personal_development - will i stay the same

8/9/2019 Personal_development - Will i Stay the Same

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Personal Development:

Will I Stay the Same?

Learning for Life and Work (MLD)

Nothing Ever Stays the Same:

Thematic Unit


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Writers Group

Nora O Baoil, Fleming Fulton School, Belfast (Editor)Mura Kennedy, Fleming Fulton School, Belfast (Editor)

Avril Fryer, Rostulla School, NewtownabbeyRuth McCreadie, Longstone School, BelfastJune Richardson, Cedar Lodge School, BelfastFionnuala Saunders, St Gerards Education Resource Centre, BelfastPauline Brady, Rathmore Guidance Centre, AntrimColm Hassan, Belmont School, LondonderryMary Connolly, Erne School, EnniskillenEileen McKeown, Erne School, EnniskillenMary McKendry, Castle Tower School (Loughan Campus), Ballymena

Associate Teachers

Denise Maguire, Newtownabbey Educational Guidance CentreBronac OConnell, Sunlea Educational Guidance Centre, Coleraine

A CCEA Publication 2009

www.nicurriculum.org.uk

Cover Photograph: Jupiter Images


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1 Nothing Ever Stays the Same Thematic UnitPersonal Development: Will I Stay the Same?

Unit Title: Nothing Ever Stays the Same

Sub Theme: Personal Development: Will I Stay the Same?

Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

Curriculum Objective: To develop the young person as a contributor to society

Key Elements: Personal understanding, mutual understanding, personal health, moral character, spiritual awareness, citizenship, ethicalawareness, cultural understanding

Attitudes and Dispositions: Personal responsibility, concern or others, openness to new ideas, curiosity, tolerance, integrity-moral courage,respect, community spirit

Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, oers choice, supportiveenvironment, ongoing reection, enquiry-based, challenging and engaging

The Thematic Units connect the Learning for Life and Work subject strands o Personal Development, Local and Global Citizenship, HomeEconomics and Employability and demonstrate how they contribute to the understanding o a central theme. They provide a number o

learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address interpret and develop theNorthern Ireland Curriculums key elements and Statements o Minimum Requirement.

Each Thematic Unit contributes to the statutory requirement or Learning for Life and Work and also links to other Areas o Learning. Inaddition, there are opportunities to develop learners Thinking Skills and Personal Capabilities, incorporateAssessment for Learning principles

and make connections to the Cross Curricular Skills.

The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to ollowthem rigidly. Instead, we encourage you to choose rom the wide range o learning, teaching and assessment activities in the units and adapt

and extend them as appropriate or your classes.


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Nothing Ever Stays the Same Thematic UnitPersonal Development: Will I Stay the Same?

Personal DevelopmentRelationships

Develop coping strategies to dealwith challenging relationshipscenarios

Personal DevelopmentSel-awareness

Explore personal morals,values and belies

Personal DevelopmentSel-awarenessExplore and express a sense osel

Personal DevelopmentSel-awarenessInvestigate the inuences on ayoung person

Statements o Minimum Requirement

These are the Statements o Minimum Requirement that are addressed in this unit:

Personal DevelopmentPersonal HealthDevelop understanding about,and strategies to manage, theeects o change on body, mindand behaviour


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Communication

communicate

inormation, ideas

and opinions

Make links

between cause

and eect

Key Question Learning Intention

Learners will haveopportunities to

Possible Learning, Teaching and Assessment Activities Skills and

Capabilities

What has changed? ... understand the concept ochange as an inevitable part o

lie.

As a class, discuss the concept o change and how change makes them eel. Use the

ollowing questions to prompt discussion:

How do we eel about change? Is change a good or a bad thing?

Can you think o examples o change?

Encourage your learners to share their experience o change with the group.

Reassure those whose experiences may be negative that change is a normal part olie. Then, place your class into pairs and ask them to complete Resource 1 beore

showing their answers with their partner. Remind the class that there are no wrong

answers; this is merely an opportunity to explore how they eel about change.

Resource 1: I Think Change Is

Lead your learners through the Take One Step Game described in Resource 2 to

illustrate how much they have already experienced in their lives. Next, ask your

learners to record changes in their lives to date by answering the questions in

Resource 3.

