Life Skills Learning 4 LifeLife Skills Year 7/8 Green
Life Skills Life Skills Tim Pitman
Life Skills Contents Chapter
Page no.
Life Skills Contents
2
What is Learning 4 Life?
3
Warm up activities
4
Course content
5
The Curriculum
6
Who is who in the Learning 4 Life story
8
Life Skills Life Skills 2
What is Learning 4 Life?
This is a course designed over two years for children in Years 7 and 8. Each unit has enough material to cover at least one 40 minute session. The material covers PSHE, Citizenship, five strands of Well-Being and Skills for life. The course is skills based and and hopes to encourage young people to cope with the hurdles of the 21st century comfortably and finding reward in their lives. Previously PSHE work has tended to focus on warning children what NOT to do. This covers all of the requirements for PSHE and takes a more positive line in encouraging practical skills. Aims of the course The fundamental aims of the course are to promote well-being, these cannot be considered to be success criteria as achieving well-being is a lifelong, ongoing campaign. WELL-BEING Being physically and mentally fit Having purpose Recognising strengths Having perspective Forming strong relationships Living in a sustainable environment The course takes three forms: - individual stand alone session - a story involving characters from different walks of life - project work 3
Warm Up Activities A Great Pair This game is where a slip of paper with the name of a “famous” person is delivered to each person in the group. After all the slips of paper have been distributed, the task of the participants is to find their “partner.” Fruit Salad Four fruits are chosen and participants are each given the name of a fruit in order round the circle, e.g. apples, oranges, pears and kiwis, apples etc. Everyone sits down in the circle and the teacher calls out a fruit. All the people who have that fruit name must change places. When ‘fruit bowl’ is called, everyone changes places. Word Association Choose any original word and say it out loud. The next person must say any word they think of immediately which is provoked by this word. The same process continues around the circle. Try this a few times going round the circle twice. Quick Line Up The leader calls out a variety of commands to the group and they line up according to the command as quickly as possible. Examples: Line up according to age; height; year in school; alphabetical by first name; alphabetically by last name. Electricity Player’s stand in a circle and face in towards the center. One player begins the game by doing an action and “sending it” around the circle. After each person in the circle has done the action, the next person send another action around. You can send two different actions the opposite way! High / Low Take a pack of cards face down. In the circle the first person reveals a card and the person next must decide whether the next card to be revealed will be higher or lower than the previous. If he/she guesses correctly he/she stays in the game, if the player is incorrect he/she is eliminated and so it continues until the last player remaining wins. 4
COURSE CONTENT L4L ,a way of giving our children skills to cope with the 21st Century and be fulfilled whilst living a life which
Self, strengths, health and purpose
Citizenship
Health: mind and body Target setting Self: who you are Identifying strengths What are your dreams and why
Ethics Contribution to society Business, Government, the work place Cultural/Social diversity Implications of technology Financial affairs
Situations and Perspectives
Relationships
Dealing with change Time management Success and disappointment Risk management
Team building / teamwork Leadership Emotional relationships Unkindness Managing stress
Learning and information Thinking skills Learning styles Value and enjoy learning Handling information and research Significance of communication styles
Sustainability Social, ensuring a strong, healthy and just society for existing and future communities Economic, where environmental and social costs fall on those who cause them, and resources are distributed fairly and efficiently Environmental, respecting and protecting the limits of the planet's environment, resources and biodiversity.
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Learning 4 Life Year 7/8 THE CURRICULUM The Learning 4 Life Story Project Work Stand alone sessions
Session
Term 1
1
No session
2
Perfect passengers
3
Me, myself, I
4
Research
5
Research
6
Being cruel and being kind
7
Being cruel and being kind
8
School Council
9
Have I got news for you?
10
Rights and Wrongs
11
So, how have you done?
12
Dealing with change
13
How was it for you?
6
Session
Term 2
1
Thinking Skills
2
Have I Got News For You?
3
Time Management
4
School Council
5
SRE
6
Unkindness (Kate Middleton)
7
School Council / So How Have You Done?
8
Have I Got News For You?
9
“You The Jury” (1)
10
“You The Jury” (2)
Session
Term 3
1
No session
2
Exam Tensions (Well-being) Mindfulness (Mill Hall)
3
It’s your body
4
SRE - what are the issues? (No Yr 7)
5
SRE - what might the answers be? (Mill Hall)
6
School Council (Yr 7 evaluation questionnaires, all ICT resources form rooms)
7
Yr 7 “How Have I done?” for tutor reports Yr 8 Incoming Message
8
Drugs - The Right Response (or external speaker)
9
Inter patrol Talent Show / Have I Got News For You?
10
Scale of Unkindness (No Year 8?)
7
L4L Christmas Term Who is who ............ in the Learning 4 Life course
These characters will appear in the Learning for Life story from time to time Carl is still a big football supporter and is looking forward to his first year at secondary school. He is really enjoying playing football too. He is a member of a football club and he won players’ player of the season award last year.
Aidan has just left his comprehensive school at 16 and is going into the army. He is from Southall, West London
Millie leaves her prep school to go to an all girls boarding school
Dilantha who is moving from Diss to Leeds Grammar school
Krishna who is moving from Wyaro, Pakistan to Birmingham
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Michael is at a prep school and is moving from Year 7 to Year 8. His real passion is gaming. He doesn’t have many friends, just a few select, close friends.
Adam is already at Public School. He has just finished his first year. His father is a batallion commander. In fact he is Aidan’s commanding officer.
Katie is in Year 7 at her prep school in the South of England and is now going to be preparing herself for exams and moving on to her senior school. She is very outgoing, the life and soul of the party.
You! What are your views? It is important for your well-being that you have a perspective. How do you see yourself amongst all these very varied lives?
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Class: 5/6 ......................
Date of School Council Meeting:
School Council Representative: Opinions about agenda items:
Items to add to the agenda
10
School Council
Perfect Passengers Strands of well-being: Having perspective, forming strong relationships Life skills: Learning objectives: To experience the difficulties in driving safely when distracted by passengers To decide on a code of conduct as a passenger Resources: Chairs for groups of four A route card Code of conduct format Warm up: Wink murder (a very short round) Being Aware: In the circle discuss the kind of behaviour from passengers which vexes drivers Applying: Students will be working in groups of 4. Ideally set the chairs out in the formation of a car – 2 in the back and 2 in the front. Inform students that they will be given a 5 minute time limit for the following activity. The passengers in the back have to try and distract the driver as much as possible (without touching the driver or any other part of the car). This may involve arguing with each other, pestering questions etc. The front passenger has to read through the route card and the driver has to memorize as much as s/he can in that 5 minutes. At the end of the 5 minutes choose a group or allow to do individually to try and recite the route without making a mistake. It’s highly unlikely that they will be able to do this. Highlight how difficult it is to concentrate and drive when there are distractions in the car. Encourage students to consider how difficult it would be to manage a sudden hazard on the road such as someone stepping out or a dog running in front of the car.
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Reflecting: Please come up with a three to five point code of conduct for passengers in minibuses which should be handed to JHa at the end of the session
Driving directions to Buckingham Palace Euston Station Euston Rd London NW1 2RT, United Kingdom 1. Head northeast on Euston Rd/A501toward Euston Square/Upper Woburn Pl/A4200
2. Turn right onto Upper Woburn Pl/A4200 Continue to follow A4200
3. Turn left onto Aldwych/A4
4. Keep right to continue on Aldwych
5. Slight right onto Strand/A4
6. Slight left to stay on Strand/A4 Continue to follow A4
7. At the roundabout, take the 3rd exit ontoThe Mall
8. Turn right onto Constitution Hill Destination will be on the left Buckingham Palace London SW1A 1AA United Kingdom 12
A Code Of Conduct For Passengers In Minibuses
Not following these guidelines could result in .......................
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School Council Strands of well-being: Having purpose and meaning, living in a sustainable environment, situations and perspectives Life skills: School Council: What are your dreams and why, sustainability (all aspects) Warm up: PLEASE RUN THROUGH THE LEADERSHIP QUALITIES School Council Learning objectives: - to identify action which could improve the running of the school - to identify practically how these could be implemented Resources: School council agenda and minutes Being Aware: Read through the minutes and agenda Applying: The school council representative should lead the discussion and the form captain should take notes Firstly the school council rep should ask for contributions to the agenda, these should be recorded and there should be a vote for three items to be discussed Discuss issues which could be raised at school council and agree compelling arguments so that the School Council rep can represent the form at school council Reflecting: Summarise the points for the school council rep to present to the council THE SCHOOL COUNCIL REP SHOULD EVALUATE THE SESSION ASKING THE QUESTION: “How did the session go, and how could we have done better? 14
Class: 7/8 ......................
