Personal Development and Mutual Understanding: Foundation Stage Year 2Strand 2: Mutual Understanding in the Local and Wider CommunityUnit 7: Where I LiveComplementary Units: ‘Getting Along With Others’ ‘I am Learning to…’ ‘Grace and Tracey’

Where I LiveThe main theme of this unit is to develop an increasing awareness of the interdependent nature of school and the local community in the place where a child lives. It is important that young children learn how they can contribute to this place.

Learning to live as a member of a community

2Year Foundation Stage

Change is part of everyday life. How we view change depends on what our experiences have been.

It is good for children to experience a change of routine from time to time. When the change is explained and given a reason, it becomes more readily acceptable. Change often brings new opportunities not always seen at the outset. If you demonstrate a positive attitude to change, this will help the children accept the challenge of change as a normal and recurring happening.

To give a balanced view of people from other countries, use a variety of books, ICT opportunities and practical experiences. Use information showing modern cities as well as rural villages, modern clothing as well as national dress, poor as well as luxury housing, etc.

Change

Keeping Balanced

Teaching approaches

InterdependenceDeveloping a sense of mutual understanding is an ongoing process for all of us. If interdependence is modelled in the daily life of your school, the children will be in a better position to understand its importance for them in the contexts in which they live: at home, in school, in the community and as part of the wider world.

To help the children develop an appreciation of the interdependent nature of school, involve them in the organisation of the classroom by discussing and delegating tasks. You can also achieve this by creating opportunities for older children to get involved in activities with younger children. To help them value the contribution of older people and those with whom they are not familiar, create opportunities for them to be involved with members of the wider community, for example in inter-generational Circle Time when mutual problems or experiences can be shared.

Key Experiences in learning to live as a member of a community

Where children:- make choices; organise their own play and become independent of adults in everyday activities like mopping up spills, putting on aprons, and displaying work;- learn to co-operate, take turns and share;- persevere with activities, including those that may present some difficulty; and- help to care for plants and animals.

Building on Pre-school

Working at Foundation Stage

Explore and discusslearning to live as a member of a community:

Moving towards Key Stage 1Themselves as developing membersof a community:

- beginning to recognise how they relate to adults and other children;- beginning to understand the interdependent nature of the class/school community and themselves as participant members; and- raising awareness of their attitudes to others in the school community.

- recognising the interdependence of members in the school community;- being aware of how the school community interacts, how they listen and respond to each other and how they treat each other;- being aware of who and what influences their views, feelings and behaviour at school;- being aware of who and what influences their views, feelings and behaviour at home; and- understanding how their environment could be made better or worse to live in and what contribution they can make.

Progress in learning

I can name the people who work in my classroom.I can talk about the work they do. I can talk about ways that I can help make their work easier.I know that it is fair to do my best to be helpful.I can give ideas to make our classroom even better.I can talk about people who help in our community.I can talk about people who volunteer in our community.I can list organisations for young children in our community.I can talk about ways we can all help the environment.I can talk about ways I help the environment.

Foundation Stage Year 2 Strand 2: Mutual Understanding in the Local and Wider Community Where I Live

Planning is a ‘work in progress’ owned by both the teacher and the children and it is important to remember that information should be added to or removed as the topic progresses and learning develops. In learning about those in the school and local community the class in the photograph linked their meeting with the crossing patrol person to investigating the materials worn by them in their job.

learning intentionUnderstand their role in the school community

Learning together

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Managing information

Start with a focus. Ask and respond to questionsto clarify a task;

Select (with help) information from materials and resources provided and suggest ways to obtain information;

Follow directions in relation to a task. Begin to plan; and

Identify and use simple methods to record information.

Thinking Skills and Personal Capabilities by the end of Foundation Stage

Thinking, problem solvingand decision-making

Show their ability to memorise by recalling and structuring experiences and stories;

Make close observations and provide descriptions of what they notice;

Show the ability to sequence and order eventsand information and to see the whole/parts. Identify and name objects and events as same/different, put objects into groups; and

Make simple predictions and see possibilities.

Being creative

Be curious and ask questions about the world around them, using all the senses to exploreand respond to stimuli;

Talk about their memories and experiences;

Play for pleasure and as a form of creative expression. Be willing to take on challenges; and

Experiment with ideas through a performance.

Working with others

Be willing to join in. Learn to work and playco-operatively;

Develop the routines of listening, turn-taking, sharing and co-operating;

Be able to learn from demonstration and modelling;

Be aware of how their actions can affect others;

Use words to suit different people and situations; and

Develop confidence at being with adults and other children in a variety of contexts.

Self-management

Talk about what they are doing and what theyhave learned;

Develop the ability to focus, sustain attentionand persist with tasks;

Develop awareness of their emotions about learning, their likes and dislikes;

Be able to make choices and decisions; and

Ask an adult or friend for help.

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EnvironmentMember of

Take Part

Words and phrases I will hear and use

Across the Curriculum: Connecting the learning

Investigating interdependence in my world and beyond

Language and Literacy The World Around Us The World Around Us

Developing awareness of aspects of the environment

ThinkVolunteer

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Developing the social use of language through talking with adults and other pupils

Community

Activity 3Getting involvedThe children explore the organisations they are members of and consider how being a member of an organisation helps them to learn about teamwork and joint responsibility.

Activity 4This place around meThe place where the children live and what others think of it are explored.

Activity 1People I knowThe roles and responsibilities of those in the school community are explored.

Activity 2People I would like to knowThe children learn about people in the community. This increases their awareness of how they might become participant members of that community.

learning activities

OrganisationsJoin CareRespect

Clubs

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Share

learning activity 1: People I know

SUGGESTED SUCCESS CRITERIA

We will identify and name people who work with us and help us to work well in our classroom.

We will be able to talk about what they do and how we can contribute positively to their efforts.

CORE CONCEPT

Children begin to develop their knowledge and understanding about caring and sharing through their everyday interactions with family, friends, school and, increasingly, the local community. For young children to understand the interdependent nature of home and the classroom, as well as their own participant role, they need to have as many opportunities as possible to show responsibility. These opportunities should allow them to demonstrate responsibility both as an individual as well as in cooperative situations with people they know and trust.

It is still good practice to have an adult meet and greet each child as they enter the classroom in the morning. As in Year 1, doing so portrays a welcoming environment. Try to reinforce your greeting with a genuine and accepting comment and sometimes a gentle touch to the hand or shoulder. While the morning greeting is useful for ascertaining the

Meeting and Greeting

POINTS TO NOTEChildren will have met people from within the school community in Year 1. This year’s unit builds on the knowledge and understanding of interdependence that they developed during Year 1.

WHAT YOU NEED- Risk Assessment (Resource A)- Visitors’ Record (Resource B)

WHAT TO DO- Meeting and Greeting- Morning Meeting- Risk Assessment- People Who Help Us In This Classroom

mood of the morning, it is also an opportunity for the children to relate small pieces of news that are important to them. It demonstrates to them the importance of acknowledging and valuing one another and of using names when we greet others. Encourage the children to reciprocate the greeting.

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Morning Meeting

Early in the morning, as near to the start of school as possible, gather the children together for a short time to outline the plans for the day. Consider using a schedule that depicts events visually and can be changed daily, for example on a ‘washing line’. This is especially important if the children are expecting one activity and this is now unlikely to happen. From time to time, and accompanied by an explanation, a change in routine can help the children to learn that change does happen and it doesn’t have to be a major catastrophe!

Risk AssessmentInvolving children in assessing the potential risks in their activities is an excellent way of enabling them to make predictions, justify opinions, generate possible solutions, make links between cause and effect and evaluate outcomes in a context that is meaningful to them. Throughout the year, many opportunities to involve them are likely to arise. For example, the children could help you assess the risks associated with an upcoming nature walk, a trip to the garden centre or a visit from your local greengrocer.

