

‘Let’s go in here,’ said Simon. ‘No,’ I said assertively.

‘Let’s go up here,’ said Simon. ‘No,’ I said assertively. 113

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Assertiveness – Let’s Go In Here

4

‘Let’s go down here,’ said Simon. ‘No,’ I said assertively.

5

‘Let’s go in here,’ said Simon. ‘Great!’ I said with a smile.

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Assertiveness – Let’s Go In Here Activity 1

Help the boys find their way to the park.

List three places that you like to play with your friends. 1. 2. 3. 115 Learning to be Confident INNER.i115 115

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Assertiveness – Let’s Go In Here Activity 2

Draw about a time you had to stand up for yourself and be assertive.

Write down what is the best thing about you.

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Assertiveness – What I Do Well 1 2

Today at school, I told my class what I can do well. ‘I can ride my bike really well,’ I said assertively.

3 4

‘I can make my own lunch,’ I said assertively.

‘I can tie my shoelaces without any help,’ I said assertively. 117

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Assertiveness – What I Do Well 5 6

‘I can feed the cat and dog without making a mess,’ I said assertively.

‘I can water the vegetable garden without getting wet,’ I said assertively.

7

And sometimes... I can lick the chocolate cake mixing bowl very clean.

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Assertiveness – What I Do Well Activity 1

In the boxes below, draw some of the things you can do well.

My favourite thing to do is: Colour in the outlined sentence below.

I can do it. 119 Learning to be Confident INNER.i119 119

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Assertiveness – What I Do Well Activity 2

Colour in the outlined words, then fill in the missing word.

‘I can tie my shoelaces,’ I said assertively. ‘I can ride my bike,’ I said assertively. ‘I can make my lunch,’ I said _ _ _ _ _ _ _ _ _ _ _. 120 Learning to be Confident INNER.i120 120

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Assertiveness – Thiery’s Toys

1

‘Thiery!’ Mum called. ‘Is this your puzzle all over the floor?’

2

Thiery and I looked at each other. ‘Whoops,’ we said.

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Assertiveness – Thiery’s Toys 3 4

My brother Thiery is not very old, but he looks after his toys very well.

He puts his toys away each day before he goes to school.

5

One day, Becky came to play. She tried to break Thiery’s toys. ‘Stop,’ I said assertively. ‘I will not let you break Thiery’s toys.’ 122 Learning to be Confident INNER.i122 122

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Assertiveness – Thiery’s Toys 6

Adam came over to play. He tried to break one of Thiery’s toys. ‘Stop,’ I said assertively. ‘I will not let you break Thiery’s toys.’ 7 8

When Thiery came home from school, he hugged me. ‘Thank you for looking after my toys,’ Thiery said. 123 Learning to be Confident INNER.i123 123

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Assertiveness – Thiery’s Toys Activity 1

If a friend was being rough with your favourite toy, what would you say to them to make them play with your toy more gently?

Design a sign for your bedroom that lets others know how you would like them to treat your toys.

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Assertiveness – Thiery’s Toys Activity 2

Thiery looked after his toys very well. Draw your favourite toy and write a sentence about how you care for it.

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Assertiveness – The Blue Pencil

1

This is our classroom. On each table is a tin of coloured pencils.

2

We all share the coloured pencils, except my friend Jack.

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Assertiveness – The Blue Pencil

3

Jack doesn’t share the pencils very well, especially the blue one.

4

One day, Jack wasn’t sharing the blue pencil. We all needed to use the blue pencil. We had a meeting.

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Assertiveness – The Blue Pencil

5

We needed to be assertive with Jack. We made up a rule. Each person could use a colour for only a short time. Then it went back in the tin for others to use.

6

Now Jack’s drawings are very colourful, and we all have a turn at using the blue pencil.

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Assertiveness – The Blue Pencil Activity 1

Each packet of pencils contains 10 pencils. How many pencils are there altogether?

+

= _____ pencils.

+

= _____ pencils.

+

= _____ pencils.

List 3 things that you share with others in your class. 1. 2. 3. On the back of the sheet, write about a time you needed to be assertive in your class. Assertiveness – The Blue Pencil 130 Learning to be Confident INNER.i130 130

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Assertiveness – The Blue Pencil Activity 2

The students in the story made a group rule about the use of the coloured pencils.

They were assertive. In the space below, write about another problem the children in your class may have had and how you would solve it assertively.

