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3© ChildLine 2005 ChildLine is a registered charity no. 1003758

All about meChildLine teachers’ pack

for young people with special educational needs

Key Stage

All about me – Key Stage 3

Contents

All about me ChildLine is a registered charity no. 1003758

Teachers’ notes

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Evaluation lesson

Logbook – All about me (with symbols)

Logbook – All about me (without symbols)


Teachers’ notes


AimAll about me is a pack for teachers to deliver elements of the Key Stage 3 PSHE curriculum to young peoplewith special educational needs.

ObjectivesAfter participating in the lessons, young people should be able to

select positive attributes of themselvesrecognise and celebrate differences between themselves and othersidentify good qualities in a friendrecognise the steps to making new friendsrecognise different feelingsdemonstrate the different body language associated with feelingsrecognise what makes them feel happy and sadunderstand what bullying isrecognise strategies to deal with bullyingidentify people in the school who make them feel happyidentify people outside of school who make them feel happyidentify organisations that are able to help them recognise safe places in the communityunderstand the roles of people who work in the communitydemonstrate their understanding of issues that might affect their lives or the lives of their friendsproduce a logbook to refer to when they feel unhappy

The teachers’ pack is designed for young people with a variety of special needs, including

visual and hearing impairmentsphysical disabilitiesemotional behavioural difficulties (EBD)moderate learning difficulties (MLD)multiple disabilities

The pack meets PHSE criteria for Key Stage 3 and also has elements of art, drama and multimedia. The packhelps to increase young people’s self-esteem and enables them to identify people whom they can trust andwith whom they can communicate when they are feeling unhappy or unsafe. It also aims to give them theskills to access this help.

The pack contains

teachers’ noteslesson plansWidgit symbolslogbook for the young peopleCD-ROM

Lesson plansThe pack contains a hard copy of the lesson plans. However, the lesson plans can also be printed from theCD-ROM.

Each lesson is designed to last between 45 and 60 minutes. However, depending on the needs and abilities ofthe young people, lessons may be shorter or longer.

ObjectivesEach lesson begins with the overall objective(s) for the lesson.

IntroductionIn lesson 1, the introduction is used to talk to the young people about the All about me project and, inparticular, explain about the logbook. From lesson 2 to 6, the learning outcomes from the previous lessonsshould be revisited at the beginning of the lesson, to remind the young people what they have learnt so farand to put that day's lesson into context.


Teachers’ notes


‘Word’ of the lessonEach lesson has a word associated with it, which is used throughout all the activities relating to that word. Usetime at the beginning of the lesson to explore what the word means to the young people and, if necessary,explain giving examples.

ActivitiesEach lesson contains three or four activities with full instructions on how to carry out the activities. Theactivities correspond to pages in the logbook, which need to be completed by the young people, and the pagenumbers are given in the activities. The activities are designed for young people with a range of needs andsome young people may need extra support from adults to complete the activities successfully. The activitiescan be adapted as necessary to meet the needs and abilities of the young people.

PSHE criteriaEach lesson plan sets out the PSHE criteria met by that particular lesson.

ResourcesSome of the resources mentioned are required for every lesson, such as logbooks. However, each lesson planlists all the resources required for that particular lesson. In some of the activities, the teacher should decidewhat resources are suitable for the young people, for example, which ‘feeling’ words to explore in lesson 3.The lessons also require the use of resources that are readily available in most classrooms, such as pens,colouring pens, glue and scissors.

Learning outcomesThese highlight what the young people should have learnt in each lesson. Learning outcomes should bereinforced at the end of the lesson, for example, with question-and-answer sessions.

Evaluation lessonThis is an extra lesson at the end of the series. It is in the form of a quiz, which can be played with the supportof an adult. It incorporates all of the learning from the pack and is a fun way of assessing the young people’slearning.

SymbolsSymbols of the keywords from each activity are provided with each lesson. However, extra symbols may berequired to meet the needs of some individual young people. Symbols from previous lessons can be usedthroughout the pack.

Logbook – All about meTwo hard copies of the logbook (A4 size) are supplied in the pack, one with Wigdit symbols and one without.Photocopies can be made from these. Copies can also be printed for each young person and, if necessary,customised from the CD-ROM.