For the first few times complete this activity collectively, for example when all of the children and adults are gathered together to share planning of the day’s events.

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People Who Help Us In This Classroom

Invite the children to comprise a list of any people they feel are involved in helping their classroom to run smoothly. This will inform you of their understanding of the contributions of others. Ask the children appropriate and challenging questions to ensure that they include those whom they do not see or do not see very often. This, like the Risk Assessment activity, enables them to make links between cause and effect and to fully appreciate the interdependence of the whole school community.

Once the list is complete, ask the children whom on the list they would like to invite to the classroom. Encourage them to devise questions to ask the invited guest about their job. Then, ask them to think of ways they could be helpful in planning and conducting the visit. You could use a sentence stem such as Would it help if we _____ ? This should result in the children devising roles that will allow them to ‘run’ the meeting, for example those who make the invitation, those who write the invitation, those who deliver it, meeters and greeters on the day, photographers, a chairperson, etc.

On the day of the visit, ensure that the children also ask their guest to suggest ways that they could be helpful to him/her. It may also be appropriate for the children to suggest ways that the guest could adapt what they do in the classroom to be more helpful to the children. Keep a Class Visitors’ Book and, using a photograph to record the visit, note any important decisions made. You could also have the children work in groups to record the visit in a variety of media, for example paint, drawing, photograph or collage. You could then save these in a Class Visitors’ Scrapbook. See Resource B for a template, which you can adapt, as necessary, to encourage creativity. Regularly evaluate the decisions that result from these visits and adapt as appropriate.

To help the children feel participant members of the discussion and that their views are taken seriously (Article 12 of the United Nations Convention on the Rights of the Child), gather around a flip chart page on the floor and record the children’s opinions in a structured way (see Resource A). Later in the year, as they become familiar with assessing risk and more adept at writing, have the children assess risks by working in groups and presenting their conclusions to the class for evaluation. In this way, the children are taking responsibility for themselves and for others while learning to work together, value other people’s ideas as they negotiate, and work towards agreement on classroom procedures.

learning activity 2: People I would like to know

SUGGESTED SUCCESS CRITERIA

We will experience one visit to a member of the local community.

We will experience one visit from a member of the local community.

We will name the ways in which we can contribute to the community and the community can contribute to our well-being.

CORE CONCEPT

Increasingly, young children are becoming more aware of their local community and of the opportunities it provides for out-of-school activities. It is important that these are positive experiences, for they will form the basis of children’s appreciation of their own personal contributions to the interdependent nature of the local community and the wider world.

Visits To…

POINTS TO NOTEThe first-hand experience of an actual visit is an enriching learning experience for children. It can far surpass that of the classroom if it is preceded by shared discussion and planning and followed up with further activities. The emphasis in this unit is very much on the local area, where visits can be short but effective. Don’t forget camcorders and digital cameras to record the visit!

WHAT YOU NEED- To create a visit using a classroom interest- Digital camera- Camcorder

WHAT TO DO- Visits To ...- Visits From ...

By Year 2, the children in your class will be participating increasingly in local community activities, and many will be aware of local resources. With the children, plan a visit to a local venue. Draw ideas from the children themselves through the interest they show in daily talk or discussions arising from topic work. You can also glean information from local and community newspapers and from teaching and non-teaching staff, many of whom will live locally.

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Involve the children as much as possible in the planning of the visit, using suitable maps, telephoning for opening times, planning travel, writing thank-you letters, etc. Ensure that children receive a wide view of the work of those at the venue so that they more fully understand both the advantages and disadvantages of the work done there. See also Risk Assessment in Activity 1. It is important to plan and discuss the proposed visit and its learning intentions with those at your chosen venue.

Some suggestions for visits include:

ParkAllotmentLocal GardenGarden Centre

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Farm ButcherFruit and Vegetable Shop

These can be useful visits to help children make connections. On visits like these, children learn, for example, that milk comes from cows, bullocks give meat, our fruit and vegetables are from both local and global sources, etc. Activity 4 of this Unit encourages children to think about local and global issues.

MuseumArt Exhibition/GalleryWildlife Area

These are useful visits for conducting research on local history, craft workers, artists or wildlife.

Fire and Rescue StationAmbulance StationPolice StationHospitalAirport

These can be useful visits to connect cause and effect and to explore the roles of key workers in the community.

A Walk from the School Around the Locality

This is an opportunity to ascertain the children’s knowledge of their local area. Ask Does anyone know what this building is used for? Who might go here? Why would they come here? What would they do? Would you come here? Why? Why not?

Point out local buildings, for example churches, other places of worship, community halls, banks, building societies, charity shops, builders’ merchants, etc. When discussing churches and other places of worship (both Christian and not), this can be an excellent way of introducing discussion about similarities and differences while using the specific language associated with each culture. As Connolly et al (2002, p52) point out, children are increasingly aware of difference at this age and if “encouraged to appreciate and respect diversity, then they may well be less likely to develop negative attitudes in the future”.

These can be useful visits if the children are designing a garden area for the school or near their room. Growing fruit and vegetables can be a way to promote healthy eating. Visits set the example of using research, fact and opinion as an aid to effective planning.

learning activity 2: People I would like to know (continued)10

Visits From…If it is not possible to organise an educational visit, try to arrange a classroom visit from an appropriate member of the community. You could also have this classroom visit precede an actual site visit at a later date. If the children are to feel participant members of their community, the visit needs to lead to active and meaningful participation by the children. Also, have the children follow up the visit with some form of action. And finally, ensure that visitors you select do not reinforce gender stereotyping!

Some suggestions for visits include:

Visitors Possible Link to

Local artist or craft person Art and design activities related to a topic

Local (home) baker Enterprise activity, for example:- making healthy muffins for local play group and talking to pre-school children about life at school;- baking for a visit to elderly people; or - providing hospitality for invited guests.

There are also obvious links with science and numeracy.

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Flower shop Instead of the children singing as a choir in the community, why not involve the whole class in providing floral table centres for a community lunch? The children could set tables, fold napkins, put out cutlery and bring previously prepared floral arrangements. It’s less glamorous than a singing performance, but emphasises to the children the background work and often ‘unsung heroes’ necessary for such events!

Matron of local home for the elderly

The children could come up with ideas for possible visits to the local home. Suggestions could extend to beyond singing at Christmas. You could also link to the Risk Assessment Activity, reviewing the risks of a visit to the home for the elderly and setting realistic expectations for the children about what they might see and what behaviours are appropriate.

Local sport clubs P.E., Health issues (see also Activity 3)

Leisure centre P.E., Health issues (see also Activity 3)

Local Council Environmental issues (see also Activity 4)

Librarian Curricular subjects and topics (see also Activity 3)

People from the community, for example relatives, Women’s Institute, etc.

Circle Time, playground games

A person to help explain a child’s health problem or disability in a realistic way to the class - with the child’s and parent(s)’/carer(s)’ permission and suggestions as to who would be most suitable person

Mutual Understanding: empathy and cooperationPeripetetic Services

Travel agent The World Around Us

learning activity 3: etting involved

SUGGESTED SUCCESS CRITERIA

We will name at least one activity, organisation or club for children in our locality.

We will talk about things children can do in at least one activity, organisation or club in our locality.

CORE CONCEPT

Taking part in local community activities, clubs or organisations and working with supportive adults links young children with their community. Through these activities they can increasingly see themselves as participative and interactive members of the community.

