Teaching Values Toolkit: Bk.C: The Six Kinds of Best Values Education Programme

BOOK C

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Teaching Values toolkit

A CONCEPT BY DAVID KOUTSOUKIS 2775IRE

TEACHING VALUES TOOLKIT (Book C)

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

Published by Prim-Ed Publishing, 2009 Copyright© David Koutsoukis 2006 ISBN 978-1-84654-114-8 PR–2775

Copyright Notice

Additional titles available in this series:

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TEACHING VALUES TOOLKIT (Book A) TEACHING VALUES TOOLKIT (Book B) TEACHING VALUES TOOLKIT (Book D) TEACHING VALUES TOOLKIT (Book E)

Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing pupils to access them.

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Foreword Values education in schools is crucial for developing future citizens of good character. The Teaching values toolkit, featuring the Six kinds of best concept, is a series of five books expressly designed to assist the teaching of values education in primary and lower secondary schools. The varied activities in this book extend across all major learning areas and will have relevance for a wide range of pupil learning styles and intelligences. Titles in this series are: • Teaching values toolkit — Book A • Teaching values toolkit — Book B • Teaching values toolkit — Book C • Teaching values toolkit — Book D • Teaching values toolkit — Book E

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Contents

Teachers notes......................................................iv – ix Curriculum links......................................................... x Certificates.........................................................xi – xvi Checklists....................................................... xvii – xix Be kind to yourself..................................... 1–24

Be kind to the environment..................45–59

Overview...............................................................46–47 Teacher information............................................48–49 Clean up after yourself.............................................. 50 Keep the land, water and waterways clean................ 51 Recycle and don’t waste............................................. 52 Save water.................................................................. 53 Conserve energy......................................................... 54 Care for natural habitats, wildlife and endangered species................................................ 55 Use environmentally-friendly products..................... 56 Consider environmentally-friendly energy sources.. 57 Consider using resources that can be replaced......... 58 Value our cultural heritage....................................... 59 Chatterbox template.................................60

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Overview...................................................................2–3 Teacher information................................................4–5 Be proud of your uniqueness....................................... 6 Develop a sense of identity........................................... 7 Know your strengths and weaknesses......................... 8 Exercise regularly........................................................ 9 Eat well...................................................................... 10 Sleep well................................................................... 11 Take time to relax...................................................... 12 Minimise risks............................................................ 13 Keep learning and growing....................................... 14 Strive for success........................................................ 15 Love, and value the love of, others............................ 16 Develop a circle of good friends................................ 17 Stand up for yourself................................................. 18 Make good choices..................................................... 19 Forgive yourself if you make mistakes...................... 20 Be positive.................................................................. 21 Be useful.................................................................... 22 Have some fun........................................................... 23 Be proud of the things you say and do...................... 24

Seek a fair go for all.................................................. 39 Manage and resolve conflict...................................... 40 Cooperate and be a team player................................ 41 Support and include others....................................... 42 Value family life......................................................... 43 Treat others the way they need to be treated............. 44

Be kind to others.......................................25–44

Overview...............................................................26–27 Teacher information............................................28–29 Value relationships.................................................... 30 Respect the rights of others....................................... 31 Be polite and use good manners............................... 32 Praise people who do things well.............................. 33 Develop good people skills......................................... 34 Work at building and maintaining relationships.... 35 Be tolerant and understanding of difference............ 36 Respect other points of view...................................... 37 Don’t bully or put others down................................. 38

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Be the achieving kind..............................77–95

Overview...............................................................78–79 Teacher information............................................80–81 Have a go!.................................................................. 82 Try lots of different things......................................... 83 Discover what you’re good at and enjoy doing......... 84 Do things to the best of your ability.......................... 85 Pursue quality and personal excellence................... 86 Use your talents......................................................... 87 Develop a sense of purpose........................................ 88 Manage your time effectively.................................... 89 Manage your time wisely........................................... 90 Set worthwhile goals and make plans to achieve them.......................................................... 91 Show persistence and self-discipline to achieve your goals.............................................................. 92 Look at different ways of doing things—creativity and innovation...................................................... 93 Develop good communication skills......................... 94 Seek good role models............................................... 95 Chatterbox...............................................96 Be the community kind........................ 97–114

Be the learning kind................................61–76 Overview...............................................................62–63 Teacher information............................................64–65 Be positive about learning......................................... 66 Seek knowledge about yourself, others and the world around you.................................................. 67 Recognise the value of knowledge............................ 68 Have an enquiring mind—be curious..................... 69 Determine how you learn best (learning styles)....... 70 Have an open mind................................................... 71 Be a critical thinker................................................... 72 Have a global perspective.......................................... 73 Seek learning opportunities everywhere................... 74 Learn from your mistakes......................................... 75 Keep learning............................................................. 76

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Overview...............................................................98–99 Teacher information........................................100–101 Behave responsibly.................................................. 102 Respect authority..................................................... 103 Follow rules.............................................................. 104 Be honest and seek truth......................................... 105 Show integrity.......................................................... 106 Be useful.................................................................. 107 Get involved in the community............................... 108 Strive for justice and a ‘fair go for all’.................... 109 Share and care for those in need............................. 110 Support reconciliation............................................. 111 Contribute to research............................................. 112 Support freedom...................................................... 113 Strive for peace......................................................... 114 ‘And I love life’...................................... 115 References.............................................116

Teaching values toolkit

Teachers notes What are values?

Values education encourages pupils to become ‘nice human beings’.

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Values are ideals that guide our behaviour and decisions, and help us distinguish between what is right or wrong. They outline Values within school curriculums what is important to us in terms of our conduct, our interaction with others and how we might live our lives in a meaningful way. Generally speaking, there are nine agreed values to be incorporated Values give us a guiding framework by which to lead our lives. into school curriculums. People who engage in antisocial behaviour often lack a values These are: framework. Care and compassion Doing your best Why teach values? ‘Fair go’ Freedom Developing good values gives us a structure to guide our conscience Honesty and trustworthiness and helps us make good choices. If we have strong values and are Integrity put in challenging situations, we are more likely to make good Respect decisions according to those values. Developing strong values Responsibility also helps address our spiritual needs and self-esteem by giving Understanding, tolerance and inclusion. us a personal sense of identity and direction. In addition, it helps develop a sense of responsibility for the consequences of our own The ‘Six kinds of best’ concept incorporates all these values. behaviour and how our actions might affect ourselves, others and the environment. The ‘Six kinds of best’ concept Teaching values in schools is a proactive approach towards The ‘Six kinds of best’ is a model that outlines six core values managing pupil behaviour. It gives pupils effective strategies to for becoming a person of good character and for leading a help them lead happy and successful lives. happy and successful life. It frames the core values in a way that Values can be incorporated into a whole-school approach and can pupils, teachers and parents can remember and apply in everyday situations. It provides ‘anchor points’ upon which we can reflect include: when faced with decision-making situations and helps us make • encouraging staff to model good values, good choices. It may be considered a ‘recipe for life’. • including values in the school vision and mission The ‘Six kinds of best’ are: statements, Be KIND to yourself.................................. (Respect yourself) • creating a school motto, slogan or ethos based on Be KIND to others....................................... (Respect others) specific values Be KIND to the environment............. (Value the environment) • displaying values posters, Be the learning KIND................................. (Seek knowledge) • including values in school rules and policies, Be the achieving KIND....................... (Achieve your potential) Be the community KIND......... (Contribute positively to society) • including values in structured classroom guidelines such as class rules, • introducing ongoing daily or weekly values programmes, • integrating the teaching of values into all curriculum learning areas, • collating and using resources for specific values education lessons, • inviting guest speakers to the school, • including values-based activities in pastoral care programmes and • teaching values incidentally during class or break and lunch times. Teaching values toolkit

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Teachers notes The ‘Six kinds of best’ concept uses a play on the word ‘kind’ to make it memorable and repeatable. It also reinforces the word ‘kind’. It provides a mechanism to continually reinforce good values and teach them in context. This book is divided into six sections to indicate the six core values. Each section has a number of pointers which illustrate and support the six values.

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Teachers and parents are encouraged to highlight incorrect behaviours and reinforce correct behaviours by using the language of the ‘Six kinds of best’.

These six fingers represent the ‘Six kinds of best’. Get your pupils to make the sign. Tell them if they apply these principles throughout their life, they will be ‘A-OK’.

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The ‘Six kinds of best’ concept provides a framework and a language for teaching and reinforcing values at school and in the home. It aims to make pupils familiar with the six core values and internalise them by using the ‘Six kinds of best’ affirmation. (Refer to page ix, the cover pages of each section and page 115.)

For example: • When a pupil makes a negative comment about himself/herself, the teacher may say, ‘Sasha! You’re not being kind to yourself! Are you?’ • When one pupil bullies another, the teacher may say, ‘John! You’re not being kind to others! Are you?’ • When a pupil drops some rubbish, the teacher may comment about the child not being ‘kind to the environment’. • When the class does well in a test, the teacher may comment that they are really ‘the learning kind’.

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• When a group of pupils help to clean up, the teacher may state that they are ‘the community kind’.

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Make the ‘Six kinds of best’ your personal quest

• When a pupil does an assignment well, the teacher may say that the pupil is ‘the achieving kind’.

Using the Values toolkit book

The activities in this book may be:

– incorporated into a continuing weekly programme – used incidentally as required in the classroom – incorporated into an existing personal development or values programme – used in conjunction with special values events such as a values ‘supercharger’ day or values ‘week’ where a guest speaker works with the pupils.

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Teaching values toolkit

Teachers notes The format of the book

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The book is divided into six sections. The six sections are: • Be kind to yourself • Be kind to others Title page • Be kind to the environment The first page of each section is a title page • Be the learning kind designed to introduce the section. • Be the achieving kind • Be the community kind • A pictorial representation of the affirmation(s) is/are also supplied.

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Overview A two-page overview of additional activities has been provided for each of the six sections. The activities cover a variety of learning areas and learning styles. Teachers may use the activities to further develop each section with the class or as extension work for more able pupils.

Teachers notes pages The pupil pages are supported by two pages of teachers notes, which comprise: – an introduction to the section, – a compilation of discussion points for each pupil page, and – answers (where required). Each double teacher’s page also includes an example of a graphic organiser, which teachers may find beneficial for recording summaries of pupils’ discussion or for pupils to record their thoughts. Graphic organisers provide a visual representation of information. They employ four intelligences at the same time—verbal/linguistic, logical/mathematical, visual/spatial and naturalist. (Different organisers use aspects of the naturalist intelligence, including categorising, classifying, identifying etc.) Teaching values toolkit

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Teachers notes

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Each pupil page includes: – the title of the relevant section and the bullet point being covered – title of the pupil page.

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Pupil pages Each section is divided into a number of key pointers. The bullet points are utilised as individual pupil pages. The activities on the pupil pages are intended to be mostly open-ended, ‘fun’ tasks focusing on the eight multiple intelligences.

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The final two pages in the book include: a pictorial representation of the ‘I love life’ affirmation, a bibliography of references and suggested readings to further teacher knowledge, and appropriate websites.

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Additional information Discussion and pupil reflection about their own personal experiences form an important part of values education. For this reason, discussion points form a major portion of the teacher information section of teachers notes for each section.

‘By applying the ‘Six kinds of best’ principles, pupils and adults will lead a happy, successful and fulfilling life and make them feel like saying ‘I love life!’’

David Koutsoukis is the creator of the ‘Six kinds of best’ concept. He is an educator with over 20 years’ experience who has a passion for encouraging people to develop good values and become persons of good character. He is also the author of the Behaviour management toolkit and the Behaviour management and Values poster sets. David is now a full-time presenter and consultant who works with educators, helping them build positive school cultures. He conducts professional development programmes for teachers throughout Australia, New Zealand and South-East Asia on how to effectively deliver the Six kinds of best programme. David also does a motivational programme for pupils entitled Make the six kinds of best your personal quest.

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Teaching values toolkit

Teaching values toolkit

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Be KIND to others

Respect others

1. Value relationships 2. Respect the rights of others 3. Be polite and use good manners 4. Praise people who do things well 5. Develop good people skills 6. Build and maintain relationships 7. Be tolerant and understanding of others 8. Respect other points of view 9. Don’t bully or put others down 10. Seek a ‘fair go’ for all 11. Manage and resolve conflict 12. Cooperate and be a team player 13. Support and include others 14. Value family life 15. Treat others the way they need to be treated

Respect yourself

1. Be proud of your uniqueness 2. Develop a sense of identity (know what is important to you) 3. Know your strengths and work on your weaknesses 4. Exercise 5. Eat well 6. Sleep well 7. Take time to relax 8. Minimise risk 9. Keep learning and growing 10. Strive for success (and get some ego food) 11. Love and value the love of others 12. Develop a circle of quality friends 13. Stand up for yourself (be confident but humble) 14. Make good choices 15. Forgive yourself if you make mistakes 16. Be positive 17. Be useful (and you will feel good about yourself) 18. Have some fun 19. Be proud of the things you say and do

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Be KIND to yourself

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Seek knowledge

g 1. Be positive about learning 2. Seek knowledge about yourself 3. Recognise the values of others 4. Have an enquiring mind – be curious 5. Determine how you learn best (learning styles) 6. Have an open mind 7. Be a critical thinker 8. Have a global perspective 9. Seek learning opportunities 10. Learn from your mistakes 11. Keep learning

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1. Have a go! 2. Try lots of different things 3. Discover what you’re good at and enjoy doing 4. Do things to the best of your ability 5. Pursue quality and personal excellence 6. Use your talents 7. Develop a sense of purpose 8. Manage your time 9. Manage your money wisely 10. Set worthwhile goals and make plans to achieve them 11. Show persistence and selfdiscipline to achieve your goals 12. Look at different ways of doing things—creativity and innovation 13. Develop good communication skills 14. Seek good role models

Achieve your potential

Be the achieving KIND

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1. Clean up after yourself 2. Keep the land, air and waterways clean 3. Recycle and don’t waste 4. Save water 5. Conserve energy 6. Care for natural habitats, wildlife and endangered species 7. Use environmentally friendly products 8. Consider environmentally friendly energy sources 9. Consider using resources that can be replaced (sustainable development) 10. Value our cultural heritage

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Be the learning KIND

key Pointers

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Six core values

The Six Kinds of Best

1. Behave responsibly 2. Respect authority 3. Follow rules 4. Be honest and seek the truth 5. Show integrity – develop a sense of what’s morally right, and act that way 6. Be useful 7. Get involved in the community 8. Strive for justice and a ‘fair go’ for all 9. Share and care 10. Support reconciliation 11. Contribute to research 12. Support freedom 13. Strive for peace

Contribute positively to society

Be the community KIND

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Teachers notes The ‘Six kinds of best’ affirmation The ‘Six kinds of best’ affirmation is a series of actions which reinforces the six core values in a memorable and fun way. Reciting the affirmation engages visual, auditory and kinaesthetic learners.

I am kind to myself.

(Right index finger in the air in front of body.)

(Clenched fist over heart.)

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I am one of a kind.

And I am kind to the environment.

(From clenched fist over heart, swing right arm clockwise and point outwards.)

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I am kind to others.

(Touch left index finger with right index finger– Auslan sign language for ‘E’.)

I am the learning kind.

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(Have left hand flat, palm upwards, waist height–like a book. Take right hand and sweep the left hand with the back of your hand and swing your hand up to touch the top of your head—putting the information from the book into your head.)

And I am the community kind.

(Point upwards–aim for the stars.)

(Form an ‘A’ shape in front of your body with your fingers—like a house.)

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I am the achieving kind.

And I

Love

Life!

(Point to yourself and touch your chest.)

(Hug yourself.)

(Hands and arms outstretched above your head.)

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Teaching values toolkit

Curriculum links Objective

• recognise, describe and discuss individual personality traits, qualities, strengths, limitations, interests and abilities • identify realistic personal goals and targets and how these can be achieved in the short or long term • identify personal preferences, dreams for the future and hopes • enhance his/her own learning • express personal opinions, feelings, thoughts and ideas with growing confidence • become more confident in coping with change and with situations that are unfamiliar • become increasingly responsible and autonomous

Myself Taking care of my body

• understand and appreciate what it means to be healthy and to have a balanced lifestyle • realise that each individual has some responsibility for his/her health and that this responsibility increases as he/she gets older • begin to develop strategies to cope with various worries or difficulties that he or she may encounter • differentiate between a healthy and an unhealthy diet and appreciate the role of balance and moderation • explore some factors that influence the consumption of different food products

Myself Growing and changing

• identify the skills and abilities acquired and the interests and pursuits taken up in recent years • identify strong feelings and learn how to express and cope with these feelings in a socially appropriate manner

Myself Safety and protection

• explore the rules and regulations that exist and the importance of adhering to these rules for keeping himself/herself and others safe • begin to assess the consequences of risky behaviour • identify some potential risks to health and safety in the environment

Myself Making decisions

• become aware of and think about choices and decisions that he/she makes every day • recognise and explore the risks and the consequences of making a particular decision

Myself and others Myself and my family

• recognise that each member has a place and role in the family and contributes to the effective functioning of the family unit • explore how belonging to a family means that family members love, protect, provide and care for each other

Myself and others My friends and other people

• • • •

Myself and others Relating to others

• • • • •

Myself and the wider world Developing citizenship

• realise what it means to belong to a group • recognise how each person has both an individual and a communal responsibility for the community • explore some of the issues and concerns in the local or national community • appreciate and respect the environment and learn that there is an individual and community responsibility in caring for the environment and protecting it for future generations

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Myself Self-identity

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Subject/ Level

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appreciate the need for and the importance of friendship and interacting with others explore the different aspects of friendship begin to cope with disharmony in, or loss of, friendships practise and recognise the importance of care and consideration, courtesy and good manners when interacting with others • recognise, discuss and understand bullying • explore and examine ways of dealing with bullying

Teaching values toolkit

listen carefully and reflectively to others use language, gestures and other appropriate behaviour to perform social functions give and receive compliments and constructive criticism in different situations identify reasons for conflict in different situations identify and discuss various responses to conflict situations and decide on and practise those that are the most appropriate or acceptable

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certif icates

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Make ‘the Six Kinds of Best’ your personal quest!