Date of School Council Meeting:
School Council Representative: Opinions about agenda items:
Items to add to the agenda
15
School Council
Me, Myself, I Strands of well-being: Recognising strengths and having purpose Life skills: Target setting, Self: who you are, Identifying strengths Learning objectives: To identify desirable strengths and set some targets Resources: My Strengths and Weaknesses work sheet and My Passport Warm up: High/Low Being Aware: In the circle discuss: the strengths and weaknesses of a couple of celebrities going through the “Strengths and weaknesses” sheet as an example.
Applying: Divide the group into pairs, preferably different year groups and genders. They should discuss the worksheet and tick the boxes they think are right for them.
Reflecting: Come back into a circle and ask each pupil to mention one thing that they are good at and one thing that they are not so good at Having taken all of the information pupils should fill in their passports Years 5&6: Return the passport and srength and weaknesses sheet to your form teacher who will keep the passports safe in a folder Years 7&8 Take your strengths and weaknesses sheets to your tutor before the end of the week Give the passports to your form teacher who will keep them safe in a folder 16
My Strengths and Weaknesses Name:
Form / Tutor Group:
Put a tick in the column that describes how good/ bad you are at each of the following
Being reliable and helpful Being able to lead others Being kind Feeling confident in front of others Helping others out Getting work done on time Doing work carefully Being easy to get on with Keeping calm Thinking of other people’s feelings and considering their points of view Sticking at difficult or boring tasks Getting involved Achieving goals Coping with changes in life Cooperating with others in group activities
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Good
Quite Good
Not Very Good
Bad
Year 8
Year 5 Tick the boxes which you think best describe you: I am really sporty I really like sport, but I am not the best
You are now entering Year 8! Do you have any new hobbies?
My best achievements are in work I quite like sport The Westbourne Award Trips are what I enjoy most
My Passport Forename: ............................ Surname: .................................
I find work really hard
What were you biggest achievements last year?
I have lots of friends I have a few close friends
What would you like to achieve this year?
Year 6 Tick the boxes which you think best describe you: I am really sporty I really like sport, but I am not the best
Year 5
Form teacher .......................
Year 6
Form teacher .......................
Year 7
Tutor .....................................
Year 8
Tutor .....................................
My best achievements are in work I quite like sport The Westbourne Award Trips are what I enjoy most
You are now leaving Year 8!
I find work really hard I have lots of friends
How do you think Westbourne has benefitted you?
I have a few close friends Year 7 Tick the boxes which you think best describe you: I am really sporty I really like sport, but I am not the best My best achievements are in work I quite like sport The Westbourne Award Trips are what I enjoy most
I find work really hard I have lots of friends
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“RESEARCH” 5.
Handling Information and Research Internet Detective
Learning objectives: • •
To identify the opportunities that there are for research open to us To find out as much as possible about a website before using it’s information.
Resources: Copies of the four website questionnaires Warm up: To find out information we all use the internet. Try and brainstorm as many methods of research that we could use apart from the internet The Activity: Divide your group into four and distribute copies of all the websites to each group Read: “You are detectives investigating ‘burglary’. You put the word into a search engine and here are the websites it suggested. In your investigation you must answer certain questions to find out how trustworthy the sites are You should look at the website your group has been given and identify: •
Who? - question the source of information
•
What? - question the content of information
•
Where? - question the location of the information
To do this look for clues From these pages can you find clues as to: Who the author is? Who is sponsoring the site? Whether the information can be trusted? Who owns the information? Which part of the world the website comes from? 19
1.http://www.met.police.uk/crimeprevention/ burglary.htm
Who is writing the information for this website? ......................................................................................................................................... Is there an organisation sponsoring this website? ......................................................................................................................................... How much do you trust the information and why? ......................................................................................................................................... Is there a copyright on the site, if so, who owns the information? ......................................................................................................................................... Which part of the world does the website come from? ......................................................................................................................................... On a scale of 1 to 10 how do you rate the trustworthiness of this website? 1 = Not very trustworthy 10 = Extremely trustworthy
20 Score:
2.http://www.banham.co.uk/
Who is writing the information for this website? ......................................................................................................................................... Is there an organisation sponsoring this website? ......................................................................................................................................... How much do you trust the information and why? ......................................................................................................................................... Is there a copyright on the site, if so, who owns the information? ......................................................................................................................................... Which part of the world does the website come from? ......................................................................................................................................... On a scale of 1 to 10 how do you rate the trustworthiness of this website? 1 = Not very trustworthy 10 = Extremely trustworthy
Score: 21
3.http://oxforddictionaries.com/definition/burglary burglary.htm
Who is writing the information for this website? ......................................................................................................................................... Is there an organisation sponsoring this website? ......................................................................................................................................... How much do you trust the information and why? ......................................................................................................................................... Is there a copyright on the site, if so, who owns the information? ......................................................................................................................................... Which part of the world does the website come from? ......................................................................................................................................... On a scale of 1 to 10 how do you rate the trustworthiness of this website? 1 = Not very trustworthy 10 = Extremely trustworthy
22 Score:
4.http://en.wikipedia.org/wiki/Burglary
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4.http://en.wikipedia.org/wiki/Burglary
Who is writing the information for this website? ......................................................................................................................................... Is there an organisation sponsoring this website? ......................................................................................................................................... How much do you trust the information and why? ......................................................................................................................................... Is there a copyright on the site, if so, who owns the information? ......................................................................................................................................... Which part of the world does the website come from? ......................................................................................................................................... On a scale of 1 to 10 how do you rate the trustworthiness of this website? 1 = Not very trustworthy
10 = Extremely trustworthy
Score:
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Plenary (Circle Time) As a group report back on the scores given to the various websites establishing the most and the least trustworthy.
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Being cruel and being kind Strands of well-being: Life skills Learning objectives: To be familiar with the school's policy and code of conduct regarding anti-bullying To recognise and understand that behaviour can be kind or unkind To understand how repeated unkindness will lead to bullying Resources: The scale of unkindness A blank proforma for a scale of kindness Warm up: Electricity Being Aware: Read through the scale of unkindness leaflet as a circle Explain the purpose of this Divide the group into four groups: front cover, green circle, yellow triangle and red card Each group should think of a situation where a pupil has been shown each of the stages A spokesperson should report back to the class in the circle Applying: As a class look at the blank proforma of a scale of kindness Discuss how the blanks could be filled The form captain or deputy or another nominated pupil should transcribe the suggestions onto a blank proforma which should be returned to JHa at the end of the session Reflecting: In the circle complete this phrase: To encourage kindness I will ...................
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“RIGHTS AND WRONGS” 1.CITIZENSHIP: Ethics
Learning objectives: • •
To be able to appreciate three ethical points of view about an event To form your own opinions and value those of others
Resources: A copy of the lesson plan for the teacher The Activity: - Explore this dilemma with your tutor group and let the debate go wherever it leads! 1. Reintroduce the characters from the Learning 4 Life story who are involved in this session. They are: Katie, Michael and Adam. Aidan is also involved. 2.Read to the class or share the reading around the class: “Murderous Mick is in trouble ...................... or is he? He has just been caught robbing a bank and in the process shot a bank clerk in the back for fun. The Common Sense View We don’t like people like Murderous Mick .... they should be punished, and locked up for years and years ............... maybe worse. That’s the common sense view. The “No one is ever to blame” theory This theory is a great excuse for doing whatever you want. After all we are all governed by the Laws of Nature. We can’t control nature so nature is what is to blame for all of our actions. Easy, peasy Murderous Mick is free of blame. The “Nurture” theory We are a product of our upbringing and influenced by how our parents have nurtured us. So Murderous Mick’s parents are the culprits.
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3.Share the views of the four characters amongst four pupils and ask them to read them to the rest of the group what their character thinks. This will give them a starting point.
Katie “Murderous Mick should be sent to prison for a long time. After all the victim’s relatives will want some sort of revenge. Everybody has a choice and he chose the wrong path. Aidan “I have seen people go off the rails and commit crimes as a result of getting involved in drugs. In my neck of the woods crime is seen as something that happens daily. Punishments aren’t taken seriously and I think they should be more severe. “Death Row” like in America is a possibility. I joined the army to try and avoid getting into trouble.” Michael “I like these sorts of debates and I think that humans are programmed like robots. People have always been programmed to kill, from the very first stone age days, to protect partners, territory and food. Not a lot has changed from that perspectve we just have different ideas about what is acceptable.” Adam “To be honest, I am not really bothered. This kind of situation isn’t going to affect me. People do what they want to do. There is a legal system. Let’s just get on with life.” Plenary (Circle Time) 1.In your own opinionsWhich theory is right? WARNING Common Sense isn’t always right. Up until a while ago common sense led us to believe that the world was flat,obvious really! You may have come to the conclusion that we can’t be completely controlled by nature or our upbringing and that we can control our own destiny.
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“SO HOW HAVE YOU DONE?” (Week 11) 1.
