General Info — No Kidding

In this section:

Resources & Links

Books for teachers

Janine Amos
Evans Publishing Group 2005, ISBN 1842343033
- Good manners make life pleasant for us all. They show that we care about other people and their needs. This book is one of a series which shows children the effects of good and bad manners, and help them learn why we should all respect other people, their privacy and their property.

Janine Amos
Evans Publishing Group 2005, ISBN 1842343041
- Editions of each title in this series contain two stories, each one clearly illustrating the effects of good and bad manners. All stories are set in familiar surroundings making it easy for young children to relate to them.

Feeling Good: Self Esteem in the Classroom Wetton & Cansell, Forbes Pub.

Let’s Mediate: Conflict Resolution in the Classroom Hilary Stacey, Catalyst Consultancy (01926) 882110

Bullying in School D Tatum and DA Lane Trentham Books

Fiction Books for Key Stage 1 Children

My Friend Bear Jez Alborough
Walker Books 2004, ISBN 1844284794

- Eddy and the Bear are both feeling sad. They both wish they had a friend to talk to. All they’ve got are their teddies, and teddies can’t talk. Or can they?

Misery Moo Jeanne Willis, Tony Ross
Andersen Press 2006, ISBN 1842705261
- This is another in the series of endearing tales about the well-loved Frog. Here, Frog wakes up one morning on the verge of tears without really knowing why. His friends try to cheer him up with amusing antics – dancing, walking on their hands, balancing balls on their nose – to no avail. Only when Rat plays beautiful music on his violin, and Frog cries his eyes out, is he able to sing and dance once more, to the great relief of all his friends. He still has no explanation for his mood. Sad? ‘I just was!’ he says.

David Lucas
Andersen Press 2005, ISBN 1842703714
- Halibut Jackson is a very shy person. He prefers not to be noticed at all. So he makes himself clothing to match his surroundings. His library suit has a striped look to it to match the shelves. But when he is invited to a party at the Palace, he is flummoxed – what does it look like in the palace? At last, having researched hard, and sewn quickly, he is ready: only to discover when he gets there that the party is a garden party. A suit of silver and gold, covered in jewels, is definitely going to get noticed. But everyone admires it tremendously!

Janine Amos
Evans Publishing Group 2005 ISBN 184234305X
- Editions of each title in this series contain two stories, each one clearly illustrating the effects of good and bad manners. All stories are set in familiar surroundings making it easy for young children to relate to them.

Anna Currey
Oxford University Press 2004, ISBN 0192725343
- Jasper has everything a rhinoceros could want. And Jasper sees no reason why he should share his things with anyone else. Until one day an elephant comes along who is even more selfish, and Jasper finally gets a taste of his own medicine. A charming story, which delivers its message gently and with warmth and humour.

Trevor Dickinson
Orchard Books 2004, ISBN 1843623587
- Kitty Princess likes to think that she’s the prettiest cat in town, but really she is the rudest. She shouts and doesn’t even say ‘please’ or thank you!!! So how far will Fairy Godmouse manage to teach Kitty to be polite in time for Prince Quince’s grand ball? Australian Author.

Emma Chichester Clark
Andersen Press 2004, ISBN 1842704702
- Mimi loves her cousin Momo but he teases her all the time and she doesn’t like it. When Grandma finds out about it she and Mimi make a cunning plan – and soon Momo realises that teasing isn’t such a good idea. He and Mimi end up better friends than ever!

Cave, Kathryn Something Else
Puffin New Ed edition (25 May 1995), ISBN-13: 978-0140549072
KS1

We are Best Friends Aliki, Bodley Head
Feelings Aliki, Bodley Head
The Bad Tempered Ladybird E Carte, Puffin
Little Red Hen M Zemach, Picture Puffin
Let’s be Friends Again H. Wilhelm, Picture Knight
Talking it Through .No More Bullying. R. Stones, Happy Cat Books
All About You .Who Are Your Friends. J. Powell, Wayland
I Hate Roland Roberts M. Selway, Red Fox
Good & Bad Series (Selfish & Moody) J. Amos, Cherry Tree Books
Feelings: Sad J. Amos, Cherry Tree Books
Growing Up: Sharing J. Amos, Cherry Tree Books
Let’s Talk About: Feeling Safe P. Sanders, Franklin Watts
Feeling Happy, Feeling Safe M. Eliot, Hodder & Stoughton
You and Me: The Bullies Althea
All The Colours of the Earth S. Hamanaka

Online

http://www.childline.org.uk
– A useful signpost for all children some of the information may be a little old for KS1

http://www.kidscape.org.uk
– A generic preventing bullying website useful for teachers but there is a children’s section within it

On the online site ‘Puppets by Post’ there is a great hand puppet which has faces expressing different emotions on each finger. This could be utilised to make connections with the themes of the programme. It could also be used as a stimulus to make your own ‘emotion’ glove puppet.
http://www.puppetsbypost.com/song_teaching_mitts/expression-mitt

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Introduction

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Language Alive! has always had a commitment to exploring personal social and health education themes and has devised a number of programmes dedicated to tackling bullying. No Kidding has been devised for 5-7 year olds to explore some basic themes of bullying, widening the topic to include co- operative behavior. The development of the programme was originally financially assisted by the NSPCC.

The company recognises that discrete and organised bullying or victimisation may be a less common occurrence in an infant class rather than a junior one, nonetheless, the roots of bullying behavior are often established at this age. Infant teachers have expressed concern to us about pupils displaying unduly aggressive and anti-social behavior. We also recognise that through rough play children are learning how to manage their relationships and that much humour has its roots in attempts to achieve or maintain status (Laurel and Hardy, Hyacinth Bouquet etc).