Young people can collate their work in their logbooks in various ways to suit their individual needs:

Hard copy– photos from digital or conventional cameras– drawings– writing– symbols (symbols from Widgit are included in the pack)– pictures from magazines– pictures of objects familiar to the young person– pictures of objects familiar to the young person– a mixture of the above

Video of the activities

Computer – the logbook can be saved from the CD-ROM and completed using any of the three differentformats listed below. Depending on which format the young people use, they can type text, use symbols,scan photos and import images from the internet to complete their logbooks.

There is a box at the foot of each page for the young person or teacher to tick or type to indicate that theactivities on that page have been finished.


Teachers’ notes


Instructions for using the CD-ROMThe CD-ROM contains copies of the teachers’ notes, lesson plans and logbooks in various formats.

Accessing the contents of the CD-ROMWhen the CD is inserted into the CD drive, the contents will automatically be displayed in Windows Explorer(assuming the ‘autorun’ feature of Windows Explorer has not been turned off).

If the contents of the CD-ROM are not automatically displayed, load Windows Explorer and click on theCD-ROM icon (usually drive D).

Teachers’ notesThe teachers’ notes are available as PDF files. To open these, double-click on the Teachers’ Notes folder andthen double-click on the relevant file.

Lesson plansThe lesson plans are provided as PDF files. To open these, double-click on the Lesson Plans folder and thendouble-click on the required file to open it.

LogbookThe logbook is provided in five formats:

Microsoft Word (with symbols) – you will need Microsoft Word to open, edit or print this format.

PDF (with symbols) – you will need Adobe Reader to view or print this format. This is available free fromwww.adobe.com/products/acrobat/readstep2.html

Widgit (with symbols) – you will need Communicate: In Print from Widgit Software Ltd to open, editand print files in this format (visit www.widgit.com for more information).

Microsoft Word (without symbols) – you will need Microsoft Word to open, edit or print this format.

PDF (without symbols) – you will need Adobe Reader to view or print this format. This is available freefrom www.adobe.com/products/acrobat/readstep2.html

Double-click the relevant file to open it in the appropriate application.

Copying the entire CD-ROMTo provide access to other people, including the young people, or to make and save changes to the files onthe CD-ROM, it is possible to copy the entire contents of the CD-ROM to another location, such as the harddrive of a PC or a network drive:

1 Insert the CD-ROM into the CD drive of the PC

2 When the window appears showing the three sub-folders, click on the Edit menu and choose Select All

3 Click on the Edit menu and select Copy

4 Browse to the location you wish to copy all the files, for example, My Documents

5 Click on the Edit menu and select Paste


Teachers’ notes

All about me ChildLine is a registered charity, no. 1003758

ChildLine thanks the following people for kindly contributing to the development of this teachers’ pack:

Arsenal Football Club

Bridge House Trust

Clare Lewis (London Bubble)

Diana Pitts, Gill Wadeson (Whitefield School, Walthamstow)

Gibbs Green School, West Kensington

Jane Butler (CASTLE, Highgate)

Janet Mackenzie (Russet House School, Enfield)

Livity School, Brixton

Nina Clarke (Mencap)

Richard Albion Primary School, Dagenham

Simon Blake and Vanessa Cooper (National Children’s Bureau)

Swiss Cottage School, Camden

Tracey Leigh (London Youth)

Widgit Software

Widgit Rebus symbols are used with permission of Widgit Software Tel: 01223 425558Website: www.widgit.com

ChildLine also thanks everyone else who has been involved.