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Make ‘the Six Kinds of Best’ your personal quest!

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Be the learning kind

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Be the learning kind

Make ‘the Six Kinds of Best’ your personal quest!

certif icates

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Be the achieving kind

Make ‘the Six Kinds of Best’ your personal quest!

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Make ‘the Six Kinds of Best’ your personal quest!

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Be the community kind

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Make ‘the Six Kinds of Best’ your personal quest!

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‘six kinds of best’ checklists Teacher – pupil self-reflection checklist Name Go through the list, tick the appropriate boxes and see how you rate. You will notice a profile that will indicate which of your values are strongly developed, and which areas you need to improve. Strongly agree

Disagree

Strongly disagree

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1. I am proud of my uniqueness 2. I have a strong sense of identity 3. I know my strengths and work on my weaknesses 4. I exercise regularly 5. I eat well 6. I sleep well 7. I take time to relax 8. I minimise risks 9. I like learning 10. I strive for success 11. I love, and value the love of, others 12. I have a circle of quality friends 13. I stand up for myself 14. I make good choices 15. I forgive myself if I make mistakes 16. I am positive 17. I am useful 18. I have fun 19. I am proud of the things I say and do

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1 Be kind to yourself

2 Be kind to others

Strongly agree

Agree

Disagree

Strongly disagree

1. I value relationships 2. I respect the rights of others 3. I am polite and use good manners 4. I praise people who do things well 5. I work at building and maintaining relationships 6. I am tolerant and understanding of difference 7. I respect other points of view 8. I don’t bully or put others down 9. I seek a fair go for all 10. I try to manage and resolve conflict 11. I cooperate with others 12. I support and include others 13. I value family life 14. I treat others the way they need to be treated

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Teaching values toolkit

‘six kinds of best’ checklists Name 1. I clean up after myself 2. I don’t pollute the land, air or waterways 3. I recycle and don’t waste 4. I don’t waste water 5. I conserve energy 6. I care for natural habitats, wildlife and endangered species 7. I use environmentally friendly products 8. I use environmentally friendly energy sources 9. I use resources that can be replaced 10. I value our cultural heritage 4 Be the learning kind

Strongly agree

Disagree

Strongly disagree

Agree

Disagree

Strongly disagree

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1. I am positive about learning 2. I seek knowledge about myself, others and the world around me 3. I recognise the value of knowledge 4. I have an enquiring mind—I am curious 5. I know how I learn best 6. I have an open mind 7. I am a critical thinker 8. I have a global perspective 9. I seek learning opportunities everywhere 10. I learn from my mistakes 11. I am a lifelong learner

Agree

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Strongly agree

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3 Be kind to the environment

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‘six kinds of best’ checklists Name 5 Be the achieving kind

Strongly agree

Agree

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6 Be the community kind

Strongly agree

Agree

Disagree

Strongly disagree

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1. I behave responsibly 2. I respect authority 3. I follow rules 4. I am honest and seek the truth 5. I show integrity—I know what is morally and ethically right, and I act that way 6. I am useful 7. I get involved in the community 8. I strive for justice and a ‘fair go’ for all 9. I share with and care for those in need 10. I support reconciliation 11. I contribute to or support research 12. I support freedom 13. I strive for peace

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1. I have a go! 2. I try lots of different things 3. I know what I am good at and enjoy doing 4. I do things to the best of my ability 5. I pursue quality and personal excellence 6. I use my talents 7. I have a sense of purpose 8. I manage my time effectively 9. I manage my money wisely 10. I set worthwhile goals and make plans to achieve them 11. I am persistent and self-disciplined at achieving my goals 12. I look at different ways of doing things 13. I have good communication skills 14. I have good role models that I look up to

Disagree

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Right index finger in the air in front of body.

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I am a one of a kind

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1. Be kind to yourself

I am kind to myself

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Clenched right fist over heart.

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Teaching values toolkit

BE PROUD OF YOUR UNIQUENESS

EAT WELL

• Create an ‘All about me’ poster to display in the classroom. Include information, illustrations and photos about the things you like and dislike, hobbies, interests, family, friends, achievements etc. • Write an acrostic, syllable or string poem about your own uniqueness.

• Write a jingle to encourage classmates to ‘Eat well! Be kind to your body!’ • Make a personal or class list of foods eaten regularly and rate how healthy each is using a scale of 1 to 5, with 1 being the least healthy. • Complete a table that lists everything you have eaten in one day. Rewrite the table, replacing the unhealthy foods and drinks with more nutritious choices.

DEVELOP A SENSE OF IDENTITY

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TEACHERS NOTES

Be kind to yourself – overview

• Design a personal collage including all the things that are important to you; e.g. family, friends, hobbies, the environment, people in need. Collect different textured material to make the collage. • Design a picture for a logo to place on an ‘identity badge’ that reveals your identity.

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SLEEP WELL

• Record your times for going to bed and waking up each day for a week. Average the hours spent sleeping. Evaluate your daily energy levels and write a comment. • Follow a set routine before going to bed each night; e.g. bathroom, family time, reading. • Find a partner and retell a dream each of you has had.

KNOW YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES

TAKE TIME TO RELAX

• Make a checklist of positive character traits you think are important. Give yourself a score of 1 to 5 for each, 1 being the weakest trait(s). Write the traits that are weaknesses on separate cards and suggest one way to improve each. Each morning, choose a card and make an effort to work on that weakness for the day. • Add strips of card to both sides of a balance scale, filling one with your weaknesses and the other with your strengths. Aim to make the strengths ‘heavier’ than the weaknesses.

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• Investigate a new ‘relaxing’ activity to try with a friend or group of friends. • Compose and record a relaxation tape. Try it out on friends. How many of them fall asleep? • Paint an abstract picture on A3 art paper, using pastel shades and flowing curves. Frame the painting and use it as a focus for relaxation.

EXERCISE REGULARLY

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• Make up an energetic fun game to play with friends. Plan the rules, scoring method and the space and equipment needed. • Work out appropriate actions, including dance steps, to add to songs sung in class. • On an outline of the human body, write some of the benefits of exercise in appropriate places.

MINIMISE RISKS

• Look at the activities you do daily. Make a list of potential risks. Design a poster to highlight the most common. Suggest how each risk can be minimised. • Role-play the consequences of taking unnecessary physical risks, such as not wearing a bicycle helmet or not checking the depth of water before diving. KEEP LEARNING AND GROWING • Record your achievements each month—not just sporting and academic—but, more importantly, personal achievements; e.g. learning to cope with disappointment or controlling a bad attitude. Give each month a star rating, depending on how successful you have been. • Older people have lived for many years and have learnt lots of interesting things. Talk to a grandparent or an older person you know and make a list of the things you learn. STRIVE FOR SUCCESS • Write a ‘rap’ to encourage classmates to do their best and ‘aim for the stars’.

Teaching values toolkit

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Be kind to yourself – overview • Identify achievable goals for different areas of your life. Record where you are now and suggest ways to help you reach your goals. Let friends and family know about them so they can help and support you. Design an artistic pathway for each goal and fill in steps as you move closer to it. When you reach each goal, reward yourself! • Research the life of a successful person, listing 10 things he or she did that contributed to this success.

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LOVE, AND VALUE THE LOVE OF OTHERS

BE POSITIVE

• Send a ‘valentine’ to a special family member or friend, telling him/her how much he/she is appreciated. • Write a poem or a letter to each person who loves you, telling why each is so special and how that love means so much to you. Include a photograph of you doing something together.

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• Practise using positive body language and actions; e.g. head held high, smile on face, shoulders back, greeting people. • Write a poem to help children be more positive about themselves. Include words and phrases such as: ‘Believe in yourself!’, ‘You can be anything you want to be!’, ‘Think positively! Transform the poem into a song, chant or rap and create simple actions to accompany the main chorus. Teach to younger pupils.

DEVELOP A CIRCLE OF QUALITY FRIENDS

• You are looking for a really good friend. Write a newspaper advertisement listing all qualities you think are important for this friend to have. • Place a hoop on the ground. Stand inside with five friends, supporting each other so you don’t fall out! STAND UP FOR YOURSELF

BE USEFUL

• Write a recount about something you did to help others, including what you did, when it happened, where you were, who you helped and why you did it. Conclude by telling how you felt afterwards. • Fill in a timetable of ways you can be useful at school and at home. List who you would be helping and how you would be helping them. Keep the timetable handy and attach a sticker to the day every time you remember to be useful and helpful.

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• Write and practise saying some assertive phrases such as ‘My opinion matters too! I will state my opinion even if no-one else agrees with me!’ • Discuss the emotional and physical feelings experienced when learning how to cope with standing up for yourself in front of someone or a group; e.g. sweaty palms, ‘butterflies’ in the stomach, nervousness, faster breathing.

HAVE SOME FUN • Listen to popular music brought in by class members and learn dances to perform with them at break times. • Arrange to meet friends at the park, beach or swimming pool after school. Plan different games to play. • List some fun things you can do when you are feeling low that make you feel better about yourself.

MAKE GOOD CHOICES

• Read scenarios where decisions or choices have to be made. Discuss options with a partner and role-play to show the choice selected or decision made. • Make a list of ten choices you made this morning about getting up, getting dressed, having breakfast and going to school. If you could change one choice, what would you do and why? FORGIVE YOURSELF IF YOU MAKE MISTAKES

• Make a table with a list of mistakes on one side and what was learnt from making these mistakes on the other. • Continue the story of the hare and the tortoise, assuming that the hare either forgave himself for being overconfident and falling asleep, or that he kept ‘beating himself up’ about it and didn’t get over it.

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BE PROUD OF THE THINGS YOU SAY AND DO • Keep a scorecard for recording nice things you say and do each day. Reward yourself with a special treat such as a fun activity or extra relaxation time. • Make a list of unpleasant things people often say that make others feel bad. Choose three to rewrite in a more positive way. • Choose a family member and write things you are proud of that you have done to make him or her feel good. If you can think of some extra things you could do, add them to the end of your list.

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Teaching values toolkit

Be kind to yourself – Teachers notes INTRODUCTION Often, pupils are told to be nice to other people; but how often are they told to be kind to themselves? All people, at times, feel bad about themselves or put themselves ‘down’. In fact, we are often harsher critics of ourselves than others. It is really important to encourage pupils to think positively about themselves as much as possible to develop high self-esteem—to ‘be kind to yourself’. Discussion points

Page 7 – Develop a sense of identity

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• What does it mean to be unique? • In what ways are you unique? • How are you valuable to other people?

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Page 6 – Be proud of your uniqueness

• What things are important to you? Why? • Which people are the most important to you? How and why are they important? • What is the most important thing to you?

Page 14 – Keep learning and growing

• Discuss the different learning experiences which help our brains, bodies, emotions and respect for life, grow. • Discuss different methods of learning; e.g. from experience, through absorption, directly from parents and teachers, and research. • Discuss how our relationships with different people help us to learn and grow.

Page 8 – Know your strengths and work on your weaknesses

• What are your strengths? • What are your weaknesses? • How can you improve your weaknesses or find out what your strengths are?

• Why do we need to choose achievable and realistic goals? • Why is it important to let others know what our goals are? • How do rewards along the way for completing each step increase motivation?

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Page 9 – Exercise regularly

Page 15 – Strive for success

Page 10 – Eat well

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• Why do people exercise? • Why will regular exercise make you look and feel better? • How can people be persuaded to do more exercise?

Page 16 – Love, and value the love of, others • What do we do to demonstrate our love for others? • How are the things we do appreciated by others? • What do others do for us that we appreciate?

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• What is a healthy diet? • Why do people eat ‘junk’ food? • Why is eating well being kind to yourself?

Page 17 – Develop a circle of good friends

Page 11 – Sleep well

• What makes a good friend? • Why do you need to be a good friend? • Why is important to have good friends?

• How many hours sleep do you need? • What happens if you don’t get enough sleep? • Why don’t many children want to go to bed?

Page 18 – Stand up for yourself

Page 12 – Take time to relax

• How do you know if you are not relaxed or uptight? • Why do people need to relax? • What are some different ways to relax?

• What do the words ‘passive’, ‘assertive’, ‘confident’ and ‘resilient’ mean? • Why is it important to stand up for yourself? • How do you feel when you stand up for yourself?

Page 13 – Minimise risks

Page 19 – Make good choices

• Discuss some common physical risks and their recognised prevention measures. • Why do some people not like taking these measures? • What are some possible consequences of not taking these measures?

Teaching values toolkit

• What or who helps guide the decisions you make? • What is meant by a ‘consequence’? • What are some of the good and bad consequences of decisions you have made?

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Be kind to yourself – Teachers notes Page 20 – Forgive yourself if you make mistakes

Graphic organiser examples

• How should you feel when you make a mistake? • Should you ‘put yourself down’ when you make a mistake? • How would never making mistakes affect our development?

T-chart Same

Different

Page 21 – Be positive

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Page 22 – Be useful

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• How can positive thoughts help you to succeed at something? • When was a time you thought something negative about yourself? • Did you change it to a positive thought or did you let your emotions rule? • How are you useful? • How does being useful make you feel? • How do you think others feel when you do something useful for them?

Page 23 – Have some fun!

Comparison or contrast chart Item 1

Item 2

Attribute 1

• What do you do for fun? • Why do you do it? • What would you like to do for fun but haven’t tried yet?

Attribute 2

Page 24 – Be proud of the things you say and do

• Name some things you may have said and done which you have not been proud of. • Why didn’t you feel proud? • How could you fix these mistakes?

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Answers

Page 17 – Develop a circle of good friends C

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Something to think about: A clever teacher sends this note to all parents on the first day of school: ‘If you promise not to believe everything your child says happens at school, I’ll promise not to believe everything he or she says happens at home.’

(a) To have good friends, you must be a good friend. (b) How are you good to your friends? (c) Teacher check (a) Teacher check (b) (i) thinks about the needs and feelings of others (ii) gives help and strength (iii) treats thoughtfully

4. Teacher check Prim-Ed Publishing • www.prim-ed.com

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Teaching values toolkit

Be kind to yourself – Be proud of your uniqueness

A unique book for a unique person Complete the plan for a book celebrating your uniqueness. 1. Cover title: 2. Cover art: 3. Number of pages in the book:

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4. Contents of book: (What things unique to you will you include in the book?)

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☞ ☞ ☞ ☞ ☞ ☞ ☞

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5. Number of illustrations on each page (or group of pages):

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6. Type of illustrations (cartoons/computer images/hand-drawn art/pictures created using collage materials etc.):

7. Type of handwriting or computer typeface used: (a) Headings: (b) Body text:

8. A catchy sentence, phrase or paragraph for the last page:

9. Create your book and share it with a classmate. Teaching values toolkit

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Be kind to yourself – Develop a sense of identity

Guess Who? Create a wordsearch. Tick each step as you complete it.

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1. List 16 words which show things that are important to you. You may include hobbies, sports, skills (such as reading, drawing etc.), names of people, things (such as fashion, money, music etc.), names of places, or things you like doing, such as watching the sunset or a rainbow etc.

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2. On a sheet of graph paper, write the longest word down, across, diagonally or backwards in the boxes first.

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3. Add all the other words where they will fit and fill any blank spaces with any letter of the alphabet. 4. Trace all the letters in the boxes with a black pen or thin marker. 5. Make a copy of your wordsearch and mark in all the answers. 6. Place all the wordsearches into a box or container and mix them up.

7. Select another pupil’s wordsearch from the box and try to complete it. 8. Once it is completed, return it to the person you think wrote it and spend time discussing why things on the list are important to him/her, or things that you did not know about that person. 9. Repeat using the wordsearches of other pupils. 10. Complete one to show what you know about your teacher. Prim-Ed Publishing • www.prim-ed.com

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Teaching values toolkit

Be kind to yourself – Know your strengths and work on your weaknesses

strengths and weaknesses Games/Activities

Forward and back (Whole class or large groups)

Equipment required: none

Equipment required: none

Form groups of five or six and sit in a circle. The first person states his/her name and one thing that person is good at. Each person in turn adds to the list for that person until he/she has a list of six things he/she is good at. Repeat with the other members of the circle. When all have a list of five or six strengths, record them.

One pupil is chosen to be ‘it’. Other pupils face ‘it’, standing in a loose group. ‘It’ calls out a word relating to something which may be considered a ‘strength’ or a ‘weakness’. Pupils who consider the skill/activity etc. one of their strengths take one step forwards and those who consider it a weakness take one step backwards.

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Circle round (Groups)

Repeat the activity with the first person telling what he/she feels is a weakness and the others in the circle offering one suggestion each about how to improve the weakness.

Pupils will need to be honest when completing this game. The pupil who reaches ‘it’ first takes his/her place.

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NOTE: The aim of this game is to make pupils think about their qualities, NOT to reach ‘it’ first.

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Snakes and ladders (Groups of four)

Equipment required: Snakes and ladders board, counters of different colours to mark places, blank cards or pieces of paper to write clues on, a die

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Equipment required: Scrabble™ board and pieces Play Scrabble™ according to the normal rules. The only stipulation is that pupils make words which tell about their strengths or weaknesses e.g. reading, talking (in front of others) etc.

