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I’m OK!
Words and music by Mark and Helen Johnson
Subject Links
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PSHE Non-Statutory Content for Key Stage 1: Developing confidence and responsibility and making the most of their abilities.
Duration
30 mins
Learning objectives
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Children will be able to share their opinions on things that matter to them and explain their views.
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Children will be able to think about themselves, learn from their experiences and recognise what they are good at.
Resources
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I’m OK! - all audio tracks
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Whiteboard
Introduction
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Share the Learning objectives with the children at the start of the session.
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Explain to the children that they are going to learn a song called I’m OK!.
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Play the song through once, and then encourage children to singalong to the performance track. Then use either version of the echo track to teach the children the song line by line. Try singing the song both loudly and with confidence, and also quietly with more timid voices.
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Ask the children about what they think the words are all about?
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Discuss with them how it is important to have confidence in yourself and what you believe in.
Main activity
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In pairs, ask children to find out as much as they can about their friend/partner.
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After 5-10 minutes, each pair feeds back to the class what they have found out, for example: ‘This is Michael. Michael has got brown hair and he really likes football’. Encourage the children to focus on positive issues about their friends such as what they are good at.
Independent activity
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Ask the children to draw a spider diagram with their name at the centre and a picture of themselves. Around this, they then draw and label aspects of themselves that they like or are proud of eg. football, schoolwork etc., and then feed this back to the class in a ‘It’s good to be me’ session. The diagrams could then be made into a class display.
Plenary
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Sing the song I’m OK! through together encouraging children to celebrate the talents they all have.
Differentiation
Support
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Group the children in mixed-ability pairs/groups.
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Offer more prompts of support to the less able.
Extension
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Once children have completed their diagrams, get them to compare their work with a friend’s. They may wish to add a section which reads ‘My friend Louise thinks I am ...’ They may also wish to list things they admire in their friends.
Assessment for learning
Can the children:
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Express their views on other members of their class and themselves?
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Discuss and recognise their own talents?
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Share their ideas with the whole class?
Next steps
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Children will begin to understand that people have different talents. Ask each child to set a goal to aim for over the forthcoming weeks. For example, a child could set the goal of learning to ride a bike in a set period or time or a child may want to keep their handwriting in a straight line. A celebration session could be held at a later point to see who has achieved their goal.
Differentiated success criteria
All children will:
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Be able to recognise talents in themselves and in others.
Some children will:
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Be able to discuss and present their own ideas.
A few children will:
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Be able to give a brief explanation to support their views.
Miss Beale Report this comment
Posted 31st Jul 2011 07:13
VERY GOOD SONG LIFTS SPIRITS.X