Lesson 1

All about me ChildLine is a registered charity no. 1003758 1

Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

By the end of the lesson young people should be able to

select positive attributes of themselves

recognise and celebrate differences between themselves and others

Introduce logbook – All about me

1 Explain All about me

2 Write the name of each young person on the front cover of their logbooks

3 Take a photo of each young person, either with a digital or other camera

4 Get the young people to stick this photo on the front cover of their logbooks

‘Me’

Explore the word and what it means to the group

Favourite part of your face

1 Either use another copy of the photo used for the front cover or ask the young peopleto draw a picture of themselves on page 1 of their logbooks

2 Ask each young person to choose their favourite part of their face and give a reason why

3 An adult in the lesson should name their favourite part of their face and explain why toencourage each young person to think about possibilities, for example:

My favourite part of my face is my mouth because I like smiling

4 Sit in a circle and start with an adult giving their example. Then, ask each person in turnto name their favourite part of their face; or throw a ball around the circle to determinewho will go next

5 Get the young people to record this information on page 1 of their logbooks

Human bingo game

1 Ask the group if they have played bingo before

2 Explain the game and the rules:

The idea of the game is for the young people to move around the class and findsomeone who has or likes the same things

Each young person has a grid consisting of nine boxes on page 2 of their logbooks,each referring to something which the young people should have or like

When they find someone who matches them, they should use writing or symbols toenter that person’s name in the box on their sheet

They must try and find different names for each box on the sheet

The first young person to enter a name in each of the boxes and to shout ‘bingo’is the winner


Lesson 1


Activity 3

Activity 4

PSHE criteria

Resources

Learningoutcomes

What are your favourite things?

1 Ask the young people to think about some of their favourite things in three giventopics, such as their favourite subject, food or drink. Emphasise that all young peoplewill choose different things because they are all different

2 Get an adult to give examples of their favourite things from the three topics

3 Get the young people to record their favourite things on page 3 of their logbooks:

taking photos

drawing pictures

finding images on the internet

finding, cutting and pasting images from magazines

4 Young people can write headings or display everything as a collage

Are we all the same?

1 Sit everyone in a circle

2 Encourage the young people to compare some similarities and differences with others inthe group, using the outcomes from the three activities in the lesson

1a, 1b, 4b

Logbooks, symbols, camera, magazines, photos, access to the internet, colouring pens

At the end of the lesson, gather the young people into a circle and ask each young personto share one thing that they have learnt or enjoyed in the lesson

Remind the young people what they have learnt today:

We all have things we like

We are all different and that is what makes us who we are


Lesson 1


me favourite face eyes

ears nose mouth lips

cheek chin eyebrows hair

subject food drink sit

circle


Lesson 2


Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

Activity 3


identify good qualities in a friend

recognise the steps in making new friends

Revisit the previous lesson’s word with the group and remind the young people of thelearning outcomes

‘Friend’


What makes a good friend?

1 Explore with the group what makes a good friend and explore whether they think theyare a good friend to others

2 Record this information on page 4 of the logbook using words, symbols, drawings or amixture

What are the qualities of a good friend? (group activities)

1 As a group, make a collage that represents friendship

2 The young people can cut images out of magazines, take images from the internet, usephotos, draw pictures, or use words, symbols and graffiti

3 They can use pictures of celebrities who they think are good friends and picturesshowing friendship, such as people playing football or laughing together

4 Take a photo of the finished collage and give a copy to every young person to stick intopage 5 of their logbooks

OR

1 As a group, make a newspaper that is all about friendships. It could include photos,articles about positive friendships, games and fun things that friends can do together

2 The young people can use symbols, words, drawings, photos or computers

3 Photocopy or photograph the newspaper and get all the young people to put it intopage 5 of their logbooks

4 The newspaper could be distributed around the school

What makes you a good friend? (individual activity)

1 Get each young person either to design a poster or to write a poem/rap/song sayingwhat makes them a good friend

2 Get the young people to record these on page 6 of their logbooks


Lesson 2


Activity 4

PSHE criteria

Resources

Learningoutcomes

How to make a new friend?

1 Ask the young people to refer to page 7 of their logbooksStep 1: Identify someone to whom you can introduce yourselfStep 2: Smile and approach that person

Step 3: Introduce yourselfStep 4: Ask questions to get and give informationStep 5: Suggest something to play or do together

2 Explore each step with the young people

3 Role play in pairs or small groups and work through each step

4 Take photos of the young people working together.

1a,1b, 2c,3c, 3d, 3h, 3k, 4a

Logbooks, camera, symbols, magazines, access to internet

At the end of the lesson remind the young people what they have learnt today:

What makes a good friend

How we can be a good friend to others

How we can make new friends


Lesson 2


friend good happy shares

kind funny helpful plays

laugh drawing newspaper photos

poster song poem new

introduce smile questions role play

All about me – Key Stage

Lesson 3


Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

Activity 3

PSHE criteria


recognise different feelings

demonstrate the different body language associated with feelings


‘Feelings’


Facial expressions

1 Use all or some of the ‘feeling’ symbols/words provided with this lesson plan OR takephotos of someone showing the facial expressions (happy, excited, surprised, interested,proud, sad, worried, angry, bored and shy) before the lesson

2 Hand out a set of words/symbols/photos to each young person

3 Explore each of these feelings with the group by asking the young people to giveexamples of when they feel happy, sad, etc

4 Get each young person to record what makes them feel happy, sad, etc on pages 8 and9 of their logbooks, using symbols, words, photos or pictures, or a mixture of these

Body language

1 Get an adult in the lesson to demonstrate what someone’s face might look like whenthey are feeling happy, sad, etc

2 Ask the young people to make the same facial expressions

3 Using the same facial expressions, get the young people to add the body language thatfits the expression. Get an adult to demonstrate this first and then ask the young peopleto follow

4 Ask an adult to wear the mask provided with this lesson plan and demonstrate the bodylanguage that fits one of the ten feelings shown on pages 8 and 9 of their logbooks.Get the young people to take turns to match the feeling that is being demonstrated bychoosing the appropriate word/symbol/photo. Get the adult to change the feeling eachtime and hence the body language

Guess the feelings

1 Ask the young people to work together in pairs and take it in turns to demonstrateand match facial expressions and body language to one of the ten feelings shown onpages 9 and 10 of their logbooks. Give each pair a set of the scenario cards providedwith this lesson plan to use as prompts

2 Ask the young person guessing the feeling also to respond to how the other person ispretending to feel for five seconds or so

3 Take photos of the young people working together

4 Get the young people to stick the photos into page 10 of their logbooks

1d, 2a, 3b, 3k


Lesson 3


Resources

Learningoutcomes

Logbooks, symbols, feeling words, feeling scenarios, mask

At the end of the lesson, remind the young people what they have learnt today:

We can sometimes tell how people are feeling by their facial expressions and theirbody language

We all feel things for different reasons


Lesson 3


feelings happy excited surprised

interested proud sad worried

angry bored shy expressions

mask body language pair match

guess


Lesson 3


Happy

Excited

Surprised

Interested

Proud

Sad

Worried

Angry

Bored

Shy

$


Lesson 3


$

sad Happy

Worried Excited

Angry Surprised

Bored Interested

Shy Proud


Lesson 3


$


Lesson 3


HappyYour football team has

just won the league

ExcitedYou have just got a new

baby brother or sister

SurprisedYou have just walked intoa surprise birthday party

InterestedThe teacher is talking

about your favourite subject

ProudYou have just been presented

with a special award

SadYour pet dog has just died

WorriedYou are moving house and

will be starting a new school

AngryYour brother or sister will

not stop annoying you

BoredYou are watching a TV

programme that isuninteresting

ShyYour body is starting to

change and you don’t knowhow to talk about it

$


Lesson 4


Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

Activity 3


recognise what makes them feel happy and sad

understand what bullying is

recognise strategies to deal with bullying

identify people in the school that make them happy


‘Happy’ and ‘sad’

Explore the words and what they mean to the group

How is everyone feeling today?

1 Place some or all of the ‘feeling’ words from lesson 3 around the room, on the floor oron the walls

2 Get the young people to go and stand or sit next to the word that best describes howthey are feeling today OR place a set of the words/symbols in front of each youngperson and ask them to point to the word that best describes how they are feeling

3 Explore why they are feeling that way

What makes you happy and sad?

1 Explore what things make each young person feel happy and sad in school and at home

2 Get the young people to record these things on pages 11 and 12 of their logbooks,using symbols, words, photos, pictures or a mixture of these

3 Please note that this may be a sensitive or painful experience for some young peopleand therefore needs to be handled carefully

Bullying can make people feel sad

1 Using the information sheet provided with this lesson, hold a group discussion toexplore with the young people:

What is bullying?

How do people being bullied feel?

What can you do if you or a friend is being bullied?

2 Ask the young people to select their five top tips to help themselves or their friends ifthey were being bullied

3 Ask young people to write these on the ‘Helping hand to stop bullying’ page (page 13)of their logbooks

4 Discuss what the young people could do as a group to help stop or reduce bullying intheir school


Lesson 4


Activity 4

PSHE criteria

Resources

Learningoutcomes

5 More information on bullying is available at www.childline.org.uk

Who makes you feel happy in school?

1 Explore with the group who in the school makes young people feel happy when theyare feeling sad, such as friends, teachers, teaching assistants, lunchtime supervisors, orthe head teacher, school nurse or librarian

2 Take photos of these people

3 Ask the young people to list these people on page 14 of their logbooks using photos,drawings or symbols

4 Explore with the group why the people they have chosen make them feel happy

5 Ask the young people to record why the people they have chosen make them feelhappy on page 14 of their logbooks

1b, 1d, 2g, 3a, 3b, 3e, 3h, 3i, 3j, 4c

Logbooks, symbols, feeling words, information on bullying


Different things make us feel happy and sad

Bullying is very upsetting, but there are lots of ways to deal with it

There are people in school who make young people feel happy and safe


Lesson 4


happy sad today school

home bullying help friends

teacher dinner lady nurse librarian

photos head teacher


Lesson 4


Bullying can make people feel sad

Discuss the following:

What is bullying?Being called names

Being teased

Being punched, pushed or attacked

Being forced to hand over money, mobiles or other possessions

Getting abusive or threatening text messages or emails

Having rumours spread about you or members of your family

Being ignored or left out

Being attacked because of your religion, gender, sexuality, disability, appearance, ethnicity or race

How do people being bullied feel?angry frustrated pathetic

ashamed fed up powerless

crushed gutted rejected

defeated helpless sad

deflated hopeless sick

degraded hurt suicidal

depressed ill timid

desperate isolated tired

down jealous troubled

emotional lonely unhappy

empty low upset

embarrassed miserable useless

excluded negative victimised

fearful nervous weak

frightened overwhelmed worried

What can people being bullied do?Tell a teacher

Tell an adult

Tell a friend

Ignore the bullies

Keep safe so stay in a group or with friends

Act confident

Stand up to the bullies – say ‘no’ or ‘stop’

Keep a diary of what is happening

Look out for your friends

Call ChildLine

Don’t give up

5All about me ChildLine is a registered charity no. 1003758


Lesson 5

Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

Activity 3


identify people outside of school who make them feel happy

identify organisations that are able to help them


‘Help’


Family map

1 Ask the young people to draw a family map, which shows the people, things andtraditions that are important in their family, such as their mum or dad, Christmas,Ramadan, Sunday lunch, camping holidays or taking the dog for a walk

2 First get an adult to make a map of their family to show as an example

3 Hand out big sheets of paper, magazines, marker pens, colouring pens, stencilsand symbols

4 After the young people have finished, get them to fold up their maps and insert theminto their logbooks

5 Please note that this may be a sensitive or painful experience for some young peopleand therefore needs to be handled carefully

Who makes you feel happy at home?

1 Using the family maps, explore with the group who is in their family and who theywould go to at home if they were feeling sad or scared, such as their mum, dad,brothers, sisters or grandma

2 Get the young people to record details of these people on page 15 of their logbooks,using symbols, drawings or brought-in photos

3 Explore with the group why the people they have chosen make them feel happyat home

4 Get each young person to record this on page 15 of their logbooks

ChildLine can make you feel happy

1 Explain that some young people do not have anyone in school or at home who canmake them feel happy when they are feeling sad

2 If this is the case, then there is always someone at ChildLine to whom they can talk

3 Ask the young people to look at the ChildLine logo on page 16 of their logbooks andtalk through the key messages:

telephone helpline

0800 1111 (freephone)


Lesson 5


Activity 4

PSHE criteria

Resources

Learningoutcomes

open 24 hours a day, every day of the year

young people can call about anything that makes them feel sad and talk tosomeone who will listen

confidential/private

Other people who can help

1 Explore other local and national organisations that can help young people if they arefeeling sad, worried or unsafe, including the emergency services

2 The young people could record all this information in their logbooks by sticking inlogos or using symbols, words or drawings

3 Invite a guest speaker from one of these organisations into the school

4 Ask each young person to think of five questions they could ask the guest

1b, 2g, 2h, 3e, 3j, 3k, 4e, 4h

Logbook, symbols, cameras, details of organisations that can help young people


Some of us have people at home who make us feel happy. We can go to them if we arefeeling sad

Any young person can phone ChildLine if they are not feeling happy and someonewill listen

There are lots of organisations out there that can help


Lesson 5


help family map mum

dad brother sister grandma

grandad auntie uncle carer

helpline listen sad worried

day night private telephone


Lesson 6


Objectives

Introduction

Word of thelesson

Activity 1

Activity 2

Activity 3

Activity 4

PSHE criteria

Resources

By the end of the lesson young people will be able to

recognise safe places in the community

understand the roles of people who work in the community


‘Safe’


Where are the safe places in the community?

1 Explore with the group the different safe places in the community. Talk about where theyoung people could go for help if they got lost while out shopping, such as a school,local police station, fire station, hospital, community centre or library

2 Get each young person to record these places on page 17 of their logbooks

Role plays

1 Explore with the group what the young people could say once they had reacheda safe place

2 The young people can work in pairs and practise what to say, using the scenario cardsprovided with this lesson as examples. Please note that not all scenarios involve‘safe’ people, in order to test the young people’s understanding that they can recognisewho is and who is not safe

3 Individuals can then act out what they have practised in front of the class

4 Take photos of the role plays and get the young people to stick them into page 18 oftheir logbooks

Community map

1 As a group, draw a map of the community showing the location of all the safe places

2 Use photos, drawings or symbols

Visit the community

1 Either visit these safe places in the community as a group or invite representatives intothe school

2 Get each young person to think of five questions they could ask the people in thecommunity about their jobs and how they help people

3 Get the young people to record the questions in their logbooks

2f, 2g, 2h, 3k, 4e, 4h

Logbooks, symbols, camera, map of the community/local area


Lesson 6


Learningoutcomes


There are other people in the areas we live who are safe people

We know where to find these people if something happens, for example, if we get lost

We know what to say to these people

We know what these people do for a job


Lesson 6


safe place people community

school police station fire engine hospital

library café lost draw

map visit invite questionnaire

jobs how help


Lesson 6


Person 1: You have lost yourparents while out shopping

Person 2: You are a police officer

Person 1: You have taken thewrong turning to get to a friend’shouse and now you are lost

Person 2: You are a passer-bywalking your dog

Person 1: You have lost yourwallet and have no money tomake your journey home

Person 2: You are a police officer

Person 1: You are with a friendwho has just collapsed in the park

Person 2: You work for theemergency services

Person 1: You have just beenswimming and the person whousually picks you up hasn’t arrived

Person 2: You are a swimmingattendant

Person 1: You have got off thetrain at the wrong stop

Person 2: You are a passengerwaiting for a train

$


Evaluation lesson


Objectives

Introduction

Word of thelesson

Activity

By the end of the lesson young people will be able to demonstrate their understandingof issues that might affect their lives or the lives of their friends

Revisit the previous six lessons with the group and remind the young people of thelearning outcomes

n/a

Family fortunes

1 First divide the class into two teams

2 Get each team to choose a name and a sound to identify themselves when they wantto answer a question, for example, a whistle, buzzer or musical instrument

3 Explain the rules of the game

One member of each team will come up to the front of the class

The teacher will ask the first question

If the young person knows the answer, they use the team noise

The first one to make a noise gets the chance to answer the question

If they answer the question correctly, then the rest of the team also get a chance toanswer the same question, but they must give a different answer each time

If anyone repeats an answer, the questions go over to the other team

Each team gets one point for each correct answer

Everyone must be listening at all times and use an ‘eer eer’ noise if there is a passor a repeated answer