NOTE: Pupils will need to write comments for the numbers where snakes’ tails and heads touch and for the top and bottom of ladders. Comments may include, for example: ‘Practised piano every day’. (So pupil will go UP the snake or ladder!) Other comments may include ‘Declined to give a talk when asked! (Go down snake or ladder!) The important part of this game will be talking about and writing comments to show trying to improve weaknesses or building on strengths.

As each completed word is put down, pupils tell whether it is a strength or weakness and why. Other pupils may make positive comments. Alternatively, pupils may put down only ‘strengths’ words or ‘weaknesses’ words and make comments about themselves.

Play the game by the usual method. (Pupils take turns to throw a die, move their place marker the given number of spaces and go up or down a snake or ladder depending on where they land. The winner is the pupil who gets to the final square first.)

Teaching values toolkit

Strengths and weaknesses Scrabble™ (Groups of 2 to 4)

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Be kind to yourself – Exercise regularly

Exercise information 1. Survey your class to find which form of exercise is the most popular. Use tally marks to complete the table below. Tally

Total

Exercise

Other

Tally

Total

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Exercise

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Number of pupils

2. (a) Use the information from your table to make a bar graph showing the number of pupils doing each of the four most popular forms of exercise. Popular forms of exercise

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Forms of exercise

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(b) Which is the most popular form of exercise?

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(c) How many pupils do this exercise?

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3. Enter information about the exercise you do, then interview a friend to add information about his/her exercise to the table below. Name Age

Exercise

Time spent

How often? Team/Individual? Intense/mod./gentle? Enjoyed? Yes/No Prim-Ed Publishing • www.prim-ed.com

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Teaching values toolkit

Be kind to yourself – Eat well

Eat well

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Your advertisement may be in the form of a poster or be for radio or television. You should consider colour, humour, rhyme, rhythm, music or special sound effects.

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Many of the advertisements we see and hear are for ‘junk’ food. Select a healthy food you enjoy and think of a fun way to promote this food and to persuade other pupils to eat it. Think about what would appeal to children in terms of presentation and persuasive arguments about how good it is.

1. Consider all of these points and plan your fun advertisement. Product: Target audience: Form of advertisement: Persuasive ideas: •

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Special features: Visual: Audio: Other:

2. Produce your advertisement and present it to class members and invite their comments about its best features, as well as suggestions for improvement. (a) The best features (b) Suggestions for improvement Teaching values toolkit

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Be kind to yourself – Sleep well

Go to bed Many children do not understand how important sleep is. Work in a group to produce a play about a child who refuses to go to bed and is so tired the next day that he or she has difficulty concentrating at school or is even at risk of injury. Your play about sleep should send a strong message to the audience.

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1. Draw the main characters. Add their names and a few words to describe each one.

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Your play should be divided into three scenes: the first may be at home (at night); the second at some other venue (the next day); and the third at home (the following night). 2. Write notes about each scene.

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3. What happens in the end? Is the problem solved? If so how? 4. Perform the play for your class. Prim-Ed Publishing • www.prim-ed.com

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Teaching values toolkit

Be kind to yourself – Take time to relax

Kick back and relax 1. Working with a partner, take turns to role-play someone who is either uptight or relaxed. Use the boxes below to write words or phrases to describe how you looked and the things you did to express each feeling. Uptight Actions

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Appearance

Relaxed

Appearance

Actions

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2. Draw a picture of a very relaxed person, showing what he or she is doing to feel so relaxed.

3. (a) Write yes/no to indicate whether you have tried each of these ways of relaxing.





• Slow breathing



• Listening to calming music





• Relaxation exercises



• Doing something active

(b) How do you relax? Teaching values toolkit

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Be kind to yourself – Minimise risks

Are you a risk-taker? 1. (a) In your group, discuss different risks you may encounter each day. Think of the consequences of taking these risks. Are you a risk-taker? (b) Record the information here. Consequence

Would you take this risk? Why?

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Risk

2. Choose one risk and plan two short scenes illustrating what might happen if:

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(a) the risk is taken.

(b) the risk is not taken.

3. Act out both scenes to the rest of the class. 4. On a separate sheet of paper, design a poster showing the ways we can prevent well-known risks. Prim-Ed Publishing • www.prim-ed.com

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Teaching values toolkit

Be kind to yourself – Keep learning and growing

You are a mad scientist who is trying to make his robot look and act like a real person. You have to program the growth of its: • body, • brain, • feelings, • respect for itself, others and the environment, to match that of a human.

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How will you do it?

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Robbie the robot

1. (a) Discuss different things Robbie needs to learn. Think about how it could learn them and who could help it.

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(b) Write the keywords from some of your ideas in each circle.

2. Choose one of your ideas to write a story on another sheet of paper of what Robbie learned and how this helped it grow. 3. Using cardboard boxes and tubes, make and paint a model of Robbie. Teaching values toolkit

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Be kind to yourself – Strive for success

Pathway to success There are many areas of our lives where we can aim to be successful and achieve goals, such as in school work, sports, playing musical instruments and building relationships. 1. (a) Choose a particular goal you wish to achieve in one area of your life. Write it at the beginning of the path.

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(b) Describe five steps you could take towards achieving this goal. Write them on the path in one colour.

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(c) As you achieve each step, suggest a reward to give yourself to help you on your way. Write them on the path in a different colour.

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(d) Do you believe you will succeed? yes

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2. (a) Is your goal realistic?

(b) Are the steps the right size? (c) Are the rewards suitable?

My goal is

3. If you were encouraging friends to strive for success, suggest three things you might say to help them reach their goals. Prim-Ed Publishing • www.prim-ed.com

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Teaching values toolkit

Be kind to yourself – Love, and value the love of, others

Express your love

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1. (a) In your groups, discuss how we show love for one another. (b) Record some of your ideas.

Dear I love you because you

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(c) If someone was writing a certificate of love and appreciation for you, what do you think it might say? ,

2. (a) Complete the certificates for two people you love who show their love for you. ,

Dear I love you because you

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Dear I love you because you

(b) Using coloured card, make larger copies of these certificates to give to your chosen people. (c) Use craft materials to decorate the certificates creatively. Teaching values toolkit

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Be kind to yourself – Develop a circle of good friends

Are you a good friend? caring shares understands trusts laughs respects

O O V A M R D I A Y N N

M Y N I U A F R H D Y S

P A E S U G I E E O U D

L L T E I N H R L P O L

I S G N G D S S P U U I

M T O D S T E O S G R S

E O O S A G R R W O F T

N H D N T T A N A O R E

T A D Y S O H D A T I N

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loyal considerate listens helps supports compliments

C L L R U E T R O C O U

S S F O B O S H R D E S

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1. Find these good friend words in the word search.

R E S P E C T S E T E S

2. When read from left to right and top to bottom, the unused letters of the word search make two sentences. What are they?

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(c) Write your answer to Question 2(b) above.

3. (a) In a group, discuss the meaning and importance of the good friend words.

(b) Write the meaning of these words.

(i) considerate (ii) supports (iii) respects

4. (a) Write a ‘Thank you for being my friend’ message to a special friend. (b) Make a card to give to your friend with the message inside. Prim-Ed Publishing • www.prim-ed.com

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Teaching values toolkit

Be kind to yourself – Stand up for yourself

How would you stand up for yourself? How would you stand up for yourself?

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Choose a scenario card. In pairs, role-play the scenario, with one person playing the aggressive character and the other responding to the character passively. Perform the role-play again with the second character standing up for himself or herself in an assertive manner.

A and B are girls at the same school

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A and B are classmates

A and B are both trying out for one of the school netball teams. The coach asks who has had experience at playing centre. A pushes past B and puts her hand up. B, who has played three years in that position, wonders what to do.

A and B are boys at the same school

A and B are classmates

A and B are both trying out for one of the school football teams. The coach asks who has had experience at playing centre halfforward. A pushes past B and puts his hand up. B, who has played three years in that position, wonders what to do.

A and B are working on a school project together. The project is going well, mainly due to B’s efforts, who has spent a lot more time on it. A, however, is trying to take the credit for it.

A and B are sisters/brothers

A and B are friends

A and B have decided to put their pocket money together and buy something to share. A wants a DVD and B wants a new Playstation™ game. A says that’s too bad as he/she suggested it first.

A has taken some cigarettes from a packet his/her Mum or Dad left on the kitchen bench. A wants B to go to the nearby park and share a cigarette.

A and B are classmates

A and B are classmates

A is part of a group playing a game on the playground. B has been watching and wants to join in. A says that there will be too many if B joins in.

A and B are both auditioning for a part in a play. A turns to B and says he/she is surprised that B is auditioning as he/she is too quiet and doesn’t say much.

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A and B sit next to each other in class. A keeps using B’s marker pens without asking and some of them are starting to dry out.

Teaching values toolkit

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Be kind to yourself – Make good choices

Ropes and ladders To play this game you will need:

• 2, 3 or 4 players

• six-sided die • different coloured counters

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1. Player who throws the highest number goes first. 2. Each player takes turns in throwing the die and moves his or her counter the number of spaces shown. The player slides down a rope for landing on a bad choice and climbs up a ladder for landing on a good choice. 3. The winner is the player who reaches number 48 first. You choose to swim without sunscreen.

You choose to help with chores without arguing.

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You choose to dispute a decision made by a referee.

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You choose to tell a bully to stop with support of others.

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You choose to put on suntan lotion before going out in the sun.

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You choose to do your homework before watching TV.

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You choose to yell at someone when you are angry.

You choose to say ‘Excuse me’ before interrupting.

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You choose not to wear a bike helmet.

You choose a packet of crisps for a snack instead of fruit.

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Teaching values toolkit

Be kind to yourself – Forgive yourself if you make mistakes

Forgive yourself

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1. (a) Create an acrostic poem about forgiving yourself if you make a mistake, using the initial letters in the word ‘forgiveness’.

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Have you heard the saying ‘Don’t cry over spilt milk’? It means that it doesn’t do you any good to remain upset about something that went wrong because of a mistake you made. Remember— forgive yourself if you make a mistake!



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(b) Illustrate your poem.

Teaching values toolkit

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Be kind to yourself – Be positive

Positive bookmark messages 1. In a small group, brainstorm to list more examples of positive words and phrases to add to the list below. !

Keep smiling

Way to go!

Don’t give u

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2. Choose some of these words and phrases to write on the bookmarks below. Colour and decorate each bookmark and use them at school or at home.

Prim-Ed Publishing • www.prim-ed.com

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Teaching values toolkit

Be kind to yourself – Be useful

How are YOU USEFUL? 1. Survey your classmates to find out the types of chores they are expected to do at home. 2. Complete the survey chart below, choosing eight chores to record as a bar or line graph at the bottom of the page. Tally

Total

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Examples of chores for children in my class

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Type of chore Teaching values toolkit

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Be kind to yourself – Have some fun!

FUN FRAMES! The word ‘fun’ is defined as ‘mirthful sport or diversion; merry amusement; joking; playfulness’. A diversion is defined as ‘the act of turning aside, as from a course’.

Ha! ! a H

Fun joke(s)

Fun diversions or amusements

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Fun sports

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1. Complete the boxes below to create a ‘fun’ page. Your answers may be as creative and imaginative as you wish! When you have completed your page, share it with a friend.

A fun cartoon or illustration

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Fun things to play

Many doctors feel that humour can greatly assist patients suffering from serious diseases such as cancer. 2. On a separate sheet of paper, write a prescription for ‘fun’. Include the dosage and the time(s) it needs to be taken, as well as all the ‘ingredients’ in the prescription. Prim-Ed Publishing • www.prim-ed.com

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Teaching values toolkit

Be kind to yourself – Be proud of the things you say and do

As proud as a peacock 1. Read the chants below, which have been written to show support for a sporting team.

‘Clap your hands

Be assertive Let’s be assertive A-S-S-E-R-T-I-V-E!

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tamp your feet S Fairfield Falcons Can’t be beat!’

(a) Write some other words beginning with ‘p’ which could go with ‘proud’ in your chant. (b) Write your chant below.

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2. With a partner, complete the boxes to create a chant to encourage other pupils to be proud of the good things they do.

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(c) Write some basic actions which could accompany your chant.

3. Practise and perform your chant for the class. 4. Rate your chant and your performance. (a) chant

needs some work



okay



good



very good

(b) performance

needs some work



okay



good



very good

5. List any changes you would make to either. Teaching values toolkit

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2. Be kind to others

I am kind to others

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From clenched fist over heart, swing right arm clockwise and point outwards.

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TEACHERS NOTES

Be kind to OTHERS – overview

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• Choose two people you know well and write five positive comments you could make to each of them about things you think they do well. • With the class in a circle, choose one pupil to sit in the middle. Start the activity by the teacher saying one positive thing about that pupil. The next pupil in the circle makes a positive comment about the pupil and so on. The teacher swaps the pupil in the centre with a new pupil when he/she feels the class has exhausted all possible comments. Over time, the class will know to look for less obvious positive traits such as: is trustworthy, creative, shows kindness and is reliable etc. DEVELOP GOOD PEOPLE SKILLS

VALUE RELATIONSHIPS

• Draw a relationship tree, allocating a branch for each type of relationship—e.g. home, school, church, clubs—and a leaf for each person—e.g. Dad, Mum, teacher, minister, coach. On the back of each leaf, write words to describe your relationship with that person. • Make a fold-out book titled My relationships. On each page, draw a picture or include a photograph of the people in that relationship and write bullet points, highlighting what is special about your relationship with them. RESPECT THE RIGHTS OF OTHERS

WORK AT BUILDING AND MAINTAINING RELATIONSHIPS

• Write keywords and phrases about what makes a good friend inside an outline of the word FRIEND, written on a large chart. • Work with someone you already have a good relationship with to list interests and hobbies you have in common. • Ask the class to share how it feels when they give someone they love a gift. Explain that you can give invisible gifts to people in your life. Gifts can include a smile, a hug, a helping hand, listening to their stories etc. Ask the class to try to give each person in their family an ‘invisible’ gift over the weekend.

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• Write a list of things you should be allowed to do without interference from others; e.g. work quietly, make choices without being bullied. Use this list to design a ‘Let others …’ poster, identifying ways in which you can demonstrate your respect for others; e.g. ‘Let others work quietly’. • Brainstorm to list words and phrases that describe a respectful person; e.g. courteous, listens to others.

• Think of a person who is very good at getting on with others. Make a list of things this person does to explain why you think his or her people skills are so good. • Take part in role-plays which demonstrate good and bad people skills. Identify the good people skills; e.g. body language, listening, sharing the conversation, recognising different points of view, being compassionate and caring.

BE POLITE AND USE GOOD MANNERS

• Concentrate on remembering to use one particular aspect of good manners in your class each week; e.g. saying ‘Excuse me’ before interrupting a conversation. • Pupils read dialogue between children and different groups of people such as children and other children, children and parents, children and teachers, and children and sports coaches etc. Pupils decide which comments show politeness and good manners. In small groups, pupils perform short role-plays demonstrating how to use good manners with different audiences. PRAISE PEOPLE WHO DO THINGS WELL • Create a short, ‘snappy’ slogan with other pupils to chant three times in class when a class member does something praiseworthy.

Teaching values toolkit

BE TOLERANT AND UNDERSTANDING OF DIFFERENCE • Discuss and write definitions of ‘being tolerant’ on a sheet of cardboard. Make one set to display in the classroom and a different set to use at home. • Spend 10 minutes in your classroom wearing a blindfold while a partner sits beside you and tries to help you. Discuss the problems you experienced and how life as a blind pupil at your school could be made easier. • Plan a ‘same day’ when everyone has to do the same things; e.g. have the same lunch, play the same game. The following day, plan a ‘difference day’. Do pupils prefer the constraints of the same day or the freedom of the difference day?

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Be kind to OTHERS – overview SUPPORT AND INCLUDE OTHERS

• Research and learn popular or ‘older’ songs which use the word ‘respect’. • Retell a fairytale from the ‘wicked’ character’s point of view; e.g. the wolf or the troll. • Each class member is given one of six topics to write an exposition about. Display same titles to compare different points of view.

• Devise a cartoon strip where a human, animal or imaginary character is at first left out of a group but ends up being included. • Read stories about children in need of support. In small groups, pupils discuss how they could support a friend in the same situation. Pupils share their ideas with the class. Pupils could also write a short letter to the child in the story, giving their support, encouragement and understanding. • As a class, decide on a class rule about including others in games, play and activities. Display the rule. Ask pupils to watch for those who follow the rule (especially in the playground). Witnesses write the names of the pupils on paper and place them in a box. At the end of the week, the teacher reads out the names of the pupils and gives them a reward such as praise, a certificate or a sticker.

DON’T BULLY OR PUT OTHERS DOWN

SEEK A FAIR GO FOR ALL

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• Dear school bully, I am writing to give you some good advice, I think that you … (Complete the letter.) • Brainstorm to list types of bullying under the headings: physical, verbal and emotional. • Pupils draw a picture of a child who has been bullied and writes words around the picture to describe how he/she is feeling. Hold a class discussion about how bullying makes people feel.

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RESPECT OTHER POINTS OF VIEW

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• Design an award or certificate for a ‘Fairest Player’ in a sporting team or a ‘Fair Go’ award for someone displaying that attitude. • Display the words ‘A fair go for all’ on a wall. Pupils create catchy slogans to match the meaning of the words, such as ‘Let every one join in the game’, ‘We are all different—this makes us unique’, ‘Everyone deserves an equal chance’ etc. Display the slogans on the wall.

