Moving On 2

Moving On 2

A resource to support Year 6 and Year 7 students in developing social and emotional skills for transfer.

BRIGHTON AND HOVE

Healthy Schools TeamHove Park MansionsHove Park VillasHove BN3 6HW

Tel: 01273 293530Fax: 01273 295392E-mail: [email protected]

The Healthy Schools Team will provide updates to this resource online

Published May 2009

Preface

The transfer from primary school to secondary school is a significant event involving many complex emotions. The move ought to be successful for all pupils and we should try to ensure that the process is as smooth as possible. In Brighton & Hove schools there is already much good practice supporting pupils in managing this significant change.

The CYPT welcomes wholeheartedly this new resource, Moving On 2. It will provide schools with additional materials for use within the curriculum, ensuring that pupils feel that their primary level achievements are valued and acknowledged, and enabling them to build on those achievements at secondary level.

This resource, which has been developed by Brighton & Hove teachers working with consultants from the Advisory Service, replaces the Moving On booklet and instead provides a Year 6 unit of work that links effective literacy planning to the Social and Emotional Aspects of Learning (SEAL) materials. For Year 7 pupils there is a suite of materials based on the SEAL learning opportunities.

To support young people in developing the social and emotional skills needed for transfer, the CYPT hopes that all Brighton & Hove schools will make effective use of these units of work. For example, all Year 6 teachers should support Year 6 pupils in writing a letter to their Year 7 tutor who should indicate to new Year 7 pupils that they have read their letters and make active use of them in lessons or in tutor time.

Di SmithDirector of Children’s Services

Acknowledgements

With funding from the Targeted Mental Health in Schools Pathfinder Project, these materials were developed by practitioners experienced in the issues that surround transfer to secondary school. The CYPT would like to thank the following people for their contribution: Rachel Auld (Blatchington Mill School); Sam Beal (Brighton & Hove Healthy Schools Team); Emma Moore (Brighton & Hove Healthy Schools Team) Suzanne Morgan (Brighton & Hove School Advisory Service); Tracy Owen (Coldean Primary School); Trudy Roberts (Mile Oak Primary School); Natasha Rosine (Mile Oak Primary School); Andie Wilson (St Mary Magdalen RC Primary School).

Preface The transfer from primary school to secondary school is a significant event involving many complex emotions. The move ought to be successful for all pupils and we should try to ensure that the process is as smooth as possible. In Brighton & Hove schools there is already much good practice supporting pupils in managing this significant change. The CYPT welcomes wholeheartedly this new resource, Moving On 2. It will provide schools with additional materials for use within the curriculum, ensuring that pupils feel that their primary level achievements are valued and acknowledged, and enabling them to build on those achievements at secondary level. This resource, which has been developed by Brighton & Hove teachers working with consultants from the Advisory Service, replaces the Moving On booklet and instead provides a Year 6 unit of work that links effective literacy planning to the Social and Emotional Aspects of Learning (SEAL) materials. For Year 7 pupils there is a suite of materials based on the SEAL learning opportunities. To support young people in developing the social and emotional skills needed for transfer, the CYPT hopes that all Brighton & Hove schools will make effective use of these units of work. For example, all Year 6 teachers should support Year 6 pupils in writing a letter to their Year 7 tutor who should indicate to new Year 7 pupils that they have read their letters and make active use of them in lessons or in tutor time.

Di Smith Director of Children’s Services Acknowledgements With funding from the Targeted Mental Health in Schools Pathfinder Project, these materials were developed by practitioners experienced in the issues that surround transfer to secondary school. The CYPT would like to thank the following people for their contribution: Rachel Auld (Blatchington Mill School);

Contents:

Brighton & Hove Year 6 Transfer Unit Introduction to the Year 6 Transfer Unit 9Brighton & Hove Literacy Planning 10Brighton & Hove Year 6 Transfer Unit SEAL Overview 13Year 6 Transfer Unit Smart notes 14Lesson 1 - Feeling good about myself 23Lesson 2 - How do I learn? 27Lesson 3 - Introducing myself 28Lesson 4 - Looking back at my achievements (1) 33Lesson 5 - Looking back at my achievements (2) 35Lesson 6 - Coping with change (1) 36Lesson 7 - Coping with change (2) 37Lesson 7 B - Understanding how thoughts, feelings and behaviours are linked 40Lesson 8 - A letter to be proud of 44Lesson 9 - Making a good start 45Lesson 10 - Celebration! 49

Brighton & Hove Year 7 Transfer Unit Introduction to the Year 7 Transfer Unit 53Brighton & Hove Year 7 Transfer Unit SEAL Overview 54Lesson 1: Getting to know you 56Lesson 2: Class Charter 60Lesson 3: Coping with moving on 63Lesson 4: Getting to know my school 69Lesson 5: Challenges and calming down 78Lesson 6: Learning to work together 87

Ideas for developing and reinforcing social and emotional skills (SEAL)in Year 7 tutor timeIntroduction to Year 7 tutor time materials 97Ideas for developing and reinforcing social and emotional skills (SEAL)Name games 98Getting to know each other games and activities 100Settling into school 103Resources for Year 7 tutor time 106

Appendix A: Delivering PSHE and SEAL effectively 115

Appendix B: Active teaching and learning methods 119

7

Brighton & Hove Year 6 Transfer Unit

8 9

Introduction to the Year 6 Transfer Unit

This two week unit of work combines the Brighton & Hove literacy non-fiction unit Memories of Year 6 and hopes for Year 7 with aspects of the Primary National Strategy SEAL unit Changes.

This unit of work aims to help pupils:

• Celebrate their achievements• Understand feelings about change• Understand how thoughts, feelings and behaviour are linked• Say goodbye and move on

This unit of work replaces the Moving On booklet with activities that support Year 6 in developing an understanding of change and the impact it can have on feelings. The activities explore concerns and worries about the move to secondary school. The unit of work results in pupils writing individual letters to their Year 7 form tutors.

Literacy and SEAL medium term plans / overviews, lesson plans, SmartNotes and resources are all provided in this pack. Teachers are encouraged to modify and adapt these to suit the needs of individual pupils and classes. Teachers will also have activities developed in past years that support students socially and emotionally at this time of change and will want to include these in the teaching and learning planned for the final half-term. However, the CYPT asks that all primary schools support their pupils in writing letters to their Year 7 form tutors. Tutors in Year 7 will then refer to and use these letters in PSHE education lessons & tutor time to support the social and emotional aspects of transfer.

In addition schools will have other systems and activities in place (in partnership with their secondary schools) which will provide support to Year 6 pupils in helping them to feel positive about the change ahead. For example Year 7 students might visit the school and most secondary schools host taster days.

Further guidance to support the delivery of lessons as part of PSHE and SEAL can be found in appendices A and B.

10 11

Brighton & Hove Literacy PlanningNon-fiction Unit: Year 6 Transfer Unit Overview

Two weeks of Literacy and SEAL lessonsOverview

Using their knowledge of non-fiction texts, pupils evaluate the language, style and effectiveness of examples of non-fiction writing. The unit will support the pupils in producing an outcome for transfer to secondary schools – a letter to their Year 7 tutor.The purpose and theme of the letter is made clear and pupils construct a plan for writing the letter following shared reading.They develop the skills of autobiographical writing, adapting distinctive voices – writing a letter in the 1st person.When planning writing, they select the appropriate style and form to suit a specific purpose and audience, drawing on knowledge of different non-fiction text types. They use the language conventions and grammatical features of the different types of text as appropriate. They revise their own non-fiction writing to reduce superfluous words and phrases.

Notes: This is a short non-fiction unit designed to be used after May and to support pupils with producing a concise piece of information text in the 1st person.

10 11

Literacy objectives - Most children will learn how to: The links below take you to the relevant strand objectives to ensure effective planning for core skills:6. Word structure and spelling 11. Sentence structure and punctuation

(The following list comprises only the strands, numbered 1 to 12, relevant to this unit.)1. Speaking

• Use the techniques of dialogic talk to explore ideas, topics or issues2. Listening and responding

•Listenforlanguagevariationinformalandinformalcontexts6. Word structure and spelling

•Spellfamiliarwordscorrectlyandemployarangeofstrategiestospelldifficultandunfamiliarwords

•Usearangeofappropriatestrategiestoedit,proofreadandcorrectspellingintheirownwork,on paper and on screen

7. Understanding and interpreting texts•Understandhowwritersusedifferentstructurestocreatecoherenceandimpact

9. Creating and shaping texts•Settheirownchallengestoextendachievementandexperienceinwriting•Usedifferentnarrativetechniquestoengageandentertainthereader•Selectwordsandlanguagedrawingontheirknowledgeofliteraryfeaturesandformaland

informal writing •Integratewords,imagesandsoundsimaginativelyfordifferentpurposes

10. Text structure and organisation•Usevariedstructurestoshapeandorganisetextscoherently•Useparagraphstoachievepaceandemphasis

11. Sentence structure and punctuation•Expresssubtledistinctionsofmeaning,includinghypothesis,speculationandsupposition,by

constructing sentences in varied ways12. Presentation

•Usedifferentstylesofhandwritingfordifferentpurposeswitharangeofmedia,developingaconsistent and personal legible style

•SelectfromawiderangeofICTprogramstopresenttexteffectivelyandcommunicateinformation and ideas

Building on previous learning by checking that children can already:

• Identifyanddiscussthelanguage and organisational features of information texts.

• Understandhowtextsareand can be adapted to suit different purposes and audiences.

Key aspects of learning:EvaluationChildren will present information orally and in writing. They will discuss success criteria, give feedback to others and judge the effectiveness of their own work.EmpathyThrough discussing and writing, children will need to imagine themselves from another person's position.CommunicationChildren will develop their ability to discuss and debate issues in respect of both the form and the content of the texts they are reading and writing. They will often work collaboratively in pairs and groups. They will communicate outcomes orally, in writing and through using other modes and media.

12 13

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12 13

Brighton & Hove Year 6 Transfer Unit SEAL Overview

Theme: Changes Year Group: Year 6Learning Opportunity Intended Learning Outcomes Activities

Feeling good about myself and my achievements

• I can tell you some of the good things about me that my classmates like and value

• I can outline some of my strengths

• I know when and how I learn best

• I can reflect on what I have achieved

• I can tell you what I am proud of

•Rounds(Year6SEALChanges Theme p16)

•HallofFameActivity(Year6SEALChanges Theme p19)

•SwapPlaces(Year6SEALChanges Theme p16)

•Discussion•Classtimeline•Memoryboxes• Literacy / Letter writing activity

Coping with change •Ihavesomestrategiesformanaging the feelings that I might experience when I change schools

•Icandescribehowstartinginanew school feels and why

•Icanshareoneofmyworriesabout going to secondary school

•IunderstandwhyIbehavetheway I do sometimes when I feel uncomfortable

•Itrytounderstandotherpeoples’ behaviour by thinking about what they might be feeling or thinking

•Paireddiscussion•EspressoDVD• Pupil outlines to explore what has

changed and what has stayed the same

•Worriescontinuum•Devisingquestionsfortheir

secondary school•Revisitingcalmingdown

strategies•Worriessnowballandfreeze

frames•Findingsolutionstoconcernsand

worries worksheet•Year6SEALChanges Theme p18,

Resource sheets p24-25•Literacy/Letterwritingactivity•Additionalactivitynotreferred

to in the plans - Year 6 SEAL Changes Theme p17, Resource sheets p21-23

Making a good start •Iunderstandtheimportanceoffirst impressions

•TheGossipGameYear6SEALChanges Theme p16

•Characterbags•Discussion•Reflectiononlearning(Self

assessment sheet)

Celebration •IcanreflectonwhatIhaveachieved

•IcantellyouwhatIamproudof

•Sharingoffinaldraftoflettersand celebrating achievements.

•Endofyearparty/celebration

Cross-curricular opportunities

Year 6 SEAL Changes Theme, Art and design lesson plan – Adinka Symbols p28, History - Changes in Britain since 1948 p29, English – Boy and Coming to England p30, Literacy – Barrowquest story p32 & 33, RE – Change in religion p34

14 15

Lesson One

Intended Learning Outcome:

I can tell you some of the good things about me that my classmates

like and value.

The purpose of this two week English and SEAL module is to support your transfer from primary to secondary school. You will be writing a letter to your new secondary school form

tutor.

Focus on positive aspects of your personality. Think about...

What are you good at?

What do you e

njoy?

What kind of learner are you?

What have you achieved this year?

How would your friends de

scribe

you?

Have you represented the school this year?

Which topics have you really enjoyed?

Rounds Can I tell you some of the good things about me that my classmates like and value?

Everyone is going to complete a Hall of Fame sheet today.

This will be a chance for you to write something positive about everyone in the class on their individual Hall of Fame sheet.

Stick your photo onto the page and pass it on to your partner to get your first

comment written.

Once everyone in the class has written a comment about you, you will get your sheet back

Consider the comments on your Hall of Fame sheet and compare it to your view of yourself.