SELF, STRENGTHS, HEALTH AND PURPOSE: Identifying strengths, Who you are and Target setting
Writing Your Own Tutor Report Learning objectives: • • •
To be honest about achievements and progress made this term To highlight the things we have done well, the things we haven’t done so well and identify things we could do or opportunities we must make the most of To understand what other people think about us
Resources: Report writing sheets Being aware: Go round the circle asking each member of the group to think of something good about themselves. Then ask each individual to compliment somebody else in the circle for something that they have done. Finally go round the circle, each pupil mentioning one thing that they would like to improve Explain that they should think about how other people consider their conduct and their achievements, then they must consider how they, themselves feel. They should then briefly answer the questions on the attached proforma and try to write a brief report about themselves An additional activity if you dare is to ask your group what they would write in your report. This is a real test of your relationship with your pupils! Plenary: Collect in the reports they may well be helpful in writing your tutor reports
You will need to give the report writing sheets back to them when they complete their passports in Week 11
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Writing Your Own Report Some questions you need to ask yourself before getting your thoughts down on paper. This will be given to your tutor so that he/she can discuss it with you
Question
Response
What would your parents be proud of you for this term? Is there anything which could have caused your family to be disappointed in you? What do you think you have achieved during the term? Do you think you could have done more? Have you been healthy throughout the term? What has been the most meaningful thing you have been doing? Work? Your music? Your work on the play? A drive to gain a position of responsibility? etc Have you been happy in your relationships with others Are you pleased with the way the term has gone for you? Why?
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My Tutor Report
Christmas 2012
Name: ............................... Tutor: ..............................
You must try and fill the box but write no more
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Dealing With Change Learning objectives: • •
To discover what kinds of issues change brings in different environments To discuss ways of dealing with the challenges that change brings
Resources: Copies of Aidan, Millie, Dilantha and Krishna’s case studies Warm up: Choose a warm up from the selection or one of your own games. The Activity: Divide your group into four and give each group a case study. In their groups they should read the case study and discuss the questions attached. When they have done this they should elect three spokespeople: one to read the case study to the group and three to represent the group’s answers to the questions. Get each group to read their case study and present the questions and answers Plenary (Circle Time): Each of the characters has gone through a period of change. Could any of the characters have advice which could be given to any of the other characters? In the circle: Aidan could tell Millie Millie could tell Krishna Dilantha could tell Krishna Dilantha could tell Aidan Extension Activity In the circle complete the phrases: 32
“To cope well with change I need to ....................................” Aidan Aidan’s introduction to the army was a stark contrast to his usual daily life. He had been used to lying in in the morning, especially since he had left school. He had been issued with his basic kit the night before and was expecting the harsh regime to start early the next morning. Surely enough the alarm bell which rang through the whole billet was a shocking start to the day. He had been asked to dress in his new uniform and was excited about this. He pulled on the camo trousers and khaki shirt which was rough to his skin. He was desperate to please and devastated when the NCO patrolling the billet berated him. “And what do you think you are doing?” “Putting on my uniform,” said Aidan confidently. “Putting on my uniform CORPORAL” screamed the corporal. “Putting on my uniform CORPORAL.”
Aidan wasn’t keen on responding to orders and this had got him in to trouble at school. They all did it. It wasn’t cool to react immediately to teachers’ requests, however reasonable. Now he was being shouted at and he wasn’t as prepared for this as he had thought. The corporal must have picked up quickly on his sullenness. “Are you clean? Do I hear the running of water? Are you going to stick that filthy body into the pristine uniform that her majesty has kindly given you? I should bleedin’ coco. Get your oblutions sorted out before you even think about earning the right to represent her majesty.” Clearly this wasn’t Aidan’s mum giving him the final warning and empty threat to get him out of bed. He sloped off to yet more loud encouragement and quickly learned to do things ten times faster than at home. Aidan ended the day having been taken apart for his punctuality, his dress (he felt it unfair because he had only been told once how to put a beret on), his lack of application to the physical tasks on the assault course and his recall of the rules of the billet. He was exhausted and miserable. Tomorrow would be better, but it wasn’t. 1.Why do you think Aidan joined the army? 2.What changes did Aidan have to cope with? 33
3.What would he have to do to cope with these changes? Millie Millie thought back to the hysteria surrounding the announcement of her exam results. Yes she had gained entry to her next school. It had been a struggle getting through and she had been really well supported by her friends, teachers and family. It was great because they all lived within easy reach of school and she saw her friends regularly. Her prep school was a very busy place and the teachers kept them going from dawn ‘til dusk. Every moment of the day was filled. The headmaster had addressed the parents of all the new pupils and prefects from Millie’s house showed her to her dorm. This separation, Millie had worked out, was to avoid tearful parents and children causing distress. Millie was used to boarding, used to seeing her parents every weekend that is. Now she wouldn’t see them for at least three weeks. At that though she noticed a considerable lump in her throat. At her new school older girls have single or double study bedrooms; younger ones usually sleep in cubicles within larger dormitories. Millie had her own cubicle. This was different to her prep school where she slept in a dorm without cubicles. All of the girls were in her year group, but at her new school there was a mixture of girls in Years 9,10 and 11. She also had to contend with a large number of girls who had been at the school since Year 7.
1.What kind of changes is Millie faced with? 2. Which changes do you think might be the most challenging? 3. What would she have to do to cope with these challenges?
Dilantha 34
There was no doubt that Dilantha was going to be up bright and early that morning. He hadn’t really slept for much of the night. It was September, but still warm. The noise from the city was incessant and there seemed to be revellers returning home for most of the night. Dilantha wondered how they managed to work after a few hours sleep and then realised that many wouldn’t have work to go to anyway. Dilantha was still getting used to the area where the challenges were very different to those in rural England. Dilantha had come across direct racism in Diss which was dealt with swiftly in school. but continued outside. There were two sides to being the only Asian family in Diss. There was a certain celebrity status which meant that everyone knew who you were. People were also curious and suspicious. Dilantha now lived in an environment where his family spoke with a Leeds accent, they were the majority and were more confident about their place in society. Some of the older members of the family didn’t speak English at all. Three of his family would be going to the grammar school with him today. He was the only one who was new to the school. Dilantha would have felt awkward in his new uniform, but the second hand jacket which ad been mended by his ant gave him an air of having been there for some time. Streams of grammar school pupils (all boys) got off the bus. There was a lot of shouting. Where were the girls who had been a calming influence in his primary school? The short walk hand in hand with his mother to the primary school in Diss seemed a long way away. Here it was sink or swim. It was Dilantha’s second day and he had worked out the basic routines. He knew where to go for registration and his form teacher pointed him in the right direction for the first couple of lessons. Thereafter life went in a whirl. Detention was not something he was used to and failing to complete homework was clearly something that was not tolerated. His parents had been contacted to inform them that he would be staying after school and why. Wasn’t this an overreaction?
1. Why do you think Dilantha missed his homework deadline? 2. Do you think that this was an overreaction? 3. What are the major issues regarding change for Dilantha?
Krishna 35
It was cold a week ago Krishna had been coping with the usual ............ degree heat of Pakistan. She was from a very small village near to Islamabad, but closer to Lahore. Krishna had never been to school and was excited about the prospect. In Pakistan about 50 % of children go to school and she felt lucky to be given this opportunity. There were a lot of barriers to breach before school was even going to be an option. Fortunately her relatives who were already ensconsed in Birmingham spoke very good English and were well settled. Krishna spoke virtually no English and was not encouraged to get out of the house and mix with other English speaking females. She was encouraged to be modest and not as outgoing as might be required to hasten her command of the language. What was of greatest comfort to her was the routine that she was used to as a muslim form Pakistan. This kept her safe an secure, and able to live life in the conviction that she was doing the right thing. School could fit in around this. Many things are the same as in Pakistan, we are all together as a family unit and live in the same house: her grandparents included. “She will have to go to school soon, her cousins will look after her”, said her oldest brother to her father. “Krishna is such a good girl, she looks after her family as she should, she is a good muslim girl” said her father lovingly. “Dad, you and I both know that she can stay close to her roots and be educated” “She is happy this way. We don’t want to hurry her”.
1. What are the choices that Krishna has? 2. It is a month later, imagine what Krishna’s life is like, if it has changed how has it changed ? 3. What happened to make it change?
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“Have I got news for you?” Strands of well-being: Having purpose and meaning, living in a sustainable environment, situations and perspectives Life skills: News stories: Ethics, contributions to society Warm up: Word Association
News stories Learning objectives: To rank news stories in order of significance - to identify the main issues affecting our country and world today - to explain a news story and its implications to another group
Resources: Current news stories Being Aware: In a circle identify the news stories from the pictures and discuss the importance of each news item, who it affects and why. Applying: Divide the group into six groups and ask them to rank the stories in order of importance
Reflecting: Around the circle finish the sentence: “in my opinion the biggest news story affecting the world is ………..”