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Bibliography Benard, B. (1995) Fostering Resiliency in Kids: Protective Factors in the Family, School and Community, Western Centre for Drug Free Schools and Communities, Portland, Oregon. Cahill, H. (1999) ‘Why a ‘Whole School’ Approach to Enhancing Resilience?’ Mindmatters Newsletter, March, p 2. Canfield, J. and Siccone, F. (1995) 101 Ways to Develop Student Self-esteem and Responsibility, Allyn and Bacon, Massachusetts. Cantor, R., Kivel, P. and Creighton, A. (1997) Days of Respect: Organising a School-wide Violence Prevention Program, Hunter House, California. Catalano, R. and Hawkins, J.D. (Ed) (1996) The social development model: a theory of antisocial behaviour. In Hawkins J.D. (Ed) Delinquency and Crime: Current Theories, Cambridge Publications, New York. Centre for Adolescent Health (1998) The Gatehouse Project: Promoting Emotional Well-being: A WholeSchool Approach – Team Guidelines, Centre for Adolescent Health, Melbourne. Department of Education, Victoria (1999) Framework for Student Services in Victorian Schools: Teacher resource, Department of Education, Victoria. DfES (2003) Developing children’s social, emotional and behavioural skills: a whole curriculum approach. Primary National Strategy. Fuller, A. (1998) From Surviving to Thriving: Promoting Mental Health in Young People, ACER Press, Melbourne. Fuller, A., McGraw, K. and Goodyear, M. (1998) The Mind of Youth, Department of Education, Melbourne, Australia. Fuller, A. (2001) Background Paper on Resilience presented to the Northern Territory Principal’s Association (Australia). Goleman, D. (1995) Emotional Intelligence – Why it matters more than IQ, London, Bloomsbury. Hawkins, J. and Catalano, R. (1993) Communities that Care: Risk and Protective Focused Prevention Using the Social Development Strategy, Developmental Research and Programs Incorporated, Seattle, USA. Lickona, T. (1997) ‘Educating for Character: a comprehensive approach’ in A. Molnar (ed.), The Construction of Children’s Character, University of Chicago Press, Chicago. Olweus, D. (1995) Bullying or Peer Abuse at School – facts and interventions, Current Directions in Psychological Science, 4,6, p 196-200. Resnick, M.D., Harris, L.J. and Blum, R.W. (1993) The impact of caring and connectedness on adolescent health and wellbeing, Journal of Paediatrics and Child Health, 29. Rigby, K. (1996) Bullying in schools and what we can do about it. ACER Press, Melbourne, Australia. Seligman, M. (1995) The Optimistic Child, NSW, Random House, Australia. Smith, C. and McKee, S. (2005) Becoming an Emotionally Healthy School, A Lucky Duck Book, Paul Chapman, London. Taylor, M. (2000) ‘Values Education: Issues and challenges in policy and school practice’ in M. Leicester, C. Modgil and S. Modgil (ed.), Education, Culture and Values, Vol 2. Falmer Press, London.

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Promoting Children’s Resilience and Wellbeing

Confidence

Confidence – At School 1 2

I can do lots of things at school with confidence. I can write my name with confidence.

3 4

I can count to ten with confidence. I can build a sandcastle with confidence. 11

Confidence – At School 5 6

I can tie my shoelaces with confidence. I can sing a song with confidence.

7 8

I can paint a picture of a dog with confidence... and I can smile with confidence. 12

Confidence – At School Activity 1

In the space below, draw and label things that you can do at school with confidence.

Things I can do with confidence:

13

Confidence – At School Activity 2

Colour in the outlined word:

I can count to ten with

confidence Match the words and numbers below. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

four three ten six nine two seven eight one five

On the back of the sheet, write and draw about something that you can do at home with confidence. 14

Confidence – The Rollerblader 1 2

For my birthday, I was given a pair of rollerblades, knee and elbow pads and a helmet. Mum was going to help me to rollerblade.

After school, I sat on the driveway and put on my rollerblades. Mum helped me stand up. I felt very wobbly.

3 4

I held on to Mum’s hands tightly. She showed me how to move my feet, legs and arms. ‘I can do that,’ I thought.

I rolled forward. Mum let go of my hands. I rolled into the fence. I pushed one foot at a time: left, right, left. I let go of the fence. 15

Confidence – The Rollerblader 5 6

I was moving slowly along the footpath. I wobbled and fell over. ‘Try again,’ said Mum. I stood up, rubbed my knee and kept going.

