Suggested HWB Experiences & Outcomes
- I understand there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances. HWB 1-03a
- I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. HWB 1-05a
- I understand the positive things about friendships and relationships but when something worries or upsets me I know who I should talk to. HWB 1-44b
- I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults. HWB 1-45a
Suggested Learning Intentions
- To know that family and friends are important to our health and wellbeing.
- To understand the roles, rules and skills required to form and maintain good friendships.
- To develop strategies to deal with some of the challenges of friendships and relationships.
Suggested Success Criteria (I can...)
- Explain why friendships are important. HWB 1-05a
- Describe and demonstrate the qualities of a good friend. HWB 1-05a/HWB 1-44b
- Explain how to access support during difficult times, for example, when friendships break down. HW 1-03a/HWB 1-44b
- Know that families come in many different forms. HWB 1-45a
Suggested Learning Experiences
- Mindmap all the benefits of friendships eg, how if makes us feel and/or the qualities of a good friend. Reinforce that ‘qualities’ refers to personal attributes, rather than physical qualities.
- Discuss what makes them a good friend – referring to special qualities and what makes them unique.
- Complete a pretend application form, whereby children apply for the job of a ‘friend’ – this should allow children to think about what they are good at as well as their own personal qualities, skills and attributes.
- Interview family members, older children etc about who their friends are and why.
- Research the different kinds of roles that a carer can provide eg respite care, disability care, elderly care.
- Explore friendships in the wider world through media such as film and television.Discuss/write on the subject of ‘If I could be friends with anybody I would choose...........because..........’.
- Consider scenarios where friendships break down – discuss how they would resolve them and who they would approach for help.
- Invite speakers in to discuss friendships in clubs e.g. Cub/Brownie leader, senior citizens group, youth group.
- Circle time activities - based on friendship and relationships. ‘I feel happy when...’ My friend is important because.......’
- Discuss appropriate people to form friendships with and who they could talk to if they felt upset by any relationship.
- Brainstorm different types of friendships – in families, with pets, at clubs, long distance. Discuss the positive and negative aspects of each.
- Create a photo display of pupils with their friends. Discuss what is happening in pictures and how we can tell other people are friends – smiling, laughing, body language, sharing etc. Display a word bank of words and phrases to help describe the photos.
Suggested Cross-Curricular Links
- EXA 1-13a - Engage in role play exploring positive and negative relationships and ways to deal with them/freeze frame scenes depicting friendship issues and discuss different solutions.
- ENG 1-30a - Personal writing –describe and share a positive experience with a friend, considering feelings and explaining why we need friends.
- LIT 1-28a / LIT 1-29a – Functional writing – create a ‘Wanted’ poster conveying information about the qualities of a good friend.
Suggested Word Bank
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (First Level)
- Nurtured E/O Bundle (Rights Respecting Schools)
- Pupil Learning Log 1 and Benchmarks fnh
- Pupil Learning Log 2 and Benchmarks fnh
- Annual Progression Planner ( First Level)
- Topic Specific Planners (First Level)
- Personalised Year Planner (First Level)