Signs and Symbols

POINTS TO NOTEIf children are to see themselves as valued and participant members of the community, it helps if they are members of a local group as well as of their family and school communities. Article 15 of the United Nations’ Convention on the Rights of the Child states that “Children have the right to meet together and to join groups and organisations as long as this does not stop other people from enjoying their rights” (UNICEF).

WHAT YOU NEED- Photographs of local environmental and cultural signs/symbols- Active Learning and Teaching Methods for Key Stages 1&2 (see Additional Resources section of this Unit)

WHAT TO DO- Signs and Symbols- Groups We Belong To- Local Issues

In Activity 2, we suggested that the children make visits into their local community. Making these visits on foot allows you to raise the children’s awareness of environmental signs and cultural symbols encountered en route, for example:- a church cross;- road signs;- organisational logos;- a Chi Rho symbol;- a ‘burning bush’.

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However, the same can be done if you use transport.

If possible, prior to the visit take photographs of any sign/symbols you will encounter, and use these for discussion and memory games back in the classroom. We all need to be aware of signs and symbols in our community, and this can be a useful introduction to those that will be identified by the children during the Groups We Belong To activity. Many clubs or organisations are represented by a particular sign or symbol, often depicted on a badge. Some may have a motto. Many ask members to wear specific clothes or a uniform. Where any of these exist, ask the children to bring them in and to explain their origin and meaning (with an accompanying informed adult if available).

Groups We Belong ToInvite the children to make a presentation about any activity, organisation or club they belong to. Groups which may be represented in your class are dancing, swimming, variety of sporting clubs, Beaver Scouts, Rainbow Guides, Explorers in the Girls’ Brigade or Anchor Boys in the Boys’ Brigade. So that every child feels valued, encourage those children who do not belong to groups outside of school to make a presentation about a group that they belong to inside school. Ask the children for suggestions on how they can let others know about these groups. If several children belong to the same group, they could work together.

As an example, a presentation might be a poster depicting the club’s symbol and giving information about its activities and what children can do. Encourage the children to give a balanced presentation representing both good and bad opinions, for example I enjoy swimming but I have to get up very early in the morning to practise when the pool is closed to the public. Discourage any naming of members or leaders. Instead use phrases such as Some 13

people _____ and Other people _____ . Encourage the children to bring any certificates or badges they have achieved and to explain what they had to do to earn them. Encourage the others to think of what they would have to do to obtain similar awards. Discuss which are connected to churches. Also, encourage the ‘audience’ to ask relevant questions, for example, What age do you have to be to join? And What religion do you have to be to join?

Next, make a display of achievements and any photographs - personal or newspaper - representing the children in the class. If this is a dedicated area, have the children add to it during the year. If possible, ask one of the group’s leaders to help with the presentation, this will ensure that the children give accurate information about the club/organisation. You could also hang symbols that represent the organisation from the Helpful Tree (see Blue Unit Activity 2). Finally, ensure that the group leader is clear about the purpose of the visit – it is an information session rather than a recruiting opportunity!

Local IssuesRaising children’s awareness of groups that cater for them in their locality will also raise their awareness of issues that could affect them in their community, for example a lack of playground provision, a lack of adequate safety protection near water, threatened closure of a children’s resource, possible changes in the timings of the school day, etc. Encourage the children to debate these issues, citing advantages and disadvantages and coming to a class decision about action that could be taken. These real life situations enable the children to feel participant members of whatever community they are representing – class, school or local. You can use various methodologies to enable each child to participate in the decision-making process, such as Dot Voting (Active Teaching and Learning Methods for Key Stages 1&2 p 23). With this approach, narrow the children’s suggestions down to three or four. Then, give each child a sticky dot to place beside what they think is the best suggestion. The suggestion with the most dots is followed. Alternatively, the children could use a Walking Debate (p 75) in which one end of the room is labelled ‘Agree’ and the other end ‘Disagree’. ‘Not Sure’ can be in the middle and children can demonstrate their decision by moving to the area that best represents their thoughts. It is important that the decision arrived at is followed through and that the children participate in the various stages of the agreed action.

get involved

learning activity 4: This place around me

SUGGESTED SUCCESS CRITERION

We will name ways in which we can look after our local environment.