I rolled along the footpath and around the corner. Soon, I was rollerblading with confidence.

7 Mum was clapping as I rollerbladed up to her. I felt very proud of myself.

16

Confidence – The Rollerblader Activity 1

In the space below, draw and write about something that you do with confidence at school, and something you do with confidence at home.

School

Home

17

Confidence – The Rollerblader Activity 2 The rollerblader practised a lot before she could rollerblade with confidence. She wore special equipment to help keep her safe. Draw the equipment to match the correct name.

Helmet Knee pads Elbow pads Rollerblades

Explain on the lines below how wearing safety equipment can help you to feel more confident when you try something new.

On the back of the sheet, list three activities which may require safety equipment to help you feel safer and more confident. Confidence – Frozen Statues 18

Confidence – Frozen Statues

1

Tania invited me to her birthday party. I didn’t know anyone who was going. ‘Just relax and be friendly,’ Mum said.

2

When I arrived, I gave Tania her present. She asked me to join in a game. I said I’d watch for a while.

19

Confidence – Frozen Statues

3

They were playing frozen statues. I knew how to play. I decided to join in. The more I played frozen statues, the more confident I became.

4

We had lots of fun. At the end of the party, I said thank you to Tania. I was glad I had used my confidence that day.

20

Confidence – Frozen Statues Activity 1

List five tips you would give to a nervous person to help build their confidence at a party (e.g. smile, ask someone a question).

1. ___________ 2. ___________ 3. ___________ 4. ___________ 5. ___________

21

Confidence – Frozen Statues Activity 2

Often, the more we practise something the better we become at it and the more confident we feel. In the space below, write and draw about a time this has happened to you.

22

Confidence – The Beach 1 2

I go to the beach with my family and have a great time. I jump over waves with confidence.

3 4

I build sandcastles with confidence. I walk along the beach and look at shells. 23

Confidence – The Beach 5 6

I scare some crabs. They hold up their pincers at me with confidence. I fly my kite with confidence. 7

At the end of the day, I watch the birds fly high in the sky with confidence. I always have a lot of fun at the beach.

24

Confidence – The Beach Activity 1

Cut and paste the words from the bottom of the page to complete the sentences.

A spider builds a _________ with confidence. A bird builds a ___________ with confidence. A caterpillar makes a ___________ with confidence. A bee makes _______________ with confidence. I can make a __________________ with confidence.

✄ honeycomb

sandcastle

cocoon 25

web

nest

Confidence – The Beach Activity 2

In the blank photo space below, draw a picture of yourself doing something with confidence.

This is a picture of me full of confidence:

On the lines below, write about your picture and how ‘confidence’ feels to you.

Respect 26

Promoting Children’s Resilience and Wellbeing

Respect

27

Respect – Did You Ask? 1 2

Tom picked up Dad’s hammer. Mum said, ‘Did you ask?’

‘Dad, please may I use your hammer?’ asked Tom. ‘Yes,’ said Dad.

3 4

Tom picked up Ann’s skateboard. Mum said, ‘Did you ask?’

‘Ann, please may I ride your skateboard?’ asked Tom. ‘Yes,’ said Ann. 29

Respect – Did You Ask? 5 6

Mum says it shows respect to ask before you use someone else’s things. Mum picked up Tom’s Walkman. 7

‘May I, Tom?’ asked Mum. ‘Yes,’ said Tom, ‘and thank you for asking first.’

30

Respect – Did You Ask? Activity 1

Draw a picture of each of the items you wish to borrow and who, from the story, you would ask.

May I ride your skateboard, please?

May I use your hammer, please?

May I use your Walkman, please?

31

Respect – Did You Ask? Activity 2

Colour in the outlined word.

It shows respect to ask before you use things that belong to others. Draw and label four things that you have asked someone if you could use.

32

Respect – Mr Khatum’s Roses

1

I live next door to Mr Khatum. Mr Khatum grows beautiful roses in his garden. Sometimes, when my brother and I play ball, it goes over the fence and into Mr Khatum’s yard.

2

Mr Khatum doesn’t mind if we come into his yard and get our ball, as long as we are careful and don’t damage his roses.

33

Respect – Mr Khatum’s Roses

3

Mum says it’s important to respect other people’s gardens. Once, I had to use a rake to get my ball out of Mr Khatum’s rose garden, so I wouldn’t be prickled.

4

I think Mr Khatum’s roses are pretty, but their prickles aren’t. I’m glad we don’t have roses in our garden.