VALUE FAMILY LIFE

• Plan a picnic with the family to a favourite outside venue, such as a park or a natural space. Send invitations to all family members and include a menu and a list of activities. Help prepare the food and equipment needed for the day. • Which member of your family do you think does the most to help the others in the family? Draw a picture called, ‘My 10 wishes for …’ to illustrate what you would like to do for, or give this person, as a reward for supporting your family so well. TREAT OTHERS THE WAY THEY NEED TO BE TREATED

MANAGE AND RESOLVE CONFLICT

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• Write a narrative about a group of friends who were going to see a film but couldn’t agree on which one they would see. Tell how they resolved this conflict. • View scenes from TV shows such as soap operas to discuss conflict situations and whether you agree with the steps taken to resolve the problem. COOPERATE AND BE A TEAM PLAYER

• Read stories that involve teamwork, cooperation and being fair. • Play a team game where success is achieved by cooperation rather than through leadership. In small groups, pupils draw a picture on large sheets of paper that represents their impression of ‘cooperation’ (for example, people holding hands, a handshake).

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• Collect photographs of the faces of people in your life. Cut out several oval paper frames. Mount the photographs on card and frame them. Around the frame, write the ways in which you treat each; e.g. baby brother/sister—tenderly, kindly, with love. • Observe the class carefully, especially when they are working and playing in groups. When a child displays behaviour to other children that is respectful and kind, write that pupil’s name on a gold star and pin it in a visible place. Wait until the end of the week and share the behaviour of the ‘star pupils’ with the class.

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Teaching values toolkit

Be kind to others – Teachers notes INTRODUCTION Being kind to others is an essential element in the development of good people skills. These skills are important in forming and maintaining the many different relationships which are an integral part of living in society. Pupils need to understand the nature and importance of relationships and how to form and support them. Comprehending and considering the needs of others and knowing how to interact with them in a positive way are the keys to good relationships.

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Discussion points

• Who do we have relationships with? • Why are relationships important? • How can we make our relationships stronger?

Page 31 – Respect the rights of others

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Page 30 – Value relationships

• What are rights? • What are responsibilities? • What is the connection between rights and responsibilities?

Page 32 – Be polite and use good manners

Page 37 – Respect other points of view

• How many different ways are there to say ‘hello’ politely? • Why are good manners important? • Why do you think some people are impolite to others?

Page 33 – Praise people who do things well

• What would the world be like if everyone had the same opinions? • Respecting other people means respecting their beliefs and their opinions. Discuss. • How do you feel when people don’t agree with your opinion? Discuss.

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• Why do people like to be praised? • How do you feel when people praise you? • What are some things that you do well?

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Page 38 – Don’t bully or put others down

• How do you look when you feel good about yourself? How do you look when you feel bad about yourself? (Pupils could draw two pictures of themselves.) • What is the difference between physical, verbal and social bullying? • How do you react to being bullied?

Page 34 – Develop good people skills

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• Why do you need good people skills? • Which people skill do you think is the most important? • Which people skill would you like to improve?

Page 35 – Work at building and maintaining relationships

• How does it make you feel when you give someone a gift? Discuss giving ‘invisible gifts’, such as a smile, a helping hand or listening to someone. • If you show interest in others they will show interest in you. Discuss. • Why is it important to value the people in your life? How can we show that we value others?

Page 36 – Be tolerant and understanding of difference • What is it like for someone who has been excluded because he/she is different? • What does tolerance mean? • Why is it important to be tolerant of others? Does it mean you have to agree with everyone’s beliefs?

Teaching values toolkit

Page 39 – Seek a fair go for all • What does prejudice mean? • Has there been a time when you were judged unfairly and wished for justice? • It is our differences that make each of us unique. Discuss.

Page 40 – Manage and resolve conflict • What is conflict? • What types of conflicts have you been involved in? • Are there any types of conflicts that you should not try to solve on your own?

Page 41 – Cooperate and be a team player • What makes a good team? • What teams do you belong to? • What could you do to make yourself a better team player?

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Be kind to OTHERS – Teachers notes Page 42 – Support and include others

Graphic organiser examples

• In what sorts of situations might people be left out? • How does it feel to be left out? • How can you support and include people?

Ladder

Page 43 – Value family life • What makes a family? • What can family members do for each other? • What does your family do for you?

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Page 44 – Treat others the way they need to be treated

Answers

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• Should we treat everyone the same way? • How do you like to be treated by your friends? • Have you ever upset anyone by the way you treated him/her?

Rank or steps

Cycle graph Event

Event

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Page 39 – Seek a fair go for all 1. (a) Take turns and play fairly (b) Seek a fair go for all (c) Let everyone join in the game 2. Answers will vary

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Topic

Event

Event

Something to think about: One evening, t wo friends and I went to a nightclub, only to find the place packed with young people. At 40, we felt old, but before we could make a dignified exit, a tall, handsome man approached us. Perhaps we were being hasty leaving, I thought. Then with a big smile, the young man extended his hand and said, ‘Hello. Remember me? You taught me when I was eight years old’.

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Teaching values toolkit

Be kind to others – Value relationships

special award

This special

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1. Create a certificate for a person with whom you share an excellent relationship. Think about the things he or she does to make this relationship special, some of the things you do and why you value it. Attach a photo of yourself and decorate the certificate.

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relationship certificate is awarded

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to: by:

I value our relationship because:

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I think

Signed

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Date

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Be kind to others – Respect the rights of others

rights and responsibilities It is our responsibility to respect the rights of other people. But we are not all perfect and sometimes we don’t care for other people’s rights as well as we should. 1. Read the six responsibilities below and tick the one you find the hardest to do.

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RESPONSIBILITIES • to show respect and courtesy to others .................................................................................................................................................. • to keep the environment safe, secure and clean ............................................................................................................................... • to ensure that there is no disruption to another person’s teaching-learning environment ............................................... • to develop your potential and to assist others to do the same .................................................................................................... • to respect pupil, staff and school property ........................................................................................................................................... • to ensure that your actions do not discredit the school ...................................................................................................................

2. (a) Think of an occasion when you failed to accept one of these responsibilities and so denied a person (or group) one of his/her rights. Complete the information about the occasion. Your name

Name of person or group

Place

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Date

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The responsibility you failed to accept

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What you did

What the person or group said or did How you felt about it

(b) Write a letter to the person or group explaining how you failed to respect their rights. Identify their right:







• • • • • •

to be treated with courtesy and respect, to work in a safe, secure and clean environment, to teach and learn without disruption, to achieve their educational potential, to have their property respected, to be proud of their achievements.

Tell them how you feel about it. You may like to apologise for your actions.

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Teaching values toolkit

Be kind to others – Be polite and use good manners

manners matter 1. Work in a group of four, each taking the role of one of the characters in this short play about some children playing cricket. You may like to change the names of the children and use your own names instead. Terry

That was a great hit, Brad, but the ball’s gone way over the fence. You’ll have to go and get it.



Brad

Mr Barnes is such an old grouch. I hate him. He’ll be mad at us again. Then he’ll grizzle to Dad about his rotten kids and we’ll be in trouble.



Jake

Hurry up, Brad, I haven’t got long. I have to be home by 6 o’clock.



Brad

OK! I’m going!



Mr Barnes

What are you doing in my garden? You didn’t ask my permission.



Brad

What’s it look like I’m doing? Cleaning my teeth or something? I’m getting our ball, of course, any idiot can see that! You’d better hold onto that mongrel dog so it doesn’t slobber all over me, like last time.



Mr Barnes

You’re a very rude young man. Your ball can stay just where it is until you learn some manners. Go home.



Jake

You were so cool, Brad! What a loser! Your perfect manners have ruined our day. I’m going home, see you later.

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2. (a) Brad’s bad manners didn’t do him any good. Rewrite the script so that Mr Barnes

What are you doing in my garden? You didn’t ask my permission.

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Brad

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Brad is polite and his good manners result in a happier ending.



Mr Barnes Brad

(b) Perform your play for the class, with a partner playing the part of Mr Barnes. Teaching values toolkit

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Be kind to others – Praise people who do things well

well done We all like to be praised when we do something well. It makes us happy to know that others notice our successes.

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1. Complete the chart by writing ‘well done’ in 10 different ways. Colour and add suitable illustrations to your chart. Ten ways to say ‘well done’

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2. Find five people to praise this week. Record who you praised, when you praised them and what you said. Try to use different expressions from your Ten ways to say well done chart.

• Who





When

Expression

• Who



When

Expression

• Who



When

Expression

• Who



Expression

• Who



When

When

Expression

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Teaching values toolkit

Be kind to others – Develop good people skills

smile away 1. Think about someone you know who is very good at getting on with other people. Does he or she do all of the things on the ‘Good people skills’ chart? (a) Put a tick or a cross after each skill. How many ticks did you make? (b) Does this person often smile at people?

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GOOD PEOPLE SKILLS 1. Smile ................................... 2. Use good manners ................ no yes 3. Acknowledge others . ............. (c) How much does smiling help you to get on 4. Use greetings . ...................... 5. Use people’s names .............. with other people? 6. Look at people when talking.... a lot a bit not at all 7. Listen ................................... Explain your answer. 8. Accept differences . ................ 9. Respect opinions of others . .... 10. Give compliments . ................

2. Write an acrostic using words or phrases starting with each letter of the word ‘smile’.

I L

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3. Include some of these words and phrases in a short poem called ‘Smile’.

Teaching values toolkit

SMILE

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Be kind to others – Build and maintain relationships

being friendly 1. Over one school week, fill in the names on the chart of the people you are friendly to. Monday

Tuesday

Wednesday

Thursday

Friday

I helped …

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I smiled at …

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I asked … to play with me I spent time with … I listened to …

I made … laugh

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I made a new friend in …

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I told … I liked him/her

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2. List three people you will be friendly to on the weekend. How will you be friendly to them? I will be friendly to by …

I will be friendly to

I will be friendly to

by …

by …

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Be kind to others – Be tolerant and understanding of difference

tolerance role-plays Being tolerant means accepting that people will think, look, act and speak differently from you. Tolerance also means being patient when there are things you wish were different.

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2. Choose one scenario and act it. Use facial expressions and movement to show how the characters are feeling. Practise your role-play and perform it for the class.

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1. In small groups, read each scenario and discuss an ending where one or more characters show tolerance.

2 Scene: The basketball court A is in Year 2 and wants to join in the game with the bigger kids.

B (whispering to C) Why does she have to sit next to us? Her hair is so short and look at her uniform! C Shhhh! A Hi! (sitting down) I’ve come from the city.

A Can I play basketball with you? B (laughing) You’re too short! And only Year 4s and up can play. (A begins walking away with his head down). C Wait!

3 Scene: The music room The teacher reads out the main roles for the end of year play.

4 Scene: The playground A, B and C are opening their lunch boxes, about to eat their lunch.

A (unhappily) I’m just one of the villagers. B Me too! (kicking at the carpet with his shoe) C (running up to A and B) I’ve got a lead part! There are so many lines to learn!

A Cheese and lettuce again! B I’ve got ham and cheese. (looking at C’s lunch) What is that? C It’s curry and rice. This is naan bread. B Ugh! It stinks! I’m moving seats. Coming? (looking at A)

5 Scene: The classroom A, B and C are playing a maths game. A is very good at maths.

6 Scene: The school car park A and B are siblings. They are waiting with their friend, C, to be picked up from school by their dad.

A I know it! I know the answer! B Well … what is it? A It’s 10. My turn again. (rolls two dice) I know this one too! It’s 12. C OK. Your turn again. A (rolls two dice) Oh... this one is easy! It’s 9.

A He’s late again! B He was late yesterday, too! A And once last week! (Looking at C) Sorry. C I am a bit hungry. Hope we don’t miss ‘Mighty Monster’. It starts soon.

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1 Scene: The classroom A is a new pupil and has been asked to sit next to B and C by the teacher.

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The kids hear a car turning into the street. It’s their dad. Prim-Ed Publishing • www.prim-ed.com

Be kind to others – Respect other points of view

What do you think? 1. Write your opinion about the topic below. Jack is a thief for stealing the goose that lays the golden egg from the giant. agree

disagree Argument 2

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Argument 1

Summing up

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Argument 3

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2. Find a friend and share your ideas with each other. How are your opinions about Jack similar and different? Different

3. Finish the sentence. It is OK for people to have different opinions from mine because …

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Teaching values toolkit

Be kind to others – Don’t bully or put others down

Bullying – no way! Bullying is deliberately hurting people with words or actions. Bullying can be physical (hitting, pinching), verbal (name-calling) or social (leaving people out of games). 1. The boy in the picture is bullied in class and in the playground almost every day at school. Draw his face, showing how you think he is feeling.

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2. In the boxes, write words and phrases to describe how you think the boy is feeling. One has been completed for you.

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Feeling bad about himself. Thinks he can’t do anything right.

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3. In a small group, design a poster that can be displayed around the school to remind the pupils how bullying makes people feel and why it is wrong. Plan your poster below. Group members

Main ideas

Heading

Art suggestions

Colours

Remember to make your poster eye-catching and colourful. Create your poster on a separate sheet. Teaching values toolkit

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Be kind to others – Seek a ‘fair go’ for all

being fair 1. Complete the banners by calculating the answers to the addition and subtraction problems and cracking the codes. A 12 N 5

B 9 O 17

C 16 P 7

D 10 Q 13

E 2 R 20

F 8 S 4

G 21 T 15

I 14 V 22

J 3 W 26

K 11 X 24

L 23 Y 1

M 18 Z 25

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2. Think of a slogan about being fair. Write it in pencil below. Create an addition or subtraction ‘crack the code’ for a friend to solve. Make sure you check your answers first (and rub out the pencil). Continue on a separate sheet.

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Be kind to others – Manage and resolve conflict

in conflict Conflict is a part of everyday life. It occurs when people disagree over an issue or cannot get along. Conflicts can be resolved calmly and sensibly if the people involved follow the steps below:

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1. Stop and cool off. 2. Define the problem (Use sentences beginning with ‘I’ such as ‘I felt angry when …’ to tell the other person what happened and how you felt.) 3. Brainstorm solutions. 4. Choose a fair solution—you may need to compromise. 5. Make a plan. Decide how to put it into action. 6. Agree to the plan. With a partner, read the conflict scenario below.

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Rachel and Brendan are in the same class. Their teacher has asked them to work together to create a poster that encourages people not to litter. When they begin working on the poster, they discover they each have very different ideas. Rachel wants to aim the poster at adults and use ‘tough’ language and pictures to get the message across. Brendan wants to aim the poster at children and take a humorous approach. He thinks Rachel is bossy and won’t listen to any of his ideas. After a short time, he gets fed up and refuses to talk. This makes Rachel shout at him and eventually Brendan shouts back. 1. List two ways Brendan and Rachel could cool off.

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2. Write a sentence beginning with ‘I’ that describes each person’s feelings about what happened.

• Brendan



• Rachel

3. Brainstorm two possible solutions to the conflict. Highlight the better one.

4. With your partner, role-play Brendan and Rachel discussing and agreeing to a plan that puts their solution into action. Teaching values toolkit

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Be kind to others – Cooperate and be a team player

join the team! Have you ever been part of a team? A good team player: • helps to work towards the team’s goal • communicates well with other team members • encourages and supports other team members.

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Try this team challenge with a group of four or five people.

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Goal: To make an animal mask Materials: paper plate and other basic household art materials Time: 40 minutes 1. Begin by discussing what type of animal you will choose. Sketch your team’s design in the box.

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2. Discuss how the tasks involved in making the mask will be divided up. List your decisions below.

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3. After the mask is made, list any problems the team had in working together.

4. Rate how well you and your team did by circling a number for each statement: 5 is the best. I understood the team’s goal

1

2

3

4

5

I helped other people in the team

1

2

3

4

5

I communicated well

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5

I did my task well

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Everyone worked well together

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The team dealt with problems well

1

2

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I am proud of the mask we made

1

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Teaching values toolkit

Be kind to others – Support and include others

can I help you? Read each of these scenarios. Can you suggest some ways you could support and/or include each ‘left out’ person? Discuss your ideas with the class. The birthday party One of your classmates, Adam, is having a birthday party and gives out invitations to the people in your class. But later, one of your friends tells you that he/she did not get an invitation. He/She thinks it is because of a recent argument with Adam. Your friend would love to go to the party, but is too embarrassed to say anything. Some people in your class find out and start to tease him/her.

What could you do to help?

The sad friend One of your friends, who is normally a happy person, suddenly becomes very quiet and spends a lot of time on his/her own. He/She also refuses to go out with you on the weekends and asks you not to come over to his/her house anymore. When you ask what is wrong, he/she says ‘Nothing. Leave me alone.’ This goes on for several weeks.

Sleep overs A group of your friends arrange a sleep-over at your house one weekend. But one of them then tells you that his/her mum won’t let him/ her come. You hold the sleep-over without him/her and have lots of fun. You arrange another sleep-over for the next weekend. But again, your friend says he/she is not allowed to join in sleep-overs—ever. Your friend says he/she feels left out. You want to keep having sleep-overs— they are lots of fun.

What could you do to help?

What could you do to help?

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The new kid A new girl joins your class one morning. She is from another country and doesn’t speak English very well. Her clothes are very unfashionable. Your teacher, Mr Palmer, asks the class to make her feel welcome But whenever his back is turned, some of your classmates make rude comments about the new girl. At break, you notice that she is left standing on her own. Everyone is ignoring her. You want to play basketball with your group of friends. Some of them are the ones who were teasing the new girl and they don’t want her to play basketball with them. You don’t want to annoy your friends, but you feel sorry for the girl.

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What could you do to help?

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Be kind to others – Value family life

family celebration Find a group of four or five people. In your group, plan a 20-second radio commercial that encourages people to a ‘family day’ celebration in your community.



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1. Begin by listing five important reasons why families should be celebrated.

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2. List five important events that could be part of the family day celebration. This might include competitions, guest speakers, exhibitions or just fun things to do that families could take part in.