• How do you feel when you read these comments?• Are you surprised by the comments? If so why/why not?• Now add to your Hall of Fame sheet all the other information about yourself that you might want to tell your form tutor. For example; about your family, things you are good at, what you like doing, the roles and responsibilities you have had in primary school etc

Can I tell you some of the good things about me that my classmates like and value?

Your view of self e.g. Who am I? will form the opening of your letter.

Think carefully about what you will write...

Plenary Who am I?

Smart notes slides 1-6

14 15

Lesson Two


I can outline some of my strengths

I know when and how I learn best

are good at..?

Enjoy..?

are a .... learner.

achieved... this year?

your friends describe you

as...?

represented the school in...this year?

are looking forward to secondary school because...

Swap places if you...

Think of a piece of work or learning which you have done really well in this year.

(This could be at home, at school, in a club or in a place of worship).

Describe your learning experience to your partner. Use these questions to help you reflect:

Think PairShare

What did you learn?How did you learn?What did you find interesting?What kept you going?How did you overcome any difficulties?Where were you? Did that help with your learning?Were any other people involved?

Think about how you see yourself. Think about these questions: What am I like? (Hall of Fame)What do I like doing?What am I proud of?How do I learn best?

The answers to these questions will help you write the opening paragraph in your letter tomorrow.

Plenary Who am I?

Lesson Three


I can identify what features might be included in an effective letter opening.

I can draft an effective letter opening.


16 17

Today you are going to draft the opening of your letter to your new tutor.

But, first we are going to look at two examples to see what is good and what can be improved about them...

18 Manor House,London

Monday 4th April 2008

Example one:


Example two:


Revisit the opening paragraphs and decide why the openings are effective…

What information is required?

How is interest added?

Discuss use of vocabulary, complex sentences etc.

Success Criteria:

How to write a good letter opening...Draft the opening of your letter to your new tutor in your literacy book.

You must ensure you include:

detail

varied sentence structure

lively vocabulary and voice.

I can draft an effective letter opening.


16 17

Plenary

Share your ideas with a partner and then volunteers can share their openings with the whole class.

Lesson Four


I can reflect on what I have achieved

I can outline some of my strengths

Look at the photos and other evidence of your life in primary school.With your TalkPartner take a trip down memory lane...

Which events (trips, sports activities, learning activities, music and drama events etc) do you remember?Which events do you remember taking part in?Which events do you remember enjoying?What roles and responsibilites have you had in primary school?What are you good at?

Timeline

Sept June

Can you identify the main events across Year 6 as a class?

I can identify the main events throughout Year 6.

Think Pair Share

Discuss class events or personal events that stand out for you from year 6

What is your proudest moment or achievement?What is your favourite memory?Is there something you would rather forget?Is there something in particular you remember about a trip/ performance?Can you think of a time when something made you laugh/ worried/ scared?

Your partner should feedback on what they have been told.

E.g: “ said that their best memory from Y6 is because “

Use your previous discussions to reflect on:

Proudest moment/achievementBest/favourite memorySomething that you would rather forget!Something you remember about a trip/visit/outing/performance.A time that made you laugh.A time when you were worried/scared.

We are going to record illustrations and

ideas for these memories in a memory

box!

I can reflect on my experiences in Year 6


18 19

Explore the next paragraphs of the examples of children's letters,

which include some reflection on their achievements and their

memories...

PlenaryJason's letter...

Jessica's letter...

Lesson Five


I can tell you what I am proud of

Think carefully about the next paragraphs to your new teacher.

What sorts of things would we want to include?

What is it important that they know?

How would we structure this for it to make sense to the reader?

Spot the difference...

Discuss the differences and the impact on the reader (your new form teachers)!


18 19

Use the better paragraphs to model your own draft for your writing.

This should include one or two best / proudest / favourite / funniest moments and will give information on your personal or class achievements.

I can write the next paragraph of the letter to my tutor. Plenary

Reflect on your letters so far.

Discuss what might be included next...

Lesson SixIntended Learning Outcome:

I know that when I move to secondary school many things in my life will stay

the same.

I can descibe how starting in a new school will feel and why.

What do you notice changes or stays the same at a typical secondary school?

I know that when I move to secondary school many things in my life will stay the same.

1. Get into groups of five.

2. Select one person to draw around on a large sheet of paper.

3. As a group write inside the body outline the things which will stay the same when you go to secondary school.

4. Write outside the outline things that will change.

Feelings Continuum

Worried / concerned Positive / excited

How are you are feeling about the changes that going to secondary school will bring?


20 21

Plenary

Which calming down strategies have you learned in primary school?

Which calming down strategies would work well if you are worried, anxious, or excited about going to secondary school?

Lesson Seven


I can share at least one worry about going to secondary school

I can provide solutions and have some strategies for managing the worries that I might

experience when I change schools.

FreezeFrames

1. Get into groups of 5.

2. Create a freezeframe to show a worry, concern or question about going to secondary school.

4. Discuss each group's freezeframe. What could happen next? What solutions

can you come up with?

5. Work with your group to create a freeze frame for a solution.

I can draft the final paragraph of my letter

Today you are going to write the last paragrah of your letter completing your first draft.

Make sure you include:

What your worries are (if any) What you are most looking forward to What you would like to achieve

Look through this writing frame and check that you have included everything!

Plenary

Lesson Eight


I can edit and revise my final letter.


20 21

Ask a partner to read through your final draft.

What could be

improved?

I can edit and revise my final letter

Now that you have made your improvements copy out your letter in your most beautiful

handwriting!

I can edit and revise my final letter

Lesson Nine


I understand the importance of first impressions

The gossip game...

1. Get into four groups and sit in a circle.

2. One person from each group will receive a rumour about going to secondary school

(which they must keep secret!)

3. The person with the rumour should pass on what has been written, but change it slightly to make it more exciting/interesting

4. The last person then shares with the class what was whispered to them. How has the

rumour changed?

How do rumours start?

What would you do if you heard a

rumour?

How would you feel if you were the subject

of a rumour?

Does spreading rumours give a good impression to your new friends and

teachers?

Character bags first impressions

I understand the importance of first impressions

Look into the bag and discuss who you think the items belong to.

What gender is the person?

Agree on five words to

describe them

What would they look like?

On a scale of 15 how keen would you be to meet them?


22 23

Discuss:

What would be a positive first impression to make with your new form tutor?

Which of these behaviours will you need to work on at secondary school?

Lesson TenIntended Learning Outcome:

Celebration!

FAO: ________________'s Year 7 Tutor,

This means, "for the attention of"

Priory SchoolMountfield RoadLewesEast SussexBN7 2XN

Falmer High SchoolLewes RoadBrightonEast SussexBN1 9PW

Patcham High SchoolLadies Mile RoadPatchamBrightonEast SussexBN1 8PB

Varndean SchoolBalfour RoadBrightonEast SussexBN1 6NP

Secondary School Addresses


22 23

Lesson 1 - Feeling good about myself

Resources

Smart notes Lesson 1 Slides 1-6Hall of Fame templateSupport Sheet – “How would you describe your classmate”SEAL Words for Core Feelings sheetSEAL Changes resource p19

TA supported group work

Teacher to support LA. How would you describe your classmate support sheet with a field of words to be given to the LA or pupils with EAL

Introduction and warm up activities

Slide 1. SEAL learning outcomeI can tell you some of the good things about me that my classmates like and value.·

Slide 2. Explain the purpose of unit – what they will be aiming to produce, why and who the audience is.

Slide 3. Have pupils sat in a circle and ask them to talk in a round – giving one sentence of a positive thing about themselves. E.g. I am good at… I enjoy… I learn best when…

Whole-class work (including activities)

Slide 4. Hall of Fame activity. Give out the Hall of Fame templates and photographs of all the pupils. Pupils stick their photos on to the sheet or draw a self-portrait. The Hall of Fame sheets are passed round and each pupil writes something positive about the pupil whose name is on the sheet and then passes the sheet on. Remind pupils that all comments should be positive and that most of us like praise which is really specific. For example: “You are kind because you always look after people who are upset”, “You are good at netball as you score lots of goals”.

Independent work

ReflectionSlide 5. Ask the pupils to consider the comments on their Hall of Fame sheet. Use SEAL Words for Core Feelings sheet to put a ring round how they felt reading these. They then compare the comments to their own view of self. Are they surprised by the comments? If so why/why not?

Pupils then work individually to add to the back of their Hall of Fame sheet further information about themselves that they might want to tell their form tutor about.

Plenary including key assessment Slide 6. Explain that their view of self – e.g. Who I am – will form the opening of their letter.

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Lesson 2 - How do I learn?ResourcesSmart notes Lesson 2 Slides 7-11

TA supported group workTeacher to support LA.

Introduction and warm up activitiesSlide 7. SEAL learning outcomes

I can outline some of my strengths.·I know when and how I learn best.·

Slide 8. Play ‘swap places’ by having pupils sat in a circle, with one less chair than the group. Pupils have to swap places if the statement applies to them and the last person standing thinks of the next sentence. For example; Swap places if you….'are a kinaesthetic learner’, ‘are good at sport’, ‘are looking forward to secondary school’.

Whole - class work (including activities)Slide 9. Ask the pupils to think of a piece of work or learning that they did particularly well (this could be at home, school, in a club or in a place of worship). Use a selection of books, achievement books, certificates, homework, art work, projects etc to prompt thinking. Feedback from pupils some examples of learning that they are proud of.

Independent / Paired work Slide 10. Pupils should take it in turns to describe the learning experience to their partner; the partner should use good listening and help their partner to reflect.

Discuss with your partner:What did you learn? ·How did you learn?·What did you find interesting? ·What kept you going?·How did you overcome any difficulties?·Where were you? Did that help with your learning?·Were any other people involved? Did this help you learn?·

Plenary including key assessment Slide 11. Review with the pupils what they have found out so far about how they learn. Explain that this will be a useful reminder for when they get to secondary school, as these things will still apply. Explain that this activity and the Hall of Fame activity will be used to support them in writing the opening of their letter.

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Lesson 3 - Introducing myselfResourcesSmart notes Lesson 3 Slides 12-19Example letters (Reflections on Year 6 – Jessica, and Reflections on Year 6 - Jason ) (opening paragraphs)Writing Frame 1 for letter to Year 7 TutorBrief celebrity or historical figure biographies (not included in resources)

TA supported group workLA - will have the Writing Frame and could have sentence cards. HA – must ensure they include detail, varied sentence structure, using lively vocabulary and voice

Introduction and warm up activities

Slide 12. Literacy outcomesI can identify what features might be included in an effective letter opening.·I can draft an effective letter opening.·

Shared ReadingBegin by exploring opening paragraphs of descriptions about the lives of celebrities that the pupils easily relate to. The names need to be removed so that the pupils try to guess who the celebrities are. (Could be a multimodal text on paper or on screen). Explore what makes an interesting description of someone.

Whole-class work (including activities)

Reflect and compare opening paragraphs of the example letters (Slides 13, 14, 15 or paper copies) and decide what makes an effective opening.

Slide 16.What information is required?·How is interest added?·

Discuss use of vocabulary, complex sentences etc.

Teacher model writing an opening, either using one of the pupils’ comment sheets or writing about another celebrity/book character etc, chosen by the pupils.

Independent workSlides 17 & 18. Pupils draft the opening (introduction / setting the scene) of their letter to their tutor.

Plenary including key assessment

Slide 19. Ask the pupils to share their ideas with a partner and then whole class.

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Reflections on Year 6 - JessicaDear Year 7 teacher,

My name is Jessica Martin and I am almost at the end of my final year at Primary School. How did Year 6 go by so quickly? In September, I will be starting a new secondary school – Glebe Community College. I am writing to give you an idea of the things I have enjoyed and what I think I am good at – and maybe not so good at! I live with my mum and 3 brothers (yes three!). I have a dog called Barkers, who is just what his name says.

I have been at Adderly Road Primary from when I started school. Now I am 11 and one of the oldest pupils there. So what has this year been like? Firstly, we started the year knowing we had SATs at the end! That wasn’t exactly a great thing to think about. My teacher was cool about it though. She said, ‘You can only try your best’, and she said she would help us all through the year.

In the Autumn Term, we all went on a week-long school trip to Little Canada. It’s on the Isle of Wight. It was great fun. We took part in all sorts of activities, like canoeing, orienteering (I didn’t know what this was until I did it), quad biking and there was even an assault course there. My favourite activity was Jacob’s Ladder. We had to pair-up and climb these steps that got further apart the higher we went- and it was high! The scariest thing was the Leap of Faith. I had to climb up a really tall pole, stand on a sort of wobbly tray thing, and then jump and catch a trapeze. I had to really make myself do it! Some people got to the top and changed their minds. I was really proud of myself afterwards.

At Christmas it was the school production and I was one of the narrators for the play. During one performance part of the scenery fell over and it was really funny.

We took part in the Brighton Festival Parade in May. I was dressed as a skittle, as the theme for this year was games. It was really good fun. There were so many children involved and even more people watching and waving to us.

