Crook Primary School
Crook Primary School
Emotional wellbeing is about our feelings, our thoughts, our emotions and our moods. Looking after our emotional wellbeing is just as important as looking after our physical health.
Over these past two years, we have been through something that we could never have imagined. Did we ever think that schools would shut and we wouldn’t be allowed to see those people in our lives that we really care about? When we are experiencing something difficult and challenging like the pandemic, our hearts, our minds and bodies can find it difficult to cope with everyday situations. We often revert to a fixed and negative mindset, which can often be very limiting. When we are scared we become defensive and we often struggle with creative thoughts. The pandemic gave us a unique opportunity to reflect on what is important to us and what we want more of in our lives. We had time to think about those things we missed most including time with people we love, things that inspire us and activities that make us happy. When we are happy we create an environment that we need to thrive and grow. We now have an opportunity to take the lessons we have learned and move out of our fixed mindsets into a more positive way of thinking.
Crook Crusaders is the chance to take these lessons and move out of our fixed mindsets into a more positive way of thinking. It is with this growth mindset and resilience that we can create a world with endless possibilities. In order for a child to develop a strong growth mindset they need the input, support and comfort of others.
Some of our Year 4 children felt that they needed an opportunity to refresh their friendships. We have planned 3 sessions to support this, the aim of the sessions are based on a CBT Cycle (Cognitive Behavioural Therapy; where negative thoughts, feelings and behaviour are changed from negative to positive) and include:
• What is a good friend?
• Understanding the link between our thoughts, feelings and behaviours.
• Think about what might be helpful and unhelpful behaviour towards our friends.
• Learn how to calm our emotions so we can think more clearly and behave in a more helpful way.
We took the scenario of Mia, below and discussed how this situation might make her feel...
We then used the CBT Cycle to turn her negativity into positive thoughts:
We concluded that Mia would be far happier as a result and that we too could use this technique in our own friendships.
This week we learned:
• How to identify a problem or barrier
• How to break down a problem into smaller goals
• How to create a plan to overcome a barrier or issue
Pupils were given time to think of a superhero name and a superpower for themselves.
Children introduced their superhero self, standing in a superhero stance and using a special voice. They mentioned their superpowers.
Once the group knew that they are superheroes; they could tackle problems with confidence!
We shared the story of 'The Owl who was Afraid of the Dark' story online:
https://www.youtube.com/watch?v=4BWy9zwDY64
Children were asked, 'What is Plop's problem?' (He is afraid of the dark).
Plop can't simply stop being afraid of the dark, it is too difficult to solve straight away. Instead, Plop can break this down into smaller goals to overcome his fear.
We discussed how Plop manages to break down his problem into smaller goals before showing the Barriers Example.
Pupils were given a 'Breaking down barriers template' which features a goal they wished to achieve/problem they want to resolve/fear or barrier they want to overcome.
We then filled in the boxes with smaller steps will help us to achieve our final goal.
As part of Children's Mental Health Week-we began by watching the 'Inside Out' video clip called 'Meet your emotions' which is about the different emotions that we feel. https://www.youtube.com/watch?v=1S0RKRRyqhQ
We discussed why different emotions are useful.
We then watched the 'Sadness saves Riley' clip. https://www.youtube.com/watch?v=1S0RKRRyqhQ
By allowing herself to feel sad and share this with people around her, she can get help to deal with the situation and feel better for not bottling up her feelings.
We discussed how all emotions serve a purpose and these lead us to behave in different ways and also that we have a choice as to the action we take, given how we feel.
Children were asked to consider what is important to them (other people being happy; being good at drawing; having lots of friends; having a tidy room; eating nice food at lunch).
There are lots of things that are outside of our control and things that we can affect. Children considered how they could impact (no matter how little) one of the things they have identified as important to them.
E.g:
• Having lots of friends. (Talk to other people, be kind to them, ask them what they like to do).
• Eating nice food at lunch. (Talk to your parents about what food you like, offer to help with shopping and making lunches).
Using the Activity: Project happiness resource, children to filled out each thought bubble by drawing a picture of what would make them happy in the centre of it, then writing what they themselves could do to make this happen around the image; they could only write down things that they can have a positive impact on rather than events that they can't control.
Halfway through the activity, children shared the ideas they had written down so far to:
• offer inspiration to those struggling with ideas
In relation to their goals, children asked: 'Is there anything that you could do today? Or this week? Immediately?'
Recap:
• I understand that all emotions are important.
• I know that I can control some things but not others.
• I can take action to affect my own happiness.
Crook Crusaders have been working on a Cognitive Behavioural Therapy programme with the 'Piece of Mind' Team; 'We Eat Elephants':
With scenarios to talk through, feelings cards to help explain, and other well tested CBT methods, 'We Eat Elephants' is a great way to help children learn to communicate and express their feelings. Named due to the fact that problems can seem as huge as an elephant, but by breaking it down into 'bite-sized' pieces, it is easier for us to deal with current issues that our children face in both school and home environments.
Week 1:
'Getting to know me', 'What is a Thought?' and 'Hand Breathing'.