3. Write where and when the family day will take place.

4. Use your ideas to write a script for your commercial on a separate sheet of paper. Include sound effects. Make sure everyone in your group has something to do. 5. Practise your commercial, making sure you keep to the 20-second time limit. When you are ready, perform it for the class. Prim-Ed Publishing • www.prim-ed.com

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Be kind to others – Treat others the way they need to be treated

fable fun 1. Read the fable.



The lion and the tiger

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Once, there was a huge fire in the jungle and many animals lost their homes. The lion felt so sad that he decided to throw a loud party to cheer everyone up. But to his great disappointment, the tiger did not want to come. ‘Why don’t you come and be loud with us?’ said the lion. ‘I don’t feel like being loud’, the tiger said. ‘When I feel sad, I just need to sit quietly. Please leave me alone for now.’ ‘I’m sorry’, said the lion. ‘You do what you need to. Everyone is different.’ A few days later, the lion had a terrible argument with one of his friends. As he was walking home, the tiger saw him. ‘You look very angry’, said the tiger. ‘Why don’t you come and join my loud party tonight? I like to be loud when I feel angry.’ ‘I don’t feel like being loud’, said the lion. ‘ I like to sit quietly when I am angry. Please leave me alone for now.’ ‘But that is so wrong!’ said the tiger. ‘That’s not what you should be doing.’ The lion shook his head. ‘The only thing that is wrong’, he said, ‘is the way you are treating me’.

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MORAL: TREAT OTHERS THE WAY THEY NEED TO BE TREATED 2. How did the lion need to be treated when he felt sad?

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3. How did the tiger need to be treated when he felt angry?

4. Try writing your own fable with the same moral as ‘The lion and the tiger’. You may like to think about how the way you like to be treated is different from the way others may like to be treated. Plan your fable using the headings below, then write it on a separate sheet of paper. Characters

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Setting

Story ideas

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3. Be kind to the environment

Touch left index

And I am kind to finger with right index the environment finger – Auslan sign language for ‘E’.

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TEACHERS NOTES

Be kind to the environment – overview • Design a container for collecting food scraps for use as compost on the school gardens. The container must be airtight to prevent odours from escaping, must be rotated on a regular basis and have a tight, removable lid for adding paper or other nutrients.

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SAVE WATER

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CLEAN UP AFTER YOURSELF

• Plan, design and create a pamphlet or brochure giving suggestions on how people can conserve water. Include eyecatching titles and artwork. • Fill a 2-litre plastic cordial container with water each morning. Use this throughout the day for drinks and brushing your teeth. If it runs out before the end of the day, estimate how much you still need and add that amount only. • Create a cartoon with ‘water droplet’ characters talking about ways to save water. • Write a jingle to a well-known tune which encourages pupils to save water at school. CONSERVE ENERGY

• Write a jingle to a well-known tune which encourages pupils to conserve energy. • Brainstorm ways for people in a society which is so dependent on motor vehicles to conserve fuel.

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• Keep a record of the cleanest tables in the classroom at the end of each day and reward the table which is recorded the most at the end of each month. • Create an award or ‘medal’ to give to the class members who share the ‘cleanest’ table each week. • Organise all your toys, games etc. so that each has its particular tidy place. After using something, always return it to the same place. • Create ‘Don’t litter’ signs to display around the school. Ask another class to vote for the most persuasive sign.

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KEEP THE LAND, AIR AND WATERWAYS CLEAN

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• Each time you walk anywhere, take a bag and a rubber glove to collect any rubbish you find. • Each day for one week, collect the rubbish from a badly littered area. Record how much you find each day and the type of litter found. • Design a poster to encourage people to keep the environment clean. • Brainstorm and list land, air and water pollutants and discuss ways each can be reduced. RECYCLE AND DON’T WASTE

• (Contact local organisations to see if they collect recycled products.) Pupils colour code the school’s bins to distinguish between recyclable and non-recyclable waste. In groups, pupils plan how they can educate the pupils in other classes to use the bins correctly. • Use plastic containers for storing your toys, games etc. Design attractive labels for them. • Learn how to recycle paper. Use the paper you produce to write letters to parents suggesting a recycling strategy they could try at home.

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Be kind to the environment – overview • Construct and carry out a survey of common appliances at home and school, including what form of energy each needs to be operated and whether it is environmentally-friendly. CONSIDER USING RESOURCES THAT CAN BE REPLACED (SUSTAINABLE DEVELOPMENT)

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• Organise a class excursion to the local shopping centre to survey which shops: only use plastic bags; offer other alternatives; and/or charge for plastic bags. Pupils return to school and display their findings as an information report/ poster. • Conduct a survey to discover how many families in your class are using solar energy in their homes. • Take part in tree planting activities at school and in the community. • Collect and sort packaging into ‘biodegradable’, ‘reusable’, ‘recyclable’ or a combination.

• Collate a class book of energy-saving hints. • Become a ‘light patrol officer’ at home! For one week, use a chart to record the number of times you find lights on in an empty room. Display your chart where everyone in the family can see it. CARE FOR NATURAL HABITATS, WILDLIFE AND ENDANGERED SPECIES

• Ask a senior person to visit the class and talk about an area of your country’s cultural heritage. Pupils ask the speaker questions about his/her life. After the visit, pupils write a letter to the speaker to thank him/her for sharing those stories with the class. • Conduct a survey to determine the cultural background of everyone in your class. Present results in a graph. Locate the countries from which ancestors came on a world map. • Prepare a short talk about one of your ancestors, telling where he or she was born, lived, worked and any interesting facts, stories, photos or belongings connected with this person.

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• Visit a natural space nearby and ask a wildlife expert to give information about ways of caring for the creatures that live there. • Pupils use the Internet and resource centre to find out more about one animal that currently has its habitat threatened (such as the Mountain Pygmy Possum in Australia). • Research the dangers to native fauna, including some endangered species, from domestic cats. What can cat owners do to protect these animals from their pets?

VALUE OUR CULTURAL HERITAGE

USE ENVIRONMENTALLY-FRIENDLY PRODUCTS

• Ask the shopper in the family to buy cleaning cloths that require only water for cleaning. Demonstrate how effective they are by becoming the cleaner for a weekend. When wetting the cloths, fill an ice-cream container with water and continue using this until it needs to be replaced. • Write a jingle to the tune of a short, well-known song or nursery rhyme, to persuade shoppers not to use plastic shopping bags. • Use a fly swat instead of fly spray. CONSIDER ENVIRONMENTALLY-FRIENDLY ENERGY SOURCES • Research to present a short project on solar and wind energy. Include sketches to help your explanation.

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Be kind to the environment – Teachers notes INTRODUCTION

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The environment can be defined as the world that exists around us. This is not just the physical conditions of a place, but also includes all those conditions and influences that affect it. Human behaviour is responsible for many detrimental changes in the environment and pupils need to be aware of how they should care for the environment so the things they do have a lessened impact on it.

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DISCUSSION POINTS

Page 50 – Clean up after yourself

• Should others clean up after you at your age? • Do you clean up after yourself? At home? At school? • How do you feel when others leave a mess in a place you are going to use?

Page 51 – Keep the land, air and waterways clean

• What human actions can affect the environment? • What are some examples of polluted land, air and waterways? • What are some ways you can help to keep the environment clean?

Page 56 – Use environmentally-friendly products

• Explain the terms ‘reduce’, ‘reuse’ and ‘recycle’. • What do you do to recycle at home and at school? • What more could you to conserve and maintain our natural resources?

• What does environmentally-friendly mean? • Do you have things in your home which may be harmful to the environment? • What are they and what can they be replaced with?

Page 53 – Save water

Page 57 – Consider environmentally-friendly energy sources

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Page 52 – Recycle and don’t waste

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• How do we waste water? • How can we save water? • Do you have water restrictions where you live? What are they?

• What are the main sources of energy that you use at home and school? • How can you save energy at home and at school?

Page 54 – Conserve energy

• How do we waste energy? • How can we save energy? • What is the difference between renewable and non-renewable energy sources?

Page 58 – Consider using resources that can be replaced (sustainable development) • What does sustainability mean? • How do you contribute to sustainability?

Page 59 – Value our cultural heritage Page 55 – Care for natural habitats, wildlife and • What country were your parents and your grandparents born endangered species in? • What are some dangers to natural habitats and wildlife? • What things are humans doing to cause some species to become endangered? • What can we do to stop the destruction of natural habits?

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• What special things do you and your family do to celebrate your culture? • What landmarks in your town show that people are proud of their heritage?

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Be kind to the environment – Teachers notes

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Event 4

Chains

Event 3

1. (a) A – Check for tap or toilet leaks. B – Water plants in the morning or late evening. C – Fit low-flow shower heads. D – Have shorter showers and shallower baths. E – Don’t use the dishwasher unless it is full. F – Wash the car on the lawn. G – Use dual flush toilets. H – Don’t let taps run while brushing your teeth.

Event 2

Graphic organiser examples

Event 1

ANSWERS – PAGE 53

Questions you hope your pupils won’t ask you: • Why doesn’t the glue stick to the inside of the container? • If a cow laughed, would milk come out of her nose? • How does the man who drives a snowplough get to work? • What do you plant to grow seedless watermelon? • When sign makers go on strike, is anything written on their signs?

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Be kind to the environment – Clean up after yourself

messy poem 1. Read the limerick below about someone who did not clean up after herself.

A girl called Bess

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There once was a girl called Bess Whose room was always a mess The junk grew so high It reached to the sky … Then what happened is anyone’s guess!

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A limerick is a nonsense poem made up of five lines with a special rhyming pattern. Lines 1, 2 and 5 rhyme and usually have the same number of syllables. Lines 3 and 4 rhyme and are shorter than the others.

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2. Write your own limerick about a person, animal or imaginary character who makes a mess and has a problem with cleaning it up. Use the blank box to make lists of rhyming words before writing your limerick.

Title:



3. Publish your limerick using a computer or your own handwriting, adding a humorous illustration. Display in the classroom or compile in a class book. Teaching values toolkit

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Be kind to the environment – Keep the land, air and waterways clean

keep the environment clean mural 1. Your task is to work in a group of three or four to help create a class mural about ways to keep the environment clean. • Look for in magazines, or draw on art paper, pictures of clean and polluted scenes on land, in the air and in waterways.

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• With members of other groups, glue the illustrations onto large sheets of paper that have been joined together to form three distinct sections. Label these ‘Keeping the land clean’, ‘Keeping the air clean’ and ‘Keeping the waterways clean’.

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• In your group, think of one example of a way to keep each type of environment clean. Write one in each sign below and decorate it before cutting them out and attaching them to the correct places on the mural.

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Be kind to the environment – Recycle and don’t waste

A day in the life of a recycling bin Recycling bins have become very important in our efforts to reduce the impact which waste disposal has on the environment. Imagine you are a recycling bin! Write an imaginative recount about a day in your life.

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Use the headings below to help you to plan your recount. Then publish your work, remembering to proofread and edit before the final copy.

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Title:

Orientation: (Tells who, what, when, where and why)

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Sequence of events: (Present the events in the order in which they happened)

Conclusion: (Some thoughts or opinions about your experience)

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Be kind to the environment – Save water

Saving water hints Did you know that inside the house, people use 30% of water in the shower or bath, 30% is flushed down the toilet, 20% is used for washing clothes and 20% is used for other activities such as washing dishes?

1. (a) Unjumble each sentence and write it correctly. A for tap Check or leaks. toilet

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Water is a precious resource and should be conserved. There are many ways to save water and not waste it. Some of these are listed in the jumbled sentences below.

B plants morning the in Water evening. late or C flow Fit low- shower heads.

D shorter Have and baths. showers shallower

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E use dishwasher full. the unless Don’t it is

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F car Wash lawn. the on the

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G Use flush toilets. dual

H let while your teeth. run taps Don’t brushing

(b) When you have finished, read through the sentences and decide what you think is the most necessary for your family to do. List the sentences in order of importance for your family by writing the letter next to each sentence in the boxes below. Most important priority Least important priority

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Be kind to the environment – Conserve energy

conserving energy poster We all use energy to make things work for us; e.g. electricity to boil the water in the kettle or fossil fuels such as petrol to drive a car. Many of these energy sources are non-renewable, which means they cannot be replaced or remade once they are used up. It is important that we do not waste energy.

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1. In a group of three or four, plan a poster of energy-saving hints. Use the headings and space below to plan the content and layout. Catchy titles:

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Energy-saving hints:

Pictures/Graphics to include:

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Layout/Design plan:

Colours:

2. Use your ideas to create your poster on a large sheet of coloured card. 3. Display the posters and have class members vote on: (a) the most eye-catching (b) the best hints (c) the most persuasive Teaching values toolkit

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Be kind to the environment – Care for natural habitats, wildlife and endangered species

clueless crossword Use Internet or library resources to find information about dangers to wildlife and natural habitats, then write clues for the answers given in the crossword. Down 1. 2. 6.

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d a n g e r s o o m a n c a r s e p d s o s t l r i n g l a n d c u c t r u c k s a i t h o u s i n g s n 1.

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Across 1. 3. 4. 7. 8. 9. 10. 11.

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Be kind to the environment – Use environmentally-friendly products

natural products

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Many everyday items used in the home contain chemicals which are harmful to the environment. Beauty products, cleaning products, household appliances and utensils, even clothing and shoes may have been manufactured using some type of chemical or process which affects the environment.

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Cleopatra, legendary Queen of Egypt, is said to have had beautiful skin because she soaked herself in baths containing milk. She did not need to add any chemicals or additives! 1. Read the recipes below for shampoo and window cleaner.

Shampoo • 1 large egg • 57 mL (approx.) mineral water • 1 tablespoon cider vinegar

Window cleaner

• 1/2 cup vinegar

• 4.5 L water

Combine and fill a spray bottle. Use as needed. Store remainder in a clearly labelled plastic container out of reach of children.

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Whisk all ingredients together and massage into the scalp. Rinse with warm water.

2. Complete the boxes below, creating your own ‘natural’ recipes for the uses shown. Use your own knowledge or library and Internet research.

Bath cleaner

Cold remedy

Breath freshener

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Air freshener

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Be kind to the environment – Consider environmentally-friendly energy sources

energy from everywhere

Most energy we use comes from burning fossil fuels—coal, oil and natural gas. Fossil fuels are relatively cheap to process but cannot be remade or replaced once they have been used. Some alternative, renewable sources of energy include solar, wind, hydro-electric, geothermal and tidal power.

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(a) Energy source chosen

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1. Form groups of five or six then select one of the renewable sources of energy listed. Use the plan below to make up a series of movements showing the creation and use of power from that renewable energy source.

(b) Which movements will illustrate what the energy source looks like?

(c) How will the movements begin to show the power being created?

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(d) How will the movements change to show power building?

(e) How will the movements indicate the power source being used by appliances in

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(f) What percussion instruments could you use to add interest and variety to your dance? Why did you choose these instruments?

(g) What simple costumes could be used to indicate your energy source?

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Be kind to the environment – Consider using resources that can be replaced

sustainability Sustainability is the way in which humans meet their needs without harming the environment so that there are resources left for future generations to use. This means that we need to prevent pollution, not overuse resources, such as coal, oil and trees, recycle and reuse things such as plastic bags and waste. Sustainability



Our environment is lovely. The future could be gloomy. The people should be angry And saving resources madly. But the burden is not weighty. People power could be mighty. The future could be rosy If we use sustainability.

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2. Write a list of words relating to the environment or resources to use in a poem.

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1. Read the poem below.

3. Circle the type of poem you would like to write. shape

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4. Use the words listed in (2) to write a poem chosen from the list in (3) about sustainability. Write a draft copy on a separate sheet. Proofread and edit before writing the final copy here.

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Be kind to the environment – Value our cultural heritage

Heritage tourist map

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1. List any landmarks of your local area such as a town hall, museum, memorial, park, church, cemetery and streets or places named after pioneers.

2. Use a local map or the Internet to locate these places.

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3. Draw your own tourist map which shows the heritage places you listed for people visiting the area.

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chatterbox TEMPLATE A chatterbox is a fun method to reinforce concepts as well as engage learners who utilise the visual/ spatial, verbal/linguistic, logical/mathematical and bodily/kinaesthetic intelligences, while encouraging the interpersonal intelligence.

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Use the pattern given to encourage pupils to make individual chatterboxes relating to specific areas of the Values toolkit. An actual example is given on page 96. Instructions 1 Begin with a square piece of paper or very light card.

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2 Fold each corner in so that they meet in the centre of the square.

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3 Turn over and repeat the procedure, folding corners in to meet at the centre. This will create four triangular flaps.

4 Number each half of the triangular ‘flaps’ (eight in all). Any numbers can be used.Number also each of the four square flaps on the underside of the construction.

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6 Place thumbs and forefingers under the square flaps. Move them in a ‘forwards/sideways’ motion. The chatterbox will open in two ways, revealing the four ‘triangular’ numbers each time. Teaching values toolkit

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5 Fold the chatterbox in half, so that the numbered squares are on the outside.

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4. Be the learning kind

Have left hand flat, palm upwards, waist height— like a book.

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Swing your hand up to your head—putting the information from the book into your head.

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the learning

Take right hand and sweep the left hand with the back of your hand.

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• Complete a chart which shows the advantages of learning. Display it in the room as a motivator. • Next to each letter in the word ‘LEARNING’, briefly explain something you have learnt, using that letter as a starting point. • Design and make a mobile. Brainstorm with other class members to create a list of words and phrases that will encourage pupils to be more positive about their learning. Choose the best from the list, print them out using a word processor, place on coloured card and laminate. Attach to the mobile to remind pupils to be more positive about learning.

