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I have a passion for Emotional literacy and create resources to support teachers, teaching assistants, learning mentors and ELSAs

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I have a passion for Emotional literacy and create resources to support teachers, teaching assistants, learning mentors and ELSAs
Mental Health - Anxiety and Worries Group intervention, PSHE

Mental Health - Anxiety and Worries Group intervention, PSHE

The intervention Who is if for? This Anxiety and Worries Group intervention is for a group of up to six children and is led by a teaching assistant. The focus age range would be 7 to 11, although older pupils would probably benefit from this intervention. Children who worry a lot would be a good focus group for this intervention. It runs for approximately 40-60 minutes, weekly for six weeks. What does it cover? This Anxiety and Worries Group intervention covers emotions, relaxation, calming down techniques and learning objectives around anxiety and worries. Children will learn about emotions during each session and will also learn relaxation and calming techniques through the ‘relaxation time’. This knowledge and these skills will help them to become more emotionally literate. The warm-up games teach a variety of skills such as co-operation, team work, taking turns, communication skills, friendship, self-esteem and confidence. The coming together of a group fosters a sense of belonging and therefore raises self-esteem. Every opportunity should be taken to promote belonging and friendship. Relaxation exercises will help children to manage their anxiety and these are visited each session. Information on Anxieties and worries It is important to mention that anxiety is such a big problem and affects people in different ways and at different things. Sometimes there appears to be no reason for the anxiety. This intervention is about giving children the knowledge to help themselves and to gain a little understanding about what anxiety is. It is NOT about fixing children’s problems but about supporting them through their problems. Anxiety work needs to be done by professionals who have training in counselling or psychology. An ELSA or TA can offer knowledge and support and it is important that this line is not crossed and boundaries are clear. By giving children the self-awareness, knowledge and some relaxation skills you are empowering them to help themselves cope. If you are ever worried about a child then please do refer them on to professional services so they can get the help they need. What’s included in the pack? A planning booklet with 6 session plans. Circle time rules Warm up games for circle-time Assessments Emotion wheels Emotion wordmat Certificates Five Star Breathing poster NEEDS to know Poster Emotion cards NEEDS to know cards Anxiety physical symptoms cards Where in your body worksheet Anxiety cards Coping strategies poster Worry tree Thought bubbles (ants) Changing those thoughts worksheet Zap anxiety poster My Five a day plan ELSA/Teaching Assistant notes
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Affirmation Cards Bundle - PSHE, Social and emotional learning

Affirmation Cards Bundle - PSHE, Social and emotional learning

The word affirm means to ‘state something that is true’. Affirmation cards have simple but positive messages that help to develop a child’s sense of self. When used regularly it is hoped that the children will absorb the positive message and become more positive in their outlook in life. They will really begin to believe the statement that they are working on. The message needs to be realistic and very simple. Having unrealistic affirmations may make a child feel worse about themselves and your aim with these is to increase their self-esteem. All these cards begin with the words ‘I am’ and are very simple but achievable statements for all children. This bundle contains all 4 different Affirmation cards which have been created by ELSA Support
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Affirmation Cards for Teens, PSHE, Social and Emotional learning

Affirmation Cards for Teens, PSHE, Social and Emotional learning

The word affirm means to ‘state something that is true’. Affirmation cards have simple but positive messages that help to develop a child’s sense of self. When used regularly it is hoped that the children will absorb the positive message and become more positive in their outlook in life. They will really begin to believe the statement that they are working on. The message needs to be realistic and very simple. Having unrealistic affirmations may make a child feel worse about themselves and your aim with these is to increase their self-esteem. All these cards begin with the words ‘I am’ and are very simple but achievable statements for all children. Included in the pack: 25 Affirmation cards – 4 to an A4 page 25 Affirmation cards – 2 to an A4 page 25 Affirmation cards – 1 to an A4 page Blank Affirmation cards – 4 to an A4 page Tips booklet
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Affirmation Cards for young children - PSHE, Social and Emotional Learning

Affirmation Cards for young children - PSHE, Social and Emotional Learning

The word affirm means to ‘state something that is true’. Affirmation cards have simple but positive messages that help to develop a child’s sense of self. When used regularly it is hoped that the children will absorb the positive message and become more positive in their outlook in life. They will really begin to believe the statement that they are working on. The message needs to be realistic and very simple. Having unrealistic affirmations may make a child feel worse about themselves and your aim with these is to increase their self-esteem. All these cards begin with the words ‘I am’ and are very simple but achievable statements for all children. Included in the pack: 25 Affirmation cards – 4 to an A4 page 25 Affirmation cards – 2 to an A4 page 25 Affirmation cards – 1 to an A4 page Blank Affirmation cards – 4 to an A4 page Tips booklet
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Affirmation Cards with a Superhero theme, PSHE, Social and Emotional Learning