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With just days to go before the kick-off of the Euro 2012 championships, a hard-hitting BBC Panorama ducumentary has revealed shocking new evidence of racist violence and anti-semitism at the heart of Polish and Ukrainian football. In the show, which went out in Britain on the evening of 28 May, a group of Asian fans are shown being attacked on the terraces of a Ukrainian premier league match and anti-Semitic chanting is captured on film at games in Poland. The show has cast fresh doubt on the joint hosts’ suitability to stage the high-profile football tournament.
Man drowns at West Wittering trying to save two children
Olympic torch reaches summit of Snowdon
A new earthquake has struck the Emilia region in northern Italy, killing at least 10 people and burying several others under rubble, local media say. 39
Session
1
2
3
4
Term 2
Thinking Skills
Have I Got News For You?
Time Management
School Council
SRE
5
6
7
8
9
10
11
“Global Welfare”
School Council / So How Have You Done?
Have I Got News For You?
“You The Jury” (1)
“You The Jury” (2)
Safe on Site
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“Thinking Skills / Learning Styles” 5. Learning and information management Learning objectives: To identify different ways of remembering things To recognise that you have your personal style To explore which style of learning that might be Resources: A tray with twenty random objects on it. Three pieces of paper for each of your tutees. Sample mind maps Activities: Opening gambit: there are different styles of memorising, what are they? Go round the circle completing the sentence: “One way of memorising is ..............” Give these examples of a technique for remembering might work: Coloured mnemonics Use humour to link objects, dates and lists Rude rhymes are difficult to forget (but keep them to yourselves!) Use the alphabet (objects beginning with ‘A’, objects beginning with ‘B’ etc) “The Memory Game” Give the group (individually) one and a half minutes to look at the objects on your tray and then try and recall as many of the objects as possible. Individuals should keep their scores. Ask the group to write a list of what is on the tray (while looking at the objects) Using the list they should then draw a mind map and revise using this mind map. When time is up have a two minute distracting conversation Final activity is to try and write down as many of the objects as possible 41
SUGGEST: Prize for the biggest improver Plenary (Circle Time) Ask around the class for the improvement scores FINAL COMMENT Some things to take away from this session: 1. One of the memory techniques 2. A tip for keeping your brain in shape ............ .....................try a brain workout to improve your memory, card games are good, or simply choose ten random cards, look them over and test yourself on which ones you chose.
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“Have I got news for you?” Strands of well-being: Having purpose and meaning, living in a sustainable environment, situations and perspectives Life skills: News stories: Ethics, contributions to society Warm up: Word Association
News stories Learning objectives: To rank news stories in order of significance - to identify the main issues affecting our country and world today - to explain a news story and its implications to another group
Resources: Current news stories Being Aware: In a circle identify the news stories from the pictures and discuss the importance of each news item, who it affects and why. Applying: Divide the group into six groups and ask them to rank the stories in order of importance
Reflecting: Around the circle finish the sentence: “in my opinion the biggest news story affecting the world is ………..”
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Six people, including former Premier League star DJ Campbell, have been questioned over claims about match fixing in football. Campbell, who now plays for Championship side Blackburn, was one of six people arrested on Sunday. The National Crime Agency said five of them have been released on bail. It comes after ex-Portsmouth player, Sam Sodje, is alleged to have told an undercover reporter he could arrange for players to be booked or sent off in exchange for cash.
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West Bromwich Albion striker Nicolas Anelka is facing a minimum fivematch ban after being charged by the FA today. He's in trouble with them over a gesture he made on the pitch last month after scoring against West Ham. The gesture he made is considered highly offensive by some Jewish people. But Anelka tweeted: "I am neither racist nor anti-Semitic." On Tuesday the company Zoopla announced it was pulling out as a sponsor of West Brom at the end of the season, because of what Anelka did.
Anelka played against Everton last night and his new head coach seemed to be behind him. Pepe Mel said: "For me Anelka is a very good professional. Very good person, and for me I need Nicolas in the team." Anelka has promised he won't do the gesture again. He now has until 6pm on Thursday to respond to the FA's charge.
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Energy drinks have been banned at a school in Manchester to try and help pupils be healthier. John Vincent, a government adviser on school food, thinks the mix of sugar and caffeine in energy drinks can damage children's concentration and health. He's called for more research into the effects of the drinks. Gavin Partington from the British Soft Drinks Association says the drinks "are not designed for children."
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Daniel Spargo-Mabbs dies 'after taking ecstasy' A London teenager has died after apparently taking ecstasy at a rave. Daniel Spargo-Mabbs was taken to hospital in the early hours of Saturday after becoming unconscious at a rave in Hayes, west London. The teenager, who was an A-level pupil in Croydon, died on Monday. The Met Police said three men from Croydon, aged 18, 19 and 20 had been arrested on suspicion of supplying controlled drugs. 'Poorer without him' Daniel's father, Tim Spargo-Mabbs, 50, said: "He was up for adventure. He was a really normal kid. He spent a bunch of his spare time with his girlfriend and played a lot on his Xbox. "This was the first time he'd taken anything and if it could happen to him it could happen to anyone. We very much want to get that message across." Daniel was in Year 12 at Archbishop Tenison's Church of England High School in Croydon. Head teacher Richard Parrish said: "Today we begin again, knowing that our school and the world is the poorer without him. "It is not normal that a bright, articulate, talented 16-year-old should be taken from us in this way. 47
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Time Management 3. Situations and perspectives
Learning objectives: •
End goal: can you categorise what you have to do over a week and what do you have to do before the end of the week?
Resources: The L4L characters accounts of their to do lists Warm up: Choose a warm up from the selection provided or one of your own games. The Activity: Three of the L4L characters have a day ahead of them and various tasks which are to be completed to some extent during the day. In small groups try and list the things which need to be done in order of priority, then try and work out how they would be completed during the day. Finally, take a planning sheet and try and plan your day, week, term Some advice (Circle Time) Divide big tasks into smaller chunks e.g. Learning your part in the play could be, learn the first two pages by the end of the week. Categorise into: Life or death: things which must be done immediately? Could wait: Important, but the world wouldn't end if they weren't completed before the end of the week Another time: : things which do not have a clear deadline
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Read through what our characters say about what they have to do over the week
Millie Millie has settled in to her new school and overcome the challenges of last term. She has a nice group of friends around her but she is still a little in awe of the older girls in her dormitory. One of the girls is really nice to her and shares a lot of interests. They are both sporty. Millie’s older cousin promotes events in London and all over the UK. she is often offered tickets to some great concerts. Millie is organising a group to go to see Lady Ga Ga in the summer holidays, she wants to take some of the older girls. Everyone is very excited about it.
Dilantha It is Thursday and Dilantha has learned from previous experiences in his first year at the Grammar school that late homework is not acceptable. He managed to pick up a few detentions and was desperate not to pick up any more. Two homeworks are due in first thing tomorrow. He has completed half of one of them and he is allowed to work in break. At the weekend (Sunday) he is going to be working on a play which is going to be performed in town. he has been told that he has to know his lines by Sunday or he will be replaced. saturday afternoon will be taken up with a visit to Elland Road to see Leeds play.
Krishna Krishna has had a very hard term so far. She has had to look after a sick elderly relative over the past couple of weeks and mind the shop during opening hours whenever she is back from school. She was up very late all of last week trying to get her homework done, successfully. Her aunt who has been ill has now gone into hospital. This week she has been able to take it a little easier, but school offers her so many opportunities, none of them are compulsory, but she enjoys them. The hockey club is one. There is no pressure to attend but she enjoys it. The normal routine of lessons and homework apply. She will have coursework to complete in the second half of the term in Geography and she has been told that some research will put her in a good position for completing it well.
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Now try and list some things which need to be done in each time frame The kinds of things you might like to include are things that you often forget are: Collect any outstanding credits Hand tokens in
sign out!
Check my e-mail
Tidy my locker (changing room)
Do two revision slots
Tidy my locker (form room)
Change my reading book
Practise my inter patrol music piece
Today Check that I know my French spellings
Go to my tutor meeting
Pick up food for the house
This week Write my exam revision timetable
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By the end of term Revise for exams
School Council Strands of well-being: Having purpose and meaning, living in a sustainable environment, situations and perspectives Life skills: School Council: What are your dreams and why, sustainability (all aspects) Warm up: PLEASE RUN THROUGH THE LEADERSHIP QUALITIES School Council Learning objectives: - to identify action which could improve the running of the school - to identify practically how these could be implemented Resources: School council agenda and minutes Being Aware: Read through the minutes and agenda Applying: The school council representative should lead the discussion and the form captain should take notes Firstly the school council rep should ask for contributions to the agenda, these should be recorded and there should be a vote for three items to be discussed Discuss issues which could be raised at school council and agree compelling arguments so that the School Council rep can represent the form at school council Reflecting: Summarise the points for the school council rep to present to the council THE SCHOOL COUNCIL REP SHOULD EVALUATE THE SESSION ASKING THE QUESTION: “How did the session go, and how could we have done better? 52
Class: 7/8 ......................
