Category Archives: PSHE

Anti-Bullying Week

During Anti-Bullying week year 6 discussed a different question each day. The children had discussions around these questions with their peers before sharing with the rest of the class. Below are some of the things that were discussed during the week.

What does the school already do to help stop bullying and ensure all pupils are happy and safe?
Rishita – we do Peacemakers and we also have peer mediators who help other children with their problems.
Paris – teachers in the school help you, ask questions and then try to resolve and sort the problem.
Dalila – sometimes assemblies are held to discuss values and how we should treat people.
Alfie – we join in with Anti-bullying week.
Miranda – Safer Internet week also talks about bullying that takes place online.
Llukan – we share our knowledge with other schools.

Is change possible?
Sneha – change is possible if you try.
Miranda – seeing other things happen can motivate people to make a change.
Rishita – if others set a good example that can motivate people to make a change and to change the way they are behaving.

Which people in school can help us to reduce and respond to bullying?
Dalila – peer mediators because they can sort out the problems.
Rubylee – your friends can help you by comforting and supporting you.
Harley – teachers can help you and can resolve the issues.

What changes are we going to make?
Every child responded with their very own way they would make a change in our school. These varied from saying kind things to everyone every day to smiling more often. The children displayed these on a placard that was shared with the rest of the school on Friday afternoon.

Environmental issues

In PSHE Year 6 have been discussing environmental awareness and responsibility. We started off discussing what environmental issues there are in the world currently. Once we had identified a list of issues, we then spoke about how these could be resolved. The children were asked to talk in pairs about what rules they could develop that would help to solve these issues. The children had lots of great ideas on how we could reduce the issues we face in the world and things that they could do to support this.

Self-respect

In Year 6, we have been discussing the term respect and what it means. We have also been looking at self-respect and how that links directly to our own happiness. The children started off discussing in pairs what respect means, before moving on to discussing the term self-respect. The children were then given two different coloured post-it notes and two different tasks. On the one, they had to write down or draw something they think they are good at, and on the other, they had to say something nice about their partner. We then spoke about how this made them feel and how when were are feeling negative we can get rid of those thoughts in various different ways.

Democracy

Year 6 discussed the term democracy in PSHE and as a class looked at what it meant. We then had an interesting discussion about whether the children thought they should be the age of 18 before being allowed to vote:

• No it should be 21 (Aflie)
• Yes 18 is right because it is when we become an adult (Tibet)
• Yes 18 is good because it is when you are mature enough to make a decision (Harley)
• I think it should be 16 because you can still be aware and understand what is happening (Oscar)

We then spoke about laws and why we have laws and rules in different circumstances.

Class Charter

In Year 6’s first PSHE lesson of the year they spent some time discussing the classroom and what it should be like. The children spent time discussing what atmosphere they would like their classroom to have, what basic rights people should have in a classroom and ways that they should behave within the classroom.

The children shared many ideas as a group and together decided that there were particular promises they could make to each other in order to make their classroom a welcoming place to be.

Research and design our own product

Year 6 have been looking at money over the last few weeks.

We looked at why we need money, how it can be earned and used for different jobs.

We then went on to research and design our own product. We looked at all the different specifications that needed to be considered:

► Size
► Function
► Materials
► Durability
► Cost
► Aesthetics
► Safety
► Target market
► Weight

All these are very important when thinking about making a new product.

The class had a lot of fun thinking about a variety of functions to put into their designs.

We had designs such as:
• A floating bed with some super features,LED lights, rocking motion and phone charger
• A smart watch that has a strap which changes with your heartbeat
• Boots that help you boost off the ground
• A jacket that keeps you heated in the winter and cool in the summer
• An advanced car
• And some others…

Here are some of the designs.

Debating drugs

Year 6 did an amazing job of finishing their debating on drugs.

They were exceptional in working in two large groups. The organised themselves, created an order and sorted main points.

It was impressive team work.

When the debating began, it was clear each side were out to win.

They were courteous while others spoke, stood up to counter argue a point and were well spoken.
The debate question was “Should we legalise all drugs.”

The “for” team had some excellent facts and definitely a lot of passion. Great facts-including the boy in the news who needed an illgal drug to manage his severe and chronic pain. He was denied it because it was illegal to use regardless of the fact that it was the only thing that relieved his pain.

The “against” team were full of hard facts and determination. They put up a worthy debate. They were a great group, but on points, they were just pipped to the post by the “for” team. Boundless passion and counter arguments won them the debate.

Well done Year 6. You showed great cooperation, communication and presentational skills.

Researching and discussing drugs

Year 6 put their debating skills to the test this afternoon! They have been researching and discussing drugs. It seems there is more to drugs than we initially thought. Medicines are drugs but are named as such to show that they are used for treating illnesses, but even they can be harmful. We discussed key words such as limits, overdoses, legal, illegal, recreational, depression, highs and prescriptions.

After researching types and adverse affects of drugs we discussed why some drugs are classed as illegal. Some children wanted to know why there were restrictions on drugs, when they help people get better.

An excellent point, which led us to playing out a scenario. This then led us to writing points FOR and AGAINST legalising a new drug. The class researched lots of key facts and began to write them up.

Today we shared some of our ideas and next week we hope to have a full debate on the matter.

Some of the key points made so far were:

Watch this space to find out which side wins…

Different forms of abuse

Following the assembly by the NSPCC last week, they returned to school to do a session with Year 6, considering different forms of abuse.

During the session, the children considered a variety of scenarios and justified their opinions whether they were: Always OK, Never OK or Sometimes OK.

Scenarios included:
• Keeping a secret
• Someone watches or touches a child when they don’t want them to
• A family member gives a child a kiss goodnight
• Someone send or shows a child an inappropriate film or message

The children realised that for all scenarios there are situations where they are OK and others where they are definitely Never OK, and showed excellent understanding of what to do if ever they encountered a situation where it was not OK.

They then progressed to considering a video of a child’s daily life – a child who was suffering from Neglect – showing real empathy for the boy (Guy) understanding the emotions he must feel and the challenges he faces in his life.

Fortunately, Guy sought out help calling the NSPCC and speaking to a trusted adult in school. He and his family got help and, in time, his life did get better.

Anti-Bullying Week: They never let me play!

Whenever I try to play they tell me to go away and call me names.” Sam aged 7.

How do you think Sam feels? What is his day like?

Year 6 started Monday morning by considering the effects of bullying.

Children discussed the above scenario, all contributing sensibly to the conversation.
He feels lonely because he doesn’t have anyone to play with.

He doesn’t like coming to school.

Sam might start to think that the names they are calling him are true.

He probably feels misunderstood.

He should:
– tell a trusted adult or friend
– don’t keep trying to play with them
– try to ignore them if they’re being horrible to him (but that’s not easy to do)

The children then progressed to discussing how others could help Sam and the importance of showing RESPECT in our daily lives.