Developing Consideration, Respect and Tolerance for 7 to 9 Year Olds [1 ed.] 9781848605398, 9781412919630

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, t s e n Ho Kind and Friendly

A Lucky Duck Book

Learning to be Honest INNER MEL 1 1

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Learning to be Honest INNER MEL 2 2

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Promoting Children’s Resilience and Wellbeing

Learning to be

, t s e n Ho Kind and Friendly

Karen Brunskill

Learning to be Honest INNER MEL 3 3

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© Karen Brunskill 2006 First published 2006 Originally published in Australia as Values for Life Junior Level Primary Series One 2002 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers. Rights to copy pages marked as handouts, certificates or overhead foils are extended to the purchaser of the publication for his/her use. The right of the author to be identified as Author of this work has been asserted by him/her in accordance with the Copyright, Design and Patents Act 1988.

Paul Chapman Publishing A SAGE Publications Company 1 Oliver’s Yard 55 City Road London EC1Y 1SP



SAGE Publications Inc. 2455 Teller Road Thousand Oaks, California 91320



SAGE Publications India Pvt Ltd. B-42, Panchsheel Enclave Post Box 4109 New Delhi 110 017

www.luckyduck.co.uk Commissioning Editor: George Robinson Editorial Team: Mel Maines, Sarah Lynch, Wendy Ogden Designer: Nick Shearn Illustrations: Carlie Jennings, Jade, Ian Moule, Kelly Morris, Tony Wynn, Luke McFarlane, Hilda Knight, Lori Head A catalogue record for this book is available from the British Library Library of Congress Control Number 2006900195 ISBN13 978-1-4129-1962-3 ISBN10 1-4129-1962-2 (pbk) Printed on paper from sustainable resources Printed in Great Britain by The Cromwell Press Ltd, Trowbridge, Wiltshire

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How to use the CD-ROM The CD-ROM contains PDF files, labelled ‘Worksheets.pdf ’ which consists of the stories and worksheets for each unit in this resource. You will need Acrobat Reader version 3 or higher to view and print these resources. The documents are set up to print to A4 but you can enlarge them to A3 by increasing the output percentage at the point of printing using the page set-up settings for your printer.

The Content of the CD-Rom is included at the end of this book under the heading Worksheets.

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Contents Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Teacher’s Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Social, Emotional and Behavioural Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Creating Supportive Learning Environments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Development of Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Development of Wellbeing and Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Guidelines for Value, Story and Resilience Links . . . . . . . . . . . . . . . . . . . . . . . . . .3 How To Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 The Programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Consideration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Waking Up Early . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Grandpa’s Ankle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Mrs King’s Headache . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 My Brother Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Friendliness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 The Friendly Face . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 A Friendly Smile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Being Friendly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 My New School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Honesty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Let’s Colour In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 At The Supermarket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Look What I’ve Found. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 The Blue Vase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Kindness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Kyle’s Bag of Sweets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 In My Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 I Love Lemon Pie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 The Lunchbox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Responsibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 A Day At The Beach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 My New Pony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 Sally’s New School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103 Waiting For The Rain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107 Tolerance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113 My Little Sister . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115 My School Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119 Grandpa’s Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123 The Family Picnic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133

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Foreword The Promoting Children’s Resilience and Wellbeing series were originally published in Australia as the Values for Life series of books, and when we saw them we felt they would provide valuable additions to our range of books on emotional literacy. One of the attractions was that the four books provided a coherent programme from early years through to 12. Book 1: Learning to be Honest, Kind and Friendly (Age range: 5 to 7) Book 2: Learning to be Confident, Determined and Caring (Age range: 5 to 7) Book 3: Developing Consideration, Respect and Tolerance (Age range: 7 to 9) Book 4: Enhancing Courage, Respect and Assertiveness (Age range: 9 to 12) In Australia the term ‘emotional resilience’ is more widely used than in the UK, though the term is increasingly current here. Resilience is the ability to recover from adversity or difficult situations or circumstances. Fuller (2001) suggests that life events are ‘contagious’. Life events, both positive and negative, establish chains of behaviour. If children are faced with negative events their interpretation of these events will influence how they cope. If they don’t have resilience they are likely to react in a negative way. An example of a negative or risk chain would be: a child who grows up in violent circumstances and learns to distrust others, enters school and interprets the intention of others as hostile. The child then acts warily or aggressively towards peers and develops peer relationship problems… An example of a positive or protective chain would be: a child who grows up in violent circumstances but learns, on entry to school, that there is a trustworthy adult who can be relied on to assist in the resolution of peer relationship difficulties. The child’s positive attempts to interact with others are acknowledged. The child begins to feel accepted, mixes more appropriately with peers and develops a diversity of friendships. (Fuller, 2001) The work of Goleman (1995) indicates that the promotion of protective factors in school life is not only predictive of academic success but even more importantly for positive adult life outcomes. The idea of positive factors that promote resilience has been supported by research (Resnick, Harris and Blum, 1993; Fuller, McGraw and Goodyear, 1998). The main factors appear to be: 4 family connectedness 4 peer connectedness 4 fitting in at school. Two of these can be directly influenced by school life, creating positive experiences that are ‘contagious’. Resilience seems to depend largely on this sense of belonging. Once one belongs, empathy can develop and empathy builds group cohesion where moral actions such as honesty, altruism and caring emerge developmentally as the child matures. This idea of resilience can be seen to be important in all areas of school life, as quoted in Fuller (2001): When schools promote belonging and ensure high levels of involvement between staff and students, bullying is reduced. (Citing the work of Olweus, 1995; Rigby 1996.)

ix

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This series, with its progressive programme, allows the opportunity for young people to explore: 4 consideration

4 courage

4 tolerance

4 honesty

4 caring

4 respect

4 responsibility

4 friendliness

4 determination

4 confidence

4 kindness

4 assertiveness.

As children mature the level that these can be explored becomes deeper; their reasoning and morality becomes more sophisticated with age and this type of programme can assist in their ‘connectedness’. Our increasing awareness of the concept of ‘Citizenship’ should recognise elements such as empathy, moral reasoning and moral behaviour.

Current UK initiatives The Healthy Schools Programme identifies emotional health and wellbeing (including bullying) as one of the areas schools have to develop and are required to produce evidence that they have met the necessary criteria. The Healthy Schools Programme, of course, is not a separate entity divorced from all other aspects of school development. The statutory components of PSHE and Citizenship for primary schools can be linked to the concept of emotional health and wellbeing and, we would also argue, emotional resilience. The 12 domains covered in this programme fit the four components of PSHE and Citizenship at Key Stage 1 and 2: 1. Developing confidence and responsibility and making the most of their abilities. 2. Preparing to play an active role as citizens. 3. Developing a healthy, safer lifestyle. 4. Developing good relationships and respecting the difference between people. The introduction of developing children’s social, emotional and behavioural skills (SEBS) also highlights the importance of the type of material presented in this book. 4 Emotional and social competence have been shown to be more influential than cognitive abilities for personal, career and scholastic success. 4 Programmes that teach social and emotional competences have been shown to result in a wide range of educational gains. 4 Work and workplace increasingly focus on social and emotional competences with increased emphasis on teamwork, communication, management skills etc. (DfES, 2003) Though resilience is not mentioned directly, SEBS clearly identifies the earlier point about the ‘contagious’ effects of life events. Research is bringing home the wide extent of various types of neglect and abuse. This is being exacerbated by the breakdown of extended family and communities which reduces support for the nuclear family, and the higher rates of divorce and subsequent one-parent families. This has led to a shake-up in belief that we can leave children’s emotional and social development to parents… so schools have to provide the emotional and social guidance that some pupils currently lack. (DfES, 2003) However, helping young people develop emotional resilience isn’t just for young people from disturbed or disturbing backgrounds. School life and home life can be stressful for all young people, and with the growing awareness of the importance of emotional literacy, the Promoting Children’s Resilience and Wellbeing series will be an ideal programme to support a key element, emotional resilience.

George Robinson and Barbara Maines



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Introduction The Promoting Children’s Resilience and Wellbeing series is a whole-school, values based programme. It is designed to assist in the creation of wellbeing and resilience in young students by introducing them to a range of values and behaviours that, when practised, can promote social and emotional health. The programme, stories and activities are also designed to enhance the development of a positive learning environment and literacy skills. Learning to be Honest, Kind and Friendly is suitable for 5 to 7 year olds. Each story introduces young students to the language and associated behaviours of six important values relevant to the development of social and emotional health of children in school settings: 1.

Consideration

2.

Friendliness

3.

Honesty

4.

Kindness

5.

Responsibility

6.

Tolerance.

Teacher’s Notes This series is designed to assist in the development of wellbeing and resilience in young students. The values in the stories complement the following four areas: 1.

Social, emotional and behavioural skills

2.

Creation of supportive learning environments

3.

Development of language acquisition

4.

Development of wellbeing and resilience in young students.

Social, Emotional and Behavioural Skills These stories introduce students, in a formal way, to the ‘language’ of prosocial values and behaviours that assist in promoting social and emotional wellbeing. Each story focuses upon identifiable values and behaviours that fit the requirements of the PSHE and Citizenship curriculum for children aged 5 to 12.

Creating Supportive Learning Environments Students are more willing to participate in learning environments if they feel safe and secure in the classroom and have a sense of connectedness or bonding with their teachers and peers. A secure and supportive learning environment optimises the students’ willingness to take risks. The Promoting Children’s Resilience and Wellbeing programme introduces students to the values and behaviours that assist in promoting a sense of safety, security, and social and emotional wellbeing in school settings. When practised, these values reinforce the development of three essential elements in the construction and maintenance of effective teaching and learning environments: 1.

A sense of safety and security.

2.

A sense of belonging.

3.

A sense of cooperation and harmony. 1

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Development of Language Acquisition The stories in the Promoting Children’s Resilience and Wellbeing programme introduce young students to the ‘language’ of prosocial values and behaviours. The stories are designed to expand knowledge and understanding of many of the values and behaviours that assist in developing wellbeing, and to build language skills via listening, reading, discussion and related activities.

Development of Wellbeing and Resilience The Promoting Children’s Resilience and Wellbeing programme assists students in creating a better understanding of some of the related values and behaviours that help to promote social and emotional wellbeing and resilience. (See the chart on pages 3 and 4 for links.) The stories are designed to support the development of resilience, focusing on three key areas: 1. Self-appreciation Introducing concepts of self-worth, self-efficacy, problem-solving skills, responsibility, courage to try new things, patience, acknowledging past successes and excellence. 2. Social competence Introducing concepts of friendliness, helpfulness, caring, empathy, flexibility, sense of humour, assertiveness, generosity, tolerance, courtesy, respect, fairness, cleanliness, cooperation, honesty, reliability, stress and anxiety management skills and forgiveness. 3. Sense of optimistic future Introducing concepts such as the importance of having goals, positive expectations, enthusiasm, determination, perseverance, self-discipline, optimism and organisational skills.



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Guidelines for Value, Story and Resilience Links

HONESTY

FRIENDLINESS

CONSIDERATION

• •

Recognising the need to consider other people when living in a group or family situation.

Demonstrating an ability to consider other people’s needs if they are sick or disabled.

• •

Mrs King’s Headache

LINKS BETWEEN STORY, WELLBEING AND RESILIENCE

SENSE OF OPTIMISTIC FUTURE

• •

Waking up Early

Grandpa’s Ankle

SOCIAL COMPETENCE

SELFAPPRECIATION

TITLE

VALUE

These illustrate the links between the curriculum, value, story, resilience and wellbeing promoting factors.

Demonstrating the ability to show consideration in a classroom situation.

• • •

Recognising the need to be extra considerate to family members during stressful times.

The Friendly Face

• •

Recognising the importance of facial expressions and their implications in social settings. Identifying helpful gestures that encourage the making of friends.

A Friendly Smile

• •

Recognising the positive impact that smiling at others usually creates.

My Brother Alan

• •

Being Friendly

Identifying friendly behaviours. Demonstrating a willingness to participate in social interactions with others.

My New School

•

Let’s Colour In

• •

Appreciating your best efforts.being cooperative and honest in building relationships with others.

At The Supermarket

• • •

Taking responsibility for found money. Communicating effectively with another, and recognition of a job well done.

Look What I Found

• •

Having a problem and creating a way to solve it honestly.

The Blue Vase

•

Being able to identify friendly behaviours.

• •

Working together cooperatively to solve a problem. Focusing on building positive family relationships.

3

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KINDNESS RESPONSIBILITY

LINKS BETWEEN STORY, WELLBEING AND RESILIENCE

SENSE OF OPTIMISTIC FUTURE

SOCIAL COMPETENCE

• • •

How sharing helps build positive relationships with others in the family.

In My Family

• • •

Knowing what I can offer others (e.g. time, money, etc). Being cooperative and caring. Seeing how this can help others.

I Love Lemon Pie

• •

Being able to organise the making of the pie, and a willingness to share.

The Lunchbox

• • •

Facing a problem of ‘no lunch’. Recognising the friendliness and cooperation of others in preventing hunger later.

A Day At The Beach

• • •

Recognising and demonstrating an ability to be personally responsible for own sun safety.

My New Pony

• • •

Recognising the need to be a responsible pet owner and all that it entails.

Sally’s New School

• •

Demonstrating good organisational skills and responsibility for personal belongings.

• • •

Recognising and demonstrating an understanding of water conservation and how we can help a potentially difficult environmental situation by being responsible water users.

My Little Sister

• •

Appreciating our differences. Demonstrating caring and a sense of humour. Tolerating younger sibling’s behaviour.

My School Friends

• • •

Appreciating our differences and acknowledging the worth of others.

Grandpa’s Music

• • •

Appreciating individual taste in music. Being polite, friendly and flexible. Maintaining positive relationships.

• • •

Recognition and appreciation of family differences. Maintaining positive relationships. Displaying tolerance and consideration for others.

Kyle’s Bag of Sweets

TOLERANCE

SELFAPPRECIATION

TITLE

VALUE

Guidelines for Value, Story and Resilience Links

Waiting For The Rain

The Family Picnic

4

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How To Use This Book To use the programme the facilitator will: 4 Choose a prosocial value as a focus. 4 Print or photocopy the relevant story for your students. Each story has two accompanying activity sheets. 4 Read and discuss the story with the students identifying the specific prosocial values. This will assist students in building a language of prosocial values and behaviours. 4 Ask the students to paste the story into a scrapbook. The scrapbook can be taken home and read with the family.

5

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Promoting Children’s Resilience and Wellbeing

The Programme

n o i t a r e d i s n o C . 1

2. Friendliness 3. Honesty s s e n d 4. Kin

5. Responsib

ility 6. Tolerance

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Promoting Children’s Resilience and Wellbeing

Consideration

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Consideration – Waking Up Early 1 2

One Sunday, I woke up early. Mum was asleep.

3 4

Dad was asleep. My sister was asleep. 11 Learning to be Honest INNER MEL 11 11

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Consideration – Waking Up Early 5 6

My brother was asleep. The dog was asleep.

7 8

I played very quietly. Everyone said I was very considerate. 12 Learning to be Honest INNER MEL 12 12

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Consideration – Waking Up Early Activity 1

Colour in the outlined words. In the story, the girl woke up early and found that her:

Mum was asleep Dad was asleep Sister was asleep Brother was asleep. She played very quietly.

She was very considerate. 13 Learning to be Honest INNER MEL 13 13

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Consideration – Waking Up Early Activity 2

Draw about a time you woke up early and showed consideration.

Fill in the missing letters.

She was very _ _ _ _ _ _ _ _ _ _ _. 14 Learning to be Honest INNER MEL 14 14

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Consideration – Grandpa’s Ankle 1 2

Grandpa broke his ankle. I read a book to Grandpa.

3 4

I made a cup of tea for Grandpa. I collected the mail for Grandpa. 15 Learning to be Honest INNER MEL 15 15

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Consideration – Grandpa’s Ankle 5 6

I watered the plants for Grandpa. I played chess with Grandpa.

7 8

I made Grandpa Laugh. Grandpa said that I was very considerate. 16 Learning to be Honest INNER MEL 16 16

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Consideration – Grandpa’s Ankle Activity 1

In the story, Grandpa had a broken ankle. The boy did many things for his grandpa. Use the clues to fill in the missing words.

He read a _ _ _ _. He made a _ _ _ of tea. He collected the _ _ _ _. He watered the _ _ _ _ _ _. He played _ _ _ _ _ . He was very _ _ _ _ _ _ _ _ _ _ _. 17 Learning to be Honest INNER MEL 17 17

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Consideration – Grandpa’s Ankle Activity 2

In the story, the grandchild did many things for his grandpa. Colour in the sentence below.

Try to be considerate. Rewrite the line above.

___ __ __ _ _ _ _ _ _ _ _ _ _ _. 18 Learning to be Honest INNER MEL 18 18

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Consideration – Mrs King’s Headache

1

It was a hot day. Mrs King had a bad headache.

2

She asked if we could be considerate and work very quietly. We all agreed.

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Consideration – Mrs King’s Headache 3 4

Some of us read books quietly. Some of us worked quietly on our projects.

5 6

Some of us quietly played games. Mrs King said we were all very considerate. 20 Learning to be Honest INNER MEL 20 20

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Consideration – Mrs King’s Headache Activity 1

Answer Yes or No to the following questions. If someone in your family had a headache, would you: • Make lots of noise? __________ • Play quietly? __________ • Have a party? __________ • Read quietly? __________ • Be very considerate if you made lots of noise? __________ Design a sign that lets others know that someone in the family has a headache and consideration is needed.

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Consideration – Mrs King’s Headache Activity 2

List some things that you could do if you were being considerate of someone else. List things that are very considerate and others that are not.

Very considerate

Not very considerate

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Consideration – My Brother Alan

1

My big brother Alan was studying to be a doctor.

2

He had to spend a lot of time reading and writing. Sometimes he didn’t have time to play.

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Consideration – My Brother Alan

3

So, when Alan was reading, I was reading too.

4

When Alan was writing, I was writing too.

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Consideration – My Brother Alan

5

Sometimes, Alan needed to work quietly in his room.

6

So, I worked quietly in my room too.

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Consideration – My Brother Alan

7

Alan said that I was very considerate, and that he would be able to play that afternoon.

8

We both had lots of fun playing.

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Consideration – My Brother Alan Activity 1

Write down the ways that Alan’s younger brother was considerate. 1. When Alan was reading, what did his younger brother do?

2. When Alan was writing, what did his younger brother do?

3. When Alan was in his room, what did his younger brother do?

4. How did the younger brother show that he was considerate of Alan’s situation?

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Consideration – My Brother Alan Activity 2

In the story, the brother was very

_ _ _ _ _ _ _ _ _ _ _. Draw or write about how you would be considerate of a family member if they had something important to do.

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Promoting Children’s Resilience and Wellbeing

Friendliness

Learning to be Honest INNER MEL 29 29

25/5/06 2:20:58 pm

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Friendliness – The Friendly Face 1 2

This is a happy face. This is a sad face.

