Weaving Wellbeing Into the Literacy Curriculum for Ages 8-11: A Practical Guide for Busy Teachers PDF
Preview Weaving Wellbeing Into the Literacy Curriculum for Ages 8-11: A Practical Guide for Busy Teachers
Weaving Wellbeing into the Literacy Curriculum for Ages 8–11 Combining literacy lessons with wellbeing, this accessible guide, full of practical lesson plans and photocopiable activities is the ideal resource for the busy primary school teacher. The book is divided into five chapters, each one focused on an area that creates positive foundations for mental health and wellbeing: relationships, emotional literacy, sense of self, skills for learning and understanding how our brain influences our learning and behaviour. Popular children’s books are used to develop a series of lesson plans that link to the literacy curriculum and include activities that focus on wellbeing to complement the literacy work being undertaken. Using a range of teaching techniques that develop the key areas that impact mental health and wellbeing, this is the perfect resource for KS2 teachers looking to incorporate wellbeing into the literacy curriculum. Alison Waterhouse has worked in mainstream, special education and the independent sector for the past 30 years. She now works as an Educational Psychotherapist and Educational Consultant for SEN and Wellbeing. She is involved in staff training, acts as an Adviser for a renowned Wellbeing Award and supervises Wellbeing Leads and Therapists working in schools. Melanie Smith has over 25 years’ experience in a variety of school settings. She currently works in Children’s Services with a Local Authority supporting children, young people and parents. Weaving Wellbeing into the Literacy Curriculum for Ages 8–11 A Practical Resource for Busy Teachers Alison Waterhouse and Melanie Smith Cover image: © Getty Images First published 2023 by Routledge 4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 Alison Waterhouse and Melanie Smith The right of Alison Waterhouse and Melanie Smith to be identified as authors of this work has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. The purchase of this copyright material confers the right on the purchasing institution to photocopy pages which bear the photocopy icon and copyright line at the bottom of the page. No other parts of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Names: Waterhouse, Alison, 1963- author. | Smith, Melanie K., author. Title: Weaving wellbeing into the literacy curriculum for ages 8-11 : a practical resource for busy teachers / Alison Waterhouse and Melanie Smith. Description: Abingdon, Oxon ; New York, NY : Routledge, 2023. | Series: Weaving wellbeing into the curriculum Identifiers: LCCN 2022037639 (print) | LCCN 2022037640 (ebook) | ISBN 9781032345628 (hardback) | ISBN 9781032345611 (paperback) | ISBN 9781003322801 (ebook) Subjects: LCSH: Language arts (Elementary)--Psychological aspects. | Language arts (Elementary)--Activity programs. | School children--Mental health. Classification: LCC LB1576 .W264 2023 (print) | LCC LB1576 (ebook) | DDC 372.6--dc23/eng/20220922 LC record available at https://lccn.loc.gov/2022037639 LC ebook record available at https://lccn.loc.gov/2022037640 ISBN: 978-1-032-34562-8 (hbk) ISBN: 978-1-032-34561-1 (pbk) ISBN: 978-1-003-32280-1 (ebk) DOI: 10.4324/9781003322801 Typeset in Avant Garde by Deanta Global Publishing Services, Chennai, India Contents Weaving Wellbeing into Literacy 1 Chapter 1: Relationships: KS2 9 Key Stage 2 One by Kathryn Otoshi Dandylion by Lizzie Finlay TrooFriend by Kirsty Applebaum Assembly Phileas’s Fortune by Agnes de Lestrade and Valeria Docampo Chapter 2: Emotional Literacy: KS2 61 Key Stage 2 It’s All about Bodd by Linda Wheeler and Tom Lawley What Do You Do with a Problem? by Kobi Yamada and Mae Besom The Worry Tree by Marianne Musgrove Assembly The Invisible by Tom Percival Chapter 3: Understanding Self: KS2 119 Key Stage 2 Can I Build Another Me? by Shinsuke Yoshitake The Map of Good Memories by Fran Nuño and Zuzanna Celej Maybe by Kobi Yamada and Gabriella Barouch Assembly Your Thoughts Matter by Esther Pia Cordova and Mariya Elizarova Chapter 4: The Brain, Behaviour and Learning: KS2 181 Key Stage 2 A Tale of Two Beasts by Fiona Roberton The Thinking Traps by Jessica Cortez Silly Limbic by Naomi Harvey Assembly A Little Spot of Anxiety by Diane Alber v Contents Chapter 5: Skills for Learning: KS2 255 Key Stage 2 Inside My Imagination by Marta Arteaga and Zuzanna Celej The Tale of Two Fishes by Juliette Ttofa and Julia Gallego Going Places by Peter and Paul Reynolds Assembly What Do You Do with a Chance? by Kobi Yamada and Mae Besom vi 10.4324/9781003322801-1 Weaving Wellbeing into Literacy DOI: 10.4324/9781003322801-1 Weaving Wellbeing into Literacy 2 Introduction IN THE BEGINNING… The idea for this book came into being when Melanie and I were having coffee. Melanie is a brilliant teacher, possibly one of the best I have ever had the pleasure to work with. We would often joke about how wonderful it would be to own a bookshop together. We both love children’s books but look at them from completely different angles. She is passionate about teaching literacy, and I am passionate about wellbeing. While catching up over a coffee one day we decided it would be brilliant fun to work together and write a resource for teachers, the sort of resource we wanted, but could never find, one that combined good teaching with wellbeing interwoven into the lesson – the Golden Thread series of books came into being and the idea started to grow. So why do I love books? Good question. One of my first memories is of my mum reading after she had done the household jobs in the afternoon, I would sit down next to her on the settee and read as well. I have no memory of learning to read but just remember I could. Our house only had one bookcase and it was filled with a strange variety of books from Agatha Christie to Edgar Rice Burroughs – he wrote the Tarzan books. Victoria Holt, Lewis Carroll and Shakespeare. My dad didn’t read – later it became obvious that he was very dyslexic as was I, but I didn’t find that out for many years. By the age of 12, I had read every single one of the books and anything else I could get my hands on. I had been transported to wonderful places, met extraordinary characters and learnt how to escape from the world. My love of reading was ignited. Melanie’s memories about reading are linked to being told that she had finished her reading scheme at school. Up until that point she had had no idea she was following any scheme! It was the fact that now she had completed it and was a ‘free reader’, which had a profound effect on her as it opened doors that enabled her to discover a greater variety of genres and authors. It was years later when I was working with very traumatised children in a special school in Kent that I started to understand the power of books and stories in helping children grow and heal. When children arrived at the school, they had experienced the very worst life and school could throw at them. They didn’t like school, were stuck with learning and didn’t trust anyone. Each child came to school for an hour a day for the first week to help them get used to the building, meet staff and start to settle. During this time, I worked with them on a 1:1 basis. As I got to know them, I went in search of ‘their book’. Sometimes I would know exactly which book I wanted, but most of the time I needed to wander around the bookshops or second-hand shops. As I did, ‘their book’ would reveal itself. 3
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