I have been a School Council member this year and I have enjoyed the meetings we have had with the head teacher Mr Andrews. We have helped to make decisions about the school tuck shop and how we can make sure it is healthy. We have decided we like our school uniform but not that we have to wear black shoes. We didn’t get to change that though! Being in the choir has been really good fun this year. I have been in the Christmas Concert when hundreds of children all sung together at the Brighton Centre. I have also sung at the school Christmas concert and I have sung at the local shopping centre. I think I have quite a good voice, but you would need to ask my teacher that.

I should tell you something about what I am interested in. I like writing and I really enjoy art. I really don’t like PE and I hate running. Swimming is something I enjoy and I go to a swimming club out of school.

I am more confident than I was a year ago. I think that I have tried my best this year. At the start of the year I thought I was useless at maths, but my teacher helped me to see that I can do things if I just stop and think of the best way of having a go.

I am looking forward to starting Glebe Community College because there will be so many new lessons. I think it will be good to have proper science lessons in a lab. I also want to learn French properly. I am a bit worried about not being with anyone I know in classes, but

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I hope my tutor will have made sure that doesn’t happen. My sister will be in Year 10 so at least I will know her. My biggest worry is that I will get lost and be late for lessons. The building is enormous and I will need a map to help me find the rooms. That is scary! Another worry is that at my school now I am one of the oldest pupils and in September I will be one of the smallest. What will the older ones be like? I am a bit worried about the homework. I know there will be a lot and I don’t know how I will remember to give it in to all the different teachers. I hope there will be a way to help me remember.

Mostly I am excited about starting secondary school. The uniform is good and I like the idea of having lots of teachers. I am also really glad that I will be walking to school with my friends, soon the first day we will all be a bit scared together.

Yours faithfully,

Jessica Martin

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Reflections on Year 6 - Jason

Dear Year 7 teacher,

My name is Jason Mills and I go to Ford Lane Primary School. I am writing to tell you something about myself. I live with my mum and dad and my sister Holly, who is eight. I will be starting at Glebe Community College in September.

I have several memories from Year 6. My favourite memory is Little Canada. It was a brilliant trip. We did loads of activities and we stayed up really late. I liked the quad bikes best. Some people cried when they had to climb up high. The funniest thing was when we tried to scare people in another cabin by pretending we were ghosts. That was funny.

Another good thing has been playing in the school football team. We came second in the league and only just missed winning the final. All my friends play with me. I really hope there is a team at your school. The lessons I most enjoyed were when we were doing the graffiti project. We had to interview people and then make a video to say whether we thought it was a good thing or not. We went to see some really cool graffiti in the middle of Brighton. It was amazing! I think that sort of graffiti is brilliant now.

I like playing computer games. I got an X-box for Christmas this year and that has been brilliant. I can play with friends on X-box live. I talk to friends on messenger. I am good with computers and I know how to make power points and I can do multi-modal texts.

I like maths, especially problem solving and when we do this in pairs. I like science and I really enjoy PE.I read a lot but not always the books that are in the classroom. I like Anthony Horowitz and Phillip Pulman. I have read Lord of the Rings and the films are the best.

I am most looking forward to the science lessons. This is because people have told me they are really good because we get to do proper experiments. The PE looks good and I am looking forward to that too. The uniform is ok but I don’t get why we can’t wear trainers. That’s annoying because then we have to change for playing football at lunchtime and change back again.

In the summer, if I am worried, I will talk to my mum or dad. In September I will carry on riding my bike to school – I do now. I will travel to school with two of my friends on our bikes.

Finally, I am looking forward to meeting new people, and taking part in the sports. In Year7 I hope it will be more exciting and I want to work hard. I can’t wait for the trips we get to go on.

Yours faithfully,

Jason Mills

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Dear teacher / mentor (insert name if known),

Writing Frame 1 for letter to Year 7 teacher/mentor

Introduction and setting the scene: (Why I am writing this, who I am, my present school, the roles and responsibilities I have had in primary school, family, home etc.)

Favourite moments/memories from Year 6:1.

2.

3.

What am I interested in?

What am I like and how do I learn the best?

What am I looking forward to?

What could my tutor and school do to help me settle in?

Conclusion: What do I hope to achieve?

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Lesson 4 - Looking back at my achievements (1)ResourcesSmart notes Lesson 4 Slides 20-27Memory Box Template WorksheetPhotos / newsletters etc providing evidence of your class’ life the school.


I can reflect on what I have achieved·I can outline some of my strengths·

Teacher will need to collect photos/scanned work/quotes from staff, objects, newsletters, sports team reports, videos etc – on ppt or IWB file. This will be used as a quick memory jogger. Pupils work in pairs to respond to the prompts on slide

Slide 21. Invite pupils to feedback their most memorable moments.

These can be written up onto a class timeline - Slide 22. For example residential trip, school play, football competition, SATs)

Whole - class work (including activities)Teacher review and short demonstrationReview class timeline of events.Use small whiteboards for pupils to reflect on own key events and reflections through the Year.Slide 23. Talk Partners to discuss one event that stands out for them. Partner feeds back on what they have been told. Speaking frame: “ ------- said that their best memory from Y6 is ------- because --------“

Independent workSlide 24. Pupils to create a memory box. (The layout provided is based on the work of Colin Thompson. His books could be shared with the class as a prompt.)They need to reflect on:

Proudest moment/achievement·Best/favourite memory ·Something that they found challenging·Something they remember about a trip/visit/outing/performance·A time that made them laugh·A time when they were worried/scared·

Pupils to choose how they would like to record different memories in the boxes, e.g. drawings, sentences, key words, photos etc.

Plenary including key assessment Slides 26 & 27. Shared Reading.Explore the next paragraphs of the example letters which include reflection on their achievements. Discuss: How can you use your memory box to inform the next stage of your letter?

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Memory Box Name:

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Lesson 5 - Looking back at my achievements (2)ResourcesSmart notes Lesson 5 Slides 28-32

TA supported group workLA TA/CT support and/or vocabulary and sentence cards.HA Must ensure they include detail, varied sentence structure, using lively vocabulary and voice.

Introduction and warm up activitiesSlide 28. SEAL learning outcome

I can tell you what I am proud of.·

Slide 29. Shared writing and teacher demonstrationReview the class timeline of events, and their memory boxes. Teacher asks pupils to help to develop a writing frame for the next paragraph of their letter to their form tutor/mentor for Year 7.

What sorts of things would we want to include?·What is it important that they know?·How would we structure this for it to make sense to the reader?·

Whole-class work (including activities)Play ‘spot the difference’ game. Give set amount of time. Show two contrasting paragraphs of the letter. One written with little information, the other with detail.

Discuss the differences and the impact on the reader.

Pupils to use the more effective paragraphs on which to model their own writing.

Independent workPupils to use the better paragraphs on which to model their own draft.

This should include one or two best / proudest / favourite / funniest moments and will give information on personal or class achievements.

Plenary including key assessment Reflect on their letters so far.

Discuss what might be included next.

Explain that we are going to consider moving on as the next part of this unit.Supply a box for the pupils to post suggested questions for visiting current Year 7 students (if applicable).

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Lesson 6 - Coping with change (1)ResourcesSmart notes Lesson 6 Slides 33-37Week 1 Changes SEAL & Literacy Large paper / wall paperPensVideo


I know that when I move to secondary school many things in my life will stay the same.·I can describe how starting in a new school will feel and why.·

Begin the lesson with paired discussion or rounds of I feel…about going to secondary school, I hope…

Whole-class work (including activities)During this session give the pupils the opportunity to share their thoughts, feelings, excitement or worries about moving to secondary school.

Slide 34. Watch espresso video (or similar) about moving on. Discuss any questions/issues that may arise.

Slide 35. Draw round an outline of a pupil or pupils. Write in the middle of the outline the things that will stay the same as a result of changing schools. Repeat but write outside the outline things that will change. This can be done as a group, pairs or small groups. Reflect on this that there is a lot that will remain the same.

Slide 36. Set up a continuum with I feel positive / excited at one end and I feel worried / concerned about this at the other end. Read out the statements identified by pupils about what will change. For example “My class will be different…”, “Different teachers for different subjects…” “Big building” etc. Reflect on how we can all find change difficult, and how different people find different changes difficult. Also consider mixed feelings about change. Remind pupils that change can be positive.

Get the small groups to identify any questions they have about the things that will change. These questions could be; answered by visiting students / teachers from the secondary schools, taken on a visit to the school, emailed to Year 7 students or filmed Big Brother style and responses asked for.

Plenary including key assessment Slide 37. Revisit calming down strategies. What can you do to calm down if you are feeling anxious, worried or over-excited? Which of these would work in secondary school?

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Lesson 7 - Coping with change (2)ResourcesSmart notes Lesson 7 Slides 38-41Finding solutions to concerns and worries worksheetSpeaking/writing frame 2 Writing frame 1 (first used in Lesson 3)

TA supported group workLA TA/CT support and/or vocabulary and sentence cards.HA Must ensure they include detail, varied sentence structure, using lively vocabulary and voice.


I can share one of my worries about going to secondary school·I have some strategies for managing the feelings that I might experience when I change school.·

Explain that this lesson is going to focus on dealing with worries. This will also feed into the letter, but we will also think about solutions to these worries.

Pupils write on a scrap piece of paper one thing that worries them about going to secondary school. These are scrunched up and then thrown as in a snowball fight. They are picked up and read around the circle.

Whole-class work (including activities)Slide 39. Using the worries identified in the snow ball, groups of pupils freeze frame the concern or worry. These are shown to the class who then offer some solutions / thought tapping. One solution for each scenario is illustrated in a freeze frame.

Slide 40. Literacy outcomeI can draft the final paragraph of my letter.·

Use the exemplar letters and speaking/writing frame 2 to explore how to write the answer to:What worries me?·What am I most looking forward to? ·What would I like to achieve?·

Model a final paragraph demonstrating effective use of vocabulary and sentence structure.

Independent workPupils complete individually or in pairs Finding solutions to concerns and worries worksheet

Pupils to use the model from whole class teaching to draft their final paragraph

Plenary including key assessment Slide 41. Read through your writing so far and check that you have included points from writing frame 1.

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On a scale of nought to 10 how worried or concerned are you? Put a cross on the continuum below:

0 1 2 3 4 5 6 7 8 9 10

Veryworried Notworried/completelyconfident

Think about something that concerns or worries you about moving to secondary school. Write your worry or concern in this box.

I am worried / concerned:

Finding solutions to concerns and worries

Think about a time when you were worried before. What did you do then to make yourself feel less worried (move you up the scale?)

At what number would you like to be on your first day of secondary school?

How will you know when you have reached this point?

What can you do this week to move one point closer to this number?

What can you do over the summer holidays to move one point closer to this number?

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Dear teacher / mentor (insert name if known),

Speaking/writing Frame 2 for letter to Year 7 teacher/mentorPa

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My name is ---------- and I am at ---------- Primary School

I am writing to ----------

I live with ----------

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The funniest thing was ----------

The lessons I most enjoyed were ---------- because ----------

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Outside of school I also like ---------- because

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Finally, I am looking forward to meeting ----------, seeing ---------- and taking part in ----------

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Yours faithfully,OR Yours sincerely (if you know the name of your teacher),

(Insert your name)

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Lesson 7 B - Understanding how thoughts, feelings and behaviours are linked - additional activity if required

ResourcesFeelings, thoughts and behaviour sheetMaking the links sheetSEAL Changes resource p24-25

Introduction and warm up activitiesSEAL learning outcomes

I understand why I behave the way I do sometimes when I feel uncomfortable.·I try to understand other people’s behaviour by thinking about how they might be thinking or ·feeling.

Whole-class work (including activities)Remind pupils that our feelings, thoughts and behaviours are linked. Use the Feelings, thoughts and behaviour diagram, if appropriate, to support children’s understanding. Often when we feel sad or angry, we don’t behave very well and, as the children have seen, the move to secondary school can make us feel uncomfortable. Discuss the situations outlined on the resource sheet Making the links – difficult changes, which focuses on situations we may come across in a new school setting. Discuss how these situations might cause people to behave. Revisit the word ‘empathy’, and explain to the children that trying to see the situation from another’s point of view, and trying to understand their thoughts and feelings is called ‘empathising’. The pupils can complete the grid in small groups. This activity aims to help pupils understand their own responses and behaviours, but also provides an opportunity for children to understand the behaviour and motivations of others. It can therefore be a tool for promoting tolerance and empathy.

Plenary including key assessment End round 1. One thing I have learned in the lesson today…

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© Crown copyright 2005 Social and emotional aspects of learning: whole-school resources

Primary National Strategy

Feelings, thoughtsand behaviour

Resource sheets

What has happened?

What might I do?

What am I thinking?

How do I feel?