3 4

This is a laughing face. This is an angry face. 31 Learning to be Honest INNER MEL 31 31

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Friendliness – The Friendly Face 5 6

This is a sleepy face. This is a surprised face. 7

This is a friendly face.

32 Learning to be Honest INNER MEL 32 32

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Friendliness – The Friendly Face Activity 1

Colour in the outlined words.

This is a

This is a

This is an

This is a

This is a

33 Learning to be Honest INNER MEL 33 33

25/5/06 2:21:06 pm

Friendliness – The Friendly Face Activity 2

Draw faces in the boxes below.

A sad face

A happy face

An angry face

A friendly face

A sleepy fac

e

34 Learning to be Honest INNER MEL 34 34

25/5/06 2:21:10 pm

Friendliness – A Friendly Smile 1 2

I smiled at the postlady. She smiled at me. I smiled at the policeman. He smiled at me.

3 4

I smiled at the shop owner. She smiled at me. I smiled at the traffic officer. He smiled at me. 35 Learning to be Honest INNER MEL 35 35

25/5/06 2:21:13 pm

Friendliness – A Friendly Smile 5 6

I smiled at Mum. She smiled at me. I smiled at my teacher. He smiled at me. 7

I smiled at my friends. They all smiled back at me.

36 Learning to be Honest INNER MEL 36 36

25/5/06 2:21:16 pm

Friendliness – A Friendly Smile Activity 1

Fill in the missing letters from the story.

In the story, the girl s_ _ _ _ _ at the postlady, _ _ _ _ _d at the policeman, s_ _ _ _d at the shop owner, _ _ _ _ _ _ at her mum and smiled at her _ _ _ _ _ _ _. 37 Learning to be Honest INNER MEL 37 37

25/5/06 2:21:17 pm

Friendliness – A Friendly Smile Activity 2

Draw a portrait of your family, all with friendly smiles.

My Family Portrait

38 Learning to be Honest INNER MEL 38 38

25/5/06 2:21:19 pm

Friendliness – Being Friendly 1 2

My dog wags his tail when he’s being friendly. My cat purrs loudly when she’s being friendly.

3 4

My horse rubs his face on me when he’s being friendly. My goldfish blows bubbles when it’s being friendly. 39 Learning to be Honest INNER MEL 39 39

25/5/06 2:21:22 pm

Friendliness – Being Friendly 5 6

My sister shares with me when she’s being friendly. My neighbour waves when he’s being friendly. 7

And I smile a lot when I am being friendly.

40 Learning to be Honest INNER MEL 40 40

25/5/06 2:21:25 pm

Friendliness – Being Friendly Activity 1

Fill in the missing letters.

My _ _ _ wags his tail when he’s being friendly. My _ _ _ purrs loudly when she’s being friendly. My goldfish _ _ _ _ _ bubbles when it’s being friendly. I _ _ _ _ _ a lot when I’m being _ _ _ _ _ _ _ _. 41 Learning to be Honest INNER MEL 41 41

25/5/06 2:21:27 pm

Friendliness – Being Friendly Activity 2

In each of the boxes, draw what the animal does when it is being friendly.

Dog

Cat

Horse

Goldfish

Look through a newspaper or magazine to find pictures of people being friendly, and paste them on to a large class poster. 42 Learning to be Honest INNER MEL 42 42

25/5/06 2:21:28 pm

Friendliness – My New School

1

It was my first day at a new school. I hope it is friendly, I thought.

2

My teacher introduced me to the class. They all looked very friendly.

43 Learning to be Honest INNER MEL 43 43

25/5/06 2:21:31 pm

Friendliness – My New School

3

At playtime, Gita and Sam asked me to play hide-andseek with them. That was friendly.

4

At lunch-time, Peter and Kelly shared some fruit with me. That was friendly.

44 Learning to be Honest INNER MEL 44 44

25/5/06 2:21:34 pm

Friendliness – My New School

5

At home time, Gita, Sam, Peter and Kelly all walked with me to the gate. That was friendly.

6

At my new school, the teacher and children were all very friendly.

45 Learning to be Honest INNER MEL 45 45

25/5/06 2:21:37 pm

Friendliness – My New School Activity 1

Fill in the missing words from the story. In the story, the girl was going to a new school.

The _ _ _ _ _ _ _ introduced her to the class. Gita asked her to play _ _ _ _ and _ _ _ _. Peter and Kelly shared some _ _ _ _ _ with her. At _ _ _ _ _ _ _ _ Gita and all the children _ _ _ _ _ _ to the gate with her. They were all very _ _ _ _ _ _ _ _. 46 Learning to be Honest INNER MEL 46 46

25/5/06 2:21:39 pm

Friendliness – My New School Activity 2

Draw a picture of yourself at a new school and write about how you would make new friends.

47 Learning to be Honest INNER MEL 47 47

25/5/06 2:21:40 pm

Learning to be Honest INNER MEL 48 48

25/5/06 2:21:41 pm

Promoting Children’s Resilience and Wellbeing

Honesty ‘ Learning to be Honest INNER MEL 49 49

25/5/06 2:21:53 pm

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25/5/06 2:21:53 pm

Honesty – Let’s Colour In 1

‘

2

I entered a colouring competition. I put my name on the picture.

3 4

I put my age on the picture.

It is important to be honest about your age in competitions. 51

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Honesty – Let’s Colour In 5

‘

I coloured the best I could.

‘

6

7

I won a prize. 52 Learning to be Honest INNER MEL 52 52

25/5/06 2:22:13 pm

Honesty – Let’s Colour In Activity 1

The Colouring Competition Colour the picture below and be honest about your age.

Name.............................................. Age .................................................. 53 Learning to be Honest INNER MEL 53 53

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Honesty – Let’s Colour In Activity 2

Write down why it is important to be honest about your age in competitions.

In competitions you need to know your address too. Write your address on the front of the envelope below.

54 Learning to be Honest INNER MEL 54 54

25/5/06 2:22:18 pm

Honesty – At The Supermarket 1 2

I went to the supermarket with Mum. Mum took a long time at the checkout.

I asked Mum if I could have an ice cream. ‘Sorry,’ said Mum, ‘but I don’t have enough money today.’

3 4

As I sat down on a seat to wait for Mum, I noticed a £5.00 note under my feet.

I picked it up. I was about to put the money into my pocket when I saw an old lady sitting nearby. 55

Learning to be Honest INNER MEL 55 55

25/5/06 2:22:21 pm

Honesty – At The Supermarket 5 6

She was looking for something inside her bag. ‘Excuse me, did you drop some money?’ I asked.

‘Yes, I had a £5.00 note. I need it to catch the bus home,’ she said. I handed her the money.

7 8

‘I think this belongs to you,’ I said. ‘Thank you very much,’ said the old lady. I walked back to Mum and told her what I had done. 56 Learning to be Honest INNER MEL 56 56

25/5/06 2:22:25 pm

Honesty – At The Supermarket 9 10

As we left the supermarket, the old lady came up to us. She had bought an ice cream in a cone.

The old lady handed me the ice cream and said, ‘Thank you for your honesty.’

11

‘Thank you for the ice cream,’ I said with a big smile.

57 Learning to be Honest INNER MEL 57 57

25/5/06 2:22:28 pm

Honesty – At The Supermarket Activity 1

Fill in the missing word in the sentence below.

In the story, the old lady handed the boy an ice cream for his _______. Colour in your favourite flavoured ice cream cone.

Raspberry Ripple

Chocolate

Peppermint Vanilla

Strawberry

58 Learning to be Honest INNER MEL 58 58

25/5/06 2:22:31 pm

Honesty – At The Supermarket Activity 2

The boy in the story practised honesty. Write and draw about a time when you were honest.

59 Learning to be Honest INNER MEL 59 59

25/5/06 2:22:33 pm

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Honesty – Look What I’ve Found

1

‘Mum, look what I’ve found – a box with an old ring inside. It must belong to someone.’ ‘Let’s see if we can find the owner,’ said Mum.

2

We knocked on Mr Smith’s door. Knock knock! ‘Does this belong to you?’ we asked. ‘No, that does not belong to me,’ said Mr Smith.

61 Learning to be Honest INNER MEL 61 61

25/5/06 2:22:37 pm

Honesty – Look What I’ve Found

3

We spoke to Mr Jones in his garden. ‘Does this belong to you?’ we asked. ‘No, that does not belong to me,’ said Mr Jones.

4

We knocked on Mr Kelly’s door. Knock knock! ‘Does this belong to you?’ we asked. ‘Oh yes! I’ve been looking everywhere for that,’ said Mr Kelly.

62 Learning to be Honest INNER MEL 62 62

25/5/06 2:22:40 pm

Honesty – Look What I’ve Found

5

‘It has a ring inside it that used to belong to my father. It is very special to me,’ said Mr Kelly.

6

‘Thank you both very much for your honesty,’ said Mr Kelly.

63 Learning to be Honest INNER MEL 63 63

25/5/06 2:22:44 pm

Honesty – Look What I’ve Found Activity 1

The boy in the story found a beautiful ring. Colour the rings below and match the shape of the ring to the correct word.

Red stone

Circle

Blue stone

Rectangle

Green stone

Diamond

Orange stone

Square

Add the rings together. +

+

+

= ____

On the back of the sheet, draw a ring that you would like to wear. 64 Learning to be Honest INNER MEL 64 64

25/5/06 2:22:46 pm

Honesty – Look What I’ve Found Activity 2

Help the boy find his way to the ring. Draw your own maze with a special ring at the end. Try out your maze with a friend.

