1. Wider learning experiences
City: Community enquiry – What makes a good friend?
Year Group: 2 Date: Term 2
Please note: This planning document is designed to be printed/enlarged to A3
Philosopher
- I am beginning to understand that sometimes people make assumptions (stereotypes)
- To understand that bullying is sometimes about difference
-I know how it feels to be a friend
-To recognise some ways I am different to my friends
Author
(Reader)
‘The Cloud Spotter’
by Tom McLaughlin
Engineer
Artist
Scientist
Speaker
Body language
Gesture & posture - Facial expression & eye contact
Social and emotional
Working with others - Guiding or managing interactions - Turn-taking
Listening & responding - Listening actively & responding appropriately
Historian
Musician
 Geographer
Wider learning experiences
Streetlife, helping the homeless in Bristol
Christmas life shoebox appeal
Resources
 ‘The Cloud Spotter’ by Tom McLaughlin
blue sugar paper, mixed sugar paper, pebbles, gingerbread ingredients
Lead State of Being with NC objectives
Supporting States of Being with NC skills
Opportunities to enhance
Not key focus within this enquiry

2. Creative City: Community enquiry Year Group: 2 Date: Term 2
Immerse: skills
(Developing empathy of events, processes or people, exploring and enhancing language and social skills)
How do we greet one another? – non verbal
Explore positive/negative body language through scenario cards or role play.
How do we greet one another? – verbal
What languages do we speak? (greetings from around the world. Practise greeting each other using class range of languages spoken. Can we count to 10 in this language? Learners create a welcome poster in different languages and using non-verbal signs
Milestone
Learners have explored how communication helps with friendship
Practice: skills
(Building on immersion, learners have opportunities to acquire and practice skills in numerous ways)
Working in groups, learners have a short discussion about friendship - what does it mean? They use working together skills to talk. Swap groups and work only with friends - is it easier or harder?
Learners recreate a role play of a new child at school with no friends - what would they do to make that child feel welcome?
Interview a parent or child who has recently joined the school - how did they feel?
Milestone
Learners will start to understand how to empathise with others
Evidencing the process
Sketch books, and models
Celebrating the challenge
Whole school community event
December 7th to showcase learning
Present your friendship recipes to an audience
Engage
(An engaging event to capture interest and energise. Guided by an adult initially; a supported experience)
- ‘The Cloud Spotter’
by Tom McLaughlin
- Imagination station –learners explore character emotions on friendship
Watch short film ‘For the birds’
The Challenge
(Combining skills and knowledge from ‘Practice’, learners prove their understanding, answer the enquiry question and work independently of adults)
Make “friendship” biscuit (in shape of a gingerbread person) and each learner to give to a friend
Friendship recipes included with the biscuit and designed on posters for the school
Immerse: knowledge
(Developing knowledge of events, processes or people, exploring and enhancing language)
Write words of kindness on hearts to make a kindness/giving tree. When might you need to go and look at the Giving Tree?
What makes a good friend?
What does it mean to be lonely?
Are we always nice to our friends?
Write powerful words on pebbles celebrating the power of friendship.
Milestone
To understand that bullying is sometimes about difference.
I know how it feels to be a friend.
To recognise some ways I am different to my friends.
Practice: knowledge
(Building on immersion, learners have opportunities to acquire and develop knowledge in numerous ways)
Being a friend in the wider community e.g. Christmas child shoebox appeal (Natalia’s story)/Homeless in Bristol.
Are we friends with our pets? Can we have a friend that isn’t a person?
Staying friends and falling out - what does this mean and how does it make us feel?
First draft of recipe for friendship (instruction writing)
Milestone
To understand the wider meaning of friendship and how it makes you feel
Assessment
Learners that have excelled:
Learners that could revisit:
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