Citizenship: Developing a healthy, safer lifestyle (KS1)
Use the poem and activities in the ‘Water’ assembly: www.assemblies.org.uk/2004/jul04_water.php
- As a class, come up with examples for each of the following uses of water:
Water to splash in, water for play
Water for washing things every day
Water to grow things to keep us alive
Water to drink so that we can survive.
This could become a list on the board, a collage or individual artwork.
- Children could work on a water timeline showing how water is used throughout the day: washing, making drinks, brushing teeth, washing up, etc.
Use the activities and teaching points from the ‘Staying healthy’ assembly: www.assemblies.org.uk/2004/mar04_healthy.php
- Reinforce the practical learning with a discussion asking children to recall the best ways of staying clean throughout the day and why this is important.
- The children could create posters with their ‘Top tips for staying clean and healthy’.
Use this poem from the ‘Change’ assembly: www.assemblies.org.uk/2004/sep04_change.php
As we grow we change.
When we are one we have just begun.
When we are two we are nearly new.
When we are three there are new things to see.
When we are four we can do even more.
When we are five we feel so alive.
When we are six we can do lots of tricks.
When we are seven life can be heaven.
When we are eight our lives are just great.
When we are nine we’re getting on fine.
By ten and in teens we change even more
Learning more clearly what life has in store.
- Talk about the things that change during every day:
- The sun moves across the sky (although we can’t always see it – emphasize not looking directly at the sun).
- We are bright and lively at some times and slow and tired at other times.
- We eat different foods at different times.
- Talk about birthdays and the different ages of people in the class.
- Talk about learning and the things that children know now that they did not know yesterday, a week ago, last term…
- Look for signs of change in the seasons and in growing things around school.
Use the game from the ‘Making choices’ assembly: www.assemblies.org.uk/2005/oct05_choices.php
Follow up the game with the following points from the assembly:
- We all make lots of choices every day – some are big choices and lots are small ones. Usually, unlike picking the cup, you have more idea about what your choices are. With the cup you had no clue as to which was where (until the last person) but just like in the game, our choices have consequences (things happen because of the choices we make). Our choices can have different kinds of results; they can be helpful or not helpful to us and to others.
- Ask the children how difficult decisions can be made easier – i.e. with someone to help. Explain that if a difficult decision has to be made, it’s good to talk to people who know you to get their help.
- Try this out with simple role play: two children have to decide whether to ask a third to play with them; whether to share some sweets; what to do if they are worried about something at school.
Revisit the reflection from the assembly:
Look at your hand.
Your hand is a good reminder of the fact that we all have a lot of power and have choices to make.
Your hand can be used for good things, like as a sign of friendship, to shake hands, pat someone on the back or to wave hello.
But it can also be used to hurt people.
We all have a lot of choices to make every day – some small, some bigger.
How will you make your choices today and who will you talk to when you have big decisions to make?