34

Respect – Mr Khatum’s Roses

5

Yesterday, it was Mum’s birthday. Guess what Mr Khatum gave Mum?

6

A rose to start her own rose garden.

35

Respect – Mr Khatum’s Roses Activity 1

Mr Khatum grows roses in his garden. Colour them in. One red rose, two pink roses and three yellow roses.

Draw two prickles on each rose. How many prickles altogether? ______________ How many leaves altogether? ________________ Count the roses. +

= ________________________

+

= ________________________

On the back of this sheet, draw and name your own rose. 36

Respect – Mr Khatum’s Roses Activity 2

What tool was used to get the ball safely from Mr Khatum’s garden?

____ Colour in the outlined words and draw lines to the correct picture.

Ladder Rope Rake Write and draw why you should respect other people’s gardens.

37

Respect – Kate’s In The Shower 1 2

My big sister, Kate, takes a long time in the bathroom.

If I go into the bathroom, Kate screams, ‘I’m not finished yet! You will have to wait.’

3 4

Sometimes, I feel like I’m waiting forever just to use the bathroom.

Once, when Kate was taking too long under the shower, I quietly opened the door and let Harold, my pet mouse, in. 39

Respect – Kate’s In The Shower

5 Kate screamed! That hurried her up! Mum said that wasn’t a very kind thing to do to my sister or the mouse.

6 Mum said I needed to learn to respect Kate’s privacy, and that Kate needed to hurry up in the shower.

40

Respect – Kate’s In The Shower

7 We made a family rule. No more than five minutes under the shower. Now, I knock on the door when Kate has been more than five minutes under the shower.

8 If that doesn’t hurry Kate up, I can always use my secret weapon, Harold!

41

Respect – Kate’s In The Shower Activity 1

What do you think Mum meant when she said, ‘I needed to learn to respect Kate’s privacy’?

Make a list of three bathroom rules you have in your home.

1. 2. 3.

42

Respect – Kate’s In The Shower Activity 2

Write what you do if someone in your family is taking too long under the shower.

Mark the times on the clocks below. 9.15

3.30

8.00

12.30

43

Respect – Our School Grounds 1 At our school, we have beautiful trees and gardens. We respect the school grounds and take good care of the garden.

2 3

Each week, Mr Green and a group of children work in the garden. They wear special hats.

They unlock the garden shed and take out spades, wheelbarrows, weeding forks and gardening gloves. 45

Respect – Our School Grounds 4 Some days, they weed the gardens and put fertiliser on the plants to help them grow. Some days, they plant seeds and bulbs in the garden beds.

5 6

On very hot days, they water the trees. Mr Green likes to be cooled down on those days too.

We respect and care for our school grounds. They are a great place to play. 46

Respect – Our School Grounds Activity 1

Fill in the missing words.

They wear special h _ _ _. They use wheelbarrows and s _ _ _ _ _ . They w _ _ _ the garden. They plant s _ _ _ _ . They w _ _ _ _ the trees. On the back of this sheet, design the perfect school grounds for children to play in. Remember the garden!

47

Respect – Our School Grounds Activity 2

List three things you do that show you respect your school grounds.

1. 2. 3.

Design a sign that asks people to respect your school grounds.

48

Promoting Children’s Resilience and Wellbeing

Courage

‘

Courage – The Surprise

‘

1

It was my birthday. My school friends said they had a surprise for me inside the classroom.

2

My friends said I needed to close my eyes tightly and come with them.

51

Courage – The Surprise

‘

3

They led me carefully along the corridor. I felt a bit nervous, but I used courage and kept going.

4

My friends led me into our classroom. ‘Surprise!’ they yelled. ‘Open your eyes.’ I did, and there in front of me was a big cake with candles on it. ‘Happy Birthday!’ they all said.

52

Courage – The Surprise Activity 1

Draw a picture of a surprise party for your teacher in your classroom. Remember to draw the decorations.

53

Courage – The Surprise Activity 2

Draw a picture or write about a time when you showed courage.

54

Courage – The Diving Board 1 2

I went with my friends to the pool. There was a high diving board at the pool.

All of my friends could jump off the diving board. I thought, if they can do it, so can I.

3 4

I climbed halfway up. I looked down. I felt scared. I climbed to the top. I looked down. I felt scared. 55

Courage – The Diving Board 5 6

I held my nose. I closed my eyes. I jumped. Splash!

My friends clapped and cheered! ‘That was fun!’ I called out.

