Tag Archives: health & wellbeing

Soup & Bread Making

Learn to make bread. (1 hour)

Have a go at learning to make bread (from scratch). You will find recipes online.

Evidence: Include a copy of your recipe and take a photo of the finished product (2 hour).

So the two K’s decided to try and make some bread…easy right? hmm, kind of!

We chose a recipe and bought in the ingredients we didn’t already have in our cupboards! Much to Kirsty’s surprise, the Co-op sell 7g sachet fast-action dried yeast! And there we had it, all set to go…

We followed each instruction step by step and eventually it started to come together; we did need a little more flour when mixing. Next came the cooking part…we thought ‘oh bread in an hour fab, we’ll choose this recipe’, only to find out it actually doesn’t take an hour as you need to let it rise for an hour after prepping and before cooking!! Oops, maybe should’ve read past the first instruction after all!

Another slight problem…we didn’t have a bread tin to cook it in so we improvised and used a round baking tin, after all we are students! So we let it sit for an hour then heated up the oven and popped it in.

During the time between prep & cooking we decided to make some lentil soup to go along with our bread; mum’s recipe obviously 😉 I’ve made it a few times however Kirsty was new to the soup making process. Chopped the onions, cooked the pancetta and threw in the rest of the ingredients then left it to cook away nicely. Now all we had to do was wait…

Sadly the bread wasn’t quite cooked enough to have with our soup before we ventured out the house to a meeting so we left it in the hands of my flatmate to turn the oven off after a short period of time (she remembered woo!). I then had some of the bread alongside the rest of the soup for my tea, a standard student dinner in 4th year!

I have created two short flipagram clips which show the process of both the bread & soup making – there are some pictures missing as we forgot to take some (eg. bread covered to rise) & we also used olive oil instead of sunflower oil which is pictured at the start of bread video.

A link to the bread recipe we used –

http://www.bbcgoodfood.com/recipes/10121/bread-in-four-easy-steps

Also a link to Delia’s video which helped us in our confused state halfway through –

Lentil Soup Recipe –

What you need:

1 onion; pancetta/bacon(cut up); red split lentils(half a cup, washed); hot water; butter; veg & chicken stock cubes; salt/pepper

How to do it:

chop onion finely
put butter in pan to melt on low heat
put in pancetta & onions to cook
boil kettle
add stock cubes when bacon nearly cooked
add washed lentils & boiled water (3/4 of kettle)
bring to boil then simmer
add salt & pepper for flavour if wish
simmer for about an hour
liquidise if wish

Relationships, Sexual Health & Parenthood

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Find out about useful resources for teaching Relationships, Sexual health and parenthood in the early years. Some of the books are really helpful and could be a good starting place. In addition, using some of the recommended resources from Health Promotion

Evidence: Write a lesson outline and reflect on how you would deliver sensitive topics appropriately, factors you would need to consider before delivery, to ensure that the teaching environment was inclusive and list your resources. (2 hours)

Personal Thoughts:

Personally I found this task quite difficult to complete. This was because we decided to focus on an area which we felt would challenge us, therefore assisting our future practice. This enabled us to start thinking of different ways in which we could deliver a lesson on such a topic in the early years. We decided to plan the lesson in relation to the classroom/school setting which can be linked to the wider environment children live in and experience through the teachers discussion with the children. This was due to us thinking about the age/stage of the children and not wanting to overwhelm them about strong, difficult issues such as abuse.

As a teacher I recognise it is my responsibility to ensure I am equipping the children and young people with the knowledge and skills they need to grow and develop into responsible and confident individuals; no matter how difficult a topic/issue may be to deliver. I believe that in the society we live in today, it is important to inform children and young people to enable them to make good personal choices in their own life regarding relationships, sexual health & parenthood.

The task can be viewed as a word document –

Relationships, Sexual Health & Parenthood Task

Some leaflets we were given at our last input of the module from Kerry Dalgetty, Senior Health Promotion Officer with the Early Years and Young People Team at NHS Tayside.

This input I believe gave some invaluable information about how to teach children & young people about relationships, sexual health & parenthood (RSHP). This area is one in which I feel less confident & comfortable in teaching however with my increased knowledge and awareness of resources and services available, this may change when I actually experience it. I believe it was good to start to discuss such issues as many of us have never had classroom experience and the Health Promotion’s introduction of a schools pack/folder will be of great benefit to all schools and practitioners in the delivery of RSHP lessons.

The attached pictures show some of the resources looked at –

Story Telling

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Story Telling ( 1.5 hours)

Can you think of a story you might use to explore the following themes:

Bullying

Loneliness

Conquering fears

Loss

How would you use it?

Evidence: Develop a list of questions you would use to support your discussion around the theme.

Personal Thoughts:

This activity was quite a challenge! When we read the task we first thought it may be OK to complete however when we began to start thinking of stories this soon changed. This therefore meant the task took slightly longer than the time stated. We took some time to research different books which we thought may be appropriate for some of the themes. We then looked to find out if the library had any copies of such books – but with no luck. I then thought about looking online again to see if it was possible to get any of the chosen ones being read/audio played; we found one on a YouTube account which someone reads out. This however would not be the most appropriate way of reading the story in a classroom environment due to it just being a single woman reading it to a camera; the book itself is very colourful and engaging – therefore better for young children. The benefit of it being online was that we were able to listen to the story and decide whether or not it was appropriate…even if it was playing aloud in the library!! With each theme being looked at, I feel this activity took slightly longer than the stated 1.5 hours.

The tasks can be viewed as a word document –

Story Telling 1

9780829818581

Story Telling 2

Story Telling 3

Team Building

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Learn a good team building activity. (2 Hours)

Choose a team building activity that you could use to promote ‘building relationships’ in the classroom. Organise a group of volunteers from the MA course and try out the activity (Aim for a full class!)

Evidence: Include a copy of the team building activity, photographs or video of the event and reflect on the implications for using this within a full class.

Personal Thoughts:

Both of these activities were done using a full class and a small group during two outdoor learning lessons; one on campus, one in Dudhope Park. They were both rather entertaining to do, particularly the Shepherd & Sheep activity. However, during the activity (in the outdoors) I did begin to think about certain things which may have to be considered if done with a class of my own. This was because as an individual with a hearing impairment and who wears a hearing aid on a regular basis I did feel that being placed too far away from the shepherd may have implications; particularly due to my hearing aid being broken on this day (typical). However I did not have too much of a problem due to my peers being aware and making some adjustments (ie. louder banging on drum etc.). This therefore made me consider how I could ensure the activity is inclusive to all those participating if carried out in the future.

Each of the activities can be viewed as a word document –

Team Building Activity 1

Team Building Activity 2

Music & HWB 2

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Choose a piece of music and consider how you could use this in a HWB lesson about mental health.

Evidence: Write up a lesson outline plan (with learning intentions, success criteria, assessment and activities), include the music used. (1 hour)

In addition to the previous music task we completed, we felt that as a nice activity which could be done with a class of any stage to increase positive mental wellbeing amongst children and young people would involve them reflecting weekly on positive things in their life or something which has made them feel good during that week. I believe an activity like this would be beneficial as the children can look back on it whenever they feel unhappy or sad at any point.

This can be viewed as a word document:

Music Lesson Idea

Piece of Music –

I recently saw this picture of a worksheet being shared on a social media site. I thought I would add it in to show that something similar could be used if done with a class of your own –

Lets Talk Happiness

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Chat Happy

Along with two of my peers, we decided to go along to a workshop which was being delivered by Sharon Canning, Student Services at the Enquiry Centre attached to Dundee’s Union. This workshop was initially for students to find ways of coping with stress. However, whilst advertising the workshop in the Library’s main entrance Sharon stated that she could tweek aspects of the workshop to suit our interest in children’s wellbeing. This was due to her being grateful for us showing an interest in going along as the 1st session was not successful as no one turned up.

The workshop was very helpful to gather information about activities which have proved beneficial to young people who Sharon has worked with. We were provided with a variety of ideas of things to do with children in the classroom to help them cope with daily life and anything which may be getting on top of them.

For example: writing a problem down, scrunching it up and throwing it the bin – making a decision that you wont let it bother you anymore; emotion charts – at different points of the day, weekly etc.; Desert Island Activity – helps identify what children appreciate/makes them happy; postcard activity – choose 2/3 postcards and say why chose them (feelings, likes/dislikes); colouring (stress relieving/escape); laughter; carousel music playing – everyone has a choice (increasing happiness in classroom); blue dog – if carry a problem around it just gets bigger; diaries; walks – getting out in fresh air and many other suggestions and ideas which were shared. We were also directed to the work of Gretchen Rubin – Happiness Project, more information about this can be found on her website: http://gretchenrubin.com/

workshop 2 The important message which came from this workshop was that it is vital to deal with whatever is bothering the children (ourselves) in order to ensure that minor worries do not snowball into bigger issues which are more difficult to deal with. Ensuring that we are talking and communicating with children and young people is key to providing opportunities for them to share their thoughts/concerns with those who can offer support and guidance.

The workshop also provided opportunities to learn of services which are available to practitioners, children and young people. I therefore believe that taking some time out to go along to one of the sessions was very beneficial to my future practice on placement and beyond. It also followed on nicely from a mental health lecture which was delivered as part of the module. Given that Sharon is used to working with slightly older children and young people, it was very much appreciated that she took the time to offer some suggestions and advice to us.

Some leaflets we were provided with:

Music & HWB

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Choose a piece of music and consider how you could use this in a HWB lesson about mental health.

Evidence: Write up a lesson outline plan (with learning intentions, success criteria, assessment and activities), include the music used. (1 hour)

Personal Thoughts:

This task was quite challenging to try and think of a piece of music which which could be developed into a lesson however after going along to a workshop about Happiness & Wellbeing we thought that looking at calmness would be appropriate. Thinking about some of the behaviour management strategies being implemented in schools this lesson we believe could also work as a strategy.

From personal experience, putting a piece of calm, soothing music on after break/lunch or at times where the children are unsettled or a bit too excited/worked up was successful. The music helped bring them back to a state of mind where learning was able to take place. It was also good for me as a teacher to ensure lessons were able to be delivered.

The task can be viewed as a word document –

Music Lesson Plan

Piece of Music – only play for length of time required

Blog Posts

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Throughout the HWB module which I am currently undertaking I have worked alongside a number of my peers. Therefore, the tasks which have been completed and posted have been done in a variety of ways. These include working in small groups (3-5 people), paired and individual pieces of work. I believe that with the profession I am going into it is important to work collaboratively with others. This module has enabled this through both the lectures and tasks set. I feel that completing the different tasks in pairs/small groups has enabled me to develop many skills which will aid my future professional development.

In addition, I believe that through working with others, discussing different ideas and viewpoints has enabled some of the tasks to be completed more successfully than if I had done them completely solo. Having the opportunity to share our own knowledge of certain aspects of the module and ideas for activities & learning whilst working together to make decisions has broadened my understanding of different areas within HWB.

Finally, working with others to complete this portfolio has made the experience more enjoyable. We have been able to motivate and encourage each other when we are feeling a bit overwhelmed by the workload of 4th year. The module itself has been interesting (so far) and is developing my thinking of many different issues surrounding the teaching of HWB.

So…. I hope you enjoy reading the posts!

🙂