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NC/PSHCE Links – to understand what it means to be an orphan – to appreciate that there is sadness and loneliness when someone close to you dies – to be able to find ways of getting help when coping with loss DVD of Harry Potter and the Philosopher’s Stone Plain paper x 30 Children will have studied life cycles in Science (Living Processes) Children will have understood the reality of death for animals. Children will have understood the importance of friendship. PSHCE KS2: 1a,c, 2e 4g SEAL Changes Unit Planned learning experiences Role of Teacher/other adults Process of assessment Learning outcomes

Introduction (10min) Run trough objectives in child friendly language Put Harry Potter name on white board or produce a picture of Harry Potter as a child with the e white board Question:What do we know about Harry Potter? Show DVD extract of the Mirror of Erriseg explaining htat Harry is staying at Hogworts for Christmas because his family don’t want him and he doesn’t want to go there. He gets an invisible cloak for a present and uses it to visit the section of the library in the middle of the night that pupils are banned from going into. The caretaker comes and Harry runs to escape being found.

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He finds himself in a part of Hogwarts he has never been into…. Main Activities 1. (15 min) Watch DVD. Ask pupils what Harry was feeling about being an orphan. What did he feel when he saw his family? Why did he then spend every spare moment in front of the mirror How did he feel when Professor Dumbledore told him not to find the mirror again Who can help Harry now when he feels sad and alone? 2. (10 min) Each pupil has a plain piece of paper, they draw around their hand and for each digit, starting with the thumb consider who they would turn to, to help them if they were as sad as Harry.

Share this with your work partner and explain the reasons for your choice. Plenary (10 mins) Ask pupils to tell you who are the sort of people you can turn to when you are really sad. Eg friends, family, teachers. Reiterate key points People and animals we love can die and when that happens we feel terrible and sad and lonely When we feel that way people to love us or a friends with us or care about us will help us. Teacher to recap, question show DVD TA to sit on the red table to help pupils concentrate. TA to work with red group Teacher to circulate to ensure pupils are able to engage.

Teacher to ensure all pupils have someone on their hand. TA to ensure red group understand the task and are able to undertake it. TA to stay with red group and encourage contributions Questioning Worksheet Watching and Quetioning Questioning The pupils can recall information about Harry including that he is an orphan and be able to explain what it means to be an orphan. They can identify that Harry has good friends and they have helped one another. They can think of a few ways of helping someone who is really sad Pupils realise that an orphan can feel really sad and alone.

They have several important people who will help them when they are really sad Rationale for the lesson plan Lesson objectives Three objectives have been chosen connecting knowledge and awareness, with understanding and then extending into enhancement of personal resilience skills. This progression of knowledge to conceptual understanding and then skills development is constructivist in design (Piaget 1952) and also equips children with strategies to cope with loss as well as awareness of it, a key principle of effective loss education (Brown 2000, Stokes 2009, Winston’s Wish 2011, Child Bereavement Charity 2011)

They include awareness of feelings associated with the death of parent, which could be challenged as too sensitive for Y4 children, yet the reality is that many children are bereaved of a parent or experience similar emotions through separation and divorce by the time they are eight or nine (Childhood Bereavement Network 2009). The context here is softened by the use of fiction characters, allowing for empathy and transference of emotions (Brown 2000, Stokes 2009, Winston’s Wish 2011, Child Bereavement Charity 2011) but this objective would be reconsidered if there was a child in this class who had been bereaved within the previous two years.

In this situation I would consult with the child on the content and give the option of alternative work outside the classroom. Choice and involvement in planning for children who are affected by bereavement is critical to their coping success in these situations (Brown 2000, Stokes 2009, Winston’s Wish 2011, Child Bereavement Charity 2011, Jigsaw4u 2011). In addition, Christ’s (2000) extensive research identified that children of the Y3-4 age range who are bereaved often want to talk about their situation and their lost parents.

The objectives are simple but require both imagination and some recognition of emotions/ feelings. These can be expected from Y4 pupils (DfES SEAL 2005, DfEE 1999, Antidote 2008) but individual class composition and stage of development would need to be a factor in the selection of objectives and in the differentiation of work (Kyriacou 2007, Pollard 2008). Curriculum Links The objectives and content link to the DfEE (1999) National Curriculum Non-statutory Guidelines for PSHE for Key Stage 2 which are currently in use in schools.

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