65 Learning to be Honest INNER MEL 65 65

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Honesty – The Blue Vase 1 2

One rainy day, my sisters and I were playing inside. We bumped the hall stand and Mum’s favourite blue vase crashed to the floor.

Mum heard the loud crash and came running into the room. She looked angry.

3 4

‘Who broke my vase?’ asked Mum. ‘Not me,’ said Tony.

‘Who broke my vase?’ asked Mum. ‘Not me,’ said Jenny. 67

Learning to be Honest INNER MEL 67 67

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Honesty – The Blue Vase 5 6

‘Who broke my vase?’ asked Mum. ‘Not me,’ said Millie.

‘Someone broke the vase,’ said Mum. She looked at all of us.

7 8

‘We are sorry, Mum,’ we all said. ‘It was an accident.’ ‘Thank you for being honest,’ said Mum. ‘Can you all help me find the glue?’ asked Mum. 68 Learning to be Honest INNER MEL 68 68

25/5/06 2:22:55 pm

Honesty – The Blue Vase Activity 1

Colour in the outlined words. In the story, Mum asks,

‘Who broke my vase?’ Draw what you think Mum’s face might have looked like when she was asking that question?

Angry? Happy? Sad? Excited?

On the back of this sheet, write about a time when you were honest about something. 69 Learning to be Honest INNER MEL 69 69

25/5/06 2:22:57 pm

Honesty – The Blue Vase Activity 2

Colour the broken pieces of the vase blue. Cut the pieces out and paste the vase back together.

70 Learning to be Honest INNER MEL 70 70

25/5/06 2:23:00 pm

Promoting Children’s Resilience and Wellbeing

Kindness

Learning to be Honest INNER MEL 71 71

25/5/06 2:23:13 pm

Learning to be Honest INNER MEL 72 72

25/5/06 2:23:13 pm

Kindness – Kyle’s Bag of Sweets 1 2

Kyle went to a birthday party. He came home with a bag of mixed sweets.

3 4

Kyle gave one to his big sister. ‘Thank you for being so kind,’ she said.

Kyle gave one to his little sister. ‘Thank you for being so kind,’ she said. 73

Learning to be Honest INNER MEL 73 73

25/5/06 2:23:17 pm

Kindness – Kyle’s Bag of Sweets 5 6

Kyle gave one to his mum. ‘Thank you for being so kind,’ said Mum.

7

Kyle gave one to his dad. Thank you for being so kind,’ said Dad.

‘ Kyle ate all the other sweets. Yum!

74 Learning to be Honest INNER MEL 74 74

25/5/06 2:23:20 pm

Kindness – Kyle’s Bag of Sweets Activity 1

Cut out all the sweets below and give two to each member of the family.

75 Learning to be Honest INNER MEL 75 75

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Kindness – Kyle’s Bag of Sweets Activity 2

Colour in the outlined word then fill in the missing word.

Kyle was very

KIND when he shared his sweets. It was very _ _ _ _ of him to share. On the back of this sheet, draw or write about a time you shared with your family.

76 Learning to be Honest INNER MEL 76 76

25/5/06 2:23:24 pm

Kindness– In My Family 1 2

In my family, we like to be kind in lots of ways. Sometimes, Mum delivers meals to people.

3 4

Sometimes, Dad helps at my school. Sometimes, my sister makes cakes for her club. 77 Learning to be Honest INNER MEL 77 77

25/5/06 2:23:31 pm

Kindness – In My Family 5 6

Sometimes, Nana helps in the charity shop. Sometimes, I put money into a tin. 7

And sometimes, my dog likes to help in the garden. Whoops!

78 Learning to be Honest INNER MEL 78 78

25/5/06 2:23:37 pm

Kindness – In My Family Activity 1

Draw lines to match the sentence with the correct picture, then colour in.

Mum delivers meals to people.

Dad helps at my school.

My sister makes cakes for her club.

Nana helps in the charity shop.

I put money in a tin.

On the back of this sheet, write about how you are kind. Draw a picture of you being kind. 79 Learning to be Honest INNER MEL 79 79

25/5/06 2:23:50 pm

Kindness – In My Family Activity 2

I put money in a tin to help other people. How much money did I put in the tin?

10p + 10p + 10p = _____ 5p + 10p + 10p = _____ 20p + 10p + 10p = _____ Mum delivered 10 meals. Fill in the missing number.

4 meals + ____ meals = 10 meals 2 meals + ____ meals = 10 meals 7 meals + ____ meals = 10 meals ____ meals + 5 meals = 10 meals 80 Learning to be Honest INNER MEL 80 80

25/5/06 2:23:56 pm

Kindness – I Love Lemon Pie 1 2

On Saturday, I asked Mum if she could make a lemon pie. ‘Yes,’ said Mum.

‘But we need some lemons,’ she said. I was so excited, I found my bucket and ran next door.

3

I asked Mrs Smith if I could pick some lemons from her tree. ‘Sure,’ she said.

81 Learning to be Honest INNER MEL 81 81

25/5/06 2:24:05 pm

Kindness – I Love Lemon Pie 4 5

I filled my bucket with lemons and then I walked home. On the way, I met...

the postman. I gave him some lemons. ’Thank you, that is very kind,’ he said.

6 7

I saw Mr Wong in his garden. I gave him some lemons. ‘Thank you, that is very kind,’ he said.

I gave the other lemons to Mum. She used some of them to make the lemon pie. 82

Learning to be Honest INNER MEL 82 82

25/5/06 2:24:16 pm

Kindness – I Love Lemon Pie

8

When the pie was cooked, we cut a big slice and put it on a special plate. I carefully carried it to Mrs Smith’s.

9

I knocked on the door. When Mrs Smith opened the door, she got such a surprise. ‘I love lemon pie. Thank you. That is very kind of you,’ she said. ‘No, thank you for sharing your lemons,’ I said.

83 Learning to be Honest INNER MEL 83 83

25/5/06 2:24:24 pm

Kindness – I Love Lemon Pie Activity 1

Cut each pie into pieces. Then finish the sentence with a word from below.

Cut the pie into two equal pieces. I cut the pie in ____________. Cut the pie into three equal pieces. I cut the pie into _________. Cut the pie into four equal pieces. I cut the pie into _________.

thirds

half

quarters

Draw a lemon pie on the back of the sheet. Cut it into enough pieces for every member of your family to eat. How many pieces did you cut the pie into? _____ 84 Learning to be Honest INNER MEL 84 84

25/5/06 2:24:26 pm

Kindness – I Love Lemon Pie Activity 2

There were 20 lemons in the basket. I gave 5 lemons to the postman. Draw the lemons.

20 -

= __

I gave 5 lemons to Mr Wong. Draw the lemons.

15 -

= __

I gave 7 lemons to Mum. Draw the lemons.

10 -

= __

Draw how many lemons were left in the basket.

85 Learning to be Honest INNER MEL 85 85

25/5/06 2:24:28 pm

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25/5/06 2:24:28 pm

Kindness – The Lunchbox

1

One day, I left my lunchbox at home. At lunch-time, I was very sad and very hungry too.

2

I told my teacher. She told the class. Soon, some of my friends were sharing their lunches with me.

87 Learning to be Honest INNER MEL 87 87

25/5/06 2:24:31 pm

Kindness – The Lunchbox 3 4

Raphael gave me some salami and cheese. Jai gave me some celery sticks and dip.

5 6

Kim gave me half a jam sandwich. Samantha gave me a cake and some cherries. 88 Learning to be Honest INNER MEL 88 88

25/5/06 2:24:35 pm

Kindness – The Lunchbox

7

My friends were very kind to share their food. I felt very happy and I had a very full tummy.

8

I hope I remember my lunchbox tomorrow... or do I?

89 Learning to be Honest INNER MEL 89 89

25/5/06 2:24:37 pm

Kindness – The Lunchbox Activity 1

Colour in the outlined sentence below.

My friends were very kind when they shared their food with me. Find the answers to these sums.

3+

= ____ cherries + 5 = ____ celery sticks + 4 = ____ cakes + 6 = ____ apples

90 Learning to be Honest INNER MEL 90 90

25/5/06 2:24:39 pm

Kindness – The Lunchbox Activity 2

Join the dots from 1 to 40, then colour in.

Draw some healthy food for your lunchbox.

91 Learning to be Honest INNER MEL 91 91

25/5/06 2:24:41 pm

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Promoting Children’s Resilience and Wellbeing

Responsibility

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25/5/06 2:24:54 pm

Learning to be Honest INNER MEL 94 94

25/5/06 2:24:54 pm

Responsibility – A Day At The Beach 1

‘ ‘Let’s go for a day at the beach,’ said Mum. ‘Yes please,’ I cheered. ‘You will need to take responsibility for yourself, and make sure that you are protected from the hot sun,’ said Mum.

2 3

I put on my sunscreen. I put on my hat. 95 Learning to be Honest INNER MEL 95 95

25/5/06 2:24:57 pm

Responsibility – A Day At The Beach 4 5

I put on my sunglasses. I put on my shirt. 6

I am ready for my day at the beach!

96 Learning to be Honest INNER MEL 96 96

25/5/06 2:25:00 pm

Responsibility – A Day At The Beach Activity 1

Colour in the outlined words. In the story, the boy put on:

sunscreen, sunglasses, a hat and a shirt. He was very responsible. Responsibility – A Day At The Beach 97 Learning to be Honest INNER MEL 97 97

25/5/06 2:25:02 pm

Responsibility - A Day At The Beach Activity 2

Below are all the things you need to take to the beach if you are being responsible. Draw each of the items in their boxes.

sunglasses

hat

sunscreen

shirt

98 Learning to be Honest INNER MEL 98 98

25/5/06 2:25:04 pm

Responsibility – My New Pony 1

I have a lovely new pony. I am responsible for her.