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24

Changes Years 5 and 6 © Crown copyright 2005

Primary National Strategy DfES 1373-2005

Green set resource sheet: Year 6

Making the links – difficult changes

Our feelings, thoughts and behaviours are linked. Sometimes we don’t behave very wellwhen we feel sad or angry. Discuss with your group what the thoughts, feelings andbehaviours of children in the following situations might be? Fill in the grid. Parts have beendone for you.

Fear Feelings Thoughts Behaviour(predictions)

My new teachers The teachers will think I am Keep very quiet in class.will ask me to stupid and the other ORread out loud children will laugh at me. Play the fool so no onein class. notices that my reading

isn’t very good.

I won’t fit in with Worried/embarrassed at I always wear the wronga new crowd. being alone clothes. Everybody else has

more money/nicer clothes/kinder parents thanme.

I’m too shy to My friends here will all find Look aloof and pretend notmake new new friends. If anyone does to care.friends – I’ll be talk to me I’m bound to say all alone in the something stupid and go red.playground.

They will judge Angry Prepare for trouble. Sayme just because ‘You’re only picking on memy brother got because of my brother.’into trouble at the school.

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© Crown copyright 2005 Changes Years 5 and 6

DfES 1373-2005 Primary National Strategy

Fear Feelings Thoughts Behaviour(predictions)

I know I’ll hit I can’t control my temper.them if anyone We’re all the same in my says anything family. It’s bound to happen.about my dad being in prison.

I’ll get lost. Worry/fear/anxiety I’ll look stupid and be late for lessons. The teacher will think I’m doing it on purpose.

What if I don’t Everyone else will have Truant from lessons.understand understood because they are Say ‘This is too easy, I’m not something in all cleverer than me. doing this.’class?

I’m so clumsy. Embarrassment/shame It will go silent and everyone I’ll drop my will look at me and laugh dinner tray. and call me names.

• What are the consequences for the person in each case?

• What could you do instead to avoid a negative consequence in each case?

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Lesson 8 - A letter to be proud ofResourcesSmart notes Lesson 8 Slides 42-44

TA supported group workTeacher to support LA.

Introduction and warm up activitiesSlide 42. Literacy outcomeI can edit and revise my final letter.

Whole-class work (including activities)Revisit the audience and purpose for the writing.

Set success criteria.

In the first instance the pupils will write a ‘best’ handwritten version of their letter. They will explore constructing sentences in a variety of ways to convey subtlety of meaning and using punctuation to clarify that meaning.

At appropriate times, use response partners to support re-drafting and editing of writing. Share for discussion examples of pupils writing in progress. Model editing and improving writing linked to the agreed success criteria and pupils’ needs.

Independent workSlides 43 & 44. Pupils set their own writing challenge and then write and improve their letter to their new form tutor.

A final draft of the letter is produced. This is photocopied so that the pupils can take a copy home.

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Lesson 9 - Making a good start

ResourcesSmart notes Lesson 9 Slides 45-49SEAL Changes resource p16Example rumoursCharacter bags (to be collected by teacher)Y6 Pupil self-assessment sheet

Introduction and warm up activitiesSlide 45. SEAL learning outcome

I understand the importance of first impressions·

Slide 46. Warm-up - The gossip game - divide the class into 4 groups and sit in circles. Give one person in each group a piece of paper with a rumour written on (see Rumour resource) which they must keep secret. Each person must pass on what they hear to their neighbour but should change the rumour to make it more interesting, funny or scary, until everyone has had a go. The last person shares what they have heard with the class and compares it to the original rumour. Discuss how rumours can start and the best way to deal with them.

Whole-class work (including activities)First impressions.Slide 47. Think about how you would feel if you were the subject of a rumour. What would you do if you heard a rumour? Does spreading rumours give a good first impression to your new friends and teachers?

Character bags: Show the pupils 3 bags. Each one contains a different variety of items belonging to someone, each bag being owned by a different person.

Independent workSlide 48. Divide pupils into groups and ask the pupils to look in the bag and discuss who they think the items belong to.

What gender is the person?·Agree 5 words to describe them.·What would they look like?·On a scale of 1 – 5, how keen would you be to get to know them? ·

Each group to share their thoughts. Share that people form first impressions and once formed it is very difficult to alter these opinions.

Slide 49. Mind map behaviours that would create a positive impression with your form tutor, e.g. punctuality, correct uniform, equipment. Discuss which of these behaviours they want to work on.

Plenary including key assessment Pupil self-assessment sheet.

46 47

Mr Jones is so strict that you can’t even talk in his lesson.

The maths teacher shouts right in your face if you make a mistake.

Someone once got bullied in the toilets.

Rumour resource cards

46 47

Rashid couldn’t find his way to his English lesson and was late.

Sarah didn’t understand her homework and got detention.

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Year 6 Pupil Self Assessment

Name of Student:

1. I am aware of how my feelings might change as I move from Primary school.

0 1 2 3 4 5No idea! I’m there!

2. I have some strategies for managing the feelings that I might experience when I change schools.


3. I can describe how it may feel to leave my current school.


4. I can tell you some of the good things about me that my class mates like and value.


5. I can outline some of my strengths and some of the areas I may need support in.


6. I know that when I move to secondary school many things in my life will stay the same.


7. I can describe how starting in a new school may feel and why.


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Lesson 10 - Celebration!ResourcesSmart notes Lesson 10 Slides 50 – 51SEAL Changes resource p19Year 6 Transfer Unit Evaluation Sheet

Introduction and warm up activitiesSlide 50.The pupils will have access to photos and examples of their work to enhance their final presentations.

Whole-class work (including activities)Celebration Share and evaluate writing outcomes and model various alternative formats, for example; multimodal presentation, paper recount or autobiographical diary of a weblog. Draw on the examples from Phase 1 and the features identified in Phase 3.

Pupils to make their own selection from the range of explored and demonstrated mediums and styles (including ICT and multimodality) as appropriate to their purpose and audience.

Independent workPupils choose a format to present and celebrate their reflections and achievements in Year 6.

Plenary including key assessment Review questions from p19 SEAL Changes theme.Students to complete transfer unit evaluation sheet.

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Year 6 Transfer Unit - Evaluation

This half-term you have written a letter to send to your new Year 7 tutor and have been working on developing skills that will help you settle into secondary school well.

We now want to know how useful you have found these literacy and PSHE lessons and how they could be improved.

1. Have you enjoyed writing the letter to your Year 7 tutor?

0 1 2 3 4 5Didn’t enjoy it Really enjoyed it!

2. Which was your favourite lesson on moving to secondary school and what did you like about it?

3. How could these lessons be improved for Year 6 pupils next year?

Thank you.

Remember that if you still have any concerns about moving to secondary school you can speak to your teacher or a family member.

51

Brighton & Hove Year 7 Transfer Unit

52 53

Introduction to the Year 7 Transfer UnitMoving from primary to secondary school is a significant event for young people and involves many different complex emotions.

In Year 6 many students will have participated in activities from the Brighton & Hove Year 6 Transfer Unit. The activities in this unit of work are based on the Primary National Strategy SEAL Changes unit and result in the letter that Brighton and Hove students will have written to their tutors. These activities would have supported Year 6 in developing an understanding of change and the impact it can have on feelings and exploring concerns and worries about the move to secondary school. In addition students will have been supported through other partnership working with primary schools and good practice activities such as taster days.

The Brighton & Hove Year 7 Transfer Unit is based on the SEAL Introductory Theme A Place to Learn unit and makes use of the letter written in primary school. These letters should be referred to in the first weeks of Year 7 and then saved to give back to students in Year 11; so they can reflect on their journey through secondary school. This unit replaces the Moving on booklet and provides learning opportunities that encourage students to:

• Develop the social and emotional skills that help students to understand and cope with change;• Understand and actively participate in the creating of a school and class climate that

- Reflect upon themselves as individuals with unique skills and talents, within a range of groups that make up a learning community;

- Understand and help create a class community where all members feel safe and that they belong.

This unit of work is designed to be delivered as part of PSHE lessons, but should be supplemented by activities in form time that ensure students get to know their tutor and each other. Ideas for how tutors can do this are contained in the tutor materials section 3 Year 7 (1).

Most students manage the transfer from primary to secondary school very effectively and this unit of work tries to avoid making an assumption that it will be difficult. However, some students will struggle and students who do find it difficult should be identified and supported through small group or individual interventions.

Teachers are encouraged to adapt and amend the lesson plans to meet the needs of their class and the time available in lessons. Timings on the lesson plans are only approximate.

Please see appendices A and B for further guidance on the delivery of these lessons.

54 55

Brighton & Hove Year 7 Transfer Unit SEAL Overview

SEAL Focus: Self-awareness, managing feelings, social skills PLTS: Reflective learners & self-managers

Lesson Intended Learning Outcomes (overall learning outcomes) and PSHE cross-referencing

Activities and resources

1. Getting to know you

I know the names of everyone ·in my class (43)I can share some safe things ·about me with my others in the classI can feel proud of myself (4)·

PW1.1a, PW2.1b, PW2.3c

Name game·Getting to know you (SEAL Resource ·Sheet 1.1) Revisit letters to tutors written in ·primary schoolCelebrity Activity SEAL · Introductory Theme 1 p9 This is me · worksheet / activity (1.2)

2. Class Charter I understand why it is ·important for us to identify rights and responsibilities and can work with others to write a class charter (44)

PW2.3b, C1.2a, 1.2b

Disney Pixar · One Man Band or SEAL Introductory Theme Resource Sheet 1.8“I can’t learn in class when… I can ·learn in class when… Snowball and discussionGroup work – devising class charter·Agreeing and signing class charter·

3. Coping with moving on

I can describe how starting in ·a new school feels (8)I can think of a strategy to ·help myself or someone who is finding school difficult (34)

PW2.1e, PW2.3a

Feelings sheet SEAL · Introductory Theme Resource Sheet 1.5Change Places·Revisit letters to tutors written in ·primary school identifying feelings related to starting a new school using the Blob Tree or SEAL Introductory Theme Resource Sheet 1.5Finding solutions to worries·

4. Getting to know my school and who can help me

I feel confident to cope in my ·new school.I know where to get help. (11)·

PW2.1e

Knowledge of school warm-up·School Quiz·Helping Hands·

54 55

Lesson Intended Learning Outcomes (overall learning outcomes) and PSHE cross-referencing

Activities and resources

5. Challenges and calming down

I am aware of learning which I ·find more difficult (3)I know when and how I learn ·best. (2,3)I know how to calm down. ·(18)

PW2.1b, PW2.1e

Explore feeling anxious and feelings ·of stress”Zones activity as described in SEAL ·Introductory Theme Learning Opportunity 12. Explore methods for coping with ·stress and calming down.

6. Learning to work together

I can work in a group·I can give good advice·

Pw2.3b, PW2.2e, C1.2a, 1.2b

An effective group or team SEAL ·Learning to be together Theme 2 p7 & Group Challenge Resource Sheet 2.3 , Role cards Resource sheet 2.2 and self-review sheet 2.3 ORAdvice to Year 6 Group Work ·Challenge with role cards and group work review sheetSelf-assessment and evaluation of the ·unit

Ideas to reinforce learning from this theme (SEAL Introductory Theme pages 30-32):Develop a class leaflet or scrap book with information about the class in it- Reinforce the whole class identity and use the class charter to develop additional subject specific - rulesReview learning at the end of lessons in terms of subject objectives and in social and emotional - learningDisplay calming down techniques-

56 57

Lesson 1: Getting to know you (50 minutes)

Intended learning outcomesI know the names of everyone in my class (43)I can share some things about myself with my others in the class (1)I can feel proud of myself (4)

PSHE Education and other cross-curricular linksName gamesPw1.1a, PW2.1b, PW2.3c

Resources requiredBallSEAL Resource Sheet 1 .1. Getting to know youThis is me worksheet Letters from primary schools

Introduction and warm-up

This lesson will follow on from the class having done additional name games and getting to know each other activities These might have taken place in transfer days, tutor / registration time (see Tutor Materials for examples).

Introduce lesson and display learning outcomes. Move desks and have chairs in a circle. (5mins)

(1) Name game. Students stand in a circle. A ball is thrown and on catching the ball students say their own name. A second ball could be introduced. Follow this by throwing the ball and saying the name of the person being thrown to. (5mins)

(2) Play ‘Getting to know you’ using the SEAL Introductory Theme Resource Sheet 1 .1. Students move around the classroom and aim to get a student to sign their name in the box if they agree with the statement. A different name should be in each box – encourage students to ask each other questions. The ‘winner’ is the first student to fill in the box. (5 mins)

56 57

Activities

(1) Give out the letters that were written in primary school at the end of year 6. Ask students to read through these and identify one positive thing about themselves to share with the person next to them. If some students do not have a letter ask them to think of something about themselves they are proud of. (5 mins)

(2) Explain that they are now going to do an activity called Celebrity that will help them to find out more about each other. Emphasise that everyone is special in their own way and a ‘celebrity’ in the class. Explain that students are going to pretend to be journalists planning to interview a celebrity. Their task is to come up with 5 interesting questions. You will need to discuss what sort of question is likely to receive an answer which will show what someone is really like rather than just providing factual information. Provide time for the students to think of questions and jot them down if they wish.