7

I can use my courage any time that I feel a bit scared.

56

Courage – The Diving Board Activity 1

Colour in the outlined words.

The boy showed his

courage

to jump off the board. You can show your

courage

whenever you need to. On the back of this sheet, design a medal that you would give someone for their courage. 57

Courage – The Diving Board Activity 2

Find these words in this word search. courage climbed friends splash k a j j a i j n d l n k l k

j k u k d i n s l d i a e p

d i m o d a s c a r e d l k

u c p a i p i a n s l i d n

high jump board cheered n o j m v e p k a i n d l s

l u d d i i o s p l a s h j

k r i p n n o k i n d c k h

scared diving pool

d a n s g m l q o p d l d w

i g v h j g w r s t i i i l

u e l b o a r d s h v m n h

58

f l k k j a i n d k j b l i

a o j k i o n k a i u e k g

j m i c h e e r e d k d j h

p d s c h e e r e d k k i k

g f r i e n d s k l p j h d

j d i o n a n l i d n i l i

k j i n a l d i n a d n k n

Courage – The Holiday

1

Mum and Dad were taking us overseas for a holiday. ‘We will go on a big plane,’ said Mum. ‘We will visit other countries,’ said Mum.

2

‘We will need to go to the doctor first,’ said Mum. ‘Yes, we will need to have an injection before we go,’ said Dad. ‘An injection!’ I thought.

59

Courage – The Holiday

3

The holiday sounded great, but the injection didn’t. The plane sounded great, but the injection didn’t.

4

We all went to the doctor. Mum had her injection first. It didn’t hurt Mum. Dad was next. It didn’t hurt Dad. I was next.

60

Courage – The Holiday

5

I thought, if they can do it, so can I. I sat on the chair. I used my courage. I was brave.

6

The doctor made me laugh then said I could go. I’d already had the injection! At last, I was ready for our overseas holiday.

61

Courage – The Holiday Activity 1

In the story, the family was going overseas. The girl wasn’t scared about the flight, but she needed her courage to have what? Circle the correct answer.

She needed her courage to have an __________________________. Fill in the missing letters.

I will try to show _______. 62

Courage – The Holiday Activity 2

Answer the clues to solve this crossword.

1 3

4

2

5 6

COURAGE PLANE OVERSEAS HOLIDAY BRAVE INJECTION

DOWN 1. Name of the story. 2. What the girl needed to use in the story. ACROSS 3. 4. 5. 6.

Not underseas. What the girl needed courage for. Flies through the sky. Not scared.

63

Courage – The Chairlift

1

‘Let’s all go skiing,’ said Dad. ‘That sounds like fun,’ we all said.

2

I was looking forward to skiing. But I wasn’t looking forward to the chairlift. ‘Don’t worry,’ said Dad, ‘I will be right beside you.’

65

Courage – The Chairlift

3

We arrived at the mountain. I looked up at the chairlift. ‘Don’t worry,’ said Dad, ‘I will be right beside you.’

4

We stood beside the chairlift. ‘Don’t worry,’ said Dad, ‘I will be right beside you.’ I thought, ‘I will use my courage to go on the chairlift.’

66

Courage – The Chairlift

5

Dad and I sat on the chairlift. ‘Don’t worry,’ said Dad, ‘I am right beside you.’

6

‘Don’t worry, Dad. This is fun,’ I said. I can use my courage any time I feel a bit scared.

67

Courage – The Chairlift Activity 1

Draw a picture of yourself on a chairlift and draw other things you might see at the snowfields.

Write about a time that you used courage to achieve something.

68

Courage – The Chairlift Activity 2

Use the clues to solve the crossword below. 1

2

3

5

4

DOWN 1. You can do this on a snowfield. 2. Colour of snow. 3. The boy used his courage to go on this. 4. Have a good time. ACROSS 1. White and cold. 5. What does the boy show in the story?

69

COURAGE CHAIRLIFT SKIING WHITE ENJOY SNOW

Promoting Children’s Resilience and Wellbeing

Determination

Determination – Keep On Trying 1 2

On Monday, I tried to tie my shoelaces. ‘Keep on trying,’ said Mum.

3 4

On Tuesday, I tried to tie my shoelaces. ‘Keep on trying,’ said Mum.

On Wednesday, I tried to tie my shoelaces. ‘Keep on trying,’ said Mum. 73

Determination – Keep On Trying 5 6

On Thursday, I tried to tie my shoelaces. ‘Keep on trying,’ said Mum.