Week 2:
'Unhelpful vs Helpful Thoughts', balloon Breathing and 'Grounding Behaviours'.
Week 3:
'What Makes Me Great', 'Problem Solving'
Week 4:
'Wellbeing Toolkit'.
Children have taken their new knowledge back into the classroom and playground to better support them in quickly regulating any uncomfortable/negative thought and behaviours.
We discussed the different ways that you can tell how someone is feeling.
In pairs, children then played a charades-style game - with one pupil acting sad/disappointed/frustrated/joyful…and the other guessing how they are feeling.
Discussed:
• What different types of feelings or emotions can a person have?
• How can you tell what a person may be feeling?
We then discussed what is meant by the term 'social media': Facebook, Twitter, Snap Chat, Instagram and talked about their purpose:
• Keeping in touch with friends
• Sharing where you are and what you have been doing
• Showing what is happening in your life
• Communicating
• Sharing pictures
We discussed whether you can tell how happy someone is by their social media profiles and how it can make you feel if you see lots of people sharing these images and posts.
We agreed that sometimes seeing everyone doing amazing things can make you feel like you are not as happy or not doing as much. We then discussed:
1. Trying to be inspired by these images and posts and use them as motivation to try something new or do more to make themselves happier rather than worry about comparing themselves to others.
2. The lives shown on social media often do not give a full or accurate picture of the person's actual experiences. People are unlikely to share pictures of themselves being sad and lonely or of a project that has gone wrong. People often want to show themselves in the best possible light and social media gives a platform to do this.
We created masks for a made-up character who presents a very positive image on social media.
Children got into role of their characters and planned what they might say, what they might be thinking. They then presented to the group by saying only good things about their life when holding the mask up, sharing great things they have made or done. We then moved the mask away and shared anything the character might be worried, upset or angry about. We talked about why people present this image on social media and how it makes them and us feel.
Visitors to Peace Memorial Park in Hiroshima, Japan, see brightly coloured paper doves everywhere. These paper doves come originally from the ancient Japanese tradition of origami or paper folding, but today they are known as a symbol of peace. They are folded as a wish for peace in many countries around the world. This connection between paper doves and peace can be traced back to a young girl named Sadako Sasaki, who died of leukemia ten years after the atomic bombing.
Sadako was two years old when she was exposed to the atomic bomb in 1945. She had no apparent injuries and grew into a strong and healthy girl. However, nine years later, in the Autumn, when she was in the sixth year of primary school, she suddenly developed signs of an illness. In February the following year, she was diagnosed with leukemia and was admitted to the Hiroshima Red Cross Hospital. Believing that folding paper cranes would help her recover, she kept folding them to the end, but on October 25, 1955, after an eight-month struggle with the disease, she passed away.
Sadako's death triggered a campaign to build a monument to pray for world peace and the peaceful repose of the many children killed by the atomic bomb. The Children's Peace Monument that stands in Peace Memorial Park was built with funds donated from all over Japan. Later, this story spread to the world, and now, millions of cranes are placed each year before the Children's Peace Monument.
Our children, teachers, parents helped to create beautiful peace doves and will be sending them to create a fantastic art installation in the centre of historic Durham City.
We made the doves from a mixture of paper; Christmas wrapping paper, coloured sheets of paper and origami squares.
Our children wrote a personal message about peace in our own language on the reverse of their dove.
This week in our Crook Crusaders group we learned:
• To understand that there are different ways to communicate
• Hoe to communicate my meaning without talking
• How to listen and show that I'm listening
• To know how to be a good listener
We discussed what we mean by 'communication'.
Then watched and listened to the video on link: 'Shaun's story' on the BBC Bitesize website':
https://www.bbc.co.uk/teach/skillswise/shauns-story-reading-the-newspaper/zhmrpg8
When discussing how Shaun communicates, we looked at how he understands what other people want to say and how he lets other people know what he is thinking and wants to do.
Children then played charades, using cards provided. In both games, words are forbidden, however facial expressions were used to let teammates know if they were on the right track.
We discussed that we communicate meaning in more than one way, and, the non-verbal cues are equally important.
Children were asked how they can tell when someone is listening to them:
• eye contact
• nodding
• asking questions about what is being said
• summarising point to show understanding
• not doing other tasks
We discussed how we can tell if someone is not listening to them:
• looking around or at their phone or watch
• doing something else at the same time
• yawning
• talking to someone else
• doesn't say/do anything or make any facial expressions in response
Children briefly acted these out at their tables to make the distinction.
We discussed that there is more to being a good listener than just looking like one.
We also discussed any vocabulary and phrases that we are unfamiliar with, e.g.: empathy, sympathy, open questions, encouragement.
Children finished by creating a 'Good listener guide' using a template and headings provided, adding examples of these and why they are important. (The headings: 'Questions', 'Show you're listening', 'Respond', 'Empathise'.)
We began by asking children what a job is and encouraged them to think about their parents' jobs and other adults they know.
We asked:
• How do you think it feels to be good at your job?
• What skills would be useful across a range of jobs that you can start developing in school? For example, confidence, creativity, communication, determination, enthusiasm, flexibility, problem-solving, working with others.