Date of School Council Meeting:
School Council Representative: Opinions about agenda items:
Items to add to the agenda
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School Council
“UNKINDNESS” 3.Risk Management Health: Mind and Body Learning objectives: • • • •
To To To To
discover who can really solve problems of unkindness recognise which “pecking orders” exist in our school decide how we can act to prevent a culture of unkindness developing focus on confidence when reading to an audience
Resources: Copies of the Kate Middleton article for the group to read aloud in sections. Warm up: Choose a warm up from the selection or one of your own games. Good to do one as the content of this is a bit heavy. The Activity: Hand out the Kate Middleton story and divide it up so that it can be divided into sections for readers to read with expression so that the story is made lively. The story is on main shared so that it can be looked at from the board. 1. Identify what type of pecking orders existed in Kate Middleton’s schools. 2.Discuss how these pecking orders are reinforced by pupils in their schools. 3.What other reasons for bullying are quoted. 4.Identify who are cited as becoming the biggest problem in bullying. 5.In groups discuss how we can all create an ethos of kindness Plenary (Circle Time): Going round the classroom and ask your tutees to complete the sentence: “ To help in a bullying situation I would …………………………..”
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As Kate Middleton knows, girls make the best bullies Kate Middleton’s grim experience at school strikes a chord with Cassandra Jardine, who was also ostracised by her female peers
Kate Middleton from 1990 when she attended Saint Andrew's Prep School in Pangbourne Photo: JANE MINGAY
by Cassandra Jardine Kate Middleton should have had an easy time of it at boarding school. Her parents hadn’t set her up to be teased by giving her red hair, spots, poor eyesight or a silly name. She was pretty, leggy, clever and good at hockey when she arrived at Downe House, aged 13. Yet other girls soon made her life a misery. She had books knocked out of her hands, was pushed to the back of the lunch queue and no one wanted to eat with her, according to Jessica Hay, a friend from her next school. The royal soon-to-be-weds have chosen the charity Beatbullying as a beneficiary of their wedding. Kate may not wish to discuss it, but the experience of bullying is virtually universal. Eighty-one per cent of school students say they have been 55
bullied, according to Beatbullying. For example Sir Ranulph Fiennes – tormented at Eton for being too pretty – or an actress like Kate Winslet who was given hell at her state school in Reading for being fat. Like Kate Middleton I was ostracised for two terms at the end of primary school, not because there was anything especially peculiar about me – as far as I know – but because a classmate’s parents were getting a divorce and she felt like offloading her distress onto someone else. Those two terms felt like an eternity. While everyone else chatted and played, I cut ever-larger holes in my school uniform, hoping my mother would notice that it wasn’t moths at work. It took her a long time to spot my misery. So I have every sympathy with Kate Middleton whose only “crime” as far as anonymous contemporaries can recall was to be a “non-entity”. Newcomers weren’t welcome, as another girl found when she moved from a London day school to join Kate’s first public school. “At this school I found the girls blindingly clone-like. 'You mean you didn’t go to Cornwall?’ they said when I told them where I had been on holiday.” She left this school after a matter of weeks. “They couldn’t understand anyone being different. Bullying has nothing to do with the victim being inferior, it’s to do with the bullies being scared.” Analysis of bullying dynamics has become more sophisticated since then. The victim and the bully are no longer considered to be the only players. “Bullying is seen as a peer process: bystanders are just as much of a problem. There’s a big emphasis on trying to turn bystanders into defenders of the victim.” Every school now has an anti-bullying policy, but unkindness and bullying can still go on. As an ex headteacher of a public school says, it is a way of “working out the pecking order”. Boys do still tend to lose their tempers, fight, and then forget their differences. Girls more often operate sly longer-term campaigns, often using social networks sites. I’ve seen that pattern with my own children (two boys, three girls) and the inter-girl fights are far more poisonous. Bullying, however, still accounts for around 10 children’s suicides a year. Beatbullying’s approach is to get the children in a school on side as mentors. “They are the ones able to change the culture,” says deputy CEO Richard Piggin.
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One strategy for a victim of unkindness or bullying is to find someone else on the sidelines and befriend that girl (or boy). Being ignored is often the most difficult situation to deal with because teachers find it difficult to punish assailants. Marlborough could justifiably claim to have been the making of our new Princess because she left school equipped with many friends and A-level grades good enough for St Andrew’s, where she knew Prince William could be found. Kate did rather better from her formative bad expereince. If, 16 years ago, she decided to pay back those who thought she was a non-entity, she has certainly succeeded. If unkindness and bullying can be a way of sorting out the pecking order decide what children at the top of the pecking order might be like, then decide what children at the bottom of the pecking order might be like Could there be more than one pecking order in a year group? If so, what could these pecking orders be? “Bullying is seen as a peer process: bystanders are just as much of a problem. There’s a big emphasis on trying to turn bystanders into defenders of the victim.” says the writer If you are the one in the middle that Cassandra Jardine talks about you have a responsibility, perhaps a bigger responsibility than anybody else. What should you do, why might this be difficult and what could the consequences of your actions be: To the individuals, to your year group, to the school and to yourself
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School Council Strands of well-being: Having purpose and meaning, living in a sustainable environment, situations and perspectives Life skills: School Council: What are your dreams and why, sustainability (all aspects) Warm up: PLEASE RUN THROUGH THE LEADERSHIP QUALITIES School Council Learning objectives: - to identify action which could improve the running of the school - to identify practically how these could be implemented Resources: School council agenda and minutes Being Aware: Read through the minutes and agenda Applying: The school council representative should lead the discussion and the form captain should take notes Firstly the school council rep should ask for contributions to the agenda, these should be recorded and there should be a vote for three items to be discussed Discuss issues which could be raised at school council and agree compelling arguments so that the School Council rep can represent the form at school council Reflecting: Summarise the points for the school council rep to present to the council THE SCHOOL COUNCIL REP SHOULD EVALUATE THE SESSION ASKING THE QUESTION: “How did the session go, and how could we have done better? 58
Class: 7/8 ......................
Date of School Council Meeting:
School Council Representative: Opinions about agenda items:
Items to add to the agenda
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School Council
“SO HOW HAVE YOU DONE?” 1.
Self,strengths, health and purpose
Writing Your Own Tutor Report Learning objectives: • •
To be honest about achievements and progress made this year To highlight the things we have done well, the things we haven’t done so well and identify things we could do or opportunities we must make the most of
Resources: Report writing sheet
Warm up: Choose a warm up from the selection provided or one of your own games. The Activity: 1. Hand out the Report writing worksheet. Your group should complete a report about themselves, putting themselves in the tutor’s position. Plenary (Circle Time): Come together in a circle and reveal the final pieces of advice that your tutees have given themselves. “The advice that I have given myself is ………………………………..” An additional activity if you dare is to ask your group what they would write in your report. This is a real test of your relationship with your pupils!
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Writing Your Own Report
Some guidelines for writing tutor reports
•
Tutor reports should reflect detailed knowledge of tutees. Beyond the important overview of their academic progress, comment on breadth of involvement in wider school life (sport, music, drama, Koolkatz etc.), showing what they do and enjoy . You may also wish to comment on behaviour/relationship issues if relevant. Try and use these guidelines to write an honest report for yourself this term.
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“You The Jury” (1) 1. Citizenship
Learning objectives: • •
To understand the trial process through the eyes of a juror To debate an issue of justice and ethics
Resources: http://www.youtube.com/watch?v=JP7slp-X9Pc Copies of the: “Teen who skipped jury service” story OR Show on interactive whiteboard The Activity: Watch the video clip about the role of the juror from the link above Invite comments in the circle Read through the story of the “Teen who skipped jury service” Invite initial comments in the circle Plenary (Circle Time) ♦ Inform your group that next week there will be a debate entitled:
“The punishment fits the crime for Matthew Banks” Go round the circle asking for a yes/no response to the following question: “Did the punishment fit the crime for Matthew Banks?”