Ask students to line up in first name order. They are then going to work with the person next to them. One member of the pair should take the role of the interviewer and the other the interviewee. They should then swap roles. You might need to emphasise that the students should be interviewed as ‘themselves’ and not as a real celebrity. (15 mins)

Give out This is me worksheets. There should be a digital photo of each student on the worksheet (or students can draw a self-portrait for homework). Using the previous discussions students record information about themselves that they are happy to share on the sheet. Tell students these will be displayed so to only write information they are happy for others to see. Alternatively students could devise a ‘Bebo / Facebook’ home page for themselves or a TAG. If you ask them to devise a Bebo / Facebook home page then ensure that you explore what material could safely be posted and what would not be safe to post.(10 mins)

PlenaryWhole class discussion•Whatwasthemostinterestingthingyouhavefoundoutinyourinterviews?•Whatthingwasmostsurprising?Why?

Assessment and / or evaluationIf time at the end of the lesson, in registration time, or at the beginning of next lesson have a ‘Quiz’ using the information on the This is me worksheets. For example: Who plays the trumpet? Who plays in a football team?

58 59

Social and em

otional aspects of learning: Theme 1 A

place to learn

1

© Crown copyright 2007 00043-2007-PDF-EN-08 Social and Emotional Aspects of Learning for secondary schools (SEAL): Theme 1 Resource Sheets

Secondary National Strategy

Resource sheetResource sheet 1.1 Getting to know you

…is left handed …does not have any piercings

…has a middle name beginning with the same letter as one of your names

…is wearing a watch

…has been to more than four schools

…has a pet that you would like to have (or have)

…likes two of the same bands as you

…will never smoke

…thinks that the school is better than they had thought

…has a brother or sister at the school

…has an interesting hobby

…likes a film that you like

…can speak a language other than English

…has the same number of brothers and sisters as you

…is born in the same month as you

…has visited another country that interests you

58 59

Nam

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60 61

Lesson 2: Class Charter (50 minutes)

Intended learning outcomesI understand why it is important for us to develop a positive working environment. (44)I can make a contribution to creating my class charter. (44)

PSHE Education and other cross-curricular linksPW2.3b Citizenship C1.2a, 1.2b

Resources requiredDisney Pixar clip One Man Band (DisneyPixarShortFilmsDVD)and/orSEALIntroductory Theme Resource Sheet 1.8 Maslow’s Hierarchy of NeedScrap paper or individual whiteboardsFlip chart paper and pens for class charters


Put outcomes for the lesson on the board. Explain that this lesson will be about working together to create a safe learning environment for working together in PSHE/ Tutor Time. (Ask for ‘Thumbs Up’ if ground rules were used in the primary school lessons).

(1) Show Disney Pixar clip One Man Band. Hands up – how did each of the three characters feel at the end? Ask students to talk in pairs (1 minute) – what could the three characters have done to create a ‘win-win’ situation – so that all felt good. Feedback – try to elicit as many different solutions as possible. The main point being that working together rather than against each other would have provided a better outcome. (10 mins)

Or use Maslow’s Hierarchy of Needs. (SEAL Introductory Theme Resource Sheet 1.8). Talk through the five levels of needs. Suggest that we only feel comfortable to learn or to be the best we can be when the first four of the five levels are met:•havingourphysicalneedsmet,forexample,food,water,shelter;•feelingsafe–physicallyandemotionally;•feelingthatwebelong–thatpeoplevalueusandthatweareimportantinthegroup;•valuingourselves–feelinggoodaboutbeingourselves.Briefly explore what they think the school does to support students at each of the first 4 levels. Explain that the next part of the lesson will be about how the class can work together so that everyone feels safe and that they belong. (10 mins)

60 61

Activities

(1) Give each student a scrap of paper (or a whiteboard / piece of card) and ask them to write down one thing that makes it hard for them to learn “I find it hard to learn in class when…” If written on a scrap of paper then these are scrunched up and thrown into a target (or as in a snow ball fight.) They are then read out. (5 mins)

Individually and then in pairs identify 3 responses to the sentence stem “I can learn in class when…” Then they work with a partner to identify 3 responses they can agree on. Then in 4s, then in 8s. This requires negotiation skills. These are fed back and collected on board. (or repeat snowball) (10 mins)

(2) Explain that the next task is to write a class charter for all to sign. This will be a list of rules (or rights and responsibilities) that will create a learning environment. Ask students to line up in order of their birthdays (silently). The divide them into groups of 5. Each group to draw / write a class charter based on the earlier discussions. (10 mins)

Class Charter Example

Listen to others◊Support everyone to contribute to lessons◊Speak positively to each other◊Anything personal to stay in the room (but remind students of limits of teacher ◊confidentiality)

PlenaryClass discussion / vote on which is best charter / best aspects of charter and ask for volunteers to develop a final charter. This will then be signed during a registration time prior to the next lesson. (5 mins)

Assessment and evaluationAs a class decide on which of the class charter rules they are going to focus on initially eg. listening. Link good listening to individual and class rewards and sanctions.

62 63

Social and em


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62 63

Lesson 3: Coping with moving on (50 mins)

Intended learning outcomesI can describe how starting in a new school feels (8)I can think of a strategy to help myself or someone who is finding school difficult (34)

PSHE Education and other cross-curricular linksPW2.1e, PW2.3aLinks could be made to literacy / English about identifying feelings to do within starting something new.

Resources requiredResource Sheet 1.5. FeelingsFeelings Faces worksheet / ‘The Blob Tree’ (from The Big Blob Book of Feelings page 13 by Pip Wilson and Ian Long)Coloured pens / pencilsPrimary School LetterWorries and solutions sheetsFood groups cards


Revisit class charter / groundrules and remind class that, as the lesson will be talking about feelings and worries, to pay particular attention to groundrules about confidentiality. Explain that this lesson is going to explore concerns and worries about moving on to secondary school. Remind students that not all of them will be feeling worried or concerned. Display learning outcomes.

(1) Before taking the register give out Feelings Sheet and ask students to think about how they are feeling now. As you call the register students have to respond with a feelings word according to how they are feeling. (If any students say particularly negative feelings you might want to check that that student is OK later in the lesson.) This activity is potentially sensitive in nature, and so only do it if the class is already a supportive group. (5 mins)

(2) Change Places. Move desks out of the way. One chair is moved from the circle and a volunteer stands in the middle. The volunteer should try to sit down as the others change places if the statement applies to them. The teacher might want to model the first round or two. Encourage the statements to be related to starting a new school or to change. (5 mins)

Change places if you:have changed your hairstyle this year◊walk to school with different people than when you were at primary school◊went to X primary school◊have made a new friend◊

64 65

Activities

(1) Hand out the primary school letters and the Blob Tree or Feelings Faces worksheet. (Or use SEAL Introductory Theme Resource Sheet 1.5). Ask students to think back to the end of year 6 and to colour in one colour the ‘Blob’ or words that best illustrates how they were feeling then about going to secondary school. Ask students to colour in a different colour the ‘Blob’ or word that illustrates how they felt the first day of term and then finally in a different colour how they are feeling today. With a partner discuss what they feel safe to discuss related to how these feelings have changed and or stayed the same. Collect some feedback. Summarise some feedback that hopefully reflects that they now feel less anxious and that this will continue. (10 mins)

(2) Ask students to then put a star by the blob that illustrates how they would like to feel in January. In pairs students explore what would help them to feel this way in January. Perhaps provide some examples (ie make more friends, get extra help in maths, join a club) Students write these on a post-it in ‘Text Speak’ and put onto flip-chart. The teacher reads a selection of these or passes them round for others to read. Explain that lessons in PSHE/SEAL will help them develop skills that will support them at secondary school. (10 mins)

(3) Sort students into random groups of 5 using food cards – students have to make a meal by finding the foods that they match with. Each group is given a ‘worries’ scenario in the middle of a piece of paper. The group is challenged to think of as many different solutions / advice to this worry as possible and write them on to the sheet. Concerns and worries from last year’s Year 7 students could be used in place of the scenarios provided. (10 mins)

(These scenarios could be revisited in another lesson perhaps by using role-play / freeze-framing etc. This will depend on needs and worries of group.)

PlenaryThe worries and solutions sheets are displayed and the groups feedback the piece of advice that they think is the best. (5 mins)

Assessment and evaluationAsk students to reflect on the lesson and if there has been an activity / advice that has been helpful to them settling in to school. Ask students to show on their fingers how helpful the lesson has been on a scale of 0-10. (5 mins)

64 65

Social and em


place to learn

6

Social and Emotional Aspects of Learning for Secondary Schools (SEAL): Theme 1 Resource Sheets 00043-2007-PDF-EN-08 © Crown copyright 2007


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66 67

Foods grouping cards

Fish Chips Mushy peas

Salt Vinegar

Pilau rice Chicken korma Poppadoms

Naan bread Onion bhaji

Noodles Egg fried rice Tofu in black bean sauce

Spare ribs Mushroom chow mein

Margarita pizza Garlic bread Four Cheese Pizza

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68 69

Worries scenarios

I am still getting lost around school and I am embarrassed to ask

anyone.

I have not made any new friends yet.

I keep getting pushed around in the corridor.

I am being bullied by others from my old primary school.

I am too scared to go to the toilet in school.

I can’t keep up with all the homework I am getting.

I forgot my PE kit last week and I am scared about forgetting it this week.

I am scared to walk past year 10 boys at the bus

stop.

My mum is really ill and I can’t concentrate in school.

My parents are separated and I live in two different houses. I keep leaving my

uniform / books at the other house.

68 69

Lesson 4: Getting to know my school (50 mins)

Intended learning outcomesI feel confident to cope in my new school.I know where to get help.

PSHE Education and other cross-curricular linksPW2.1e

Resources requiredAnswer Cards with agree / strongly agree / strongly disagree / disagree / unsureQuiz sheet or adapted versionSchool produced Year 7 Information Booklet Helping Hands cut out on card or card for students to make their own


Remind students of class charter and the particular groundrule that will be focused on today. Explain that the purpose of the lesson is to check and reinforce their knowledge of key people and rules in the school. Reflect on the fact that they have been in school for X weeks and praise how well they have settled / how much they have absorbed.

1) Put up four cards in the corners of room which say agree / strongly agree / disagree / strongly disagree and unsure in the middle. Ask students to move to the card in response to the following statements:

I know my way around the school◊I know the name of everyone in my class◊I know the names of all my teachers◊I know what the head teacher looks like◊I enjoy PE◊I know who I can talk to in school if I have a worry◊This class works well together◊

(5 mins)

70 71

Activities

1) Ask students to silently line up in alphabetical order (using sign language if necessary!) according to surnames. Then number them into 5 groups. Give out a copy of the quiz sheet to each group. This quiz could be adapted to better reflect systems in your school and could be given out with a Year 7 Information Booklet so that it also becomes a reading / research quiz. The group completes the quiz. These are then given out to be ‘marked’ by other groups and the whole class goes over the answers. Each group could come up with additional questions to quiz their classmates on. This activity could be supported by students from older year groups who could explain the school procedures etc. (20 mins)

2) Remind students of previous lesson about concerns and worries they may have in school and the advice they thought of for the worry scenarios. Explain that sometimes they will need to get help from an adult – we all need help sometimes. Give out helping hand worksheet and/or blank card and ask students to draw around their hand. Teacher goes through a hand example by explaining that the purpose of the hand is to create a personal network that each student can use to gain information, advice or guidance when they feel that they need help or support. The digits to represent people in school who can help them for example– form tutor, peer mediator, yr 10 buddy, counsellor, head of year (with explanations). In the palm of the hand write down other people they can talk to like family and friends. On the wrist students can collect websites and helplines like ChildLine who can offer other support. This should then be stuck in their planner / journal or PSHE file / book. (15 mins)

PlenaryRound of 1 thing I know about my school that I didn’t know at the beginning of the lesson. (5 mins)

Assessment and evaluationAsk students to traffic light whether or not they have met the intended outcomes. (5 mins)

70 71

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the

cou

nsel

lor?

13.

13W

here

wou

ld y

ou g

o if

you

need

ed h

elp

with

hom

ewor

k?14

. 14

Whe

re’s

the

libr

ary?

15.

15W

hen

is t

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brar

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16.

16W

ho c

ould

you

tal

k to

if y

ou w

ere

wor

ried

abou

t so

met

hing

?17

. 17

Whe

re is

the

fin

ance

off

ice?

18.

18H

ow c

an y

ou f

ind

out

abou

t af

ter

scho

ol c

lubs

?19

. 19

Wha

t re

war

ds c

an y

ou g

et in

yea

r 7

for

good

wor

k or

beh

avio

ur?

20.

20W

hat

sanc

tions

are

use

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r po

or w

ork

or b

ehav

iour

?21

. 21

Wha

t sh

ould

you

do

if yo

u he

ar r

acis

m?

22.