On Friday, I was really determined to tie my shoelaces.

7 8

‘Keep on trying,’ said Mum.

‘Yes, I did it!’ ‘Well done. I knew you could do it,’ said Mum. 74

Determination – Keep On Trying Activity 1

Draw round the boots and colour them in. Draw the laces tied in a bow.

Colour in the outlined words.

Each day, Mum said, ‘Keep on trying.’ Copy the sentence on the line below.

On Friday, I tied my shoelaces.

75

Determination – Keep On Trying Activity 2

Match the shoes. Colour the shoes, then cut them out and paste the matching shoes onto the blank squares.

Red runners

Green slippers

Yellow boots

Blue flip-flops

76

Determination – Just A Bit More 1 2

Mum made a chocolate pudding and custard for dessert: my favourite!

Mum said I could have some pudding if I ate all my vegetables first. ‘I don’t like vegetables!’ I said. But I was determined to have dessert.

3 4

I walked over to the pantry and found the tomato sauce. I covered all of the vegetables with tomato sauce so I couldn’t taste them as much.

I ate the squashy pumpkin. Yuk! Then the peas and beans. Yuk! ‘Just a bit more,’ I said to myself. ‘Then I can have dessert.’ 77

Determination – Just A Bit More 5 6

I covered the brussels sprouts with lots of tomato sauce. I chewed them quickly so I couldn’t taste them as much. Yuk!

‘Just a bit more,’ I said to myself. ‘Then I can have dessert.’ Only the cauliflower to eat.

7 8

I mixed the cauliflower with the sauce. I held my nose and swallowed quickly. Hooray! I’ve finally done it! I’ve eaten all the vegetables on the plate. Now I can have my chocolate pudding and custard. Yum! 78

Determination – Just A Bit More Activity 1

Colour in the outlined sentence below.

I like chocolate pudding. Colour the pudding. Draw custard on the top of the pudding. Draw a line to match the words to the pictures. Colour in.

cauliflower carrots green beans peas 79

Determination – Just A Bit More Activity 2

How many pumpkins are there?

Draw three orange pumpkins.

Draw six fat carrots.

Draw four green beans.

Draw the other half of the plate so that both sides look the same.

80

Determination – Let’s Go Riding 1 2

Amy was going camping at the weekend with her family and some friends.

Amy loved camping, but she had a problem that she was worried about.

3 4

All of Amy’s friends could ride bikes, but she couldn’t. Amy had never learned to ride a bike before. 81

Determination – Let’s Go Riding 5 6

At the camp site, there were bikes of all sizes and colours.

Big bikes, small bikes, pink bikes, BMX bikes and bikes with trainer wheels.

7 8

Amy watched the children having fun riding their bikes. She was determined to learn to ride a bike that weekend. 82

Determination – Let’s Go Riding 9 10

Amy’s sister held the bike steady while Amy got on. Amy’s mum held the back of the bike and ran behind.

11 12

Amy pedalled faster and faster. She wobbled a bit. She pedalled faster. Amy’s mum let go of the bike. 83

Determination – Let’s Go Riding 13 14

‘Look at me!’ yelled Amy happily! ‘I’m riding on my own!’

15 Everyone cheered!

84

Determination – Let’s Go Riding Activity 1

Colour in the outlined word.

Amy was determined to learn to ride a bike. Draw the bikes that were at the campsite.

A small bike

A pink bike

A BMX bike

A bike with trainer wheels

How many wheels altogether? _______ 85

Determined – Let’s Go Riding Activity 2

Label the parts of Amy’s bike.

pedals tyres chain

seat handle bars spokes

Draw Amy riding on the bike, then colour it in. 86

Determination – Mum’s Birthday 1 2

It was Mum’s birthday. I was determined to make her favourite cake. A chocolate cake! Yum!

3 4

I found the chocolate biscuits in the pantry. I took the cream out of the fridge. I used the beater to whip the cream until it was thick. 87

Determination – Mum’s Birthday 5 6

I put cream between the biscuits. I joined them all together to make a cake.

I covered the outside of the cake with thick cream, and decorated it with sweets and candles.

7

Mum said it was the best birthday cake that she’d ever had.

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Determined – Mum’s Birthday Activity 1

Put the sentences in the correct order. I used the beater to whip the cream. I decorated the cake with sweets and candles. I was determined to make Mum a cake. I found the chocolate biscuits in the pantry. I put cream between the biscuits. Draw Mum’s birthday cake below.