Affirmation Cards with a Superhero theme, PSHE, Social and Emotional Learning

The word affirm means to ‘state something that is true’. Affirmation cards have simple but positive messages that help to develop a child’s sense of self. When used regularly it is hoped that the children will absorb the positive message and become more positive in their outlook in life. They will really begin to believe the statement that they are working on. The message needs to be realistic and very simple. Having unrealistic affirmations may make a child feel worse about themselves and your aim with these is to increase their self-esteem. All these cards begin with the words ‘I am’ and are very simple but achievable statements for all children. Included in the pack: 25 Affirmation cards – 4 to an A4 page 25 Affirmation cards – 2 to an A4 page 25 Affirmation cards – 1 to an A4 page Blank Affirmation cards – 4 to an A4 page Tips booklet
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Affirmation Cards for young adults/adults - PSHE, Social and Emotional learning

Affirmation Cards for young adults/adults - PSHE, Social and Emotional learning

The word affirm means to ‘state something that is true’. Affirmation cards have simple but positive messages that help to develop a person’s sense of self. When used regularly it is hoped that the positive message will be absorbed and a person will become more positive in their outlook in life. They will really begin to believe the statement that they are working on. The message needs to be realistic and very simple. Although I have called these ‘ADULT’ they really are for anyone. My other cards have characters on them and these are character free. All these cards begin with the words ‘I am’ and are very simple but achievable statements for all. Included in the pack: 25 Affirmation cards – 4 to an A4 page 25 Affirmation cards – 2 to an A4 page 25 Affirmation cards – 1 to an A4 page Blank Affirmation cards – 4 to an A4 page Tips booklet
Elsasupport
Mental Health - Anxiety and Worries Group intervention, PSHE

Mental Health - Anxiety and Worries Group intervention, PSHE

The intervention Who is if for? This Anxiety and Worries Group intervention is for a group of up to six children and is led by a teaching assistant. The focus age range would be 7 to 11, although older pupils would probably benefit from this intervention. Children who worry a lot would be a good focus group for this intervention. It runs for approximately 40-60 minutes, weekly for six weeks. What does it cover? This Anxiety and Worries Group intervention covers emotions, relaxation, calming down techniques and learning objectives around anxiety and worries. Children will learn about emotions during each session and will also learn relaxation and calming techniques through the ‘relaxation time’. This knowledge and these skills will help them to become more emotionally literate. The warm-up games teach a variety of skills such as co-operation, team work, taking turns, communication skills, friendship, self-esteem and confidence. The coming together of a group fosters a sense of belonging and therefore raises self-esteem. Every opportunity should be taken to promote belonging and friendship. Relaxation exercises will help children to manage their anxiety and these are visited each session. Information on Anxieties and worries It is important to mention that anxiety is such a big problem and affects people in different ways and at different things. Sometimes there appears to be no reason for the anxiety. This intervention is about giving children the knowledge to help themselves and to gain a little understanding about what anxiety is. It is NOT about fixing children’s problems but about supporting them through their problems. Anxiety work needs to be done by professionals who have training in counselling or psychology. An ELSA or TA can offer knowledge and support and it is important that this line is not crossed and boundaries are clear. By giving children the self-awareness, knowledge and some relaxation skills you are empowering them to help themselves cope. If you are ever worried about a child then please do refer them on to professional services so they can get the help they need. What’s included in the pack? A planning booklet with 6 session plans. Circle time rules Warm up games for circle-time Assessments Emotion wheels Emotion wordmat Certificates Five Star Breathing poster NEEDS to know Poster Emotion cards NEEDS to know cards Anxiety physical symptoms cards Where in your body worksheet Anxiety cards Coping strategies poster Worry tree Thought bubbles (ants) Changing those thoughts worksheet Zap anxiety poster My Five a day plan ELSA/Teaching Assistant notes
Elsasupport
What are they thinking? - Inference, PSHE, Social and Emotional learning

What are they thinking? - Inference, PSHE, Social and Emotional learning

this ‘What are they thinking?’ resource has 72 cards with a character or characters and a thinking bubble. The idea is that the child must come up with something that the character is thinking. Look at where the thinking bubble is pointing for those pictures with several characters. You can of course ask what they think the other characters are thinking, feeling or why they are behaving in that way. There is a whole range of emotions, body language, positive and negative behaviour cards included. This is a great inference tool for children to look carefully at what is happening in the picture or to look carefully at the facial expression or body language. Great for speech and language activities as well as social and emotional. Children will learn how to really look at something and analyse what they can see. They will learn to infer what is happening. This will help them with reading different situations in their everyday life and of course for reading comprehension activities. This is a ‘talking’ activity rather than a writing one but you could print the cards bigger, on A3 rather than A4, laminate them and they could be used with a dry wipe pen. They could be used for one to one working, small groups or circle-time. This is also a great ice-breaker resource to help warm up the child before working with them.
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Support Staff Planner 2018/2019