2 3

Every day, I make sure my pony has water. Every day, I make sure my pony is safe. 99 Learning to be Honest INNER MEL 99 99

25/5/06 2:25:07 pm

Responsibility – My New Pony 4 5

Every day, I make sure my pony is brushed. Every day, I make sure my pony has food.

6 7

Mum says I am a responsible pet owner. I love my pony, and I think she loves me too. 100 Learning to be Honest INNER MEL 100 100

25/5/06 2:25:11 pm

Responsibility – My New Pony Activity 1

Draw the correct items in each box. In the story, the girl is responsible for her pony. Draw pictures in each box showing you being responsible for your pet.

Giving your pet water

Feeding your pet

Brushing or washing your pet

Keeping your pet safe 101

Learning to be Honest INNER MEL 101 101

25/5/06 2:25:13 pm

Responsibility – My New Pony Activity 2

Answer the following questions with Yes or No.

Do you have a pet? _____ Does your pet have a name? _____ Do you make sure your pet is safe? _____ Do you make sure your pet is looked after? _____ Do you make sure your pet has lots of water? _____ Do you make sure your pet has food? _____ Every day, do you make sure your pet is not lonely? _____ 102 Learning to be Honest INNER MEL 102 102

25/5/06 2:25:15 pm

Responsibility – Sally’s New School 1

Sally was starting at a new school. Sally’s Mum said that putting her name on her belongings was a responsible thing to do. Sally put her name on her books.

2 3

Sally put her name on her hat. Sally put her name on her jumper. 103 Learning to be Honest INNER MEL 103 103

25/5/06 2:25:18 pm

Responsibility – Sally’s New School 4 5

Sally put her name on her lunchbox. Sally put her name on her pencils.

6 7

Sally put her name on her bag.

Sally’s name was now on all of her belongings and she was ready for school. 104

Learning to be Honest INNER MEL 104 104

25/5/06 2:25:21 pm

Responsibility – Sally’s New School Activity 1

Sally was responsible when she started school. Draw the items that you would name when starting at a new school. Don’t forget to label them!

Fill in the missing letters.

Mum said it was a very ___________ thing to do. 105 Learning to be Honest INNER MEL 105 105

25/5/06 2:25:23 pm

Responsibility – Sally’s New School Activity 2

Colour in these outlined words from the story:

Jumper Bag Hat Pencils Books Lunchbox 106 Learning to be Honest INNER MEL 106 106

25/5/06 2:25:25 pm

Responsibility – Waiting For The Rain

1

We live on a farm. Sometimes, it doesn’t rain very much.

2

Our water comes from water tanks.

107 Learning to be Honest INNER MEL 107 107

25/5/06 2:25:27 pm

Responsibility – Waiting For The Rain 3 4

We make sure we turn off dripping taps. We reuse any waste water on the gardens. 5

We plant trees that do not need much water.

108 Learning to be Honest INNER MEL 108 108

25/5/06 2:25:30 pm

Responsibility – Waiting For The Rain 6 7

We make sure we have quick showers. We have to be responsible with water. 8

When it rains, we dance and sing.

109 Learning to be Honest INNER MEL 109 109

25/5/06 2:25:33 pm

Responsibility – Waiting For The Rain Activity 1

Using the pictures as clues, answer the following questions. In the story, where is water stored?

What type of showers do they have?

What do they do with dripping taps?

What sort of plants do they grow?

What do they have to be with water?

What do they do when it rains?

110 Learning to be Honest INNER MEL 110 110

25/5/06 2:25:38 pm

Responsibility – Waiting For The Rain Activity 2

List some things that you know save water, and some things that do not save water. Being responsible with water

Being irresponsible with water

111 Learning to be Honest INNER MEL 111 111

25/5/06 2:25:40 pm

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25/5/06 2:25:40 pm

Promoting Children’s Resilience and Wellbeing

Tolerance

Learning to be Honest INNER MEL 113 113

25/5/06 2:25:50 pm

Learning to be Honest INNER MEL 114 114

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Tolerance – My Little Sister 1

My little sister is fun to play with. But I need to be tolerant with her because she can be very messy! Sometimes, I can even tell where she has been. Oh no, my little sister has been here. She has opened the crisps.

2 3

Oh no, my little sister has been here. She has opened the drawers.

Oh no, my little sister has been here. She has unrolled the toilet paper. 115

Learning to be Honest INNER MEL 115 115

25/5/06 2:25:54 pm

Tolerance – My Little Sister 4 5

Oh no, my little sister has been here. She has pushed the plant over.

Oh no, my little sister has been here. She has put on Mum’s make-up.

6

Shhh, my little sister is asleep! Please don’t wake her up.

116 Learning to be Honest INNER MEL 116 116

25/5/06 2:25:58 pm

Tolerance – My Little Sister Activity 1

Cut out the pictures below and match them to the correct sentences.

My little sister has opened the crisps.

My little sister has put on Mum’s make-up.

My little sister has pushed the plant over.

My little sister has unrolled the toilet paper.

117 Learning to be Honest INNER MEL 117 117

25/5/06 2:26:01 pm

Tolerance – My Little Sister Activity 2

Colour in the outlined word.

I need to be tolerant with my little sister. Draw your favourite part of the story in the space below.

118 Learning to be Honest INNER MEL 118 118

25/5/06 2:26:03 pm

Tolerance – My School Friends 1

My friends at school all like to do different things. Tolerance is accepting different things in people.

2 3

There is Ravi who is very tall and loves to play sport.

There is Susie who wears bright clothes and dances to strange music. 119

Learning to be Honest INNER MEL 119 119

25/5/06 2:26:09 pm

Tolerance – My School Friends 4 5

There is Anna who has long hair and likes to play the drums loudly.

And there is Jane who has lovely eyes and likes to paint large, colourful pictures.

6

I think it is good that my friends are all different.

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25/5/06 2:26:14 pm

Tolerance – My School Friends Activity 1

My friends are all different.

Draw a friend who is tall.

Draw a friend who likes sport.

Draw a friend who likes to paint.

Draw a friend who likes music.

121 Learning to be Honest INNER MEL 121 121

25/5/06 2:26:15 pm

Tolerance – My School Friends Activity 2

Colour in the outlined word.

Tolerance is accepting people’s differences. Write or draw how you are different from some of your friends.

Write or draw how you are the same as some of your friends.

122 Learning to be Honest INNER MEL 122 122

25/5/06 2:26:17 pm

Tolerance – Grandpa’s Music 1 2

My grandpa lives near the beach. I like to visit him, except when he plays his music.

Mum says I need to be more tolerant of Grandpa’s music, and she says, ‘It is good that we all like different sorts of music.’

3

Grandpa is in a folk band. He plays the violin and the mouth organ. Sometimes, he sings.

123 Learning to be Honest INNER MEL 123 123

25/5/06 2:26:21 pm

Tolerance – Grandpa’s Music 4 5

When we visit him, he is always playing music. When we eat, he plays the violin.

When we talk, he plays the mouth organ. Sometimes, at parties, he plays them both.

6 7

If we ask him to stop playing his music, he starts to sing.

I like to go to Grandpa’s to visit, except when he plays his music. 124

Learning to be Honest INNER MEL 124 124

25/5/06 2:26:25 pm

Tolerance – Grandpa’s Music Activity 1

Fill in the missing word.

Mum said that I need to be more _ _ _ _ _ _ _ _ of Grandpa’s music. Draw lines to connect all the words to the instruments. Violin Trumpet Tambourine Drums Guitar Mouth organ Draw your favourite instrument on the back of the sheet. 125 Learning to be Honest INNER MEL 125 125

25/5/06 2:26:27 pm

Tolerance – Grandpa’s Music Activity 2

Add up the instruments.

+

= _____

+

= _____

+

= _____

How many instruments altogether? ________ 126 Learning to be Honest INNER MEL 126 126

25/5/06 2:26:30 pm

Tolerance – The Family Picnic

1

One Sunday every year, we have a family picnic. All my aunties, uncles and cousins come along.

2

Aunty Joy makes cakes and loves singing. She wants everyone to join in a sing-along after lunch.

127 Learning to be Honest INNER MEL 127 127

25/5/06 2:26:33 pm

Tolerance – The Family Picnic

3

Aunty May is going deaf. Sometimes, I need to yell so that she hears me.

4

My little cousin, Alex, is a very messy eater.

128 Learning to be Honest INNER MEL 128 128

25/5/06 2:26:37 pm

Tolerance – The Family Picnic

5

Old Uncle Les has bad eyesight, but always plays cricket. We let him have lots of chances before he goes out.

6

Uncle Bill takes his false teeth out after lunch. He puts them in his pocket so he won’t lose them. Yuk!

129 Learning to be Honest INNER MEL 129 129

25/5/06 2:26:41 pm

Tolerance – The Family Picnic

7

And there is Nana, who gives us lots and lots of sloppy kisses. Sometimes, I have to be very tolerant.

8

But that’s what families are about.

130 Learning to be Honest INNER MEL 130 130

25/5/06 2:26:44 pm

Tolerance – The Family Picnic Activity 1

Draw lines to match each sentence to the correct picture, then colour in.

Uncle Bill takes out his false teeth.

Nana gives me lots of sloppy kisses.

Uncle Les has bad eyesight but always plays cricket. Aunty Joy makes cakes and loves to sing.

My cousin, Alex, is a messy eater.

On the back of the sheet, write three interesting things about your family. 131 Learning to be Honest INNER MEL 131 131

25/5/06 2:26:46 pm

Tolerance – The Family Picnic Activity 2

Below is an empty picnic basket. Draw six different items that you would like to take on a family picnic. Label each one, then colour in.

132 Learning to be Honest INNER MEL 132 132

25/5/06 2:26:48 pm

Bibliography Benard, B. (1995) Fostering Resiliency in Kids: Protective Factors in the Family, School and Community, Western Centre for Drug Free Schools and Communities, Portland, Oregon. Cahill, H. (1999) Why a Whole-school Approach to Enhancing Resilience?, Mindmatters Newsletter, March, p 2. Canfield, J. and Siccone, F. (1995) 101 Ways to Develop Student Self-esteem and Responsibility, Massachussetts, Allyn and Bacon. Cantor, R., Kivel, P. and Creighton, A. (1997) Days of Respect: Organising a School-wide Violence Prevention Programme, Hunter House, California. Catalano, R. and Hawkins, J.D. (Ed) ‘The social development model: a theory of antisocial behaviour’. In Hawkins J.D. (Ed) Delinquency and Crime: Current Theories, New York, Cambridge Publications. Centre for Adolescent Health (1998) The Gatehouse Project: Promoting Emotional Wellbeing: A Wholeschool Approach, Team Guidelines, Centre for Adolescent Health, Melbourne. Department of Education, Victoria (1999) Framework for Student Services in Victorian Schools: Teacher resource, Department of Education, Victoria. DfES (2003) Developing children’s social, emotional and behavioural skills: a whole curriculum approach. Primary National Strategy. Fuller, A. (2001) Background Paper on Resilience presented to the Northern Territory Principal’s Association (Australia). Fuller, A., McGraw, K. and Goodyear, M. (1998) The Mind of Youth. Department of Education, Melbourne, Australia. Fuller, A. (1998) From Surviving to Thriving: Promoting Mental Health in Young People, ACER Press, Melbourne. Goleman, D. (1995) Emotional Intelligence – Why it matters more than IQ, London, Bloomsbury. Hawkins, J. and Catalano, R. (1993) Communities that Care: Risk and Protective Focused Prevention Using the Social Development Strategy, Developmental Research and Programmes Incorporated, Seattle, USA. Lickona, T. (1997) ‘Educating for Character: a comprehensive approach’ in Molnar (ed.) The Construction of Children’s Character, University of Chicago Press, Chicago. Olweus, D. (1995) Bullying or Peer Abuse at School – facts and interventions, Current Directions in Psychological Science, 4,6, p 196-200. Resnick, M.D., Harris, L.J. and Blum, R.W. (1993) The impact of caring and connectedness on adolescent health and wellbeing, Journal of Paediatrics and Child Health, 29. Rigby, K. (1996) Bullying in schools and what we can do about it, ACER Press, Melbourne, Australia. Seligman, M. (1995) The Optimistic Child. NSW: Random House, Australia. Smith, C. and McKee, S. (2005) Becoming an Emotionally Healthy School, A Lucky Duck Book, Paul Chapman, London. Taylor, M. (2000) ‘Values Education: Issues and challenges in policy and school practice’ in M. Leicester, C. Modgil and S. Modgil (ed.), Education, Culture and Values, Vol 2, Falmer Press London.

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Learning to be Honest INNER MEL 134 134

25/5/06 2:26:49 pm

Promoting Children’s Resilience and Wellbeing

Consideration

Consideration – Waking Up Early 1 2

One Sunday, I woke up early. Mum was asleep.

3 4

Dad was asleep. My sister was asleep. 11

Consideration – Waking Up Early 5 6

My brother was asleep. The dog was asleep.

7 8

I played very quietly. Everyone said I was very considerate. 12

Consideration – Waking Up Early Activity 1

Colour in the outlined words. In the story, the girl woke up early and found that her:

Mum was asleep Dad was asleep Sister was asleep Brother was asleep. She played very quietly.

She was very considerate. 13

Consideration – Waking Up Early Activity 2

Draw about a time you woke up early and showed consideration.

Fill in the missing letters.

She was very _ _ _ _ _ _ _ _ _ _ _. 14

Consideration – Grandpa’s Ankle 1 2

Grandpa broke his ankle. I read a book to Grandpa.

3 4

I made a cup of tea for Grandpa. I collected the mail for Grandpa. 15

Consideration – Grandpa’s Ankle 5 6

I watered the plants for Grandpa. I played chess with Grandpa.

7 8

I made Grandpa Laugh. Grandpa said that I was very considerate. 16

Consideration – Grandpa’s Ankle Activity 1

In the story, Grandpa had a broken ankle. The boy did many things for his grandpa. Use the clues to fill in the missing words.

He read a _ _ _ _. He made a _ _ _ of tea. He collected the _ _ _ _. He watered the _ _ _ _ _ _. He played _ _ _ _ _ . He was very _ _ _ _ _ _ _ _ _ _ _. 17

Consideration – Grandpa’s Ankle Activity 2

In the story, the grandchild did many things for his grandpa. Colour in the sentence below.

Try to be considerate. Rewrite the line above.

___ __ __ _ _ _ _ _ _ _ _ _ _ _. 18

Consideration – Mrs King’s Headache

1

It was a hot day. Mrs King had a bad headache.

2

She asked if we could be considerate and work very quietly. We all agreed.

19

Consideration – Mrs King’s Headache 3 4

Some of us read books quietly. Some of us worked quietly on our projects.

5 6

Some of us quietly played games. Mrs King said we were all very considerate. 20

Consideration – Mrs King’s Headache Activity 1

Answer Yes or No to the following questions. If someone in your family had a headache, would you: • Make lots of noise? __________ • Play quietly? __________ • Have a party? __________ • Read quietly? __________ • Be very considerate if you made lots of noise? __________ Design a sign that lets others know that someone in the family has a headache and consideration is needed.

21

Consideration – Mrs King’s Headache Activity 2

List some things that you could do if you were being considerate of someone else. List things that are very considerate and others that are not.

Very considerate

Not very considerate

22

Consideration – My Brother Alan

1

My big brother Alan was studying to be a doctor.

2

He had to spend a lot of time reading and writing. Sometimes he didn’t have time to play.

23

Consideration – My Brother Alan

3

So, when Alan was reading, I was reading too.

4

When Alan was writing, I was writing too.

24

Consideration – My Brother Alan

5

Sometimes, Alan needed to work quietly in his room.

6

So, I worked quietly in my room too.

25

Consideration – My Brother Alan

7

Alan said that I was very considerate, and that he would be able to play that afternoon.

8

We both had lots of fun playing.

26

Consideration – My Brother Alan Activity 1

Write down the ways that Alan’s younger brother was considerate. 1. When Alan was reading, what did his younger brother do?

2. When Alan was writing, what did his younger brother do?

3. When Alan was in his room, what did his younger brother do?

4. How did the younger brother show that he was considerate of Alan’s situation?

27

Consideration – My Brother Alan Activity 2

In the story, the brother was very

_ _ _ _ _ _ _ _ _ _ _. .

Draw or write about how you would be considerate of a family member if they had something important to do.

28

Promoting Children’s Resilience and Wellbeing

Friendliness

Friendliness – The Friendly Face 1 2

This is a happy face. This is a sad face.

3 4

This is a laughing face. This is an angry face. 31

Friendliness – The Friendly Face 5 6

This is a sleepy face. This is a surprised face. 7

This is a friendly face.

32

Friendliness – The Friendly Face Activity 1

Colour in the outlined words.

This is a

This is a

This is an

This is a

This is a

33

Friendliness – The Friendly Face Activity 2

Draw faces in the boxes below.

A sad face

A happy face

An angry face

A friendly face

A sleepy fac

e

34

Friendliness – A Friendly Smile 1 2

I smiled at the postlady. She smiled at me. I smiled at the policeman. He smiled at me.

3 4

I smiled at the shop owner. She smiled at me. I smiled at the traffic officer. He smiled at me. 35

Friendliness – A Friendly Smile 5 6

I smiled at Mum. She smiled at me. I smiled at my teacher. He smiled at me. 7

I smiled at my friends. They all smiled back at me.

36

Friendliness – A Friendly Smile Activity 1

Fill in the missing letters from the story.

In the story, the girl s_ _ _ _ _ at the postlady, _ _ _ _ _d at the policeman, s_ _ _ _d at the shop owner, _ _ _ _ _ _ at her mum and smiled at her _ _ _ _ _ _ _. 37

Friendliness – A Friendly Smile Activity 2

Draw a portrait of your family, all with friendly smiles.

My Family Portrait

38

Friendliness – Being Friendly 1 2

My dog wags his tail when he’s being friendly. My cat purrs loudly when she’s being friendly.

3 4

My horse rubs his face on me when he’s being friendly. My goldfish blows bubbles when it’s being friendly. 39

Friendliness – Being Friendly 5 6

My sister shares with me when she’s being friendly. My neighbour waves when he’s being friendly. 7

And I smile a lot when I am being friendly.

40

Friendliness – Being Friendly Activity 1

Fill in the missing letters.

My _ _ _ wags his tail when he’s being friendly. My _ _ _ purrs loudly when she’s being friendly. My goldfish _ _ _ _ _ bubbles when it’s being friendly. I _ _ _ _ _ a lot when I’m being _ _ _ _ _ _ _ _. 41

Friendliness – Being Friendly Activity 2

In each of the boxes, draw what the animal does when it is being friendly.

Dog

Cat

Horse

Goldfish

Look through a newspaper or magazine to find pictures of people being friendly, and paste them on to a large class poster. 42

Friendliness – My New School

1

It was my first day at a new school. I hope it is friendly, I thought.

2

My teacher introduced me to the class. They all looked very friendly.

43

Friendliness – My New School

3

At playtime, Gita and Sam asked me to play hide-andseek with them. That was friendly.

4

At lunch-time, Peter and Kelly shared some fruit with me. That was friendly.

44

Friendliness – My New School

5

At home time, Gita, Sam, Peter and Kelly all walked with me to the gate. That was friendly.

6

At my new school, the teacher and children were all very friendly.

45

Friendliness – My New School Activity 1

Fill in the missing words from the story. In the story, the girl was going to a new school.

The _ _ _ _ _ _ _ introduced her to the class. Gita asked her to play _ _ _ _ and _ _ _ _. Peter and Kelly shared some _ _ _ _ _ with her. At _ _ _ _ _ _ _ _ Gita and all the children _ _ _ _ _ _ to the gate with her. They were all very _ _ _ _ _ _ _ _. 46

Friendliness – My New School Activity 2

Draw a picture of yourself at a new school and write about how you would make new friends.

47

Promoting Children’s Resilience and Wellbeing

Honesty ‘

Honesty – Let’s Colour In

‘

1

2

I entered a colouring competition. I put my name on the picture.

3 4

I put my age on the picture.

It is important to be honest about your age in competitions. 51

Honesty – Let’s Colour In 5

‘

I coloured the best I could.

‘

6

7

I won a prize. 52

Honesty – Let’s Colour In Activity 1

The Colouring Competition Colour the picture below and be honest about your age.

Name.............................................. Age .................................................. 53

Honesty – Let’s Colour In Activity 2

Write down why it is important to be honest about your age in competitions.

In competitions you need to know your address too. Write your address on the front of the envelope below.

54

Honesty – At The Supermarket 1 2

I went to the supermarket with Mum. Mum took a long time at the checkout.

I asked Mum if I could have an ice cream. ‘Sorry,’ said Mum, ‘but I don’t have enough money today.’

3 4

As I sat down on a seat to wait for Mum, I noticed a £5.00 note under my feet.

I picked it up. I was about to put the money into my pocket when I saw an old lady sitting nearby. 55

Honesty – At The Supermarket 5 6

She was looking for something inside her bag. ‘Excuse me, did you drop some money?’ I asked.

‘Yes, I had a £5.00 note. I need it to catch the bus home,’ she said. I handed her the money.

7 8

‘I think this belongs to you,’ I said. ‘Thank you very much,’ said the old lady. I walked back to Mum and told her what I had done. 56

Honesty – At The Supermarket 9 10

As we left the supermarket, the old lady came up to us. She had bought an ice cream in a cone.

The old lady handed me the ice cream and said, ‘Thank you for your honesty.’

11

‘Thank you for the ice cream,’ I said with a big smile.

57

Honesty – At The Supermarket Activity 1

Fill in the missing word in the sentence below.

In the story, the old lady handed the boy an ice cream for his _______. Colour in your favourite flavoured ice cream cone.

Raspberry Ripple

Chocolate

Peppermint Vanilla

Strawberry

58

Honesty – At The Supermarket Activity 2

The boy in the story practised honesty. Write and draw about a time when you were honest.

59

Honesty – Look What I’ve Found

1

‘Mum, look what I’ve found – a box with an old ring inside. It must belong to someone.’ ‘Let’s see if we can find the owner,’ said Mum.

2

We knocked on Mr Smith’s door. Knock knock! ‘Does this belong to you?’ we asked. ‘No, that does not belong to me,’ said Mr Smith.

61

Honesty – Look What I’ve Found

3

We spoke to Mr Jones in his garden. ‘Does this belong to you?’ we asked. ‘No, that does not belong to me,’ said Mr Jones.

4

We knocked on Mr Kelly’s door. Knock knock! ‘Does this belong to you?’ we asked. ‘Oh yes! I’ve been looking everywhere for that,’ said Mr Kelly.

62

Honesty – Look What I’ve Found

5

‘It has a ring inside it that used to belong to my father. It is very special to me,’ said Mr Kelly.

6

‘Thank you both very much for your honesty,’ said Mr Kelly.

63

Honesty – Look What I’ve Found Activity 1

The boy in the story found a beautiful ring. Colour the rings below and match the shape of the ring to the correct word.

Red stone

Circle

Blue stone

Rectangle

Green stone

Diamond

Orange stone

Square

Add the rings together. +

+

+

= ____

On the back of the sheet, draw a ring that you would like to wear. 64

Honesty – Look What I’ve Found Activity 2

Help the boy find his way to the ring. Draw your own maze with a special ring at the end. Try out your maze with a friend.

65

Honesty – The Blue Vase 1 2

One rainy day, my sisters and I were playing inside. We bumped the hall stand and Mum’s favourite blue vase crashed to the floor.

Mum heard the loud crash and came running into the room. She looked angry.

3 4

‘Who broke my vase?’ asked Mum. ‘Not me,’ said Tony.

‘Who broke my vase?’ asked Mum. ‘Not me,’ said Jenny. 67

Honesty – The Blue Vase 5 6

‘Who broke my vase?’ asked Mum. ‘Not me,’ said Millie.

‘Someone broke the vase,’ said Mum. She looked at all of us.

7 8

‘We are sorry, Mum,’ we all said. ‘It was an accident.’ ‘Thank you for being honest,’ said Mum. ‘Can you all help me find the glue?’ asked Mum. 68

Honesty – The Blue Vase Activity 1

Colour in the outlined words. In the story, Mum asks,

‘Who broke my vase?’ Draw what you think Mum’s face might have looked like when she was asking that question?

Angry? Happy? Sad? Excited?

On the back of this sheet, write about a time when you were honest about something. 69

Honesty – The Blue Vase Activity 2

Colour the broken pieces of the vase blue. Cut the pieces out and paste the vase back together.

70

Promoting Children’s Resilience and Wellbeing

Kindness

Kindness – Kyle’s Bag of Sweets 1 2

Kyle went to a birthday party. He came home with a bag of mixed sweets.

3 4

Kyle gave one to his big sister. ‘Thank you for being so kind,’ she said.

Kyle gave one to his little sister. ‘Thank you for being so kind,’ she said. 73

Kindness – Kyle’s Bag of Sweets 5 6

Kyle gave one to his mum. ‘Thank you for being so kind,’ said Mum.

7

Kyle gave one to his dad. Thank you for being so kind,’ said Dad.

‘ Kyle ate all the other sweets. Yum!

74

Kindness – Kyle’s Bag of Sweets Activity 1

Cut out all the sweets below and give two to each member of the family.

75

Kindness – Kyle’s Bag of Sweets Activity 2

Colour in the outlined word then fill in the missing word.

Kyle was very

KIND when he shared his sweets. It was very _ _ _ _ of him to share. On the back of this sheet, draw or write about a time you shared with your family.

76

Kindness– In My Family 1 2

In my family, we like to be kind in lots of ways. Sometimes, Mum delivers meals to people.

3 4

Sometimes, Dad helps at my school. Sometimes, my sister makes cakes for her club. 77

Kindness – In My Family 5 6

Sometimes, Nana helps in the charity shop. Sometimes, I put money into a tin. 7

And sometimes, my dog likes to help in the garden. Whoops!

78

Kindness – In My Family Activity 1

Draw lines to match the sentence with the correct picture, then colour in.

Mum delivers meals to people.

Dad helps at my school.

My sister makes cakes for her club.

Nana helps in the charity shop.

I put money in a tin.

On the back of this sheet, write about how you are kind. Draw a picture of you being kind. 79

Kindness – In My Family Activity 2

I put money in a tin to help other people. How much money did I put in the tin?

10p + 10p + 10p = _____ 5p + 10p + 10p = _____ 20p + 10p + 10p = _____ Mum delivered 10 meals. Fill in the missing number.

4 meals + ____ meals = 10 meals 2 meals + ____ meals = 10 meals 7 meals + ____ meals = 10 meals ____ meals + 5 meals = 10 meals 80

Kindness – I Love Lemon Pie 1 2

On Saturday, I asked Mum if she could make a lemon pie. ‘Yes,’ said Mum.

‘But we need some lemons,’ she said. I was so excited, I found my bucket and ran next door.

3

I asked Mrs Smith if I could pick some lemons from her tree. ‘Sure,’ she said.

81

Kindness – I Love Lemon Pie 4 5

I filled my bucket with lemons and then I walked home. On the way, I met...

the postman. I gave him some lemons. ’Thank you, that is very kind,’ he said.

6 7

I saw Mr Wong in his garden. I gave him some lemons. ‘Thank you, that is very kind,’ he said.

I gave the other lemons to Mum. She used some of them to make the lemon pie. 82

Kindness – I Love Lemon Pie

8

When the pie was cooked, we cut a big slice and put it on a special plate. I carefully carried it to Mrs Smith’s.

9

I knocked on the door. When Mrs Smith opened the door, she got such a surprise. ‘I love lemon pie. Thank you. That is very kind of you,’ she said. ‘No, thank you for sharing your lemons,’ I said.

83

Kindness – I Love Lemon Pie Activity 1

Cut each pie into pieces. Then finish the sentence with a word from below.

