• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Exemplar Lesson Plan and rationale: PSHCE lesson Plan: Death Education with Y4

Extracts from this document...

Introduction

Exemplar Lesson Plan and rationale: PSHCE lesson Plan: Death Education with Y4 (40 minutes) Learning Objectives Resources Previous Learning NC/PSHCE Links - to understand what it means to be an orphan - to appreciate that there is sadness and loneliness when someone close to you dies - to be able to find ways of getting help when coping with loss DVD of Harry Potter and the Philosopher's Stone Plain paper x 30 Children will have studied life cycles in Science (Living Processes) Children will have understood the reality of death for animals. Children will have understood the importance of friendship. PSHCE KS2: 1a,c, 2e 4g SEAL Changes Unit Planned learning experiences Role of Teacher/other adults Process of assessment Learning outcomes Introduction (10min) Run trough objectives in child friendly language Put Harry Potter name on white board or produce a picture of Harry Potter as a child with the e white board Question:What do we know about Harry Potter? Show DVD extract of the Mirror of Erriseg explaining htat Harry is staying at Hogworts for Christmas because his family don't want him and he doesn't want to go there. He gets an invisible cloak for a present and uses it to visit the section of the library in the middle of the night that pupils are banned from going into. ...read more.

Middle

but this objective would be reconsidered if there was a child in this class who had been bereaved within the previous two years. In this situation I would consult with the child on the content and give the option of alternative work outside the classroom. Choice and involvement in planning for children who are affected by bereavement is critical to their coping success in these situations (Brown 2000, Stokes 2009, Winston's Wish 2011, Child Bereavement Charity 2011, Jigsaw4u 2011). In addition, Christ's (2000) extensive research identified that children of the Y3-4 age range who are bereaved often want to talk about their situation and their lost parents. The objectives are simple but require both imagination and some recognition of emotions/ feelings. These can be expected from Y4 pupils (DfES SEAL 2005, DfEE 1999, Antidote 2008) but individual class composition and stage of development would need to be a factor in the selection of objectives and in the differentiation of work (Kyriacou 2007, Pollard 2008). Curriculum Links The objectives and content link to the DfEE (1999) National Curriculum Non-statutory Guidelines for PSHE for Key Stage 2 which are currently in use in schools. These require children to communicate their own ideas and views, to use their imagination to identify with other people's experiences and feelings and to now where support can be obtained for themselves or their family and friends. ...read more.

Conclusion

Key Findings from new CBN and NCB research in bereaved children, London: CBN/NCB Christ, C. H. (2000), Healing Children's Grief: Surviving a Parent's Death through Cancer, Oxford: Oxford University Press This book is very readable and is extremely valuable to teachers in primary age phases, as it utilises extensive research evidence to identify typical grief reactions and behaviours of children at different ages, providing real support for teachers needing to respond to specific age needs in these situations and who struggle to understand the differential responses of siblings. DfEE (1999) National Curriculum Handbook for England KS1 & 2, London: DfEE DfES (2005) Excellence and Enjoyment: Social and Emotional Aspects of Learning, London: DfES Jigsaw4u website (2010) accessed at www. jigsaw4u.org.uk 3/9/11 Kyriacou, C. (2007) Essential Teaching Skills (3rd edition) London: Nelson-Thornes Piaget, J. (1952) The Origins of Intelligence in Children, New York: International Universities Press Pollard, A. (2008) Reflective Teaching, (3rd edition) London: Continuum Stokes, J. (2009) 'Resilience in Bereaved Children' Bereavement Care Journal, 2009, Vol 28 pp1-9 Stokes, J. (2004), Then, Now and Always: Supporting Children as they Journey Through Grief: A Guide for Practitioners, Cheltenham: Winston's Wish Wish Website (2010) http://www.winstonswish.org.uk accessed 3/9/11 This website is invaluable to all professionals and carers and children with grief issues. It has many resources, lesson plans, book suggestions and policy and practice advise for primary schools and gives access to an on-line support and advice line and a telephone line. It is user -friendly and child friendly and reassuring in its tone. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Education and Teaching section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Education and Teaching essays

  1. How the montessori directress assists the child in his psychic development.

    if they have no great value educationally, are useful in calling them" (The Absorbent Mind, Chapter 27, Pg. 254). She must be able to change with lightening swiftness from profundity to wit. She must confront the children with heart and mind fired with enthusiasm for the material she is about to present to them.

  2. Describe the difference between the pre-normalised and normalised child.

    This social interaction is supported throughout the environment and is encouraged with the nature of multi-age classroom settings. Montessori materials are the materials that will engage the hands for the child to create his intelligence during the conscious absorbent mind and for his psychic and mental development.

  1. What is inclusive education?

    many of the following areas as possible: multiple intelligences, curriculum adaptation and modifications, multi-layered teaching, successful planning and preparation strategies (UNESCO, 2001), different assessment techniques (UNESCO, 2003), classroom modifications (Cross et al., 2004), different instructional strategies (such as cooperative learning and thematic instruction)

  2. Piaget and education. Examine the work of one modern thinker on education and ...

    Thinking is restricted because of 'egocentrism' and 'animism'. 'Egocentrism' this is when the child only sees the world in their own eyes and finds it hard to see it in anyone else's point of view and 'animism' this when the child shows emotions to an object like a teddy bear.

  1. Wellbeing in Education. Critically explore the relevance and application of the concept of ...

    "Happiness and education are, properly, intimately related: Happiness should be an aim of education, and a good education should contribute significantly to personal and collective happiness." Nel Noddings Happiness and Education 2003 (P1)

  2. It is not sufficient for teachers to rely entirely on the schools behaviour policy ...

    that it may make them look like an ineffective or incompetent teacher. NASUWT (2009) examined the experiences of new and recently qualified teachers. It found that many teachers were being left to their own devices in respect to behaviour. The only time senior management came in was to critique and

  1. Special education needs. Within this essay it will critically analyse and evaluate the ...

    what learning difficulties they encounter can expect to be taught within an inclusive environment that is appropriate to meet their needs. Mainstream schools need to continually extend themselves, to become more aware and responsive to the needs of SEN pupils.

  2. Child development from 0-3 years. Evidence from placement observations.

    E4] See appendix for observations. E6] When completing my observations in placement, I will write a letter to all parents asking for permission in order to carry out the observations. I will state that all confidentiality will be maintained and to do so I will not identify the child in

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work