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Teen who skipped jury service should not have been jailed, says partner Matthew Banks was imprisoned for 14 days after admitting he missed the last day of his jury service to see Chicago The partner of a teenager who was jailed for skipping jury service by pretending to be ill and instead going to see a West End show has criticised the sentence for being unduly harsh. Christian Orr's boyfriend, Matthew Banks, was jailed on Monday for 14 days at Manchester crown court after he missed jury service and went to see Chicago in London. He will spend Christmas behind bars as a result of the contempt of court. His mother has visited him at Forest Bank young offenders institution and she said the 19-year-old Manchester University languages student was doing better than expected and was coping. Orr, 23, said: "His mother was surprised that he seemed to be coping OK. They're still hoping that he'll be released before Christmas Day. I still worry about him. I know there'll be a lot of people who think he's been careless – but he's just naive and behaved without thinking." Banks had sat through four days of the case of a man accused of driving into his girlfriend, who was later convicted in his absence. On the last day of his jury duty, Banks rang court saying he had been throwing up all night. The trial was delayed as a result. When court officials phoned his home to check how he was doing, his partner answered and told them he had gone to London to the theatre. Hours later, the police turned up to take a statement from Orr, who said he had no idea that his partner was expected in court for the fifth day of the trial last Friday. He was assured that Banks would get a severe ticking-off, but was unlikely to be jailed. However, when Banks returned to court on Monday to apologise, the judge said the offence was too serious for a suspended sentence and jailed him for 14 days.
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Orr said: "He should have been punished at the end of the day because he lied and it was contempt of court. But there is a grey area with the court system in terms of the scale of the offence. I don't feel he has the life experience or maturity to be a juror. "I know people who are in their 40s or 50s who've never done jury service, it is a big responsibility. While I feel he should be punished, there seems to be an unfairness in the sentence and the crime. The sentence feels unduly severe." Orr says Banks is worried about the impact of having a criminal record for the rest of his life and how it will affect his career. So, too, the media coverage of the case. "He thinks I'm going to leave him because he's got a criminal record," Orr added. His partner, he admits, is very bright – sailing through A-levels with three A grades – but Orr feels he doesn't have the same emotional maturity as a 21year-old, which he thinks should be the minimum age for jury service.
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“You The Jury” (2) 1. Citizenship
Learning objectives: • • •
To learn the form of a debate To elect spokesmen/women To prepare the debate
Resources: Copies of the: “Teen who skipped jury service” story Instruction sheets Paper for notes Warm up: Recap the main points of the last session The Activity: Divide the group in two and read through the instruction sheet Plenary (Circle Time) Inform the group that there will be ten minutes at the start of the next session for practising speeches and final preparations
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INSTRUCTIONS FOR THE DEBATE “ The Punishment Given To Matthew Banks Was Fair Your tutor will give you the task to speak “for” or “against” the motion In your group elect a first speaker, a second speaker and two scribes
1st speaker “for” must: - introduce the topic and accept the motion. - present the first half of the “for” case.
1st speaker “against” must: - reject the motion - present the first half of the “against” team's case.
2nd speaker “for” must: - reaffirm the “for” team’s line. - comment on the main points presented by the 1st speaker “for”. - present the second half of the “for” case.
2nd speaker “against” must: - reaffirm the “against” team's case. - comment on the main points of the “for” case. - present the second half of the “against” team's case.
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“You The Jury” (3) 1. Citizenship
Learning objectives: •
To conduct a debate
Resources: Copies of the: “Teen who skipped jury service” story Notes from the last session Warm up: Recap the main points of the last session The Activity: The debate should be conducted
Plenary (Circle Time) The quality of the debating skills of each team is adjudicated by the tutor and link tutor.
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Session
Term 3
No session 1 Exam Tensions (Well-being) Mindfulness (Mill Hall)
2 It’s your body
3 SRE - what are the issues? (No Yr 7)
4 SRE - what might the answers be? (Mill Hall)
5
6
School Council (Yr 7 evaluation questionnaires, all ICT resources form rooms)
Yr 7 “How Have I done?” for tutor reports Yr 8 Incoming Message
7 Drugs - The Right Response (or external speaker)
8 Inter patrol Talent Show / Have I Got News For You?
9 Scale of Unkindness (No Year 8?)
10
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Mindfulness “Living in the present, you might find that this moment is manageable, even when it is not the most wonderful moment of all” (Semple, R.J. & Lee, J). Strands of well-being: Physical and Mental Health Life skills: Health in Mind, Thinking skills, Success and disappointment, managing stress Learning objectives: To be able to hone concentration skills To reduce stress by concentrating on the present, excluding past worries and concern about the future Resources: Information on mindfulness for teachers Definition of Mindfulness An object to focus on (anything which can be visible to all in the class), a candle, football, something out of the ordinary is good, especially something with texture e.g. Citrus fruits. Being Aware: Read: Definition of mindfulness Ask the question: “What does this mean?” Applying: (this can be used as a script for a teacher) 1. Get into a comfortable position 2. Prepare to focus on the chosen object, think about a place you have been where you have felt completely relaxed, lying by a swimming pool in the sunshine for example. The teacher will count down from fifty to zero. Concentrate on being in your chosen place and relax your muscles from your head to your toes while listening to the count down. Open your eyes ready to concentrate on the chosen object. 3. Take deep breaths, focus on the object, look at its texture, ask yourself what it looks like, what it might feel like, concentrate on it until your teacher tells you to stop. Reflecting: In the circle: When you were concentrating were you worrying about things outside the classroom in the past or in the future. If you were you will need to practice more. What might this technique be useful for? 69
Mindfulness An initial guide for teachers Mindfulness is difficult to define, although it can generally be conceptualised as techniques for training attention, but in a particular and purposeful way, focusing on the present moment, without the addition of judgement. When a person is experiencing- uncomfortable bodily sensations, urges to escape these sensations in some way (e.g. by avoiding), unhelpful thoughts, fears for the future, or ruminations on past negative events- their attention is sometimes so focused on these unpleasant sensations that they do not attend clearly to the present moment. This can lead to the missing of important information about situations, inaccurate interpretations of events, and therefore unwise or inappropriate behavioural decisionswhich can often lead to a cycle of anxiety and avoidance, anger, frustration, etc. Mindfulness training offers practice in keeping one’s attention in the present moment so that information can be seen objectively, with interest and compassion, and without the automatic ‘judgements’ that our minds often place on events (e.g. heart beating fast = “I must be feeling anxious” = “I can’t stand anxiety” = avoid situation = next time in same situation = heart beating fast…and round it goes!). “Living in the present, you might find that this moment is manageable, even when it is not the most wonderful moment of all” (Semple, R.J. & Lee, J). These activities can be done together, with the adult reading through the ‘script’, or recorded for the child to practice. It does make for a nice period of ‘together time’, so it is recommended that it is done together at first, and once the child is used to the activities, they can simply be reminded to practice in times of need.
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“Health and Body” 4. Self, strengths, health and purpose Learning objectives: • •
To establish how we should be starting the day with our breakfast To put together a short routine to boost our physical and mental well-being
Resources: Lesson plan Warm up: Word Association Choose any food word and say it out loud. The next person must say any word they think of immediately which is provoked by this word. The same process continues around the circle. Try this a few times going round the circle twice. The Activities: Activity (1) What do you have for breakfast? Here are the views of some of our L4L characters: Katie (Year 7 in her prep school) For breakfast I have an apple. It’s healthy after all. Aidan (now settling into the army) Now I am in the army I get treated to something that I never had at home. When I am on base I am able to have a full English breakfast. I usually have orange juice, cereal, toast and then bacon, egg and fried bread. It really fills me up for the busy day ahead. Michael (starting Year 8 in his prep school) For me breakfast is something I can take or leave. If i can get away with it I will go straight to a computer to check my e-mail or just surf. It’s good to know what’s going on in the world outside. If I am hungry I will grab a bowl of cereal.
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Adam (Year 10 in his public school) I just love Coco Pops and if I can I will wolf down three or four portions with a good old fashioned mug of tea. Breakfast fills me up and gets me going. In the circle 1.Which is the healthiest option and why? These things are important: Will you need to eat snacks during the day? Can you burn off the carbohydrate? What effect overloading of certain substances has? 2.As a group orally describe a perfect breakfast.
Activity (2) Look at this website http://www.nhs.uk/Change4Life/Pages/weekly-kids-activity-planner.aspx on the interactive whiteboard to give a sample of suggested exercise regimes for a family. You should notice that you exercise as much if not more that the suggested regime. Activity (3) Over and above your exercise there is your diet to consider. Have a look at the “Eatwell” Plate. How does your diet shape up? How does the food on offer at school shape up? There is a sheet for you to record your feelings as a group about food at school. There are two distict sections. What you like / prefer What is actually good for you. The school may produce food that you don’t like which is good for you or food which you like which isn’t good for you. The best case scenario is food that you like which is good for you! Remember .... it’s hard to please everyone. In the circle try and fill the columns in the questionnaire. Your form captain should record the information 72
The eatwell plate Use the eatwell plate to help you get the balance right. It shows how much of what you eat should come from each food group. Bread, rice, potatoes, pasta
Fruit and vegetables
Milk and dairy foods
Meat, fish, eggs, beans and other non-dairy sources of protein
Foods and drinks high in fat and/or sugar
Public Health England in association with the Welsh Government, the Scottish Government and the Food Standards Agency in Northern Ireland
The eatwell plate highlights the different types of food that make up our diet, and shows the proportions we should eat them in to have a well balanced and healthy diet. It's a good idea to try to get this balance right every day, but you don't need to do it at every meal. And you might find it easier to get the balance right over a longer period, say a week. Try to choose options that are lower in salt when you can. Eating healthily is about eating the right amount of food for your energy needs. In England, most adults are either overweight or obese. This means many of us are eating more than we need, and should eat and drink fewer calories in order to lose weight.