Cut the pie into two equal pieces. I cut the pie in ____________. Cut the pie into three equal pieces. I cut the pie into _________. Cut the pie into four equal pieces. I cut the pie into _________.

thirds

half

quarters

Draw a lemon pie on the back of the sheet. Cut it into enough pieces for every member of your family to eat. How many pieces did you cut the pie into? _____ 84

Kindness – I Love Lemon Pie Activity 2

There were 20 lemons in the basket. I gave 5 lemons to the postman. Draw the lemons.

20 -

= __

I gave 5 lemons to Mr Wong. Draw the lemons.

15 -

= __

I gave 7 lemons to Mum. Draw the lemons.

10 -

= __

Draw how many lemons were left in the basket.

85

Kindness – The Lunchbox

1

One day, I left my lunchbox at home. At lunch-time, I was very sad and very hungry too.

2

I told my teacher. She told the class. Soon, some of my friends were sharing their lunches with me.

87

Kindness – The Lunchbox 3 4

Raphael gave me some salami and cheese. Jai gave me some celery sticks and dip.

5 6

Kim gave me half a jam sandwich. Samantha gave me a cake and some cherries. 88

Kindness – The Lunchbox

7

My friends were very kind to share their food. I felt very happy and I had a very full tummy.

8

I hope I remember my lunchbox tomorrow... or do I?

89

Kindness – The Lunchbox Activity 1

Colour in the outlined sentence below.

My friends were very kind when they shared their food with me. Find the answers to these sums.

3+

= ____ cherries + 5 = ____ celery sticks + 4 = ____ cakes + 6 = ____ apples

90

Kindness – The Lunchbox Activity 2

Join the dots from 1 to 40, then colour in.

Draw some healthy food for your lunchbox.

91

Promoting Children’s Resilience and Wellbeing

Responsibility

Responsibility – A Day At The Beach 1

‘ ‘Let’s go for a day at the beach,’ said Mum. ‘Yes please,’ I cheered. ‘You will need to take responsibility for yourself, and make sure that you are protected from the hot sun,’ said Mum.

2 3

I put on my sunscreen. I put on my hat. 95

Responsibility – A Day At The Beach 4 5

I put on my sunglasses. I put on my shirt. 6

I am ready for my day at the beach!

96

Responsibility – A Day At The Beach Activity 1

Colour in the outlined words. In the story, the boy put on:

sunscreen, sunglasses, a hat and a shirt. He was very responsible. Responsibility – A Day At The Beach 97

Responsibility - A Day At The Beach Activity 2

Below are all the things you need to take to the beach if you are being responsible. Draw each of the items in their boxes.

sunglasses

hat

sunscreen

shirt

98

Responsibility – My New Pony 1

I have a lovely new pony. I am responsible for her.

2 3

Every day, I make sure my pony has water. Every day, I make sure my pony is safe. 99

Responsibility – My New Pony 4 5

Every day, I make sure my pony is brushed. Every day, I make sure my pony has food.

6 7

Mum says I am a responsible pet owner. I love my pony, and I think she loves me too. 100

Responsibility – My New Pony Activity 1

Draw the correct items in each box. In the story, the girl is responsible for her pony. Draw pictures in each box showing you being responsible for your pet.

Giving your pet water

Feeding your pet

Brushing or washing your pet

Keeping your pet safe 101

Responsibility – My New Pony Activity 2

Answer the following questions with Yes or No.

Do you have a pet? _____ Does your pet have a name? _____ Do you make sure your pet is safe? _____ Do you make sure your pet is looked after? _____ Do you make sure your pet has lots of water? _____ Do you make sure your pet has food? _____ Every day, do you make sure your pet is not lonely? _____ 102

Responsibility – Sally’s New School 1

Sally was starting at a new school. Sally’s Mum said that putting her name on her belongings was a responsible thing to do. Sally put her name on her books.

2 3

Sally put her name on her hat. Sally put her name on her jumper. 103

Responsibility – Sally’s New School 4 5

Sally put her name on her lunchbox. Sally put her name on her pencils.

6 7

Sally put her name on her bag.

Sally’s name was now on all of her belongings and she was ready for school. 104

Responsibility – Sally’s New School Activity 1

Sally was responsible when she started school. Draw the items that you would name when starting at a new school. Don’t forget to label them!

Fill in the missing letters.

Mum said it was a very ___________ thing to do. 105

Responsibility – Sally’s New School Activity 2

Colour in these outlined words from the story:

Jumper Bag Hat Pencils Books Lunchbox 106

Responsibility – Waiting For The Rain

1

We live on a farm. Sometimes, it doesn’t rain very much.

2

Our water comes from water tanks.

107

Responsibility – Waiting For The Rain 3 4

We make sure we turn off dripping taps. We reuse any waste water on the gardens. 5

We plant trees that do not need much water.

108

Responsibility – Waiting For The Rain 6 7

We make sure we have quick showers. We have to be responsible with water. 8

When it rains, we dance and sing.

109

Responsibility – Waiting For The Rain Activity 1

Using the pictures as clues, answer the following questions. In the story, where is water stored?

What type of showers do they have?

What do they do with dripping taps?

What sort of plants do they grow?

What do they have to be with water?

What do they do when it rains?

110

Responsibility – Waiting For The Rain Activity 2

List some things that you know save water, and some things that do not save water. Being responsible with water

Being irresponsible with water

111

Promoting Children’s Resilience and Wellbeing

Tolerance

Tolerance – My Little Sister 1

My little sister is fun to play with. But I need to be tolerant with her because she can be very messy! Sometimes, I can even tell where she has been. Oh no, my little sister has been here. She has opened the crisps.

2 3

Oh no, my little sister has been here. She has opened the drawers.

Oh no, my little sister has been here. She has unrolled the toilet paper. 115

Tolerance – My Little Sister 4 5

Oh no, my little sister has been here. She has pushed the plant over.

Oh no, my little sister has been here. She has put on Mum’s make-up.

6

Shhh, my little sister is asleep! Please don’t wake her up.

116

Tolerance – My Little Sister Activity 1

Cut out the pictures below and match them to the correct sentences.

My little sister has opened the crisps.

My little sister has put on Mum’s make-up.

My little sister has pushed the plant over.

My little sister has unrolled the toilet paper.

117

Tolerance – My Little Sister Activity 2

Colour in the outlined word.

I need to be tolerant with my little sister. Draw your favourite part of the story in the space below.

118

Tolerance – My School Friends 1

My friends at school all like to do different things. Tolerance is accepting different things in people.

2 3

There is Ravi who is very tall and loves to play sport.

There is Susie who wears bright clothes and dances to strange music. 119

Tolerance – My School Friends 4 5

There is Anna who has long hair and likes to play the drums loudly.

And there is Jane who has lovely eyes and likes to paint large, colourful pictures.

6

I think it is good that my friends are all different.

120

Tolerance – My School Friends Activity 1

My friends are all different.

Draw a friend who is tall.

Draw a friend who likes sport.

Draw a friend who likes to paint.

Draw a friend who likes music.

121

Tolerance – My School Friends Activity 2

Colour in the outlined word.

Tolerance is accepting people’s differences. Write or draw how you are different from some of your friends.

Write or draw how you are the same as some of your friends.

122

Tolerance – Grandpa’s Music 1 2

My grandpa lives near the beach. I like to visit him, except when he plays his music.

Mum says I need to be more tolerant of Grandpa’s music, and she says, ‘It is good that we all like different sorts of music.’

3

Grandpa is in a folk band. He plays the violin and the mouth organ. Sometimes, he sings.

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Tolerance – Grandpa’s Music 4 5

When we visit him, he is always playing music. When we eat, he plays the violin.

When we talk, he plays the mouth organ. Sometimes, at parties, he plays them both.

6 7

If we ask him to stop playing his music, he starts to sing.

I like to go to Grandpa’s to visit, except when he plays his music. 124

Tolerance – Grandpa’s Music Activity 1

Fill in the missing word.

Mum said that I need to be more _ _ _ _ _ _ _ _ of Grandpa’s music. Draw lines to connect all the words to the instruments. Violin Trumpet Tambourine Drums Guitar Mouth organ Draw your favourite instrument on the back of the sheet. 125

Tolerance – Grandpa’s Music Activity 2

Add up the instruments.

+

= _____

+

= _____

+

= _____

How many instruments altogether? ________ 126

Tolerance – The Family Picnic

1

One Sunday every year, we have a family picnic. All my aunties, uncles and cousins come along.

2

Aunty Joy makes cakes and loves singing. She wants everyone to join in a sing-along after lunch.

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Tolerance – The Family Picnic

3

Aunty May is going deaf. Sometimes, I need to yell so that she hears me.

4

My little cousin, Alex, is a very messy eater.

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Tolerance – The Family Picnic

5

Old Uncle Les has bad eyesight, but always plays cricket. We let him have lots of chances before he goes out.

6

Uncle Bill takes his false teeth out after lunch. He puts them in his pocket so he won’t lose them. Yuk!

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Tolerance – The Family Picnic

7

And there is Nana, who gives us lots and lots of sloppy kisses. Sometimes, I have to be very tolerant.

8

But that’s what families are about.

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Tolerance – The Family Picnic Activity 1

Draw lines to match each sentence to the correct picture, then colour in.

Uncle Bill takes out his false teeth.

Nana gives me lots of sloppy kisses.

Uncle Les has bad eyesight but always plays cricket. Aunty Joy makes cakes and loves to sing.

My cousin, Alex, is a messy eater.

On the back of the sheet, write three interesting things about your family. 131

Tolerance – The Family Picnic Activity 2

Below is an empty picnic basket. Draw six different items that you would like to take on a family picnic. Label each one, then colour in.

132