CORE CONCEPT

The emphasis of this unit is on environmental issues.

Use the Internet to show children their world, continent, country, county, and school. Use a large scale map of the area and photographs that the children bring to school to talk about local features. Make a class display of “Where I Live” that shows areas near the school and either attach them to the map or link them to the map with pieces of coloured ribbon. Ask children to draw the street or road on which they live, showing their own house and what is positioned on either side. Then, ask them to list the sounds they can hear near their house and to talk about/explain their drawing to others. Use coloured pins to mark on the map where each child lives.

Where Am I?

POINTS TO NOTEChildren only know the place where they live from their own experience of that place. In some cases, that experience can be limited. This unit seeks to encourage children to talk about the advantages and disadvantages of the place in which they live. To support their discussion, encourage them to give reasons for their comments.

WHAT YOU NEED- Things We Like/Would Change (Resource C)

WHAT TO DO- Where Am I?- Art and Design- Growing Seeds- Is It Fair?- Environmental Issues- Recycling

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Art and Design

Visit a local area to see, draw and photograph a building, tree or plants (for example primroses, bluebells, roses, etc.). Have the children complete their drawings and enlarge the photographs to add to the display. Some children may want to use their own form of embroidery stitches or collage to depict the photographs. Some may want to use clay or make a 3D model using recyclable materials.

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Is it fair?After the children have eaten the food they grew, introduce the idea of Fairtrade and encourage the children to begin thinking of the wider world. Encourage them to think of their connections to those who provide the food we eat. Ask who benefited most from the food they grew? Do they think this was fair? Show the class a banana and ask them who should benefit most from growing bananas. Using the Internet, trace the journey of a banana from the Caribbean Islands to Ireland. Discuss the number of people who may have been involved from the time it is picked to the time it arrives in the fruit shop. Explain that Fairtrade was introduced to make sure that workers get a fair deal for the work they do and that they can earn enough to meet their basic needs of food, shelter, clothing, medicine and schooling. Add the Fairtrade symbol to those you have already collected in your display.

Growing SeedsProvide each child with seeds to plant and grow in the classroom. Provide seeds that either grow into something beautiful (such as flowers) or can be eaten (such as potatoes or lettuce). If possible, explore ways that this can be done in a small garden or bedding area. Use the flowers for a special celebration and prepare and cook the grown food, recording the occasions with photographs to add to a display of “Where I Live”. You could use this activity following a visit to a local allotment or from a local gardener. On these visits, experts could advise the children on suitability and selection of plants and on the best methods for planting.

Environmental IssuesUsing all the resources of the above suggestions, ask the children to talk about what makes their place a good place to live. If it has special features such as a particular landmark or ancient site, ask them to think also of the everyday ordinary things such as birdsong, snowdrops, kind neighbours, friends who all live close by, etc. Use Resource C to record their responses. Next, ask them to think of some things that are not so good about where they live. For example, do some people drop litter or chewing gum? Do some people make too much noise in the evening? Is this fair? On Resource C, record any suggestions of things they would like to change. What does the local community do about these problems? What could the school do? Is there anything the class could do?

RecyclingHow aware are the children of Reduce, Reuse, Recycle initiatives at home, in the school and in their local community? You could add this symbol to those already discussed in Activity 3. Link these to “Things We Would Like to Change” on Resource C. Encourage the children to think of ways that the classroom and school could be more environmentally aware. Questions to the children might include: Is there any initiative we could lead? What would we need to find out? How could it be organised? Is it fair to waste the Earth’s resources? Would a visit to the local recycling plant be a suitable visit? Why? Why Not? Encourage thinking skills by asking the children to debate environmental issues (orally or by walking as in Activity 3). For example, should all children walk to school?