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Determined – Mum’s Birthday Activity 2

Below are six birthday cakes. Draw five candles on each cake.

How many candles altogether? How many candles on three cakes? How many candles on five cakes? 90

________ ________ ________

Promoting Children’s Resilience and Wellbeing

Caring

Caring – Caring For Young Ones 1 2

The dog cares for her puppy. The sheep cares for her lamb.

3 4

The hen cares for her chickens. The cat cares for her kitten. 93

Caring – Caring For Young Ones 5 6

The horse cares for her foal. And Mum and Dad... 7

...care for me.

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Caring – Caring For Young Ones Activity 1

Help the kitten find its way to the cat.

Colour in the outlined sentence below.

The cat is caring for the kittens. On the back of this sheet, draw a cat with three kittens. 95

Caring – Caring For Young Ones Activity 2

Colour in the animals, then cut out and paste to match the sentences The cat cares for its

The dog cares for its

The sheep cares for its

The hen cares for its

chick

puppy

kitten

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lamb

Caring – My Dad’s A Nurse 1 2

My dad’s a nurse. He works at a big hospital.

Dad wears a special uniform and a name badge with his photo on it.

3

Dad takes people’s temperature and changes bandages. He helps sick people to the bathroom.

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Caring – My Dad’s A Nurse

4

Dad wheels people to X-ray to see if they have a broken bone. He tells them jokes and funny stories.

5

If I ever go to hospital, I hope I have a nurse just like my dad to care for me.

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Caring – My Dad’s A Nurse Activity 1

A nurse takes your temperature. Show the temperatures on the thermometers below.

Show 25°

Show 35°

Add the length of the bandages.

10cm + 20cm = __________ 5cm

+ 10cm = __________

15cm + 10cm = __________ 9cm

+ 9cm

= __________ 99

Show 40°

Caring – My Dad’s A Nurse Activity 2

A nurse cares for sick people. Use the clues to solve the crossword below. 1

2

3

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5

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NURSE BANDAGE HOSPITAL BED MEDICINE CARING X-RAY

DOWN 1. Where you go when you are sick. 2. What you wrap around a broken bone. 5. Who looks after you in hospital? ACROSS 2. 3. 4. 6.

What do you lie on in hospital? What are you given to feel better? You receive lots of this in hospital. What is used to see inside the body?

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Caring – Grandpa’s Medals

1 It was Remembrance Day. Nana showed me some of Grandpa’s medals. Grandpa had died a long time ago.

2 His medals were very special to Nana. Nana said I could take Grandpa’s medals to school and show the class.

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Caring – Grandpa’s Medals 3 4

I promised Nana I would take good care of Grandpa’s medals. They were very special to me too.

I told my class about Grandpa and showed his medals with pride. The next day, I gave them safely back to Nana.

5 Nana thanked me for taking such good care of Grandpa’s medals. Then she gave me a big hug.

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Caring – Grandpa’s Medals Activity 1

Colour in the outlined words and fill in the missing word.

Nana is caring. I took care of Grandpa’s medals. Nana cares for me. I _ _ _ _ for Nana. On the back of this sheet, draw a picture of you caring for someone.

Caring – Grandpa’s Medals

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Caring – Grandpa’s Medals Activity 2

Join the dots then colour in.

Write about some things that you are good at caring for. I am good at caring for:

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Caring – The Chicken

1

Our hen had been sitting on her eggs for days and days. At last, the chicks hatched. The chicks were fluffy and noisy.

2

One of the chicks looked weak and very sick. Dad and I put the sick chick in a box and took it to see the vet.

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Caring – The Chicken

3

The vet gave the chick some special medicine, and told us how to care for the sick chick.

4

I gave the chick medicine for five days. I had to keep the chick safe and warm too.

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Caring – The Chicken

5

Soon the chick was well again. Hooray! Hooray! We put the chick back with its family. The mother hen was so happy to have her chick home, safe and well again.

6

Dad said I had cared for the chick very well.

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Caring – The Chicken Activity 1

Read the sentences below and draw the matching picture in each box.

1

2

3

4

1. The egg has been laid. 3. The chick pecks its way out of the egg.

2. The egg begins to crack. 4. The chick is standing up.

On the back of this sheet, make a list of some of the things you would need to take good care of a chick. 108

Caring – The Chicken Activity 2

Find some words about chickens in this word search. grain water hen

rooster egg nest

sunshine henhouse yellow

fluffy beak feather

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A

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On the back of this sheet, draw a chicken and label these parts. Eyes Beak Legs Wings 109

Promoting Children’s Resilience and Wellbeing

Assertiveness

Assertiveness – Let’s Go In Here 1

‘Let’s go in here,’ said Simon. ‘No,’ I said assertively.