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© Crown copyright 2013
and other starchy foods
CLASS: ......................................................................................................... SCHOOL FOOD
It’s good for us but it isn’t very popular
It’s bad for us and it isn’t very popular
It’s bad for us but it is very popular
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It’s good for us and it’s very popular
SRE (1) Strands of well-being: Physical and Mental Health, Strong Relationships, Having Perspective Learning objectives: To assess the dangers and risks there may be in pursuing emotional relationships To improve perception of and judgement of other people in emotional relationships Resources: The three stories Feedback sheets Being Aware: Inform the class that being aware sexual and emotional issues is exceptionally important. It is equally as important to gain information from trusted sources. The best online source is “The Family Planning Association”. This can be accessed easily and is a trusted site. FPA - the sexual health charity | FPA It could be a good idea to have a quick look at the site as an opener. The group should be divided into three. Each group should take a story and read it in their group. Once they have done this a willing spokesman/woman from each group should explain the story to the whole class. Applying: Please discuss very quickly what they think might happen in each story. If you do not feel comfortable with this move on. Each group should take a story and try and list the emotional and physical dangers, risks and effects in the situation. All three of the stories should be covered by each group. Reflecting: Take a few moments at the end to offer the pupils time to write anonymous questions on paper to be put in an envelope and answered next time. They should not be afraid to write anything of a sexual or emotional nature. I will be answering the questions next week. When we will be in one group and I will cover the outcomes of the stories, risks, dangers, consequences and strategies.
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Aidan’s Story Aidan was very excited this morning. He had been told by at least two people amongst his friends that Lucy liked him. He was very aware from the banter in the platoon, that he was one of the few amongst his soldier mates who hadn't had sex. He told them all, of course that he had on many occasions. He didn't suspect for a minute that any of them believed him. He was keen to get over what he thought was a hurdle, but he wasn't looking to rush into anything with Lucy. He found her as more of a friend and indeed he had confided in her that he was a virgin. He thought that he could talk to her. The news that she actually fancied him caused great confusion in his mind. he was due to meet her at the station and they were to catch the train into Ealing. There they would mooch around and probably bump into a few of their mates. They stood apart on the station. "Where do you see yourself in 10 years time? asked Lucy. “I dunno" said Aidan. "I don't want to be tied down with a wife and kids. That's happened to my brother and he can't do anything". "How about a girlfriend and a really exciting lifestyle? said Lucy. "Yeaah!", said Aidan. He liked the idea of having a close companion but also the chance to get out and enjoy life together. He would have travelled far with the army and wanted to be able to go out with his friends. He took a swig from the can of lager that he had bought. Now that he was on a soldier's wage he could enjoy the odd beer without worrying too much about the cost. List any physical or emotional risks in this situation
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Millie and Adam’s Story Millie and Adam are very intimate. They have been together for some time and know each other very well in many senses Adam feels that he knows Millie very well. They had talked about having sex a lot, but Millie wasn't keen for lots of reasons. Adam was really keen, but if he was asked why he didn't really have an answer. It had become a bit of a sticking point and Adam was becoming restless. They didn’t really fall out about it but it did prey on both of their minds. They are, of course at different schools and spend a lot of time apart. The time they have together seems precious. So, it was quite a surprise when Adam messaged Millie to say that he was going home with a boy from his school for the weekend. The boy’s brother was having an eighteenth birthday party and he had been invited. Millie was a bit put out and waited for some time before she replied to his text. “Fine”, was all it said. The party was a very boozy affair. Adam felt a little out of place with so many older people around him. He was not talking to many people and was spending a lot of time drinking. The beer was draining rapidly down his throat and he was beginning to feel the effects. It must have been the fact that he was sitting all on his own that had attracted the attention of the young lady who was now engaging him in conversation. She was encouraging Adam to get into the spirit of the party and started to play truth or dare. He was flattered that a pretty, twenty year old woman would be interested in him. She said she was twenty, but he didn’t know her so she could have been younger, or even older. List any physical or emotional risks in this situation
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Michael’s Story
It was Year 8 and Michael had become infatuated. There were no two ways about it. Exams were over and he just wanted to be with Lizzie all the time. They enjoyed talking and both of them spent a lot of time together. So much that their friends were beginning to drift away and they became less and less involved in the shared experiences to be enjoyed in a boarding prep school. A mass game of dodgeball was organised and all of the boarding community were there, including teachers! Michael and Lizzie decided to stay away. They wandered around the grounds and wanted to be on their own. Michael’s lack of attendance at tennis training sessions had cost him his place in the first six. His father hadn’t been so disappointed in him since the episode on remembrance Sunday. Michael had been a gamer, but now he had swapped his console for Lizzie. List any physical or emotional risks in this situation
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THIS UNIT WILL BE UPDATED CLOSER TO THE END OF TERM SO THAT IT IS UP TO DATE!
“Have I got news for you?” Strands of well-being: Having purpose and meaning, living in a sustainable environment, situations and perspectives Life skills: Ethics, contributions to society News stories Learning objectives: To rank news stories in order of significance - to identify the main issues affecting our country and world today - to explain a news story and its implications to another group
Resources: Current news stories Being Aware: Without seeing the text see if the class can recognise or make up the news story depicted in the four photos In a circle identify the news stories from the pictures and discuss the importance of each news item, who it affects and why. Also discuss what each story tells us about how the world is developing
Applying: Divide the group into six groups and ask them to rank the stories in order of importance
Reflecting: Around the circle finish the sentence: “in my opinion the biggest news story which reflects the way the world is ………..”
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The Spanish King Juan Carlos has announced that he is abdicating after nearly 40 years on the throne. He said he would step down in favour of his son Crown Prince Felipe. For much of his reign, Juan Carlos was seen as one of the world's most popular monarchs, but recently many Spaniards have lost confidence in him.
Police have released a recording of a woman who dialled 999 to request help in a row over the number of sprinkles on an ice cream. The caller, who was not named by West Midlands Police, contacted emergency operators on Monday while arguing with the owner of an ice cream van. During the minute-long call, the woman told the operator: "It doesn't seem like much of an emergency but it is a little bit." Police said 999 should not be misused. In the recording, the woman can be heard complaining about the ice cream she has been given. "I've ordered an ice cream and he's put bits on one side and none of the other," she said. "He's refusing to give me my money back and saying I've got to take it like that." Ch Supt Jim Andronov said: "If someone is trying to get through to report a genuine life-or-death emergency, then a minute is a very long time to wait. "I cannot stress enough that the 999 number is for emergencies only."
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A woman has become the fastest marathon runner over 90 in the US. Harriette Thompson, from North Carolina, finished the Rock'n'Roll San Diego Marathon in seven hours, seven minutes and 42 seconds. She has recently undergone treatment for skin cancer.
It was an invasion, the biggest one in history. It's a key date in the story of the second world war. The whole operation was codenamed Overlord. It happened on 6 June 1944 after five years of war with Germany. A massive military force set out from England towards France. It was going to overthrow Nazi Germany and its leader Adolf Hitler. The Nazis had taken over nearly the whole of Europe. The allied forces landed on the beaches of Normandy and started to break through the German army's defences. They began an attack that lasted for eleven months and took them all the way to the German capital Berlin, to the bunker that was Adolf Hitler's headquarters.
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SRE Strands of well-being: Life skills: Learning objectives:
Resources:
Warm up:
Being Aware:
Applying:
Reflecting:
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School Council Strands of well-being: Having purpose and meaning, living in a sustainable environment, situations and perspectives Life skills: School Council: What are your dreams and why, sustainability (all aspects) Warm up: PLEASE RUN THROUGH THE LEADERSHIP QUALITIES School Council Learning objectives: - to identify action which could improve the running of the school - to identify practically how these could be implemented Resources: School council agenda and minutes Being Aware: Read through the minutes and agenda Applying: The school council representative should lead the discussion and the form captain should take notes Firstly the school council rep should ask for contributions to the agenda, these should be recorded and there should be a vote for three items to be discussed Discuss issues which could be raised at school council and agree compelling arguments so that the School Council rep can represent the form at school council Reflecting: Summarise the points for the school council rep to present to the council THE SCHOOL COUNCIL REP SHOULD EVALUATE THE SESSION ASKING THE QUESTION: “How did the session go, and how could we have done better? 84
Class: 7/8 ......................