22W

hat

info

rmat

ion

is o

n th

e sc

hool

web

site

/ po

rtal

?23

. 23

Writ

e yo

ur q

uest

ions

for

the

oth

er g

roup

s be

low

:

Year

7 Q

uiz S

heet

76 77

Helping Hand

78 79

Lesson 5: Challenges and calming down (50 minutes)

Intended learning outcomesI am aware of learning which I find more difficult (3)I know when and how I learn best. (2,3)I know how to calm down. (18)

PSHE Education and other cross-curricular linksPW2.1b, PW2.1e

Resources requiredSEAL whole school resources anxious / stressed photocards and promptsSEAL Introductory Theme Resource Sheet 1.16. Zones. 3 hoopsChillout PosterVisualisation/relaxationactivity


Remind students of class charter / groundrules. Display either one or all of the photocards from SEAL whole school resource ‘anxious/stressed/worried’ on the interactive whiteboard and use the prompt questions (also on PowerPoint) to explore the feelings it shows or they show. Alternatively give the photocards to groups with prompt questions.

Prompt Questions:How do you think the person in the photo is feeling?◊Why do you think this? How can you tell?◊Can you think of any more words that might describe the feelings shown?◊If you felt this feeling what would your face look like?◊If you felt this feeling how would your body feel inside?◊If you felt this feeling what might you do?◊

Explain that we can all get stressed / anxious at times, although what makes one person stressed or anxious can be different to the next person. Stress and anxiety can make it difficult to learn, but if we are too comfortable we might not learn either. (5 mins)

78 79

Activities

1) Getting into the challenge zone. This activity can either be done with chairs in a circle as a whole class or in smaller groups where they can cut up the challenges and group them accordingly. This description explains the whole class method. (As described in SEAL Introductory Theme 12) and resource sheet 1.16 Zones.

Put out three hoops and label them: ‘My comfort zone’ ‘My challenge zone’ ‘My stress zone’

Explore what each label means and how students might feel in each zone.Give examples about how some people would be in their comfort zone going to a party, stress zone making a speech etc. Give out ‘Zones’ resource. Students cut out the different situations listed. They should add a situation to the three final boxes. Students place each slip of paper in the hoop that most clearly represents how they would feel about each situation.

Discuss as a class:Do the same things make us stressed or comfortable?◊What makes something stressful, or comfortable?◊Should you always stay in your comfort zone?◊Should you stay in your challenge zone?◊Should you ever be in your stress zone?◊

(20 mins)

2) If the class environment is positive enough you could develop as a class a list of things the class finds stressful and explore how they can support each other and how this could be shared with other teachers etc.

3) Explore methods for dealing with stress. Students will have explored calming down strategies in primary school and might be able to be prompted to remember some of these. Revisit ideas identified in previous lessons and remind of people they can talk to.

Calming down strategies generated are likely to fall into one of; the broad areas of relaxation, for example; counting to ten, breathing deeply, imagining they are in their own special calming-down space; exercise, for example; going for a run, going for a long walk; or distraction, for example; concentrating on a favoured activity, such as drawing a picture, doing a Sudoku, or simply doing something different.

Plenary

Take students through a visualisation or another relaxation strategy. See Year 7 Theme 3 Learning About Me Learning Opportunities 9 for examples. (5 mins)

Assessment and evaluation

Make calming down a class focus and attach this to rewards systems.

80 81

CH

ILL

OU

T!

CH

ILL

OU

T!

INST

AN

T C

HIL

LSIN

STA

NT

CH

ILLS

Stop

and

thi

nk

Stop

and

thi

nk ––

cou

nt t

o 6

cou

nt t

o 6

Brea

th s

low

ly a

nd d

eepl

yBr

eath

slo

wly

and

dee

ply

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k aw

ayW

alk

away

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k ca

lm t

houg

hts

Thin

k ca

lm t

houg

hts

Dis

trac

t yo

urse

lf D

istr

act

your

self

–– si

ng, h

um, l

ook

out

of t

he w

indo

w s

ing,

hum

, loo

k ou

t of

the

win

dow

Do

som

ethi

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hysi

cal

Do

som

ethi

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hysi

cal ––

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se e

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bite

lip,

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gers

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yes,

bite

lip,

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som

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sudo

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..

80 81

Visualisation – finding a calm placeRelax your muscles and breathe deeply. On each in breath imagine that you are breathing in warmth. On each out breath, imagine that you are breathing out your worries and tension.

Imagine yourself leaving the room and walking along the road. You come to ten steps. Imagine yourself going slowly down these steps. As you go down each one, you go deeper and deeper into relaxation. Count yourself down from one to ten.

Finally you reach the bottom of the steps and you find yourself in a peaceful, beautiful place. See yourself there. It might be a beach, a meadow, a wood, or a comfortable room – anywhere that you find peaceful and where you feel calm and safe.

Be alone in the scene. Make it as pleasant as possible. Look around. What is there? What can you see? What can you hear? Can you feel the breeze on your skin? Are you warm?

Sit or lie down for a while in this lovely place. You feel completely at peace.When you are ready, leave your place, remembering that you can come back any time. Climb back up the steps, counting up from ten to one. Walk back along the road and into this room. Be aware of any sounds around you. Bring your thoughts back into the room.

When you are ready, open your eyes.

82 83

Phot

ocar

d pr

ompt

s•

How

do

you

thin

k th

e pe

rson

in t

he p

hoto

is f

eelin

g?

• W

hy d

o yo

u th

ink

this?

How

can

you

tel

l?

• C

an y

ou t

hink

of

any

mor

e w

ords

tha

t m

ight

des

crib

e th

e fe

elin

gs s

how

n?

• If

you

felt

this

fee

ling

how

wou

ld y

our

body

fee

l ins

ide?

• If

you

felt

this

fee

ling

wha

t m

ight

you

do?

86 87

Social and em


place to learn

17



Resource sheetResource sheet 1.16 Zones

Lots of noise

Making new friends

Playing football

Working in groups

Being asked to read out in class

Being in a race on sports day

Singing in a competition

Silence

A situation that is in my comfort zone:

A situation that I find stressful:

A situation that is in my challenge zone:

86 87

Lesson 6: Learning to work together (50 mins)

Intended learning outcomesI can work in a group (44)I can give good advice (37)

PSHE Education and other cross-curricular linksPw2.3b, PW2.2e, C1.2a, C1.2b

Resources requiredFamilies group sort cardsGroup work role cardsGroup Work Challenge SheetGroup Work Review Sheet. Self AssessmentTransfer Unit evaluation sheet (this can be amended to meet needs of school and teachers will need to remind students what has been covered in the lessons)


Warm-up and group sort – Families. Students are handed a slip of paper with either Grandad, Mum, Dad, Teenager and Baby with different surnames. Students have to sit with family members of the same name. Explain that this lesson is going to be about developing group work skills and that this method of working together will be used in PSHE (and other lessons). Revisit importance of being able to work with and learn from different people. Ask students to identify which of the groundrules aspects of the class charter will be most useful today. (10 mins)

Context for main activity

The main activity explained here is based on a SEAL activity, but has been developed to encourage a final reflection on their primary schools as a method of saying ‘goodbye’. The teacher will need to consider if the work generated will be able to be used in year 6 classrooms or at the beginning of year 7 and use this to set up the activity. A different version of this can be found in SEAL Learning to be together Theme 2 p7 & Group Challenge Resource Sheet 2.3, Role cards Resource sheet 2.2 and self-review sheet 2.3. The main purpose of either activity is to encourage the development of group work roles. Activities

Give out and explain the group work role cards. (These could be amended to meet the needs of the group.) Give out the Group Work Challenge worksheet and explain it to the groups. Remind them that how they work in groups will be reviewed. Explain that this method of working together will be used again in PSHE lessons. Provide 20 minutes to do the challenge and then ask the groups to display / share the work they have done. (30 mins)

88 89

Plenary

Use the role descriptions and the group work review sheets for students to review how effectively they worked together. Either as a round or in PSHE books students identify one thing they will do better next time they work in groups. (5 mins)

Assessment and evaluation

Group work review sheetsSelf AssessmentEvaluation of Transfer unit sheet (5 mins)

88 89

Grandad Mandela Mum Mandela Dad Mandela

Teenager Mandela Baby Mandela Grandad Windsor

Mum Windsor Dad Windsor Teenager Windsor

Baby Windsor Grandad Obama Mum Obama

Dad Obama Teenager Obama Baby Obama

Grandad Beckham Mum Beckham Dad Beckham

Teenager Beckham Baby Beckham Grandad Cole

Mum Cole Dad Cole Teenager Cole

Baby Cole Grandad Rowling Mum Rowling

Dad Rowling Teenager Rowling Baby Rowling

90 91

Resource sheet 2.2 Group work roles (SEAL Theme 1 Learning to be together Year 7 resource)

Developed from Key Stage 3 National Strategy – Pedagogy in Practice – Unit 10: small group work

Ideas contributorThis person listens to the others in the group and suggests new ideas. They are energetic, positive and creative.

ResearcherThis person seeks information before and during the task to make sure it is clear. They can find information and share it clearly.

RecorderThis person keeps a record of the things that need doing and as they are done. They are logical and good at keeping notes.

EncouragerThis person praises the ideas of the others. They are cheerful and positive and can give praise effectively.

ObserverThis person watches the group and looks at what they are doing and how they are doing. They are good at stepping back and watching carefully.

90 91

Advice to Year 6 Group Work Challenge

Now you are feeling a bit more settled into your new school it is time to stop and reflect on what you have learned about changing schools.

You have 20 minutes for this group work challenge.

Your group is challenged to produce a piece of work that can be shown to or given to the new year 7 students next year. By the end of the task you should be able to say that you have met the two lesson outcomes:

• I can work in a group• I can give good advice

1. Your first task is to assign group roles. You have 2 minutes to do this.

2. Your second task is to decide what format your piece of work will take. Here are some ideas, but you might come up with a better idea in your group. You have 1 minute to decide on this:

• A poster / picture • Advice leaflet • A cartoon strip • A PowerPoint presentation called ‘Top Tips for Changing Schools…’ • A role-play or drama that could be recorded • A documentary / radio / Jeremy Kyle format that could be recorded • A rap, song or poem

3. You will now need to get to work on your project. You will present the project to the rest of the class.

4. As a group you will then assess how well your group worked together.

92 93

Lear

ning

to b

e to

geth

er: G

roup

wor

k re

view

shee

t

Fully

di

sagr

eePa

rtly

di

sagr

eeN

ot s

ure

Part

ly

agre

eFu

lly a

gree

We

all k

ept

to t

he c

lass

cha

rter

12

34

5

We

all f

elt

good

abo

ut b

eing

in o

ur g

roup

. 1

23

45

We

plan

ned

the

chal

leng

e we

ll. 1

23

45

Ever

yone

in t

he g

roup

was

liste

ned

to.

12

34

5

Ever

yone

und

erst

ood

thei

r ro

les.

12

34

5

Ever

yone

car

ried

out

thei

r ro

les.

12

34

5

We

spok

e to

eac

h ot

her

in a

way

that

mad

e us

feel

com

fort

able

and

wa

s ap

prop

riate

to

use

at s

choo

l. 1

23

45

We

are

plea

sed

with

wha

t we

ach

ieve

d in

the

time

give

n to

us.

12

34

5

92 93

Year 7 Transfer Unit - Self assessment of progress

Name of student: ________________________Form group:______________

1. I know the name of everyone in my class.


2. I can keep to the rules of our agreed class charter.


3. I can work with different members of my class even if they are not my friends.


4. I know who I can go to to ask for help.


5. I can describe a calming down ‘trick’ I use when I get worried or stressed.


Lear

ning

to b

e to

geth

er: G

roup

wor

k re

view

shee

t

Fully

di

sagr

eePa

rtly

di

sagr

eeN

ot s

ure

Part

ly

agre

eFu

lly a

gree

We

all k

ept

to t

he c

lass

cha

rter

12

34

5

We

all f

elt

good

abo

ut b

eing

in o

ur g

roup

. 1

23

45

We

plan

ned

the

chal

leng

e we

ll. 1

23

45

Ever

yone

in t

he g

roup

was

liste

ned

to.

12

34

5

Ever

yone

und

erst

ood

thei

r ro

les.

12

34

5

Ever

yone

car

ried

out

thei

r ro

les.

12

34

5

We

spok

e to

eac

h ot

her

in a

way

that

mad

e us

feel

com

fort

able

and

wa

s ap

prop

riate

to

use

at s

choo

l. 1

23

45

We

are

plea

sed

with

wha

t we

ach

ieve

d in

the

time

give

n to

us.

12

34

5

94

Year 7 Transfer Unit - Evaluation

In PSHE and tutor time this half-term you have been working on developing skills that will help you settle into secondary school and to work together well as a group.

We now want to know how useful you have found these lessons and how they could be improved.