Resource A

learning activity 1 : People I knowPersonal Development and Mutual Understanding Violet Unit

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Risk Assessment

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Year 2 Risk Assessment

Visit to Date

We need to be careful: We will:

On the footpath

Crossing the road at

How our class might affect others at

Resource B

learning activity 1 : People I knowPersonal Development and Mutual Understanding Violet Unit

Visitors’ RecordVisit to Date

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Photograph

Drawing, painting, collage of visitor and work they do

Things We Do Well

Please Mr(s) __________, it would really help us if you could …

I would really appreciate it if …

Resource C

learning activity 4 : This place around mePersonal Development and Mutual Understanding Violet Unit

Things we like/would change

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Notes Page

Umansky, K. and Chamberlain, M. Need a Trim, Jim (2000) Red Fox 0 09926546 X

Butterworth, N. Wonderful Earth (1990) John Hunt Ltd. 1 85608005 6

Browne, E. Handa’s Surprise (1995) Walker Books 0 74453634 0

Dahl, R. The Twits (2001) Puffin 0 14131138 X

Donaldson, J. The Smartest Giant in Town (2003) Macmillan 0 33396396 2

Goodhart, P. You Choose (2004) Picture Corgi 0 55254708 5

Talbot, M. Shy Roland (2003) Andersen Press 1 84270271 8

Bennett, J. Seaside Poems (2006, paperback ed) Oxford University Press 978-0192763273

Omerod, J. Ms McDonald Has a Class (1995) Clarion Books - Houghton Mifflin 0 39577611 2

Shephard, C. et al. Jabulani!: Ideas for Making Music (2004) Hawthorn Press Ltd. 1 90345851 X

Rosen, M. Sonsense Nongs (2001) A&C Black 978-0713659351- ‘Ging Gang Goolie’- ‘When I was Walking Down the Beach’

Hickman, S et al. Music Express Foundation Stage (2003) A & C Black 978-0713665826- ‘When We’re on the Farm’

Suggested songsand rhymes

Connolly, P., Smith, A. and Kelly, B. Too Young to Notice (2002) Community Relations Council

Connolly, P. Fair Play (2001) Barnardo’s

Murphy, K. A Companion To An Ulster Wean’s A-Z Community Relations Council

Magson, M. and Utley, C. Exploring Clay with Children (2007) A & C Black 978-0713688184

Chandler, D. and Unwin, M. RSPB Children’s Guide to Birdwatching (2007) A&C Black 978-0713687958

Lynagh, N. and Potter, M. Joined Up: Developing Good Relations in the School Community (2005) NICIE and The Corrymeela Community 1 87373930 3

The Lift Off Initiative Teachers. The Right Start (2007) The Lift Initiative (Amnesty International, UTU and INTO) www.liftoffschools.com

School Councils Toolkit www.schoolcouncils.org

Creating a School Gardenwww.theschoolgarden.com

Fairtradewww.fairtrade.org.uk

Suggestedadditional resources

Chamberlin, M. and R. Mama and Panya’s Pancakes (2005) Barefoot Books 1 84148139 4

Hedderwick, M. The Big Katie Morag Storybook New Ed (2000) Red Fox 0 09972031 0

Hedderwick, M. The Second Katie Morag Storybook (2000) Red Fox 978-0099264743

Hedderwick, M. Katie Morag and the Dancing Class (2007) Bodley Head 978-0370329109

Hughes, S. Helpers (1992) Red Fox 0 09992650 4

Omerod, J. Who’s Who In Our Street? (2000) Random House 0 09926289 4

Ross, T. and Willis, J. The Pet Person (1997) Harper Collins 0 00664597 6

Umansky, K. and Chamberlain, M. You Can Swim, Jim (1998) Red Fox 0 09966941 2

Suggested stories