• What am I good at?
• What would be the perfect job for me in school?
• Am I the listener?
• Am I the 'ideas person'?
• Am I excellent at tidying up?
The children prepared a job application for their chosen role within school, e.g.:
• Book Reviewer: Reads books to recommend to people, writes reviews to be displayed in class.
• Discussion Manager: Makes sure that in any group discussion, everyone gets their say and reaches a solution that everyone is happy with.
• Spokesperson: Listens to ideas, concerns, suggestions of others and presents them in front of a group or the rest of the class.
• Play Leader: Organises games to play outside.
• Wet Play Leader: Organises activities to do inside.
We discussed our strengths and why they are suited to their chosen job, we gave at least three examples.
When finished, we shared our chosen job with the other people on their table, explaining why they have chosen it and what they would do in the role.
By the end of the lesson, children completed a written application.
In Crook Crusaders this week we identified what is important to us and how to take responsibility for our own happiness. We discussed that all emotions are important and that we can control some things but not others.
We watched the 'Inside Out' video clip called 'Meet your emotions' which is about the different emotions that we feel.
https://www.youtube.com/watch?v=nEUzQ7yL9A0
We discussed why different emotions are useful and how all emotions serve a purpose and these lead us to behave in different ways. We talked about that we have a choice as to the action we take; given how we feel.
Children completed thought bubbles by drawing a picture of what would make them happy, then writing what they themselves could do to make this happen around the image. We wrote down things that we can have a positive impact on RATHER than events that we can't control.
We finished with the group discussing that it is important to focus on ways in which we can make a difference to our own and other's happiness.
This week we looked at planning for a healthy lifestyle and the importance of a healthy diet, good oral hygiene, rest and relaxation and physical activity.
We began by watching the BBC Bitesize- 'Keeping Healthy' clip, highlighting what is good and bad for our body and asked the questions; questions
• How can you keep yourself mentally and physically healthy?
• What do you currently do to stay healthy?
We looked at the four categories: diet, exercise, rest/relaxation and dental health, then discussed what the children do to look after themselves in each of these ways:
• Diet (e.g. eat fruit as a snack, have a filling breakfast)
We discussed how different food groups affect our bodies in different ways and the importance of hydration.
• Exercise (e.g. walk to school, run around at playtime, dance club)
We recalled the positive effects on the body as well as finding something active that we enjoy.
• Rest/relaxation (e.g. get a good night's sleep, practice calm breathing once a week)
We recaped ways to prepare for sleep or rest and how it affects the body. We also considered our Relaxation lessons from previous years, thinking about different techniques suitable for different situations.
• Dental health (e.g. drink lots of water, brush teeth twice a day)
Review why teeth and gums are useful and how to look after them properly.
We listened to each other's responses as these helped give us ideas for what else we might want to incorporate into our own routines.
Children filled in the Activity: My healthy body and mind grids and in one colour, adding what they are already doing for each of these four areas, based on the ideas discussed, then, in another colour, they add something new they will try.
We watched the Disney Pixar 'Partly Cloudy' clip, and thought about what advice we would give to the stork in this scenario, relating their ideas to diet, exercise, sleep and relaxation.
The session ended with children sharing what they will do to take responsibility for their own health and relaxation.
This week we focused on the skills and values we want to have when we grow up.
For inspiration, children considered adults they admire, thinking about which skills or values make them a source of inspiration, e.g: a favourite scientist because they are passionate and determined, or a parent since they are loving and kind.
Children drew a picture of what they would like their future selves to be like, labelling skills and values that cannot be seen, such as kindness, understanding, bravery, adaptability, listening skills, and perseverance.
In pairs, we discussed how we could work towards becoming this version of themselves by considering:
• What will they need to learn?
• How should they interact with people?
• Who could help them achieve these goals?
We discussed that we can get better at something by starting off small, then gradually improving. For example, if they want to be braver, start by challenging themselves to do something small every day or every week that is outside of their comfort zone; if they want to have a good memory, start to play memory games with a friend or sibling, making them more and more challenging each week.
We noted all the actions we want to follow to help develop the skills to achieve our goals.
We ended with children sharing the values or skills they would like to develop.
In this weeks session of Crook Crusaders, the children created a resilience toolbox.
We started by thinking of challenges we have faced, things that have made them want to give up or not try in the first place.
Using these we considered positive ways to tackle them, drawing upon their learning of resilience in previous years:
• When and who to ask for help (who from?)
• Accept what is and isn't within your control
• Break down an issue into smaller actions
• Learn from mistakes/failures and appreciate what they have taught you
• Use relaxation techniques to allow you to view a situation clearly…
Children recorded five different strategies and shared these with the rest of the class, adding to their ideas as they listen.
Children were given the opportunity to reflect on what resilience is and why it is such a valuable quality. Children were to consider the best ways of communicating and modelling resilience to the rest of the school.
We then shared inspirational descriptions of resilience and also used real examples of ways they have used a growth mindset to help them succeed, we then summarised our thoughts and ideas in a creative mind map, showing keywords, phrases and stories linked to resilience.