If the young people are unsure of an answer, they can refer to their logbooks

Questions

1 What is your favourite part of your face and why?

2 Name a quality of a good friend?

3 What question can you ask when making a new friend?

4 Can you give me the facial expression and matching body language of someonefeeling happy/sad/angry/excited, etc?

5 What makes you feel worried?

6 What makes you feel happy?

7 Give an example of bullying

8 What could you do if you or your friend were being bullied?

9 Who could someone talk to at home if they were feeling sad?


Evaluation lesson


PSHE criteria

Resources

Learningoutcomes

10 Who would you go to if you had no one to talk to at home?

11 What could you call ChildLine about?

12 Can you name a safe place in the community?

Add or adapt questions to meet the needs and abilities of the young people

n/a

Logbooks, symbols, quiz, buzzers, musical instruments

At the end of the lesson remind the young people what they have learnt throughout allthe All about me lessons


*

All me

Name

about

Key Stage 3

Logbook – All about me(with symbols)

Key Stage 3



Lesson 1 Finished? *

*

*

page 1

My favourite mypart of face

Key Stage 3




page 2

has the samecolour eyes as you

eyes

likes the samechocolate barsas you

chocolate bar

has the samepet as you

pet

family

writes or drawswith the same hand

writes

likes the samesubject in schoolas you

subject

likes the samemusic/pop groupas you

music

likes the same foodas you

food

has the samehobby as you

hobby

Human bingoFind someone who .....

has the same numberof people in theirfamily

Key Stage 3




page 3

My favourite things

Key Stage 3




page 4


Key Stage 3


All about me ChildLine is a registered charity no. 1003758page 5

How our group shownhave friendship


Key Stage 3




page 6

Posters or songs about friendship

Key Stage 3




page 7

Making new friends

or

giveandgetquestionsAsk4

yourselfIntroduce3

personapproachandSmile2

toyourselfintroducecanyousomeoneFind1

doorplaytosomethingSuggest5

information

Key Stage 3




page 8

Your feelingsWhen do you feel .....

happy?

excited?

surprised?

interested?

proud?

Key Stage 3


‘All about me’ ChildLine is a registered charity, no. 1003758


page 9

sad?

worried?

angry?

bored?

shy?

Your feelingsWhen do you feel .....

Key Stage 3




page 10

Photos of the feelings role play

Key Stage 3




page 11

What makes me happy?

Key Stage 3




page 12

What makes me sad?

Key Stage 3




page 13

Helping hand to stop bullying

Key Stage 3




page 14

People in school who make me feel happy

Key Stage 3




page 15

People at home who make me feel happy

Key Stage 3




page 16

Helpline

private/confidential

0800 1111

Open 24 hours daya day

Can call about is worryinganything that

Someone will youlisten to

(free phone)

every

Key Stage 3




page 17

Safe places in the community

Key Stage 3




page 18

Photos of my role plays

Key Stage 3

Logbook – All about me(without symbols)

Name:

All about me


Key Stage 3




page 1

Why?

My favourite part of my face

Key Stage 3




page 2

has the samecolour eyes as you

eyes

likes the samechocolate barsas you

chocolate bar

has the samepet as you

pet

family

writes or drawswith the same hand

writes

likes the samesubject in schoolas you

subject

likes the samemusic/pop groupas you

music

likes the same foodas you

food

has the samehobby as you

hobby

Human bingoFind someone who .....

has the same numberof people in theirfamily

Key Stage 3




page 3

My favourite things(chocolate bars, food, drink, sports, computer games, hobbies)

Key Stage 3




page 4


Key Stage 3




page 5

How our group have shown friendship

Key Stage 3




page 6

Friendship poster or song

Key Stage 3




page 7

Step 1: Find someone you can introduceyourself to

Step 2: Smile and approach the person

Step 3: Introduce yourself

Step 4: Ask questions to get and giveinformation

Step 5: Suggest something to play ordo together

Making new friends

Key Stage 3




page 8

happy?

excited?

surprised?

interested?

proud?

Your feelingsWhen do you feel...

Key Stage 3


All about me ChildLine is a registered charity no. 1003758page 9


Your feelingsWhen do you feel...

sad?

worried?

angry?

bored?

shy?