There is an undeniable need for developmental work in a number of areas relating to behavior in the class room, playground and beyond: raising self esteem, encouraging tolerance, sharing and assertiveness and discouraging inappropriate over-physical behavior.

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Curriculum Links

Quick Links For Teachers

From the KS1 PSHE and citizenship curriculum

Developing confidence and responsibility and making the most of their abilities
Pupils should be taught:

to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
to share their opinions on things that matter to them and explain their views
to recognise, name and deal with their feelings in a positive way
to think about themselves, learn from their experiences and recognise what they are good at

Preparing to play an active role as citizens
Pupils should be taught:

to take part in discussions with one other person and the whole class
to take part in a simple debate about topical issues
to recognise choices they can make, and recognise the difference between right and wrong
to agree and follow rules for their group and classroom, and understand how rules help them
to realise that people and other living things have needs, and that they have responsibilities to meet them
that they belong to various groups and communities, such as family and school
to contribute to the life of the class and school

Developing a healthy, safer lifestyle
Pupils should be taught:

Rules for and ways of, keeping safe

Developing good relationships and respecting the differences between people
Pupils should be taught:

to recognise how their behaviour affects other people
to listen to other people, and play and work cooperatively
to identify and respect the differences and similarities between people
that family and friends should care for each other
that there are different types of teasing and bullying, that bullying is wrong and how to get help to deal with bullying

Breadth of study
During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:

take and share responsibility
feel positive about themselves
take part in discussions
make real choices
meet and talk with people
develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]
consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong]
ask for help

The SEAL learning objectives
related to anti-bullying are:

I can tell you what bullying is
I can tell you some ways in which I am the same and different from my friends
I am proud of the ways in which I am different
I can tell you how someone who is bullied feels
I can be kind to children who are bullied
I know that when you feel sad, it affects the way you behave and how you think
I know some people in and out of school who I could talk to if I was feeling unhappy or being bullied
I know what to do if I am bullied

PHSE
Pupils should be taught:

Key Stage 1: that there are different types of teasing and bullying; that bullying is wrong; how to help to deal with bullying

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Credits

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Performed by Malcolm Jennings & Simon Turner

Originally devised by Hugh James and Iain Smith

Original resource pack written by Helen Blackmore and Iain Smith

Website layout by Gavin Medza

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Aims & Outcomes

Quick Links For Teachers

Aims

To use dynamic participatory drama techniques and humour to enable children to develop positive relationships.

Outcomes

The programme will enable children to:

Develop communication and social skills that contribute to greater assertiveness, self esteem and self respect
Explore the meaning and effects of bullying behaviours
Identify aggressive behaviour and develop skills and strategies to resolve conflict

The website resources do not provide solutions. Rather it offers ideas, practical exercises and games emphasising positive interaction and increasing self awareness and esteem which can be used as starting points for further discussion following the No Kidding programme.

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Programme Outline

Quick Links For Teachers

The children enter the hall where they are greeted by Bally and Billy, “children’s entertainers”, who seat them at one end of the hall.

The children then watch a short piece of performance in which it becomes clear that Bally is the dominant character in the duo. Bally constantly gets laughs at the expense of the down-trodden Billy.

Bally then runs a participatory game; this is a competitive game resulting in elimination. The winner of the game is given three cheers by the rest of the class.

Billy then runs a co-operative game but Bally doesn’t understand games like this. Who is the winner?

Bally continues to ridicule Billy with name-calling and practical jokes. The children are encouraged by Bally to join in with the taunting. As a result of this behaviour Billy says that he’s had enough and leaves. This utterly surprises and then embarrasses Bally because Bally cannot continue the show without the other half of the team.

In two groups the pupils work with the characters to explore the inequalities within their friendship. They make suggestions to help them both change their behaviour in order to sustain their relationship.

Billy accepts Bally’s apologies (and other suggestions from the class). The apology is only accepted on the condition that Billy is able to demonstrate a marvelous magic trick. Bally is both surprised and impressed –and wants to learn some magic too. For the first time the children see Bally and Billy working cooperatively.

The performance finishes with Bally and Billy working together to clear up and get ready to leave.

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No Kidding

In this section:

Resources & Links

Books for teachers

Fiction Books for Key Stage 1 Children

Online

Introduction

Curriculum Links

From the KS1 PSHE and citizenship curriculum

Developing confidence and responsibility and making the most of their abilities
Pupils should be taught:

Preparing to play an active role as citizens
Pupils should be taught:

Developing a healthy, safer lifestyle
Pupils should be taught:

Developing good relationships and respecting the differences between people
Pupils should be taught:

Breadth of study
During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:

The SEAL learning objectives
related to anti-bullying are:

PHSE
Pupils should be taught:

Credits

Aims & Outcomes

Aims

Outcomes

Programme Outline

From The Play House Blog

No Kidding at ArtsFest!

25 years of bringing the curriculum to life

Related Projects

In this section:

Books for teachers

Fiction Books for Key Stage 1 Children

Online

From the KS1 PSHE and citizenship curriculum

Developing confidence and responsibility and making the most of their abilities Pupils should be taught:

Preparing to play an active role as citizens Pupils should be taught:

Developing a healthy, safer lifestyle Pupils should be taught:

Developing good relationships and respecting the differences between people Pupils should be taught:

Breadth of study During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:

The SEAL learning objectives related to anti-bullying are:

PHSE Pupils should be taught:

Aims

Outcomes

From The Play House Blog

Related Projects

Developing confidence and responsibility and making the most of their abilities
Pupils should be taught:

Preparing to play an active role as citizens
Pupils should be taught:

Developing a healthy, safer lifestyle
Pupils should be taught:

Developing good relationships and respecting the differences between people
Pupils should be taught:

Breadth of study
During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:

The SEAL learning objectives
related to anti-bullying are:

PHSE
Pupils should be taught: