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To Be Me

Home is Where
the Heart is
Curriculum Objective
To develop the young person as an individual

Key Experiences Success Criteria


Developing their relationships with family Pupils will:
• begin to understand the concept of
growing up and families.
Learning Intentions
Pupils will have opportunities to:
• develop a positive sense of self; Attitudes and Dispositions
• identify special people who love them and • Curiosity
take care of them; and • Self-confidence
• explore what makes up a family structure. • Concern for others
• Respect

Progress in Learning
I am beginning to: Thinking Skills and
• recognise what a baby is;
Personal Capabilities
• understand the concept of growing up;
Thinking, Problem-Solving and
• understand what a family is; and Decision-Making
• understand my place in my family.

ToTo
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Key Question

What was I like as


a baby? You will need:
Resource 1:
Baby Photographs

Resource 2:
Is Baby Happy
or Sad?
Baby Talk
Discuss with your pupils how we start our lives as • Baby doll and
small babies. accessories

Use a baby doll and the appropriate accessories to embed • Baby photographs
the concept of what a baby is. For example, put a nappy, of your pupils
baby grow, bib or hat on the doll, or give it a bottle. Offer your
pupils the chance to dress, hold and pretend to
feed the baby. You can also use this to reinforce
the skill of turn-taking.

Collect a baby photograph from each


of your pupils. Allow them to look
at and select the recording sheet
that appeals to them the
most from Resource 1. Fix
their photographs onto
the worksheet and fill in
their name and the date of
birth. Discuss the similarities
and differences between their
photographs.

Listen to pre-recorded sounds of


babies (for example babbling, gurgling and
crying). Download these sound effects from
www.sounddogs.com and www.soundscalpel.com
(enter the name of the sound you are searching
for and click on ‘Go’ or ‘Search’).

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Thinking Skill and Personal Capability:
Examine evidence, distinguish fact from
fiction.

Cross Curricular Skills:


Communication –
Listen to and take part in discussions,
explanations, role plays and
presentations
Using ICT –
Access Information

Key Question

Discuss with your pupils whether the baby sounds happy


or sad. Have non-verbal pupils eye-point, physically point
to or hand over the appropriate picture in Resource 2.

Next, gather together a range of baby items (for example


blankets, towels, baby clothes, powder and lotion).
Model and encourage your pupils to handle, smell
and explore the items.

You can make links to:


• Language and Literacy by using story
books such as ‘The Baby’s Catalogue’
and ‘Peepo’ by Janet and Alan
Ahlberg and ‘Avocado Baby’ by John
Burningham. These are available from
bookshops, online or from the library;
and
• Physical Education by using the
lesson to demonstrate movements
such as crawling and walking,
which may lead to running,
jumping, skipping and cross
crawling. Encouraging
your pupils to imitate
these movements where
possible.

MeHome
ToToBeBeMe Homeis isWhere
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Key Question

What is
growing up?
You will need:
Resource 3:
What is Growing Up?

Resource 4a-c:
All Change

As a Baby I Could…
Now I Can?
Collect photographs of your pupils’ first birthdays, first year
at school and from the present day.

Encourage them to sequence these


pictures in Resource 3:
What is Growing Up?

Have your pupils collect


photographs of their parents/
carers (or other significant
people in their life) from their
babyhood to the present time.
Sequence the photographs from
when they were youngest to the
present day.

You can provide your pupils with ICT


experiences by taking photographs
of them and assisting them to take
photos of each other. Remember
to be sensitive to individual
pupil’s ability.

You can make links to:


• Mathematics and Numeracy by examining clothing
belonging to babies and clothing belonging to pupils
now. Include school uniforms, clothing worn at home
or for particular sports. Compare and sort the types
of clothing (for example sizes, colours, designs and
function); and

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Thinking Skill and Personal Capability:
Sequence, order, classify and make
comparisons

Cross Curricular Skills:


Using Mathematics –
Identify and collect information
Communication –
Find, select and use information from a
range of sources
Communication –
Key Question Listen to and take part in discussions

• Language and Literacy by reading stories what they can do now. Remember to be
relating to growing up and changes (for sensitive to individual pupil’s ability. Sort these
example ‘When I Was A Baby’ by Deborah similarities and differences into a simple
Niland, ‘What Was it Like When I Was a Baby’ Venn diagram.
by Jeanne Willis and Tony Ross, ‘Tell Me
About When I Was a Baby: A Truly Interactive Examine the pictures in Resource 4c and talk
Pop-Up Book’ by Lisa Rojany-Buccieri, Jane about what babies do (for example cry, crawl,
Chambliss-Wright and K.A. Bickle and sleep, drink milk and use a dummy). Use the
‘Sing and Play: All About Growing Up’ by pictures to compare how our ability to move
Pie Corbett). All of these books are available around, communicate and many other things
from bookshops, online or the library. change as we grow-up (for example talking,
walking, running, eating, the foods we like,
Identify similarities and differences between using the toilet).
what your pupils could do as babies and
Finish by helping your pupils sort and stick the
images into the correct category: things babies
can do versus things older children can do,
using Resources 4a and 4b.

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Key Question

What is a family? /
Who do I live with?
You will need:
Resource 5:
My Family Tree
All in the Family
Ask your pupils to collect photographs of their immediate
family members. Have them place the photographs on the Resource 6:
family tree template in Resource 5. Use Resource 6 for group My Family Portrait
family photographs.

Encourage non-verbal pupils to point to the pictures of family Resource 7a-e: What
members as you call them out. Encourage your pupils to listen Do My Family Do?
to/about each other.

You can make links to: Resource 8: Animals


• The World Around Us by discussing family members from
different generations;
PowerPoint Activity:
• Mathematics and Numeracy by discussing the numbers Spot the Pets
of brothers/sisters each pupil has; and
• Language and Literacy by reading stories relating to • Doll’s house
families (for example ‘The Trouble With Dad’ and and figures
‘The Trouble With Mum’ both by Babette Cole Heinemann
and ‘My Family: My Brother’ by Maggie Malone). All of
these books are available from bookshops, online or
from the library.

Playing House
Discuss family sizes and people who live together in one
house (for example nuclear family, one parent family, etc.).

Demonstrate people living in a house together using a doll’s


house and figures. Have the scenario of them in different
rooms doing different things and then all in the same
room to eat, talk and watch TV, etc.

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Thinking Skill and Personal Capability:
Justify methods, opinions and
conclusions

Cross Curricular Skills:


Communication –
Listen to and take part in discussions
Communication –
Contribute comments, ask questions and
respond to others’ points of view

Communication –
Key Question Understand and explore ideas and
events in texts
Using ICT –
Access information
Using Mathematics -
Identify and collect information

Encourage verbal pupils to come up with options and


non-verbal pupils to imitate your actions with the dolls.
A temporary doll’s house could be made from a
cardboard box.

You can make links to:


• Language and Literacy by encouraging pupils to talk
about extended families, including grandparents, aunts,
uncles, cousins, etc. Discuss how these people play
together, eat together and spend time with each other.

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Key Question

What is a family? /
Who do I live with?
(Continued)