• Make a class ‘Why is it so?’ book. Pupils write interesting questions on separate pages and other class members select one to research. They then write their answers on the same page. Pupils can vote for the most interesting question and best answer. DETERMINE HOW YOU LEARN BEST (LEARNING STYLES) • Complete a multiple intelligences checklist to see how you like to learn best. (See pages xii – xiii Multiple intelligences Middle, published by Prim-Ed Publishing for an example.) • Find an example of an activity you completed in class that you really enjoyed doing. Explain to your teacher why you enjoyed it, either in written, verbal or pictorial form. • Create a set of colour-coded multiple intelligence activity cards, each describing a task from one of the eight multiple intelligences. Over a specified period, pupils must choose one activity card from each colour (intelligence type) and complete it. Pupils also complete a ‘self-assessment’ recording sheet about the task. When the sheets for each pupil are collated, the pupil’s preferred learning styles will be clear.

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BE POSITIVE ABOUT LEARNING

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TEACHERS NOTES

BE THE LEARNING KIND – overview

SEEK KNOWLEDGE ABOUT YOURSELF, OTHERS AND THE WORLD AROUND YOU

HAVE AN OPEN MIND

• Develop a simple strategy for listening to views other than your own; e.g. Listen, Consider, Decide. • Read and compare different expositions written by yourself and other class members about the same topic. • Pupils look through magazines for pictures of people to cut out and glue under a number of headings, such as a family, the elderly, mothers, teenagers etc. In small groups, pupils discuss the types of pictures they have found. Hold a discussion with the class about stereotypes.

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• Construct a questionnaire for other class members to complete. Include any questions which will give information you would like to know. • With a partner, pull an unseen topic from a selection that has been written on slips of paper and placed in a box. Share information about the topic with your partner. • Design a ‘knowledge trail’ for pupils to follow. Organise an excursion around the local area. Pupils follow the ‘knowledge trail’ in small groups (accompanied by an adult). Provide each group with a list of questions and a clipboard. Pupils must follow a trail around the school and the local community seeking answers by examining local landmarks and speaking to local people (such as shopkeepers, council members etc). Note: Permission must be sought from parents first!

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RECOGNISE THE VALUE OF KNOWLEDGE

• Research to find a list of Nobel Prize winners and the reasons they received their awards. Select one person as a role model. • Collect examples of job advertisements in the local newspaper and highlight or add the knowledge or requirements needed for each. • Pupils interview an elderly person in their family or from the community about a chosen topic such as the local area 50 years ago, school life in the past, games of the past etc. Pupils present their findings as a brief report. Discuss the importance of recording and remembering this knowledge.

BE A CRITICAL THINKER • Evaluate advertisements recorded from television or cut from a magazine for veracity and motivation. • Read a report about an animal that contains a set number of incorrect facts. Use your general knowledge, the library or the Internet to identify and correct the errors.

HAVE AN ENQUIRING MIND - BE CURIOUS • Make a list of 10 questions to investigate in the library and on the Internet each week. Record information in a ‘learning book’ for others to read. • Write a procedure to explain how something works.

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BE THE LEARNING KIND – overview LEARN FROM YOUR MISTAKES

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• Use self-evaluation sheets and checklists to develop positive steps to achieve goals. • On a sheet of paper, pupils describe a mistake they have made at school or in their private life. On the back of the sheet, describe what they have done or would do differently. • In small groups, pupils plan, rehearse and perform a jingle, rap or song with the message that it is okay to make mistakes as they help us to learn and grow.

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KEEP LEARNING

• Study a set of maths problems that have been answered incorrectly due to a common misconception. (For example, a set of subtraction problems where the tens or hundreds have been traded incorrectly.) Pupils determine how and why the pupil is making the error and offer suggestions to solve the misconception. HAVE A GLOBAL PERSPECTIVE

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• In groups, share newspaper articles from around the world on a regular basis. • As a class, raise money through holding an annual ‘spellathon’ etc. to support and communicate with a child in a third world country. • Invite family and community members to talk and answer questions about living in their countries of origin.

• Prepare a report about a lesiure-time activity to give as an oral report to encourage others to become involved. • Bring an educational board game or card game to school to teach other pupils who have not played it how to play. Join in with a group to learn a new game yourself. • Allocate an area on the wall of the classroom for pupils to write and pin up suggestions for things they would like to learn about or like to know how they do. At the end of each term, read through the suggestions and choose one or more to integrate into the planning for the following term (if possible).

SEEK LEARNING OPPORTUNITIES EVERYWHERE

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• Carry out a ‘sharing’ session on a regular basis, where pupils tell anything they may have learnt at school, at home or at leisure activities concerning information, people, communicating with others, social skills etc. • Take the class on a nature walk around the school grounds or to the local park, reserve etc. Pupils choose interesting plants, trees, birds, insects etc. to draw and write questions about. Spend time in the resource centre helping the pupils answer their questions. • Brainstorm hobbies, sporting and other activities available to children and discuss the skills they can learn by participating in each.

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Be THE LEARNING KIND – Teachers notes INTRODUCTION Learning enables us to grow as individuals. Learning new things keeps our mind active and makes us more interesting human beings. It is important that children understand the benefits of learning and realise that knowledge gives us more choices and opportunities in our lives. Children and adults should continue to be curious and seek learning opportunities everywhere. As teachers, we can help children to recognise mistakes as important lessons rather than failures. We can provide learning opportunities in a range of intelligences to enable children to discover the types of learners they are, and we can work towards instilling a lifelong love of learning in all our pupils.

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Page 69 – Have an enquiring mind

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• Do you ever wonder how things work? What type of things? Discuss. • List five things that you would like to know. • Young children often ask lots of questions about the world around them. Why do you think this is?

Page 70 – Determine how you learn best

• Which are your favourite subjects? Why are they your favourite? Discuss. • Would you prefer to read a book, play a team sport or paint a picture? • How will it help with your schoolwork to know the type of learner you are?

Page 71 – Have an open mind

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• What is meant by ‘open-mindedness’ or ‘having an open mind’? • How should you act if someone thinks differently from you about something? • Should you always ‘stick’ to what you first thought about a subject or is it okay to change your mind after listening to others’ opinions?

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Discussion points

Page 66 – Be positive about learning

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• How does it make you feel when you succeed at learning something challenging? • What could you say to someone who is feeling negative about learning? • What ways can you help yourself to remember things that need to be learned (like time tables and spelling lists)?

Page 67 – Seek knowledge about yourself, others and the world around you

Page 72 – Be a critical thinker • Do you believe everything you see and hear? • Do you have your own opinions about things or do you agree with what you hear? • How do you think adverts on TV try to persuade viewers to buy those products?

• People say that ‘knowledge is power’. Discuss. • Which parts of the natural world interest you the most? Why? • How do we acquire knowledge? List as many ways as possible.

Page 68 – Recognise the value of knowledge • What benefits are there in life from being knowledgable? • How can you let someone know that you value the knowledge they share with you? • What information can your grandparents share with you that no-one else can? Discuss.

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Be THE LEARNING KIND – Teachers notes Graphic organiser examples

Page 73 – Have a global perspective • How does your life compare with that of other countries such as Australia? Ethiopia? • How can you help other countries in need? • Is it important to be aware of what is happening in other countries?

5 ‘W’ chart who what

Page 74 – Seek learning opportunities everywhere

Page 75 – Learn from your mistakes

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when why

• What is a mistake you have made? • What did you learn from it? • How can mistakes help you to learn and grow?

Senses chart

Page 76 – Keep learning

looks

• Do you only learn at school? • Where else do you learn? • Is it important to keep learning throughout your life? Answers

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Something to think about: How many schoolteachers does it take to change a light bulb? None. Anything not completed during the lesson is added to the homework.

smells sounds

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• What are some things you have learnt at different stages of your life? • Who helped you or where did you learn to do each one? • Who or where are other people or places to help you learn?

know

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wonder

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Be the learning kind – Be positive about learning

‘Learning is cool’ rap In small groups, create a rap with the message that ‘learning is cool’.

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3. Write your final copy below.

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2. Using scrap paper, construct a draft of your rap. (Remember to keep a 4/4 beat.)

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1. Each group member must think of at least three reasons why we should be positive about learning. Choose the best ones and write them below.

4. Create sounds and movement for your rap. Practise and, when ready, present your rap to your class.

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Be the learning kind – Seek knowledge about yourself, others and the world around you

What do you know?

1. For each section, write two things you know and three questions about things you would like to know. Choose a person in the media (sports, music, TV etc.) for Section B. A B A person who interests me is: My name is: Things I know about him/her …

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•

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Things I know about myself …





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Things about myself I would like to know … (who, what, when, where, why)

Things about him/her I would like to know … (who, what, when, where, why)

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C A part of the natural world (animals, environment, space) that interests me is:

Things about it/them I would like to know … (who, what, when, where, why) •

Things I know about it/them …



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2. Choose one question from each section and circle it. Rewrite the questions on a separate sheet. List how you could find the answer to each question. 3. Choose one question and answer it. You may need to visit the library or use the Internet to help you. Prim-Ed Publishing • www.prim-ed.com

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Be the learning kind – Recognise the value of knowledge

Value knowledge your teacher

prime minister

gardener

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vet

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doctor/nurse

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1. Look at the pictures of the different people below. Decide and list the type of knowledge each person has to share.

Mum/Dad

a friend

2. What knowledge do you have to share with others? Make a list below. Teaching values toolkit

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Be the learning kind – Have an enquiring mind

I wonder …

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What do you wonder about? 1. Add features and hair to the face so it looks like you. 2. Fill in the thought bubbles. I wonder …

I wonder …

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I wonder …

I wonder …

I wonder …

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I wonder …

3. How could you find out the answers to your ‘wonderings’? List five ways.

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Be the learning kind – Determine how you learn best

What kind of learner are you? 1. Tick the sentences that best describe you. Body wise

• I love to read books...............................................

• I like playing sport..................................................

• I like writing stories and poems..............................

• I like making things with my hands.........................

• Word puzzles and games are fun............................

• Drama is lots of fun................................................

• I am good at spelling.............................................

• I prefer to ‘do’ rather than watch.............................

Logic wise

Picture wise

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Word wise

• I like to know how things work................................

• Art is my favourite subject.......................................

• I love board games like chess..................................

• I am good at drawing.............................................

• I like puzzles and solving problems..........................

• I enjoy making models............................................

• Number games are fun...........................................

• I like to do jigsaw puzzles.......................................

People wise

Self wise

• I do my best schoolwork on my own.........................

• I prefer to work in a group.......................................

• I think about what I will do when I grow up..............

• I have more than three close friends.........................

• I have one or two close friends.................................

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• I enjoy team sports.................................................

• I write in a diary in my free time..............................

Music wise

Nature wise

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• I like to share my ideas with others..........................

• I like to sing...........................................................

• I like to care for animals.........................................

• I enjoy listening to music........................................

• I collects shells and other natural objects..................

• I play, or would like to play, a musical instrument.....

• I enjoy gardening and being outside........................

• When I work, I often tap my feet or my fingers..........

• Looking after the environment is important to me......

2. Which learning style(s) has/have the most ticks? Circle the icon(s) below.

3. I am a Teaching values toolkit

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Be the learning kind – Have an open mind

Have an open mind A person who has an open mind listens to and considers other people’s points of view about different topics. 1. (a) What is your opinion about each of the topics below? Write your name and tick the ‘Agree’ or ‘Disagree’ box. Then list one or two reasons to support your answer.

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(b) Ask a classmate what his or her opinion is and complete the bottom part of each box. Read and discuss your answers together when you have finished. Being the youngest in the family is best.

Cats should be kept indoors.

Name:

Name:

Agree

Disagree

Disagree

Reason(s)

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Reason(s)

Agree

Name:

Agree

Name:

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Disagree

Reason(s)

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Be the learning kind – Be a critical thinker

Review writing 1. (a) Use the table below to plan a review about a DVD or film you have seen, or a novel you have read. Be critical about what you thought about it and give your honest opinion in your review.

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(b) Publish your work, remembering to proofread and edit it before the final copy.

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Title:

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Description:

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General statement: (An opening sentence about the DVD, film or novel.)

Conclusion: (Include your opinion about whether it is worth watching or reading.)

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Be the learning kind – Have a global perspective

What country or city am I? 1. How well do you know your world? Read the clues below and see if you can guess the name of the country. I am found in the continent of Europe. Many canals and dykes are found throughout me. I am famous for my cheeses, windmills and shoes called ‘clogs’. .

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I am

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2. With a partner, make up clues for other countries or cities on the cards below. Write the answer in small print on the back of the card. Swap with classmates.

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Be the learning kind – Seek learning opportunities everywhere

Learning explosion chart There are many places and people we learn from—teachers at school, parents, sisters and brothers, friends, coaches, the library and so on.

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1. Complete the explosion chart about all the people and places who have helped you to learn. Write keywords and phrases to explain the types of things you have learnt from each person or place; e.g. netball coach—rules, tactics, be part of a team. You may add extra circles or boxes to your chart.

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Who do I learn from? Where do I learn?

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Be the learning kind – Learn from your mistakes

Learning from mistakes 1. On each digit of the hand below, briefly describe a time you made a mistake. 2. Cut out the hand, and, on the reverse of each digit, write a lesson learned from making that mistake and how it made you a better or stronger person.

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3. Display the hand in a prominent position as a constant reminder that we learn from our mistakes.

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Be the learning kind – Keep learning

Before and after From the moment we were born to the day we die, we should all continue to learn new things. It is important to keep our minds healthy by keeping them active. 1. (a) Think of a topic that interests you, that you would like to know more about. It could be about an animal or a country, how to make something or why something works. Write the topic below.

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(b) Now think of what you already know about this topic and what else you would like to know. Fill in this section of the table. (c) Finally, use the library, the Internet and other resources to find out more information. Topic: Before researching

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What I know …

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What I would like to know more about …

After researching

New and interesting information I have found …

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5. Be the achieving kind

I am the achieving kind

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Point upwards – aim for the stars.

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• List one new thing from the following list to try each month — a new food, a new skill, a new activity, a new book, a new piece of music and talking to a new person. Keep a diary and record information and one positive comment about each. • In a small group, create a rap about ‘having a go’ with accompanying body percussion and other movements. Lyrics might include ‘If you don’t have a go, you’ll never know’ or ‘If it’s to be, it’s up to me’. • Create a ‘have a go’ board with photographs and certificates of pupils trying new things and taking (sensible) risks. TRY LOTS OF DIFFERENT THINGS

• Complete your own report card by ticking two scales next to each subject—one with how well you perform in that subject and one with how hard you try. Act on your answers when complete. • Pupils choose a Commonwealth/Olympic or other successful athlete to research and present a brief oral presentation about. Each presentation must end with the pupils summarising how the athlete achieved his/her success. • Hold a class discussion about how it feels to know you have tried your very best at a task.

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HAVE A GO!

PURSUE QUALITY AND PERSONAL EXCELLENCE

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TEACHERS NOTES

Be the ACHIEVING KIND – overview

• Visit a friend’s leisure-time club or activity to see what they do. Write a report about it to present to the class to convince others to join. • As a class, brainstorm to list a Top 40 of activities the pupils in your class have tried. Copy the list and highlight those you haven’t tried but would like to try. • Read scenarios to the class about children’s experiences when they have left their comfort zone and taken sensible risks to try new things. Pupils respond to each by holding up one of three cards—’I’d try it!’, ‘I’d try it with a friend’, or ‘That’s not for me!’

USE YOUR TALENTS

• Hold a talent competition to raise money for charity. Allow all pupils who wish to participate in some way, including making and giving out invitations, providing displays of work, performing and so on. • Create a’ Wanted’ poster for someone who has your talents. • Find a toy pig (or other animal) and call it the ‘positive pig’. In a circle, pass the ‘positive pig’ around and stress to the class that only positive words can leave the mouth of the person who is holding it. Each pupil must complete the sentence, ‘I am good at …’. or ‘My talents are …’.

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DISCOVER WHAT YOU’RE GOOD AT AND ENJOY DOING

• Establish a goal and the steps to achieve this goal; e.g. improving spelling results, achieving a sporting goal. • Create merit certificates for achieving excellence or improving in an area such as neatness, spelling or cooperation.

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• As a class, pass around blank sheets of paper with the names of individual pupils written on them. All class members write one positive thing about the person named. • Prepare a written or verbal explanation about an activity you are good at or something you tried doing and enjoyed. Share your experiences with a classmate. • Send a letter to parents and the local community asking people to list any skills/talents they have that they would like to share with the class. Organise an afternoon where small groups of pupils listen to and join in with parents/community members as they display their skill (skills could include cooking, gardening, line dancing, woodwork etc.). Pupils complete a self-assessment sheet explaining which skills interest them the most.

DEVELOP A SENSE OF PURPOSE • Construct a divided circle which shows all aspects of personal life and responsibilities in each area; e.g. take out rubbish at home, read to younger brother, tell jokes to friends, dance as part of the troupe, class monitor. • Wear a blindfold and try to guess an object by touch, with the only clues allowed explaining the purpose or use of the object.

DO THINGS TO THE BEST OF YOUR ABILITY • Carry out self-evaluation using a sheet or checklist of projects and homework completed. List ways of improving the work and reasons why the work may have not been done as well as it could have been.

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Be the achieving kind – overview LOOK AT DIFFERENT WAYS OF DOING THINGS – CREATIVITY AND INNOVATION

MANAGE YOUR TIME EFFECTIVELY

MANAGE YOUR MONEY WISELY

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• Devise a budget for using and saving pocket money. • Collect supermarket catalogues to list current prices of a variety of items. Work out how much it would cost to stock a bare pantry with basic items. • Ask someone who works in a bank to speak to the class about the benefits of managing money wisely. If a school banking system is in place, ask pupils who use it to share their experiences with the class and state what they are saving for.

• Play ‘Pass the paper’. A sheet of paper with a problem to be solved is folded into threes. Each pupil writes a solution to the problem, folds that section over and passes the paper on to the next person to write his/her solution. Compare all solutions at the end. • Have an afternoon where the pupils work in small groups to complete open-ended tasks. Each task must be completed by each group. At the end of the session, ask groups to discuss their methods of tackling the task and compare with other groups.

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• Construct a weekly schedule which includes time for school activities, home responsibilities, leisure-time activities, eating and sleeping. • Over one week, pupils keep a record of how they spend their time (at school and home). Pupils display their findings as a bar graph and write a summary that includes a comparison of productive and nonproductive time use.

SET WORTHWHILE GOALS AND MAKE PLANS TO ACHIEVE THEM

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• Formulate goals in the areas of social skills or family relationships such as being more patient or getting along better with a sibling. • Give each pupil a ‘target ladder’ (a ladder drawn on A3 paper). Pupils write personal (and achievable) goals in each of the spaces between the rungs. Display the ladders. When a pupil feels that he/she has achieved a goal, he/she shows the teacher who signs (and adds a sticker to) that goal.

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SHOW PERSISTENCE AND SELF-DISCIPLINE TO ACHIEVE GOALS

• List adjectives and phrases to describe the qualities of someone who is persistent and someone who is not. • Hand out scenario cards to small groups of children. Cards include scenarios such as: – When she gets home from school, Sasha eats junk food in front of the television. – Brodie practises his football skills every afternoon. – Emma makes sure she finishes her homework before she plays computer games. – Adil eats sweets and crisps instead of his lunch. Pupils role-play the scenarios and the class must decide if the character is showing self-discipline.

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DEVELOP GOOD COMMUNICATION SKILLS

• Construct a wordsearch with ‘communication’ words on it. Find a missing sentence in the leftover letters. • Prepare individual short talks to present to the class using positive body language and volume and tone. • Two pupils sit with their backs to you with a barrier or space between them. You give them clear instructions for drawing a diagram or picture. Compare completed pictures. SEEK GOOD ROLE MODELS

• Research and report about an inspiring person in a sporting, academic or community area. • On a long, thin strip of paper, list ten people you learn different things from. Write one or two things you have learnt from them after their names. Twist to make a mobius strip and hang in your room. • Each pupil writes the name of a person whom they feel is a role-model to him/her and places it in a box. Teacher pulls out two names at a time and small groups hold minidebates, discussing who is the better role model and why.

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Be the achieving kind – Teachers notes INTRODUCTION To discover what it is we are good at and enjoy doing, it is necessary to try out a range of different experiences and activities—especially when we are children. Pupils need to understand that they will have to take risks and overcome feelings such as fear to achieve something worthwhile in life. Other qualities or skills, such as persistence and time management, are also important, and are worth exploring and learning about.

Page 89– Manage your time effectively

Page 82 – Have a go!

Page 83 – Try lots of different things

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• How do you feel about having a go at something new? • Why is it important to have a go? • How do you know when it is a good time to have a go at something?

• What things do you HAVE to do each day? • What things do you LIKE to do each day? • How can you fit in the things that you have to do and the things that you like to do?

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Discussion points

• Why should we try out lots of different activities? • What things have you tried? • Do you think it is only children who should try lots of different things?

Page 90 – Manage your money wisely

• Do you get any money of your own to spend? If so, how do you get it? Do you have to do jobs at home? • What do you spend your money on? • Do you save any money for special things?

Page 91 – Set worthwhile goals and make plans to achieve them

Page 84 – Discover what you’re good at and • What things would you like to achieve? • How can you go about achieving them? enjoy doing

• What happens if you don’t achieve them? • Do you reward yourself if you do achieve them?

Page 92 – Show persistence and self-discipline to achieve your goals

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• What are you good at or do you enjoy doing? • How can being good at something make you feel? • Should we only do those things we are good at?

Page 85 – Do things to the best of your ability

• What does it mean to be ‘persistent’? • Why is it important not to give up? • Have you ever given up trying to do something? What was it?

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• Why should you always try your best? • Do you always achieve the results you want when you try your best? • How can trying your best make you feel?

Page 93 – Look at different ways of doing things – creativity and innovation

Page 86 – Pursue quality and personal excellence • What are some things you might need to give up to achieve your best? • What does the word ‘quality’ mean?

• Do we all think the same way? How? • What are you good at? • How do you go about solving a problem?

Page 87 – Use your talents • • • •

What talents do you have? How did you develop these talents? Why? Do you use your talents in any way? How? Name some well-known people who use their talents to help other people.

Page 88 – Develop a sense of purpose • • • •

What things are important to you? What things do you like doing? What things do you expect to happen to you in the future? How do you expect to achieve your goals?

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Be the achieving kind – Teachers notes Graphic organiser examples

Page 94 – Develop good communication skills • How do people communicate with one another? • What is the difference between passive, aggressive and assertive styles of communication? • What kind of style do you think you use?

Line graphs

Page 95 – Seek good role models

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• Whom do you admire? • What qualities do they have that you admire? • What have they taught you?

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Something to think about: Some pupils drink at the fountain of knowledge … others just gargle!

Line graphs

Picture 2

Picture 3

Picture 4

Picture 5

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Picture 1

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Be the achieving kind – Have a go!

I’ll have a go! Trying a new skill or activity can be exciting but it can also make us feel nervous. It is important to have a go at new things—otherwise, how will you know what you are good at and enjoy doing?

Skill or activity:

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Why would I like to try it? What could I learn?

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1. Think of an activity or skill you would really like to try but haven’t yet. Answer the survey below.

My feelings about trying it are:

If I didn’t have a go at this activity, I might …

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Draw a short cartoon strip of yourself trying this activity for the first time.

2. Think about an activity you already enjoy doing. How could you encourage one of your friends to have a go at it? Write a short conversation that might take place between you. You should plan it on scrap paper first. Me:



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Be the achieving kind – Try lots of different things

Patchwork symbols

1. If you try out many different types of activities or join different clubs, you will learn a huge variety of skills. Choose nine activities you would like to try from at least three of the categories below. Write each under its correct heading. art

drama/dance

computers

science

languages

sport

others

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music

animals

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2. On each square of the patchwork quilt below, draw and colour a symbol that represents each of the nine activities. For example, if you wanted to learn the piano, you might draw black and white piano keys and a sheet of music.

3. Use your drawn patchwork quilt to create a large collage that you can display on the wall. Prim-Ed Publishing • www.prim-ed.com

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Be the achieving kind – Discover what you are good at

Future interview Imagine it is the future and you are now an adult. You are being interviewed for a live television show about something you have become very good at. What do you predict this thing might be? 1. Complete the interview below by answering the questions.

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who …



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• Interviewer: Good evening and welcome to another episode of ‘Amazing People’. Tonight, my special guest is

• Interviewer: Can you start by telling us how you first discovered your ability? • You:

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• Interviewer: How did you get better at it? • You:

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• Interviewer: Tell us more about your skills. • You:

• Interviewer: What advice do you have for children who would like to discover what they are good at? • You:

2. Try performing your interview for the class with a partner. You could add some more questions and answers if you wish. Teaching values toolkit

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Be the achieving kind – Do things to the best of your ability

My best Doing things to the best of your ability means you can feel good about yourself and be proud of your achievements. 1. Think about three tasks you do each week; for example, homework, chores or sports practice. Keep a diary over three weeks of how hard you tried at each task. Try to improve each week.

Week 1

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Task 3

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Week 2

Week 3

Task 2

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Task 1

2. Did you improve at any of the tasks by the end of the three weeks? Explain.



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Be the achieving kind – Pursue quality and personal excellence

Excellent rap!

work hard

great result

aim for the stars

feel good

achieve

be proud

do well

put effort in

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try our best

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1. In small groups, create a rap aimed at younger children that encourages them to always try their best and aim for excellence. Use the words and phrases below to help you get started. Think of rhyming words for some of these and add words or phrases of your own.

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2. Plan your rap rhyme on scrap paper. Write your completed rap below.

3. Create sounds and movements for your rap. Practise and, when ready, present it to a younger class.

Teaching values toolkit

Movement ideas

Sound ideas

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Be the achieving kind – Use your talents

Concert for charity 1. Form groups of six pupils. 2. Complete the table. talent

concert item

3. Complete the boxes. Concert advertising poster Date:

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Place:

Item 1: Item 2:

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Performers:

Concert programme

Start:

Time: Cost:

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name of group member

Item 3: Item 4: Item 5:

Funds raised will be donated to:

Item 6: Finish:

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Be the achieving kind – Develop a sense of purpose

Everyone has a purpose purpose noun

the object for which anything exists or is done, made, used etc.

1. Read the poem.

The people we help. The things we say. Show our true purpose every day.

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2. Use the circle to write the purpose you have in each group.

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nd s

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r et lea de

n rti o ( sp

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ac te

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c .)

f ri

ily he

rs othe

3. Write an acrostic to tell all the purposes/uses you discovered you have. P

U R P O S E

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Be the achieving kind – Manage your time effectively

Be a time manager Using time effectively is a skill which can be learned. Managing time well can help to achieve short-term and long-term goals and provide more time to pursue hobbies or leisure activities. 1. Make a list of the things you have to do. Include things at home and school. home

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school

2. Make a list of the things you like to do. Include things at home and outside school; e.g. leisure and sporting activities. leisure/sporting etc.

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3. Construct a weekly timetable which includes a mixture of things you have to do and things you like to do. (Hint: It is usually better to do the things you have to do first—to get them out of the way!)

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Tuesday

Wednesday

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Thursday

Friday

Saturday

Sunday

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Be the achieving kind – Manage your money wisely

Budget problems

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Every week, Rosie is given €5 pocket money for doing jobs around the house. One of Rosie’s favourite treats is to buy some sweets, crisps and fizzy drink when she has enough pocket money. She also loves buying her favourite comics when they come into the local newspaper shop. Her mum’s birthday is coming up in two months and she wants to buy her a really nice gift.

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Read the scenarios.

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1. (a) Work out a budget so that (b) What kind of gift could she buy for her mum with the amount of Rosie can buy her mum a good present and still reward herself money she may have saved? for helping out at home.

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Sometimes, Jarrod goes with his dad when he has landscaping jobs to finish on the weekend. He helps to carry equipment, clean up rubbish, answers his Dad’s mobile phone if he has any business calls, shovels, digs holes to plant trees and spreads mulch and fertiliser. Because he is giving up some of his free time, his Dad gives him €40 each time he helps.

2. Write suggestions for Jarrod to use his money wisely. Be sure to allow a little bit of money for treats and some savings towards a particular goal. (Remember: Jarrod only helps out sometimes.)

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Be the achieving kind – Set worthwhile goals and make plans to achieve them

Goal design 1. Select a goal you wish to achieve—academic, sporting or personal—and a time frame in which to achieve it.

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2. List the steps needed to achieve your goal.

3. In the space, create a plan for a design which illustrates: the steps

your goal

the time frame

appropriate illustrations

textures from the use of different materials

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icons or pictographs relevant to goals or steps

appropriate colours

4. Create your design on art paper or coloured card and display in a prominent place to motivate you to keep trying. Prim-Ed Publishing • www.prim-ed.com

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Be the achieving kind – Show persistence and self-discipline to achieve your goals

Keep trying!

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Have you ever seen a baby trying to learn to walk? Firstly, the baby stands up and puts his or her arms out to the side. Then he or she takes a step or two, wobbles and sways and usually falls down with a ‘plomp’ on his or her bottom. The baby often goes back to crawling again for a while, before once again getting up and trying to walk. Eventually, after many tumbles, the baby can walk.

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When you keep trying to do something even though it is difficult, you are showing ‘persistence’. It is important to have persistence so you will keep trying to reach your goals. 1. Explain a time when you have shown ‘persistence’. (b) If so, what is it?

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2. (a) Is there something you are trying hard and persisting with now? yes

(c) If not, what is something you could try harder at?

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3. Decorate the saying below using marker pens, coloured pencils, cut up pieces of paper, glitter etc. Display it somewhere at school or home where you can see it.

IF AT FIRST YOU DON’T SUCCEED TRY, TRY AGAIN

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Be the achieving kind – Look at different ways of doing things

Pass the problem Activity instructions: One pupil chooses one of the problems below, writes his or her name next to Person 1 and explains how he or she would solve the problem. The explanation is folded or covered and given to another pupil, who repeats the process as Person 2. Repeat for Person 3. The three pupils then read and compare how each of them solved the problem. Problem 2

Two friends have decided it might be a good idea to put their money together and buy a more expensive present for another friend’s birthday. However, they can’t agree on what to buy him/her.

Jack was in a hurry to get to school today as he was playing with his dog for too long in the backyard and lost track of time. Because he was rushing, he left his lunch on the kitchen bench and has nothing to eat.

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Problem 1

Person 1:

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Person 1:

Person 3:

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Be the achieving kind – Develop good communication skills

Listen and draw

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Activity instructions: 1. Pupils work in pairs. 2. Give Pupil A the top picture and Pupil B a blank sheet of paper. 3. Pupil B must not see the picture. 4. Pupil A describes the picture to Pupil B, who draws the picture as it is being described. Pupil A must not see what Pupil B is drawing. 5. The two pictures are then compared to see how accurately the oral instructions were communicated. Note: The pupils can swap roles using the bottom picture.

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A

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Be the achieving kind – Seek good role models

Say ‘cheese’ Do you realise that you have learnt all you know from many different people—parents, teachers, brothers, sisters, coaches, friends—and also from people you may not know but admire, such as an author or sports hero?

Name

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1. Think of four people you admire and have learnt something from. Write their names in the boxes and draw a picture of their faces with a ‘cheesy’ smile. Briefly describe why you admire them and what they have taught you. Name

Why I admire this person

Name

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Why I admire this person

Why I admire this person

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Why I admire this person

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Chatterbox

You like having a go!

You keep on trying!

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You protect the environment.

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You show others you like them.

You show respect to others!

You strive for success!

You are a good friend.

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You are unique!

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Use the chatterbox to reinforce concepts from this book.

Instructions: 1. Cut out the square. 2. Place the square with the written side down and fold as directed on page 60. 3. To use with a partner: • Ask your partner to select an affirmation and ‘open and close’ according to the number of words or syllables.

• Ask your partner to select a number and ‘open and close’ the chatterbox the given number of times.



• Ask your partner to choose a number and open to reveal a nice comment about the person!

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6. Be the community kind

Form an ‘A’ shape I am the in front of your body community kind with your fingers—like a house.

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SHOW INTEGRITY – DEVELOP A SENSE OF WHAT’S MORALLY AND ETHICALLY RIGHT, AND ACT THAT WAY

BEHAVE RESPONSIBLY • Select and encourage pupils to take care of a section of the school garden. • With teacher guidance, set up a class roster of monitors to do particular jobs. Write a brief job description on the roster to outline the responsible behaviours expected in each job. • Each pupil writes one irritating habit of his/her own on a piece of paper and one way to stop or change the habit. RESPECT AUTHORITY

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• Investigate dictionary meanings of ‘integrity’ and discuss pupils’ understanding. Write ways to show that you have ‘integrity’. What actions would you use? • Form a circle of five or six and take turns to retell an incident where you showed integrity or witnessed someone else showing integrity. BE USEFUL

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TEACHERS NOTES

Be the community kind – overview

• Form a group of ‘players’ to learn, practise and perform dances, poems and music to entertain pupils during break times. • Take turns carrying out class, library or sports monitor responsibilities on a regular basis. • Design a voucher volunteering your services and give it to someone to write a job he or she would like you to do.

• Form groups of five or six. Select one person to be the ‘sheriff’, who gives actions for others to perform. Those who choose to ignore the sheriff or who don’t do actions correctly lose points or are given a ‘punishment’. The person with the most points or still in at the end becomes the new sheriff. • Organise incursions of people in occupations of authority or excursions to their place of work. Plan questions to ask before the visit. • Construct a class flow chart of the school hierarchy for pupils. Explain the roles and responsibilities of each person.

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• Investigate a community group of interest and join. Report to the class to encourage them to join as well. • Create a large map of the local community to display in the classroom or library. Label with the facilities available. • Construct a calendar of community activities for interested pupils to attend. STRIVE FOR JUSTICE AND A ‘FAIR GO’ FOR ALL

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FOLLOW RULES

GET INVOLVED IN THE COMMUNITY

• Write a poem, short story or play about a ‘Super-character’ who flies around the world dealing with situations where characters need ‘justice and a fair go’. • Make a class recipe book with contributions from pupils’ countries of origin or those they find from other countries. Choose some to make and try in class from time to time. • Learn to say ‘Good morning’ and ‘Good afternoon’ in a variety of languages, relating them to pupils whose families originate in other countries.

BE HONEST AND SEEK TRUTH

SHARE WITH AND CARE FOR THOSE IN NEED

• Define the meanings of the words ‘honesty’ and ‘truth’. Select a class definition and write it on cardboard for display in the room. Individual definitions may also be created. • Write a list of consequences of being dishonest or lying. • Create a jingle or rap using the letters in the words ‘honesty’ or ‘truth’ to begin the first word in each line.

• Find and discuss newspaper or magazine articles about groups, communities or individuals who care for people in need. • Visit a local senior citizens home or aged care home to talk, play games with and perform plays or other concert items for them. Visit once each term. • As a class, sponsor a child from a poor country.

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• As a class, in conjunction with the teacher, discuss and establish a set of class rules and punishments. Trial and evaluate them. • Complete a brainstorm chart or word web, in groups or as a whole class, of rules in different areas of life such as at school or home, playing sport, in a community park, in a factory, socially or traffic rules. Add examples of the rules. • Pupils write a list, or draw a poster, of rules for their own room at home.

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Be the community kind – overview SUPPORT RECONCILIATION • Research ‘protest’ songs from the 60s which talk about ‘brotherhood’ or ‘the brotherhood of Man’. • Design an artwork with a mixture of faces of people from different races or countries. • View flags representing indigenous groups such as Aboriginal Australians, Torres Strait Islanders and Inuits to discover the meaning behind the design and colours.

SUPPORT FREEDOM

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• Select a charity which helps people with life-threatening illnesses such as cancer or leukaemia and organise a fundraising activity to show support. • Encourage your family to participate in campaigns, such as buying a red nose on Red Nose Day. • Design a poster to support a well-known charity day, such as Children in Need.

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CONTRIBUTE TO RESEARCH

• Define freedom for a country, community and individual. Write a list of ideals to work towards which show that freedom is supported. • Inside an outline of the word ‘FREEDOM’ written on a large sheet of paper, add words and phrases to describe what it means to you. • Research to list the varieties of ‘freedom’ allowed in our country, such as being able to express opinions freely, or being able to practise your own religion without persecution.

• Write a list of comments to repeat to ‘keep the peace’. Investigate strategies the ‘peacemaker’ parent uses at home to bring about peace. • With a partner, plan and write a play script with the characters being real, imaginary or animals. The theme is how the characters learn to live in peace and harmony. • Write a story about, or paint an illustration of, the ‘most peaceful place on Earth’.

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STRIVE FOR PEACE

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be the Community kind – Teachers notes INTRODUCTION The community refers to any group of people, ranging from close family and friends in the local neighbourhood to the population of all countries around the world. By being the community kind, we are playing our part to strive for a peaceful, harmonious life for all. This requires compromise and understanding from individuals and a willingness to follow order for the good of the community.

Page 102 – Behave responsibly

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• Discuss reasons why people deliberately do things to upset others. • What suggestions can you make to channel their energies into something more positive? • How have you felt about upsetting someone by your thoughtless actions or words?

• How can you and your family become more involved in your local community? • Why is it important that people go to local events in their community, such as fundraisers, and shop at their local shops?

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Discussion points

Page 109 – Strive for justice and a ‘fair go’ for all • What does the word ‘justice’ mean? • Why is it important that everyone gets a fair go?

Page 110 – Share with and care for those in need

Page 103 – Respect authority

• What does authority mean and where do we see it in everyday life? • Discuss the range of authority figures from paid employees like the police to volunteer beach lifeguards. • How does authority improve the life of a community?

Page 104 – Follow rules

Page 111 – Support reconciliation

• What does the word ‘reconciliation’ mean? • What makes reconciliation difficult? How could we overcome these difficulties? • Why is reconciliation important?

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• Why do we need rules? • Why do some people disobey rules? • Are there any rules which you think are unreasonable? Explain why.

• What sort of people might be in need in your community? • How can we care for people in need? • Can you describe a time when you have shared with or cared for someone in need?

Page 105 – Be honest and seek truth

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• How can dishonest behaviour affect our relationships? • Discuss the problems people have trying to remember the lies they have told. • Discuss reasons why people tell lies.

Page 106 – Show integrity

Page 112 – Contribute to research • How can research help a group of people in need? • What sorts of events could help raise money for research?

Page 113 – Support freedom • What does freedom mean to you? • Why might some people not live in freedom? • What do you appreciate about living in a free country?

• Why is it important to always tell the truth? • Integrity can be described as ‘who you are when nobody is watching’. Discuss. • List people who are good role models and display integrity.

Page 107 – Be useful

• How do you feel when you have finished all of your chores? • Should you be rewarded every time you are useful at school? Why/Why not? • Why do you think being useful helps people to feel good about themselves?

Page 108 – Get involved in the community • What facilities do you use in your local community? Which would you like to use?

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Be the community kind – Teachers notes Graphic organiser examples

Page 114 – Strive for peace • What are some ways people can promote peace in their community? • What kinds of things might prevent peace? • What does it mean to live in peace?

Evaluation charts plus

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Something to think about: Q: What would you get if you crossed a vampire and a teacher? A: Lots of blood tests!

interesting

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Q: What kind of tests do they give witches? A: Hex-aminations!

PMI chart

Positive (+)

Negative (–)

Plus or Like or Agree

Negative or Dislike or Disagree

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Word web

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Detail

Subtopic

Detail Detail

Detail

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Be the community kind – Behave responsibly

Kangaroo court

The animals in the Australian bush are having a hard time. Kipper Kangaroo is running wild, making everyone’s life miserable. Wally Wombat:

(yawning) This morning, he made lots of noise outside my den. He knew it was much too

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early to be clowning around. Freda Frilled-neck: (shaking the sand from her tail) He’s just thrown sand all over my favourite stone. He knows I like a smooth surface to rest on. (raising his spikes) I think we should bring him in and explain why his behaviour is not Eric Echidna: right. Kerry Koala: I’m sure he doesn’t mean to be such a nuisance. He’s quite a sweet beast, really. (The animals go in search of Kipper and find him throwing gumnuts at a bird’s nest.) Kerry Koala: (screeching at the top of her voice) Kipper Kangaroo! Stop that this minute. Come over here right now! Kipper Kangaroo: (kicking the sand with his big feet) Oh, don’t nag, Kerry! I’m only playing. (crossly) Kipper, we’re all tired of your selfish behaviour. You don’t seem to care that your Eric Echidna: actions cause misery for others. Now, what are we going to do about it?

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1. (a) In your group, discuss the feelings of each character in the play. (b) Write some words to describe how they feel.

2. (a) Discuss the ways in which you sometimes upset others by your behaviour. (b) Write three examples of things you have done, why you did them and who was upset by them. actions

why you did them

who was upset by them

3. (a) Write an ending to the play on a separate sheet of paper. (b) Read your ending to the rest of the group. (c) As a group, choose one ending then act out the whole play to the rest of the class. Teaching values toolkit

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Be the community kind – Respect authority

Why respect authority?

1. Use a dictionary to find the meaning of the word ‘authority’. Write it here.

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2. (a) In your group, discuss: • the people in your community who have authority, • where they do their work, • who they have authority over, and, • whether they are paid (p) or volunteers (v). (b) Complete the table for three jobs which have authority. job

where?

who?

p/v

3. In your group, discuss why we need to respect authority.

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4. (a) Write a poem with two verses. • Verse one describes life in the community without authority. • Verse two describes how much better life is with authority. Use the boxes to write ideas for each verse. verse two

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Be the community kind – Follow rules

Rules are made to be kept! Many people in the community have jobs which give them the authority to enforce rules. While it is acceptable to question rules if you think they are inappropriate, most rules are made to help our lives run smoothly and safely. 1. (a) With a partner, discuss what it would be like to have a job with authority.

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(b) Write some of the problems you would have if people did not follow the rules.

2. (a) Set the scene for a short dialogue between a person in authority and a rule-breaker. (i) Where does the disagreement take place? (ii) What job does the person in authority do? (iii) How old is the rule-breaker?

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(b) Write a script for your dialogue.

(c) Give your dialogue a title. 3. Perform your dialogue to the rest of the group. 4. Do you respect or break rules? Teaching values toolkit

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Be the community kind – Be honest and seek truth

The tangled web Sally’s mum said she couldn’t go to Jenna’s party because she had stolen money from her father’s wallet. Sally phoned Jenna and told her that she had sprained her ankle at the park and couldn’t walk on it. When her brother, John, asked why she wasn’t at the party, Sally lied. ‘She didn’t invite me. We’re not friends any more.’

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Later on, John saw Jenna’s brother at the pool. ‘Hey, Paul! What’s up with Sally and Jenna? Why aren’t they friends?’ ‘What do you mean? Sally was invited to the party but couldn’t go because of her sprained ankle. Jenna was really upset,’ replied Paul. ‘What sprained ankle?’ asked John in surprise. ‘Fancy not knowing your sister’s hurt herself! What sort of brother are you?’ sneered Paul. Just before dinner, Sally was playing hopscotch in the front garden when Jenna turned up. She had a party bag and some cake for her friend. ‘Sally! Your ankle’s better. Oh I’m so pleased for you.’ ‘Oh yeah’, mumbled Sally ‘Mum took me to the hospital and they gave me a special injection and now it’s okay.’

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Sally’s mum came outside. ‘Sorry she couldn’t come to your party, Jenna …’ ‘Oh, that’s okay’, interrupted Jenna. ‘Isn’t it great that the doctors fixed her up!’ ‘Sally!’ scolded her mother. ‘I think you’ve got some explaining to do!’ 1. Read and discuss this story in your group.

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2. Why do you think Sally told these lies?



3. What do you think happened next for Sally?

4. (a) In your group, discuss some ideas for another story in which Sally does the right thing. (b) Act out your story for the class.

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Be the community kind – Show integrity

The king’s challenge

A

wise old king, who had never married, needed to find an heir for his throne. He decided to give each child in the kingdom one seed and set them all the task of planting and caring for it. The child with the most spectacular flower would become the heir to the throne.

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The day arrived and hundreds of children could be seen queuing at the castle, each carrying a pot blooming with brilliantly-coloured flowers. All children, that is, except for one fair-haired boy who stood, solemnly, holding a pot of dirt. When it was his turn to stand in front of the king, the boy declared that he had tried his very best, watering and tending to his seed, but he simply could not get it to grow. At this, the king smiled and placed his hand on the boy’s shoulder. He declared to all the children of the land that this boy would be the heir to the throne.

Of course, the other children were dumbfounded, until the king explained that he had given out only bad seeds—none was able to grow! He told the fair-haired boy that he had shown excellent character and the qualities needed for a future king—persistence, integrity and honesty! 1. Read the story about the king’s challenge.

2. Complete this talking and listening activity.

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(a) In your group, discuss the story. Listen to the opinions of the other group members and contribute your own ideas.











• How had the boy tried to get his seed to grow? • How did the king know that this boy was the only child being honest about his seed? • How do you think the other children were able to grow spectacular flowers? Why do you think they did this? • What does it mean if someone is persistent? Think of an example. • What is another way to describe if someone is being honest? • What do you think the word ‘integrity’ means? What were the boy’s actions that proved he was showing integrity?

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(b) Talk about each of these questions and decide upon answers the whole group agrees with.

(c) Choose your group’s two best answers and share your ideas with the class. 3. In your group, discuss people who show the qualities of persistence, honesty and integrity. They could be people in the local community or people in the media. What do they do or say to make you think they have these qualities? Teaching values toolkit

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Be the community kind – Be useful

‘Being useful’ role-plays 1. Read the suggestions for how you can be useful at home, at school and in your community. Add three more suggestions to each.

putting your dirty clothes in the washing basket



washing the dog



reading to your younger brother/sister

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Being useful at home

Being useful at school



picking up rubbish (every time you see it!)



tidying up the book corner



volunteering to help at school events



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Being useful in the community going to local events such as concerts and fundraisers



shopping at the local shops



helping on ‘town tidy-up’ days

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2. Choose one way of being useful from each section. Tick those you have chosen and create and rehearse a short role-play for each. Decide which is your best role-play and present it to another group or to the class. 3. Rate your performance. Could have done better Prim-Ed Publishing • www.prim-ed.com

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Be the community kind – Get involved in the community

Be involved in your community

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1. Look at each of the pictures and describe how the child is being involved in his or her community.

2. Draw a picture showing how you are, or would like to be, involved in your community. Write sentences to describe your picture.

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Be the community kind – Strive for justice and a ‘fair go’ for all

Superhero for justice Everyone deserves a ‘fair go’—but not everyone always gets one. If only there was a superhero who made sure justice came to everyone … Imagine you are that superhero. Advertise your services in the poster framework below. Add a picture of yourself as the superhero.

My name is

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Do you feel you aren’t being given a fair go? Do you need justice? You need a superhero!

To me, justice is important because

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My superpowers include:

Two examples of my good deeds in the past are:

Call me on 0488 963 SUPERHERO Prim-Ed Publishing • www.prim-ed.com

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Be the community kind – Share with and care for those in need

Share and care Read each of these scenarios with a partner or small group. Discuss and write the best way you could show you care for each person in need. Report your ideas to the class. The train You are travelling on a train when a pregnant woman with heavy bags of shopping and three young children gets on board. There are no seats left on the train. The woman tries to hang onto a pole to steady herself but she has no free hands to control her children.

What could you do to show you care?

What could you do to show you care?

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The accident You are riding your bike to school one day when you see a younger pupil trip over on the pavement and skin her knees. Her lunch, which she was carrying in a paper bag, is scattered on the ground and ruined. The pupil starts to cry.

The birthday party You are planning a party for your next birthday. You want to play games that involve plenty of action – running, jumping and swimming in your pool. However, one of your friends is in a wheelchair and won’t be able to join in any of these activities.

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The nursing home You read an article in your local newspaper about a nursing home for elderly people near your school. Many of the people don’t have anyone to visit them and they get lonely and bored. The article says they would love to talk to people about their lives and also learn about what children today are interested in.

What could you do to show you care?

What could you do to show you care?

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Be the community kind – Support reconciliation

Reconciliation plan The word ‘reconciliation’ means bringing together and uniting all the different groups of people who live in our country. We need to work towards solutions to live in harmony together. Find a group of three or four people. Imagine you have been asked to promote the ideal of reconciliation in your community. Follow the steps below.

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1. Think of a motto for reconciliation. You could use some of the words below to help you. forward harmony together same different celebrate happy share solutions learn teach respect 3. Think of two events that could be part of a cultural celebration to promote reconciliation in your community; e.g. different types of dancing or singing acts, language classes. Describe what would happen, who would take part and where they could take place.

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2. On a scrap sheet of paper, design a reconciliation logo. Draw your final design in the space below.

Event 1 What

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Event 2 What Who Where

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Be the community kind – Contribute to research

Special day research People with serious medical problems rely on research that may find cures or new medicines. Sometimes, money is raised for research by asking people to join in activities on special days. Some examples of these are: • Dress Red for Heart Day • Bad Hair Day

• Jeans for Genes Day • Bring Your Bear Day

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1. Choose one of these special days. With a partner, research it using the Internet or other materials. Write some notes below. Name of day: Date held:

What medical problem is it for?

Write three facts about this medical problem: •

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What should people do on this day?

2. Use your research to help you design and create a poster on a separate sheet of paper that tells people about this special day. Teaching values toolkit

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Be the community kind – Support freedom

Freedom FILM scene What does the word ‘freedom’ mean to you? Imagine you are a writer who has been asked to come up with some ideas for a film with the theme of freedom. 1. Begin by describing two scenes you could include in your film. Think carefully about the character(s) in the scenes and what is happening to him/her/them.

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2. (a) Imagine what each of the scenes you have chosen will sound and look like. For example, ‘The scene begins with a close-up of the boy’s frightened face. He yells. Soft, sad music plays in the background’.

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(b) Draw a picture from each scene.

Scene 2 Sights and sounds

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Scene 1 Sights and sounds

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Be the community kind – Strive for peace

Peaceful island Find a partner to work with. Imagine you are chiefs of two tribes who live on an island. For many years, your tribes have been at war with each other. But both of you would like to live in peace. You know it will take communication and action.

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Living in peace is not something that just happens— it requires communication and action from people.

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1. Decide who will be chief of the Tullas and who will be chief of the Gullas. Read the description of your tribe below. Do not read the description of your partner’s tribe at any stage. Chief of Tullas

Chief of Gullas

Every morning, you hold a school for your tribe’s children, but they can’t concentrate because the Gullas beat drums. You dislike the fact the Gullas eat herbs because you use many of them for medicines. The Gullas are better at fishing than you and you feel they eat too many fish. You are forced to eat other animals. You like to wash in Finso Lake because it is close to your village. You would prefer to live on the Gullas’ side of the island.

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Every morning, your tribe beats drums. It is an important tradition for you. This seems to annoy the Tullas but you are not sure why. Your main diet is fish and herbs. There is no special reason for this. You would prefer to live on the Tullas’ side of the island. You dislike the fact that the Tullas swim in Finso Lake because it is where you pray. There are three other lakes on the island they could use.

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2. List the problems you have with the other tribe and any questions you would like to ask the other chief.

3. Use your answers to Question 2 to help you discuss how to create peace. Write notes about your decisions on a separate sheet. Teaching values toolkit

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And I love life!

Point to yourself and touch your chest

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And I …

Hug yourself

life!

Hands and arms outstretched above your head.

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love …

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References

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Conflict resolution Middle Published by Prim-Ed Publishing Multiple intelligences Middle Published by Prim-Ed Publishing Health and values D and E Published by Prim-Ed Publishing Bullying Middle Published by Prim-Ed Publishing The virtues project ™ Educator’s guide Linda Kavelin Popov The 7 habits of highly effective people by Stephen Covey Six thinking hats by Edward De Bono Frames of mind: The theory of multiple intelligences by Howard Gardner Taxonomy of educational objectives by Benjamin Bloom Revised Bloom’s taxonomy by Lorin Anderson The tipping point by Malcolm Gladwell

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Books

Websites

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http://www.enviro-friendly.com/environmentally-friendly-products-resources http://housekeeping.about.com/cs/environment/a/alternateclean.htm http://www.pathlights.com/nr_encyclopedia/frames01.htm http://www.care2.com/channels/solutions/self/183 http://beauty.about.com/cs/haircarerecipes/a/raw_eggs.htm www.geocities.com/Heartland/Plains/3209/Values.html (Games to teach values) www.charactercounts.org/ www.cyh.com/HealthTopics/HealthTopicsCategories www.goodcharacter.com www.kidshealth.com/kid/feeling/ http://www.holistic-online.com/Humor_Therapy/humor_therapy_introduction.htm http://www.bu.edu/education/caec/files/elemlesson.htm (Note: Websites correct at time of publication.)

(Six kinds of best values education programme http://www.sixkindsofbest.com)

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