1. How useful have you found PSHE lessons this half-term?

0 1 2 3 4 5Not useful at all Very useful

2. Which was your favourite lesson this half-term and why?

3. How could these lessons be improved for students coming to our school next year?

4. Do you have any requests for what you would like to learn about in PSHE over this year?

Thank you.

Remember that if you still have any concerns about moving to secondary school you can speak to your form tutor or someone you have identified on your Helping Hand. If people do not know you are worried then we can’t help.

95

Ideas for developing and reinforcing social and

emotional skills (SEAL) in Year 7 tutor time

96 97

Introduction to Year 7 tutor time materialsIdeas for developing and reinforcing social and emotional skills (SEAL)

These ideas for activities are to support the SEAL Year 7 Introductory Theme – A Place to Learn. Tutors will need to ensure there is a safe working environment before beginning these activities.

Warm-up games / ice breakers can be useful in building positive relationships in the group. In addition it is good to use a range of teaching and learning strategies and a range of groupings. Whole class discussion is useful, but could prevent the participation of some and so a variety of methods for generating ideas should be used.

Please ask the PSHE Co-ordinator and/or other colleagues for ideas on games, ice-breakers and active teaching and learning strategies.

All SEAL materials (Secondary SEAL, Curriculum Resources), can be accessed from:

www.nationalstrategies.standards.dcsf.gov.uk/

98 99

Name gamesLearning outcomes Activity (may run over more than one tutor time) ResourcesI know the name of everyone in my class (43)

Using the initials of their first name and surname, the students have to respond to questions:

Examples:“Sasha Dempsey, what is your favourite food?” Sasha could answer “Soggy dough” or “Sausage delight” or “Sizzling dumplings” or “Spam dinners”.“Jason Connor, where would you like to go on holiday?” Jason could answer “Juvenile camp” or “Jolly Canada” or “Jousting centres”.

If the teacher has a selection of six or seven simple questions, they can be rotated, perhaps during registration. Alternatively s/he might ask the same question around the circle. Answers can be silly or nonsensical.

I know the name of everyone in my class (43)

Students stand in a circle. Each person in turn says his/her name prefixed by an alliterative verb.

Examples:“I am jumping Jake.” “I am tunnelling Tom.” “I am motoring Meg.”

These actions can be accompanied by a mime which the other circle members copy.


Students sit in a circle, and take it in turns to introduce themselves and say one food (or other category) that they like. The next person introduces the person on their right before they introduce themselves. “This is Afia she likes baked beans and I am David and I like fish.”


Students sit in a circle with a piece of large paper in the middle. In turn students are invited to come and right the name they like to be called on the paper. They then talk about what their name means (if they know), why it was chosen, what they like / don’t like about it. The teacher may have to model this first. Then reflect on the importance of names and the impact of name-calling i.e. taking away our name / identity. Reflect on importance of trying to know, spell and pronounce correctly people’s names.

Large sheet of paper


In a circle do rounds of ‘My name is…, if I was a fruit I would be a….’ and ‘My name is…., if I was a piece of furniture I would be a….’

98 99

Learning outcomes Activity (may run over more than one tutor time) ResourcesI know the name of everyone in my class (43)

Standing in a circle, students remind themselves of names within the group by throwing a ball (or bean bag) across thecirclestatingtheirname.Variationsofthiscanthenbedeveloped.

Students throw the ball to someone else, stating the ◊name of the person they are throwing the ball toStudents throw the ball to someone and the person ◊who receives the ball needs to state the name of the person to their left and/or rightStudents throw the ball and the person who receives it ◊says something interesting about themselvesStudents throw the ball to another person stating the ◊interesting fact of the person they are throwing it to

A second ball could be introduced for additional challenge.

Ball / bean bag

Name games contd…

100 101

Learning outcomes Activity (may run over more than one tutor time) ResourcesI can share some things about myself with others in my class (1)

Human BingoStudents are each given a grid with categories. They have to find someone to fit into each category. They should get different names for each box. The winner shouts Bingo!

Human Bingo Sheet p108

I can share some things about myself with others in my class (1)

Five Minute interviewStudents have to work in pairs interviewing their partner using the statements below which could be written on a sheet and give to each student.

Five Minute interview Sheet p107


Personal ProfilesThe personal profile sheet could be completed individually by students or to share with a pair. The teacher will need to be clear about who is going to see the information on the sheet or who the information will be shared with verbally. Having thought about the sentence stems these could be used every so often as rounds or for discussion in small groups within agreed ground rules.

Personal Profile Sheet p109


About meGive each student an A4 piece of card to fold in half. In the middle of one side ask students to write their name as they like to be called. Students write in; top left - how they are feeling right now, the top right - two things they like doing, bottom left - a book/film they really enjoyed, bottom right -where they would rather be. Explain this information will be shared with others in the group. Ask the students to get into groups of 4 to discuss their answers or they could try and find someone with one answer the same as them.

A4 card


Things in commonStudents are in a circle. The teacher explains that s/he will call out different categories. Anyone in the named category enters the circle and greets others in that category. Students must try and remember who is in the same categories as themselves.Examples of categories

Anyone with a November birthday◊Anyone who likes maths◊Anyone who can speak a language other than English◊Anyone who swims for a hobby◊Anyone with a full set of grandparents◊Anyone with size six feet◊

Getting to know each other games and activities

100 101

Learning outcomes Activity (may run over more than one tutor time) ResourcesI know everyone in my class (43)

Missing personA student leaves the room. During his/her absence the others choose a person. The absent student returns and by questioning the participants has to guess the identity of the chosen person. Only “yes”, “no” or “don’t know” answers can be given. Once the identity has been correctly guessed (perhaps players can be limited to three guesses) the process is repeated with new players.


Find someone who…The teacher explains, “You are going to find out how much in common you have with the rest of the people in your class. When I call out a particular feature, you are to find someone else who shares this feature with you.”

Examples:Find someone with:

Same colour eyes◊Same size hands◊Same size feet◊Same star sign◊Same colour shoes◊Same colour hair◊Same first letter of their Name ◊Same family pet◊Same worst subject at school◊


CarouselTwo circles of chairs, one facing in and one facing out (carousel) so that each student is facing another student. Everyone should be facing someone else. (For an odd number you, the teacher, will have to make up the extra).Give out the following instructions:“Do you know the name of your partner? If not, find out. Now ask your partner what s/he would buy if given £50.00 (or other amount) to spend.”The outer circle then stands up and moves on and the process is repeated. This can be used to get discussion on a broad range of issues.

I can identify my strengths and feel positive about them. (2)

AffirmationStudents sit in a circle. They are invited to say two positive things about themselves. The rest of the group helps out if they struggle.

Getting to know each other games and activities contd…

102 103

Learning outcomes Activity (may run over more than one tutor time) ResourcesI can share some things about myself with others in my class (1)

Cross the circleStudents stand up in a circle and the teacher (or student if appropriate) asks people to cross the circle if:

You had a good day yesterday◊You like IT◊You had breakfast this morning◊You smiled at someone today◊Someone has complimented you today◊You are feeling positive today etc◊

This activity could be used as a brief needs assessment or evaluation activity. For example cross the circle if:

You can explain to someone else what bullying is◊You can explain where student services is◊

Getting to know each other games and activities contd…

102 103

Learning outcomes Activity (may run over more than one tutor time) ResourcesI can talk about the things that I miss about primary school and can manage the feelings of loss. (8 / 15)

Saying goodbyeExplain that when we have left somewhere and moved to somewhere new it is often good to say goodbye to those we have left behind. Provide a short time for reflection, and then ask students to find someone who went to a different school and tell them the good things about their old school. In a circle they should take it in turns to share one of the good things. Repeat this with identifying a positive about their new school.

I understand that change can bring mixed feelings. (8)

What has changed and what has stayed the sameAs a whole class discussion identify things that have changed since the move to primary school and the things that have stayed the same. List and reflect on these.

I can make a contribution to creating my class charter (44)

Class CharterThe class will have devised a class charter as part of PSHE, ensure that this is displayed and reinforced in tutor time if you take them for both PSHE and registration / form time. Link this to reward systems. Explore with students how form time and PSHE lesson time is similar and different. The focus in PSHE should be on learning etc.

If you do not teach your form PSHE liaise with their PSHE teacher and ask if their class charter can be used in form time and or devise a version which involves students in saying how they should behave when they are together as a form. The language of the charter should be positive and about feeling safe and able to work together.

I can understand my rights and responsibilities in school (44)

Fair or UnfairUse the Fair or Unfair sheet to explore what are fair and unfair expectations in school and to ensure that students are clear of expectations in them.

Fair or Unfair Sheet p106

I can support others who are finding something difficult. (37)

What would you do if?In friendship pairs invite students to explore the scenarios and identify what they would do in each case. Invite some feedback and use this as an opportunity to remind students of who and where they can go for help.

What would you do if? Sheet p111

Settling into school

104 105

Learning outcomes Activity (may run over more than one tutor time) ResourcesI can think of a strategy to help someone who is finding school difficult. (37)

Exploring worries Only attempt this activity if there is a positive and safe classroom environment.

Teacher role-plays a student who’s feeling lost and miserable (or puts this scenario onto the interactive whiteboard).

For example:‘My name is Alex. I feel really lost around here. Everyone else seems OK. I got lost today then at break I couldn’t find anyone to talk to …nobody else is like this. I just feel …. Oh I don’t know what I feel. I’ll never feel ok here. I wish I was back with my mates at my old school. Everything was cool. I didn’t go for my dinner yesterday – I couldn’t face it. I found a place behind the bins and hid. Why can’t I be like everyone else?’Students pretend to be Alex’s class mates to help solve his/her problems beginning with ‘would it help if I …’ ‘would it help if you ….’ And ‘would it help if we ….’ Alex (or Teacher in role) always responds with ‘yes (that would help)’ or ‘no’ and finishes with ‘thank you’.

In the next tutor time remind students about Alex and explore the following questions:

How is Alex feeling?◊What do you think Alex’s friend is thinking?◊What do you think the third friend is thinking?◊Does Alex need to feel left out? ◊How should Alex deal with seeing a close friend make ◊new friends?Should/could the two others have behaved more ◊sensitively?

Ask the students to offer help using the words ‘would it help if ………’ Thank each offer of help and state whether this would be useful or not and why. Summarise a plan of action through the help given. It should include talking to parents and asking them to contact the school to ask for help.

Settling into school contd…

104 105

Learning outcomes Activity (may run over more than one tutor time) ResourcesI have strategies to deal with uncomfortable feelings (15)

Exploring worriesIf the class environment is safe enough you might want to explore with your class some ideas for dealing with worries. Primary SEAL recommend that if you feel worried:

Catch (identify) the worry.1. Ask if this is a ‘useless worry’ or a ‘useful thought’.2. If it is a ‘useful thought’ do something with it – for 3. example, talk to someone.If it is a ‘useless worry’ challenge it, for example, think 4. of the times when the worry wasn’t true, that there is no evidence or that it is very unlikely.If it won’t go away do something about it – probably 5. talk it through with someone.

It needs to be emphasised that all worries are important and real to the person who is worried. If a worry is getting in the way of a student learning or enjoying life they should talk to someone. Explain who in the school they might go to.

I have strategies to deal with uncomfortable feelings (15)

Calming down Students will have explored calming down strategies as part of primary school SEAL and PSHE. They could be revisited / practiced in tutor time. For example by asking students how they feel and then playing them some calming music and asking for how they felt afterwards. Students could be invited to bring in their own examples. Calming down strategies are likely to fall into one of the broad areas of: relaxation, for example, counting to ten, breathing deeply, imagining they are in their own special calming-down space; exercise, for example going for a run, going for a long walk and distraction, for example, concentrating on a favoured activity, such as drawing a picture, doing a Sudoku, or simply doing something different. Students might draw their strategies and add this to a class display.

Chill Out Posters p110

Settling into school contd…

Ideas for discussion and reflection in tutor time:

Can a change ever be both good and bad?◊Why is it important to be able to work with friends and others who are not our friends?◊Does change get easier next time?◊Can you ever go back?◊Are worries good?◊How can we tell a challenge from a stress?◊

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Wear school uniform

Get to know your timetable

Get top marks for every subject

Speak respectfully to staff

Be on time, in the right place, for every lesson in your first week

Have the right equipment

Accept help from others

Wear a wig on Tuesdays

Be friends with everyone in your class

Try your best

Treat each other as you would like to be treated

We expect you to… Fair (√) or Unfair (x)

Fair or Unfair?

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Five minute interviewPlease read out the sentences so your partner can complete them and then swap roles. Or read the completed sentence to your partner and swap.

If I could be anywhere else now I would be…..

The most surprising thing that ever happened to me was…….

I am good at…….

I am bad at …….

A phrase I use too often is ……

The ideal night out is ……

The best age to be is ……

My dream holiday would be……

In a nutshell my motto is ……

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Human Bingo

I have a pet of my own

I have eaten a McDonald’s

meal in the last week

I can swim a width of the

swimming pool

I am wearing new shoes

I’m not keen on doing

homework

I enjoy computer

games

I know what Quidditch is

I have to get on the bus to

come to school

I have a brother or a

sister

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Personal Profile Sheet for

My favourite book is

My favourite food is

My favourite TV programme is

My favourite pop group / band is

My favourite activity is

One thing I don’t like is

One thing I am good at is

The thing I like most about my appearance is

The thing I like least about my appearance is

One annoying habit I have is

A person (past or present) I really admire is

The nicest thing that happened to me was

One thing I’m afraid of is

My best quality is

One thing I’m not good at is

I believe that

One thing I hope for the future is

My main ambition is

I used to worry about

My friends like me because

One thing I know a lot about is

One thing I’d like to learn about is

110 111

CH

ILL

OU

T!

CH

ILL

OU

T!

INST

AN

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HIL

LSIN

STA

NT

CH

ILLS

Stop

and

thi

nk

Stop

and

thi

nk ––

cou

nt t

o 6

cou

nt t

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Brea

th s

low

ly a

nd d

eepl

yBr

eath

slo

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and

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ply

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k aw

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alk

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Thin

k ca

lm t

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Thin

k ca

lm t

houg

hts

Dis

trac

t yo

urse

lf D

istr

act

your

self

–– si

ng, h

um, l

ook

out

of t

he w

indo

w s

ing,

hum

, loo

k ou

t of

the

win

dow

Do

som

ethi

ng p

hysi

cal

Do

som

ethi

ng p

hysi

cal ––

clo

se e

yes,

bite

lip,

fle

x fin

gers

clo

se e

yes,

bite

lip,

fle

x fin

gers

THE

BIG

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CH

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THE

BIG

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ILL

Take

som

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se

Take

som

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run

, wal

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all,

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posi

tive

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plac

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anxi

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with

kin

d/ca

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nxio

us t

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with

kin

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lm o

nes

Rela

x Re

lax

–– do

som

ethi

ng e

lse

you

like

do

som

ethi

ng e

lse

you

like

–– dr

aw,

dra

w,

sudo

kusu

doku

, com

pute

r ga

me,

mus

ic, c

ompu

ter

gam

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Talk

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lk ––

to

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nds,

pho

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msn

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tc t

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s, p

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, tex

t, m

sn, e

-mai

l etc

..

110 111

What would you do if?

Talk with a friend about what you would do in each of these situations in school:

1. You haven’t done your homework

2. You have forgotten your student planner

3. You are in a crowd going upstairs and someone falls over in the rush

4. You think you are lost

5. You see someone being bullied in the playground

6. You find someone crying

7. You’ve lost your dinner money

8. You see someone stealing money from someone’s bag

9. You find somebody’s lost property

10. You’ve ripped your trousers or skirt

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Appendix A

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Appendix A: Delivering PSHE and SEAL effectively(Adapted from Secondary SEAL materials)

Learning in this area is about enquiry, reflection and exploration and cannot be effectively taught in a purely didactic fashion. Within PSHE it is important to make time for whole-class enquiry or discussion, pair work, collaborative small group and individual activity. The following contribute to effective teaching and learning in PSHE and SEAL:

1. Ensuring there is a safe learning environment where pupils/students believe that errors and mistakes are an essential part of effective learning. They need to be reassured that, if they are unsuccessful, time will be provided for them to reflect and learn from the experience. This will require a classroom where: ground rules are negotiated, agreed and reinforced positively, pupils/students are listened to and their opinions valued. Self-disclosure is not appropriate. Although it may be tempting to illustrate the lesson with experiences from your own life, it is not good practice. To safeguard against this, it is advisable to ensure ‘no personal questions will be asked oranswered’ispartoftheinitialgroupagreement.UsingcharactersfromTVprogrammesallowsyou to demonstrate to the young people how to discuss personal issues in an impersonal way.

2. Use distancing techniques to encourage objectivity. They are used to help pupils to work with material which although identifiable is not personal. Asking them to do role plays, or to consider case studies of people who they can relate to but are not them, can make them feel safe and give them ample opportunities to explore relevant issues and develop appropriate skills. This is a key technique for protecting confidentiality.

3. The use of ‘warm ups’ and energisers – these are most effective if they reinforce or introduce the skills to be explored and are designed so that pupils/students prepare for active learning and listening, build group cohesion, trust and respect as well as providing the opportunity to practice and develop specific social and emotional skills.

4. The use of collaborative group challenges where pupils/students are provided with a task and charged with the responsibility to complete it to meet agreed criteria and within a set time. One of the criteria will be that all members of the group take a role and participate – formal roles might be timekeeper, group leader, group supporter and recorder/observer. This type of opportunity encourages pupils/students to enquire into the topic or skill while they practise the social and emotional skills required to work in a team. Many of these challenges involve a performance but all should involve an opportunity for peer evaluation. Reviewing the group processes and learning is an important part of these challenges.

5. Group enquiry facilitated through use of higher-order questioning and opportunities for individual and group reflection. Many of the learning opportunities require pupils/students to question and respond to a stimulus or structured activity, for example, the use of drama or role-play. This allows learners to explore ambiguity and complexity in the social situations in which they find themselves. In schools familiar with Philosophy for Children this might be used very effectively if the stimuli are chosen to fit within the theme.

6. Experiential learning through a range of structured and active learning opportunities. These should build on the concrete experience of the student/pupil and provide opportunities for them to observe, reflect and experiment and then formulate their own concepts and try them out in new situations. The processes of identification, modelling, coaching, feedback, practice, reflection, consolidation, internalisation and generalisation are all an important part of the learning process.(Appendix B)

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7. Questions for reflection and enquiry provide an opportunity for children and young people to reflect upon open ended questions and develop their own meanings. This allows for ambiguity and complexity within emotional and social situations to be recognised and explored.

8. Recognising that learning will only take place if opportunity is provided for the pupils/students to share their experiences and prior learning and this is explicitly built upon. It is important to balance the need for familiarity with the search for novelty.

9. Encouraging independence so that learners have the ability to seek out and gain new skills, knowledge and understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Staff should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-awareness.

10. Using lesson plenaries to encourage learners to review what they have learnt and agree how they might apply this learning to new situations inside and outside school.

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Appendix B

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Appendix B: Active teaching and learning methodsExample teaching and learning activitiesAgony aunt/uncle: Small groups of three to four. Each group takes on the role of an agony aunt or uncle. The group is asked to respond to an imaginary problem letter / email / text. Groups may wish to share their solutions.

Buzz groups: Small groups of three to four. Groups are asked to discuss a dilemma or situation for a short, specified time, and then return to the large group to discuss ideas.

Carousel: Half the group forms a circle facing outwards. The other half forms another circle around them, facing inwards. Each person in the inner circle should face someone in the outer circle. Each pair can be asked to talk about an issue or dilemma. Partners can be changed with ease by one or another circle moving round one place.

Consequences: Each group considers the possible options and consequences of a situation. It is important to consider realistic consequences, both positive and negative.

Continuum: An imaginary line is drawn down the room. Pupils are told that one end of the line represents one extreme viewpoint, and the other end represents the opposite view. Statements relating to a particular issue are read out, and pupils stand along the continuum according to what they think. Pupils may discuss their view with someone else nearby, and/or with someone who has a different view. If the possibility of polarised views is undesirable, or if pupils are less confident, ‘islands’ rather than a line can be used.

Circle time: A mechanism for structured discussion and other activities where all participants sit in a circle – representing a non-divisive and safe environment within which to discuss an issue or idea.

Data search: Pupils search through a selection of resources to find out information and answers to questions. Pupils could devise their own questions, or set questions for another group to answer.

Debate: A motion is decided on for discussion. Two opposing views are then presented to the pupils with relevant information or supporting evidence. After a question-and-answer session and discussion, the group votes for or against the motion.

Diamond 9: Small groups are given prepared cards (nine or more), each with a statement relating to an issue for discussion, e.g. ‘The qualities of a good friend’. Each group arranges the cards in the shape of a diamond to represent their views on the relative importance of each statement.

Draw and write: Pupils are asked to draw and/or write in response to a specific question, e.g. ‘How do you keep yourself healthy?’ This could be used as a needs assessment activity.

Envoys: Variousgroupsofpupilsareformed,eachwithadifferenttaskorissuetodiscussorresearch. After a given amount of time, a representative from each group goes to another group to relate the key points or findings to them.

Fishbowl: One group performs an activity while the others sit around them and observe. The audience may be asked to observe generally, or to look for specific things. They could have a checklist of things to look for.

Fishbowl discussion: This is a way of controlling discussion. Put not more than six or seven chairs in an inner circle, with the rest in an outer circle. Discussion takes place only in the inner circle. A spare chair ensures that someone can come into the centre. At the same time people in the centre can move out and allow others to contribute.

Freeze Frame / Tableau: Working in small groups pupils develop a tableau to represent something, for example, a consequence of bullying.

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Graffiti Sheets: Pupils are asked to write comments/opinions/facts onto a large piece of paper that can then be displayed. Alternatively, each pupil may be given a piece of card, which can then be part of a ‘wall’ to which they all contribute.

Interviewing outside visitors: This is an alternative to having ‘speakers’ and gives responsibility to the group for the process and for their own learning. In preparing for the visit the group considers questions such as who do we invite and for what purpose? What do we want to know? What questions shall we ask and in what order? How is everybody going to be involved? How do we make the visitor comfortable? Who will draw the session to a close? The visit should be followed by a debriefing session to draw out the learning of the subject matter and the performance of the group.

Listening exercises: These can be conducted in pairs. For example, person A talks to person B for five minutes describing the qualities of a friend. Person B records what they have heard. They swap roles. This pair joins another pair and they are asked to draw up a friend specification. This work is presented to other groups or the whole class.

Matching: This activity requires cards to be made up which can then be matched together by the pupils. For example, drug cards may be matched to the substances’ effects and risks.

Mind map: A useful technique for planning and reviewing. Write an issue, topic or problem in the middle of a page. Branch out from the centre with the main themes and continue to branch out the ideas as far as possible. Pictures, illustrations and different colours could be used. Good as a needs assessment or evaluation.

Peer education: Pupils of the same or similar ages act as educators or mentors, e.g. small groups could research different topics and then teach the other groups about their topic.

Questionnaires and quizzes: These are not tests of knowledge but triggers for discussion, where pupils will be able to acquire more information as well as explore issues that arise.

Role play: Pupils take on the role of another person and act out a scenario. The audience can rewind the action, fast-forward, and explore different consequences and decisions. They can also ‘spotlight’ certain characters and question them in role.

Rounds: All pupils are given the opportunity to express a view or opinion about a particular situation, perhaps using a sentence starter. This works well at the beginning or end of sessions.

Sides: Similar to the Continuum except there is no middle ground. Pupils have to decide to agree or disagree with a statement. They then discuss their opinion with someone on the same or the opposite side.

Snowball: Pupils are invited to write a word or short sentence on a scrap piece of paper eg a quality of a friend. These are scrunched up and thrown at a target (or in a snowball fight). The paper is opened up and read. A good starter or for evaluating a lesson.

Snowballing: Pupils work alone for a few minutes, listing ideas related to a task. They then form pairs and share views. The pairs then double up and share their ideas.

Standpoint-taking: This technique enables pupils to explore both sides of an issue. Make two concentric circles with chairs, each inside chair facing an outside chair (Carousel). Give a statement and ask the inside group to argue for it, and the outside group to argue against with the person they are sitting opposite. It is important to stress that they may not believe that particular stance but they have to find as many arguments as possible. Allow two minutes’ discussion and move the outer circle on two places. Repeat the process. Move again but this time change stances thus arguing the opposite viewpoint. Debrief and discuss the issues that arose.

Story telling: Make use of fiction or develop stories within the group to explore feelings and attitudes. Relating the discussion to the fictional characters provides a safer way of examining experiences the young people may go through such as making and losing friends, bullying, needing help, bereavement and many others. Refer to current situations in ‘soaps’. How would the group resolve the issues raised?

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Syndicates: A type of role play where pupils are formed into groups to represent a view, opinion or organisation. The group has to enter negotiations with another group representing a different view.

Tour: Groups of pupils prepare visual material in the form of posters to display on the wall. Pupils then tour the displays and discuss the materials.

Triad: A pupil engages in an activity with another pupil while a third observes, maybe writes notes, and gives feedback. Roles can then be changed.

Trigger drawings: (such as storyboards, situation cards, photographs, magazine articles) These can be used for discussion, problem solving or as material for role-play.

Wordstorm / Thought Shower: Pupils offer spontaneous suggestions regarding any issue. This is a short, quick activity where suggestions are recorded, but not discussed or challenged. Recorded material can be used later.

Healthy Schools TeamHove Park MansionsHove Park VillasHove BN3 6HW

Tel: 01273 293530Fax: 01273 295392E-mail: [email protected]

The Healthy Schools Team will provide updates to this resource online

Published May 2009

Published May 2009

“The Healthy Schools Team will provide updates to this resource online”

Moving On 2

BRIGHTON AND HOVE

Moving On 2

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Transcript of Moving On 2