Support Staff Planner 2018/2019

What is included? Basic planner, month to view with space for writing in each day. Catch up – sheet for logging people and children who you need to speak to so you don’t forget. Communication with parents – log all contact with parents. Communication with staff – log all contact with staff members Contacts – log all your contacts. A variety of front covers 5 a day for well being – look after yourself Doodle pages – all good ideas can come from doodles Mindfulness colouring when you are feeling a bit stressed. Monitor your mood – a great way of monitoring your mood over a full year. Proud moments and kiddies quotes – log all those things that make you proud and also the funny things they say. Class list CPD Record Individual child profiles Intervention groups Meeting notes Notes Overtime log Performance management Personal information Referred children list Resources list Useful websites Daily plan Timetable To do list weekly To do list daily Weekly plan Year at a glance Display planning Group assessment sheet Group intervention record Individual assessment sheet Individual intervention record Planning template individuals Planning template groups Smart planning Social story planning Topic mindmap
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PSHE: Christmas 'ABOUT ME' Book -Social and Emotional Learning

PSHE: Christmas 'ABOUT ME' Book -Social and Emotional Learning

‘About me’ Christmas book- This is a FREE resource with lots of activities to do on the run up to Christmas. The focus is social and emotional learning with a bit of mindfulness too! There are 25 pages in all and it can be printed as a booklet or just use the sheets you require. Titles have been left as outlines to allow children to colour.
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PSHE: Emotion Foldables

PSHE: Emotion Foldables

14 foldables for emotions work. Instructions on how to make up are in the files. Girl or Boy provided where necessary. Make emotions work more interesting. Perfect for ELSAS, Teaching Assistants, Learning Mentors or working one to one with children with social or emotional problems.
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Emotional Literacy and Social Skills crafts Volume 1

Emotional Literacy and Social Skills crafts Volume 1

Children relax when they are working on a craft and to be honest I do not know of a child who does not enjoy crafts especially when it is with someone who is interested in them and interested in what they say. They will open up to you and talk freely whilst enjoying themselves. These activities are also perfect for an ELSA or Teaching assistant who has to do a one off session with a child or who has to work reactively to a situation. When children succeed in an activity then their self efficacy increases. They begin to believe in themselves. Along with your encouragement and praise they will begin to have a ‘can do’ attitude. It takes time but if anyone ever says to you that what you are doing is just ‘crafting and having fun’ WHAT are they learning? You can tell them. The resource includes: Card crafts (20 activities) Templates (13 templates or resources) Front cover, contents sheet
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Transition Lapbook Template pack

Transition Lapbook Template pack

Transition to another school or class – My idea for this is that this can be built with a child, combining lessons and creativity and craft. Each component can be a lesson or part of a lesson. It is something for the child to take away at the end of your sessions. You could easily fill 4 to 6 lessons with what is in this lapbook. There are two versions, one in black and white so the child can colour the lettering etc and one in colour where they can just cut and stick. There are two alternative back covers which you can choose to add to the lapbook. One is a game about ‘Changes’ and the other is a weekly feelings diary. Of course you could add one of those to the back cover and just use the other separately. This resource could be a fantastic end of term project for a Year 6 teacher. The children will love all the little pockets and will be making something to be proud of. Included in the transition lapbook is: Name – child writes their name in a colourful way – they could write in bubble writing or decorate it anyway they wish. Picture– either take a photo of the child to stick here or ask them to draw themselves. Front cover title – Moving on My new school or new class worries – What sort of things are they worried about? Use the little monster writing sheets for children to write down their worries to put in the little pocket. Discuss these at each session and help to reassure the child about the changes that will happen when they move class or school. Questions about my new school or class – This is a perfect opportunity to answer all those questions about the new school or class. My autograph and message book – Let them collect autographs and messages from friends to take on with them to the next school or class. My goals and targets – This is a little layered book. The child has to come up with a target for the rest of the term, a target for the summer holidays and a target for the new school or class. All about me tag book – Lots of questions to answer in this little tag book. Treasure chest – Includes concertina books with some prompts but also includes a blank so you can ask different questions. The treasure box could contain anything that the child wants to keep safe. They could pop some little photos in there too. A letter to my future self – What do they hope for in the future? How can they see themselves when they are in the next class or in their new school. What will they be doing? What will they have achieved? Will they have new friends? A letter could also be written telling their future self of what they are doing now, any of their concerns or worries etc. Friends – The child can write their friend’s name and finish the image to look like their friend. All their friends can fit into the little pocket. Changes game (back cover) Feelings diary (alternative back cover)
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Roll it, read it Phonics games phases 2-5 tricky words

Roll it, read it Phonics games phases 2-5 tricky words

Each player has a different set of coloured counters. Each person throws the die and chooses a word from that column. They read the word and cover it with their counter. At the end of the game the person who has the most of their coloured counter on the board is the winner.
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