Date of School Council Meeting:
School Council Representative: Opinions about agenda items:
Items to add to the agenda
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School Council
ISI Questionnaires Year 7 Strands of well-being: Life skills: Learning objectives:
Resources:
Warm up:
Being Aware:
Applying:
Reflecting:
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“SO HOW HAVE YOU DONE?” 1.
SELF, STRENGTHS, HEALTH AND PURPOSE: Identifying strengths, Who you are and Target setting
Writing Your Own Tutor Report Learning objectives: • • •
To be honest about achievements and progress made this term To highlight the things we have done well, the things we haven’t done so well and identify things we could do or opportunities we must make the most of To understand ourselves from other people’s perspectives
Resources: Report writing sheets “Me Myself I” record from your file Warm up: There won’t be time for a warm up The Activity: 1. Hand out the “Me myself I” records and get the pupils to read what they wrote earlier in the term. In small groups ask them to discuss what they have done to get closer to their dreams. 2. Present back to the circle / class 3. Explain that they should think about how other people consider their conduct and their achievements, then they must consider how they, themselves feel. 4. They should then briefly answer the questions on the attached proforma and try to write a brief report about themselves An additional activity if you dare is to ask your group what they would write in your report. This is a real test of your relationship with your pupils! Plenary: Collect in the reports and distribute them to the tutors to put in their tutor files
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Writing Your Own Report Some questions you need to ask yourself before getting your thoughts down on paper. This will be given to your tutor so that he/she can discuss it with you
Question
Response
What would your parents be proud of you for this term? Is there anything which could have caused your family to be disappointed in you? What do you think you have achieved during the term? Do you think you could have done more? Have you been healthy throughout the term? What has been the most meaningful thing you have been doing? Work? Your music? Your work on the play? A drive to gain a position of responsibility? etc Have you been happy in your relationships with others Are you pleased with the way the term has gone for you? Why?
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My Tutor Report
Christmas 2012
Name: ............................... Tutor: ..............................
You must try and fill the box but write no more
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“Incoming Message” 1. Citizenship
Learning objectives: • •
To recognise the importance of being kind in communication by text To be aware of the consequences of abusive texting
Resources: Link to “Incoming Message” video
Incoming Message - YouTube
Warm up: Word association around the subject of phones, e-mail, facebook, snapchat and instagram
Being aware: Watch this ten minute clip
Incoming Message - YouTube
Applying: Complete activity 1 as a class Reflecting (circle time): Agree the most important points for and against each statement.
Extra activity: There are word searches to be completed as instructed if necessary.
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Activity 1: discussion points Aim To explore individuals’ and others’ views of issues around text bullying including peer pressure and privacy. Stage 1 As a class discuss each statement, the form captain noting down points of agreement and disagreement in the blank boxes. Then agree the most important points for and against for each. Stage 2 Display the sheet on your form noticeboard for Mr Pitman to see what you have come up with on his return Statements for discussion: •
We could all live without text messaging.
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Text bullying is just like any other type of bullying – just normal behaviour and not really a problem.
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Is it down to schools to deal with text bullying?
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It takes more courage to stand against bullying than to join in.
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Someone who encourages a bully is as bad as the bully themselves.
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People who text bully should be banned from having a phone.
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Activity 1 student sheet: discussion points
Points of agreement We could all live without text messaging.
Text bullying is just like any other type of bullying – just normal behaviour and not really a problem. Is it down to schools to deal with text bullying?
It takes more courage to stand up against bullying than to join in.
Someone who encourages a bully is as bad as the bully themselves. People who text bully should be banned from having a phone.
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Points of disagreement
Activity 2: word search Aim A summary activity, which uses a script synopsis, and can be extended by students’ creating their own puzzle from the completed grid Suggested use – individual, and as pair activity Students read the script summary, and ring the underlined words when they find them in the word grid. When they complete the word search task, they think of a word or phrases associated with the film, and circle the letters that spell it out from the completed grid. They then challenge each other to solve their word puzzle. Word search answer C
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Activity 2 student sheet: word search Read the script summary below – can you find the words that are underlined in the letter grid? Words are in rows, columns or diagonals. Craig presses the button to send the first text from Bella’s mobile. He tells her that no one can trace the message. Anna feels alone and powerless. The text messages keep coming, day and night. Bella, Craig and Danielle laugh – they can’t see the pain they are causing. Their messages bully, threaten and frighten Anna. Anna takes control. She tells her teachers and mum about the texts. The police are called and the text messages are traced back to Bella’s mobile. Bella cries. But the policeman hasn’t much sympathy for her. He’s seen too many victims of violence and bullying. W
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Drugs “The Right Response?” Strands of well-being: Being healthy in mind and body
Learning objectives: To understand the dangers of drugs To recognise that even everyday adult tablets can be dangerous for children To be aware of how to behave with/handle drugs Resources: The Right Response Sheet Warm up: Brainstorm a list of as many illegal drugs that they can Being Aware: Look at the objects and try and identify what they are Teacher helps the class to identify the objects using the answer sheet
Applying: In groups cut out the images and words and link them up in the correct order on a blank piece of card
Reflecting: Once the cutting and sticking has finished examine each object and discuss what the right responses are initially and as a life choice.
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Teacher’s Answer sheet
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Kindness v Unkindness “What is a bully?” Strands of well-being: Physical and mental Health, Perspectives, Strong Relationships Life skills: Unkindness, Managing Stress, Emotional Relationships Learning objectives: To identify three levels: minor unkindness to bullying To be aware of all types of unkindness To consider the best action/solution to situations Resources: Levels of unkindness bubble sheet School “Scale of Unkindness” leaflet Some examples of actual examples of behaviour which has been dealt with on the scale of unkindness Being Aware: Brainstorm a list of behaviour which could be considered to be unkind, on all levels e.g. Exclusion, name-calling, whispering, pushing, shoving to constant physical aggression Applying: Put the brainstormed points into the three graded bubbles on the “From unkindness to bullying worksheet” ( do this in groups of three or four) Read through the scale of unkindness Reflecting: In the circle read through the examples of behaviour which has been dealt with on the scale of unkindness and discuss the consequences. Decide what the role of senior pupils should be.
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From unkindness to bullying …. Write in the shapes: Things which are annoying, unkind and unpleasant
Things which are really annoying, hurtful and make me unhappy
Things which really hurt me and my family. Things which might make me not want to come to school
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To start off with: “The Front Cover” Your tutor and the head of: Junior, Middle or Upper School will talk to you if you have made a mistake and have been involved in unkindness, physical or mental. This may well have been you losing your temper or being thoughtless. Expect to be noted and given a detention. If that is the end of your unkindness all well and good. If things continue, read on .....................................
Why you have been shown this card: You have been unkind to someone to the extent that it could be called bullying.This is the first or second time you have been discovered doing this. Mr Pitman or Mrs Bradbury may already have spoken to you and your tutor about this behaviour
What happens next? Mr Pitman or Mrs Bradbury will explain to you what has happened.They may well give you a detention.Your parents will now be informed of what has happened What should you do?: STOP! Talk to your tutor about how to avoid repeating this behaviour If you do not you will go onto the next level and this is far more serious.
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Why you have been shown this card: You have repeated the behaviour for which you were given a green card OR you have behaved in a seriously unkind way which Mr Pitman or Mrs Bradbury feel needs you to be fast tracked to the second stage. What happens next? Your parents will be informed by Mr Barker.You will almost certainly be given a detention and Mr Barker will outline very clearly how close you are to being shown the red card What should you do?: STOP! Talk to your tutor about how to avoid repeating this behaviour
If you do not you will go onto the next level and this will almost certainly affect your education at the school in a serious way. Why you have been shown this card: You have repeated the behaviour for which you were given a green and or yellow card. THIS ISAVERY SERIOUS SITUATION and the headmaster may be obliged to let your next school know about this kind of behaviour What happens next? 101
Your parents will be informed and the headmaster’s secretary will make an urgent appointment for you and your parents to see the headmaster. The headmaster will have evidence of all past behaviour from Mr Pitman, Mrs Bradbury and Mr Barker.Your tutor will also discuss the issues with the headmaster The behaviour you have consistently displayed is not what is expected of a pupil at Westbourne and the headmaster will act accordingly.Your parents will have been aware of the situation throughout its course so there will be little room for disputing the punishment.
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SOME ACTUAL EXAMPLES OF UNKINDNESS WHICH HAS REACHED THE SCALE OF UNKINDNESS
AS SENIOR PUPILS YOU SHOULD KNOW THAT ALL UNKINDNESS IS TAKEN SERIOUSLY AND ANY CONCERNS SHOULD BE REPORTED IMMEDIATELY
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