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Pudsey performs this toe-tapping Super Mood Movers song which offers a huge 'big up' to our friends and family.

After viewing, singing and dancing along, your class could try some of these activities to further explore their learning:

Activities

• Story families and story friends: Ask pupils to search picture books for images of friends and families. They could work in pairs to find and sketch or paint them, for a classroom wall display.
• Family shapes: As the children work on their sketches and paintings, you could prompt them with questions such as: 'How do the people in your drawings feel?', 'Do they look after each other?', 'What kinds of thing do the friends and families in these books do?', 'Are all the families in these books the same?' Guide pupils' responses to the idea that families come in many shapes, sizes and forms. Some live together in one home and some live in different homes. Ask: 'Are all the friendships in these books the same?' Again, develop the point that each friendship is particular, individual and special.
• Favourite line: Sing the Friends and Family song together. Invite pupils to choose a line from the song (or perhaps five key words) that sum up what friends or family mean to them. The children could share their reasons for their choices with the class.
• Someone you trust: Begin with, 'Friends and families are there for us when we feel down or lonely. But sometimes it can be hard to find someone. What then? Here's a poem to tell us what to do.' If you’re feeling down and lonely and you don’t have a friend / There’s someone you can talk to that you’ll find in the end / Think of someone you trust, at school or at home / And tell them how you’re feeling and you won’t be alone. Write the poem on the blackboard or whiteboard and challenge the class to learn it by heart. To make it more fun, gradually erase the poem here or there, one word at a time, until you're just left with 'If'.
• Poems: Give pupils some sentence-starters to help them write their own (rhyming or non-rhyming) poem about friends or family. Less able or confident children could work in small groups with the support of a classroom helper. You might give them sentence-starters like these: 'A friend is… / A friend makes you feel… / Friendship is like … / When you see your friend… or A family is… / A family makes you feel… / Families are like… / When you see families, they are…' The children could share their completed poems with the class and add them to the wall display.
• Story time: Read the class a selection of short extracts from stories that illustrate moments when families or friends do not get on. Ask: 'How will they sort things out?' and encourage pupils to make suggestions. Read on to see how the story finally resolves. Do the characters sort out their problems in the end?

Learning aims or objectives

The Super Mood Movers song Friends And Family and these activity notes address the following learning objectives from the curriculum guidance of the four UK nations.

England, PHSE and RSE

From the PSHE Association programme of study:
KS1 Relationships:

• R1. about the roles different people (e.g. acquaintances, friends and relatives) play in our lives.
• R2. to identify the people who love and care for them and what they do to help them feel cared for.
• R3. about different types of families including those that may be different to their own.
• R4. to identify common features of family life.
• R5. that it is important to tell someone (such as their teacher) if something about their family makes them unhappy or worried.
• R6. about how people make friends and what makes a good friendship.
• R7. about how to recognise when they or someone else feels lonely and what to do.
• R8. simple strategies to resolve arguments between friends positively.
• R9. how to ask for help if a friendship is making them feel unhappy.

From the RSE guidance:
Families and people who care for me;

• that families are important for children growing up because they can give love, security and stability.
• the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives.
• that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.
• that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up.
• how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.

Caring friendships;

• how important friendships are in making us feel happy and secure, and how people choose and make friends.
• the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.
• that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.
• that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right.
• how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.

Northern Ireland, PD&MU

From the Northern Ireland curriculum for Personal Development and Mutual Understanding:
Relationships Foundation Stage (Strand 2):

• Their relationships with family and friends.
• Find out about their own family.
• Talk about what families do together.
• Begin to recognise how they relate to adults and other children.
• Identify who their friends are.
• Explore what they do together;.
• Know how to treat others.

Key Stage 1 (Strand 2):

• Initiating mutually satisfying relationships.
• Examine the variety of roles in families and the contribution made by each member.
• Be aware of their contribution to home and school life and the responsibilities this can bring.
• Know how to be a good friend.
• Understand that they can take on some responsibility in their family and friendship groups.

Scotland, PSE

From the Education Scotland Personal and Social Education benchmarks:
Early level health and wellbeing:

• Relationships: I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults (HWB 0-45a).
• I am learning about where living things come from and about how they grow, develop and are nurtured (HWB 0-5).
• Role of parent/carer: I am able to show an awareness of the tasks required to look after a baby (HWB 0-51a).

First level health and wellbeing:

• Role of parent/carer: I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults (HWB 1-45a).
• I am learning about where living things come from and about how they grow, develop and are nurtured (HWB 1-50a).
• I am able to show an awareness of the tasks required to look after a baby (HWB 1-51).

From the Curriculum for Excellence Health and Wellbeing Experiences and Outcomes:

• Mental and emotional wellbeing: I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others (HWB 0-05a / HWB 1-05a).
• Relationships: I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships (HWB 0-44a / HWB 1-44a).
• I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to (HWB 0-44b / HWB 1-44b).

Wales, PSE

From the Personal and Social Education Framework for 7 to 19-year-olds in Wales;

• Active citizenship: develop respect for themselves and others; value families and friends as a source of mutual support; value diversity and recognise the importance of equality of opportunity; participate in school life.
• Health and emotional well-being: feel positive about themselves and be sensitive towards the feelings of others. Working with others: work cooperatively to solve problems; make and maintain friendships and other relationships; empathise with others’ experiences and feelings; ask for personal support and advice.

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