Family Roles You can provide your pupils with ICT


experiences by using the ‘Spot the Pets’
Discuss with your pupils the roles and
PowerPoint and by listening to sounds made by
responsibilities of different family members
common family pets (for example a dog, cat,
and what they do to help around the house.
bird, hamster, guinea pig). Further experience
could be provided by making a lotto board
Support this by using family photographs to
of animals and playing sound lotto. Use a
discuss activities that families do together.
recording device (for example a laptop, CD
Then, together, use Resource 7a to c to show
player/recorder) to record sound clips, or
what their different family members do. For
download the sound effects from
those who are able, have them copy your
www.sounddogs.com and
writing under the pictures.
www.soundscalpel.com (enter the name of
the sound you are searching for and click on
You can make links to Mathematics and
‘Go’ or ‘Search’). Images to go with the sounds
Numeracy by using Resource 7a as a
are available in Resource 8. Alternatively, you
matching and sorting ‘lotto board’ activity.
can source your own images from the internet,
magazines or the ‘Writing with Symbols’
Extension Activities programme. Sound lotto games can also be
Discuss how pets can be part of a family. purchased from educational suppliers.
Use Resource 8 to see if your pupils can
select their particular pet. You could also use You can make links to:
plastic and soft toy animals as visual aids to • Mathematics and Numeracy by
communication. categorising the pets. The pictures can be
cut out and pasted into Venn diagram rings
Contact the RNIB and invite a blind person to or placed into plastic hoops on the tabletop
come to the school with their guide dog. Devise to show which category they belong to;
a path with some obstacles to illustrate how the • The World Around Us by visiting a local pet
dog guides its owner around the environment. shop. Here pupils can experience animal
This would be a good opportunity for pupils to sights, sounds and smells and develop the
touch the fur of a well-trained dog. self-confidence to actually approach or even
touch some animals; and

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Key Question

• Language and Literacy by reading stories about pets.


This can be extended into stories which incorporate animal
sounds (for example ‘Rumble in the Jungle’ by Giles
Andreae and David Wojtowycz, ‘Tiger’ by Nick Butterworth,
‘Kipper’ by Mick Inkpen and ‘The Grovehill Gang’ by
Jacqueline Ward). All are available from bookshops, online
or from the library.

Choose a favourite book and read the story once or twice a


week (over a period of about six weeks) until it becomes
consolidated in the memories of your pupils. Encourage
your pupils to predict and recall elements of the story.
Songs such as ‘Old MacDonald’ could also be used.

ToTo
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Me Home
Me is is
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Baby Photographs Resource 1
Allow your pupils to choose one of the following recording sheets, have them attach
photographs and record their names and dates of birth.

Me as a baby

My name

My date of birth

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Baby Photographs Resource 1

Me as a baby

My name

My date of birth

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Baby Photographs Resource 1

Me as a baby

My name

My date of birth

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Is Baby Happy or Sad? Resource 2

Happy
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Is Baby Happy or Sad? Resource 2

Sad
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What is Growing Up? Resource 3

Me at age 1

Me at age __

Me as I am now

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As a Baby I Could…Now I Can? Resource 4a

As a Baby I Could…
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As a Baby I Could…Now I Can? Resource 4b

Now I Can…

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To Be Me Home is Where the Heart is 17


As a Baby I Could…Now I Can? Resource 4c

cry crawl sleep

drink milk use a dummy walk


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run talk use a toilet

eat food

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My Family Tree Resource 5
Have pupils stick photos of their family members on the family tree.

Mum Dad

Me

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My Family Tree Resource 5
Add photos of siblings or grandparents.

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My Family Portrait Resource 6

My name is: _______________________________


This is my family.
(Stick a photograph or draw a picture of your family here.)

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What Do My Family Do? Resource 7a
Cut out the pictures, laminate them and put them onto a matching/sorting board.

mum dad brother sister

cook drive football talk on


telephone

wash clothes gardening school shopping


SCHOOL

hoover fixing play computer dance


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iron work listen to music go to cinema

dust sports watch television make-up

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Resource 7b

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mum
What Do My Family Do?

To Be Me Home is Where the Heart is


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What Do My Family Do?

dad

To Be Me Home is Where the Heart is


Resource 7c
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Resource 7d

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brother
What Do My Family Do?

To Be Me Home is Where the Heart is


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What Do My Family Do?

sister

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Resource 7e
Animals Resource 8
Can you pick your pet?

dog cat hamster

mouse guinea pigs goldfish

horse tortoise

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Animals Resource 8
Pictures of Wild Animals

tiger elephant lion

monkey giraffe zebra

crocodile hippopotamus

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