2 3

‘Let’s go in here,’ said Simon. ‘No,’ I said assertively.

‘Let’s go up here,’ said Simon. ‘No,’ I said assertively. 113

Assertiveness – Let’s Go In Here

4

‘Let’s go down here,’ said Simon. ‘No,’ I said assertively.

5

‘Let’s go in here,’ said Simon. ‘Great!’ I said with a smile.

114

Assertiveness – Let’s Go In Here Activity 1

Help the boys find their way to the park.

List three places that you like to play with your friends. 1. 2. 3. 115

Assertiveness – Let’s Go In Here Activity 2

Draw about a time you had to stand up for yourself and be assertive.

Write down what is the best thing about you.

116

Assertiveness – What I Do Well 1 2

Today at school, I told my class what I can do well. ‘I can ride my bike really well,’ I said assertively.

3 4

‘I can make my own lunch,’ I said assertively.

‘I can tie my shoelaces without any help,’ I said assertively. 117

Assertiveness – What I Do Well 5 6

‘I can feed the cat and dog without making a mess,’ I said assertively.

‘I can water the vegetable garden without getting wet,’ I said assertively.

7

And sometimes... I can lick the chocolate cake mixing bowl very clean.

118

Assertiveness – What I Do Well Activity 1

In the boxes below, draw some of the things you can do well.

My favourite thing to do is: Colour in the outlined sentence below.

I can do it. 119

Assertiveness – What I Do Well Activity 2

Colour in the outlined words, then fill in the missing word.

‘I can tie my shoelaces,’ I said assertively. ‘I can ride my bike,’ I said assertively. ‘I can make my lunch,’ I said _ _ _ _ _ _ _ _ _ _ _. 120

Assertiveness – Thiery’s Toys

1

‘Thiery!’ Mum called. ‘Is this your puzzle all over the floor?’

2

Thiery and I looked at each other. ‘Whoops,’ we said.

121

Assertiveness – Thiery’s Toys 3 4

My brother Thiery is not very old, but he looks after his toys very well.

He puts his toys away each day before he goes to school.

5

One day, Becky came to play. She tried to break Thiery’s toys. ‘Stop,’ I said assertively. ‘I will not let you break Thiery’s toys.’ 122

Assertiveness – Thiery’s Toys 6

Adam came over to play. He tried to break one of Thiery’s toys. ‘Stop,’ I said assertively. ‘I will not let you break Thiery’s toys.’ 7 8

When Thiery came home from school, he hugged me. ‘Thank you for looking after my toys,’ Thiery said. 123

Assertiveness – Thiery’s Toys Activity 1

If a friend was being rough with your favourite toy, what would you say to them to make them play with your toy more gently?

Design a sign for your bedroom that lets others know how you would like them to treat your toys.

124

Assertiveness – Thiery’s Toys Activity 2

Thiery looked after his toys very well. Draw your favourite toy and write a sentence about how you care for it.

125

Assertiveness – The Blue Pencil

1

This is our classroom. On each table is a tin of coloured pencils.

2

We all share the coloured pencils, except my friend Jack.

127

Assertiveness – The Blue Pencil

3

Jack doesn’t share the pencils very well, especially the blue one.

4

One day, Jack wasn’t sharing the blue pencil. We all needed to use the blue pencil. We had a meeting.

128

Assertiveness – The Blue Pencil

5

We needed to be assertive with Jack. We made up a rule. Each person could use a colour for only a short time. Then it went back in the tin for others to use.

6

Now Jack’s drawings are very colourful, and we all have a turn at using the blue pencil.

129

Assertiveness – The Blue Pencil Activity 1

Each packet of pencils contains 10 pencils. How many pencils are there altogether?

+

= _____ pencils.

+

= _____ pencils.

+

= _____ pencils.

List 3 things that you share with others in your class. 1. 2. 3. On the back of the sheet, write about a time you needed to be assertive in your class. Assertiveness – The Blue Pencil 130

Assertiveness – The Blue Pencil Activity 2

The students in the story made a group rule about the use of the coloured pencils.

They were assertive. In the space below, write about another problem the children in your class may have had and how you would solve it assertively.

131