Resource 2: Take One Step Game

Resource 3: How Have I Changed?

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available rom www.nicurriculum.org.uk

Skills tabs printed in orange are Thinking Skills and Personal Capabilities

Skills tabs printed in yellow are Cross Curricular Skills

Communication

listen to and take

part in discussions


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Communication

fnd, select and useinormation rom a

range o sources

Communication

contribute

comments, ask

questions and

respond to others

points o view

Examine options,

weigh up pros and

cons




Capabilities

In what ways can

I change?

... identiy the physical, social,

spiritual, emotional and

cognitive changes as acets o

the whole person.

Present the Health And The Whole Person PowerPoint so that learners can

appreciate the concept o the whole person and explore the fve areas o the whole

person. Then, ask your learners to sort situations, according to which acet o the

whole person they belong to, in Resource 4

Resource 4: A Closer Look At Change

PP: Health And The Whole Person

Split the class into fve groups each representing one o the fve SPECS acets.

Encourage each group to brainstorm changes that could occur in a lietime or their

particular area and get them to fll the answers in on their jigsaw piece in Resource

5 (enlarge sheet to A3). Have the groups cut out and combine their jigsaw piecesto create a poster representing how change can aect our lives. Ask each group

to take time to examine the answers on the whole jigsaw and see i there are any

answers to add. Ater the jigsaw exercise, your learners will see that some changes

are easier to notice and quantiy than others.

Resource 5: SPECS Jigsaw


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Capabilities

In what ways can

I change?

... identiy the physical, social,

spiritual, emotional and

cognitive changes as acets othe whole person.

Explain to your class that we all change rom the day we are born, and we will all

change a great deal beore we die. Use the Puberty PowerPoint to explore with your

class how the changes that occur during puberty can aect the whole person. Useas a guided PowerPoint and ensure that your learners understand all the language

used as they go through each slide. The slides are intended to act as a stimulus or

discussion rather than just a record o acts (i pupils need more basic instruction

and resources about coping with the physical changes in puberty, you could reer to

sub-unit My Body in the SLD resource Knowing and Growing). Discuss the language

used in the PowerPoint with your learners (or example impulse control, learning

preerences and peer intentions). Then, describe examples rom real lie situations

to ensure understanding.

PP: Puberty

Using what has been explored in the PowerPoint, ask your learners to complete

Resource 6 and Resource 7.

Resource 6: Physical Changes

Resource 7: Puberty - How Am I Changing?


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Communication

fnd, select and

use inormation

rom a range o

sources

Sequence,

order, classiy

and makecomparisons

Communication

read a range

o texts or

inormation and

ideas




Capabilities

How do I cope

with eelings?

... recognise and name their

own emotions.

Have your learners select the words/statements rom the list in Resource 8 and

organise them into our categories (angry, happy, excited or sad) according to how

those words make them eel.

Resource 8: Sorting Our Feelings

Ask your learners to use words or pictures to identiy triggers or particular

emotions and record these in Resource 9. You can give your learners the option to

keep their answers confdential.

Then ask your learners to match the emotions listed in Resource 9 with the acial

expressions ound in Resource 10. It is important get eedback rom the class at the

end o this exercise on which aces were difcult to identiy. Reassure your learnersthat some emotions such as tiredness, boredom and depression can be easily

conused i we only observe acial expression.

Resource 9: What Can Trigger Emotions?

Resource 10: Facial Expressions

Work through Resource 11 so that your learners can identiy and highlight the

physical changes that take place when we are becoming angry.

Resource 11: Coping With Anger

Encourage your learners to recognise the physical signs in their own body that tell

them they are becoming angry. Talk about strategies that could prevent them rom

angry outbursts and loss o sel control (or example time out, controlled breathing,

physical activity and talking calmly about how they eel using I statements).


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Capabilities

How do I cope

with eelings?

... recognise and name their

own emotions.

Explore minor and major changes. Give our o your learners an example o a

change rom Resource 12. Have them stick these to their head or back. Then, ask

them to arrange themselves in a line rom major to minor changes. Next, give all

your learners a chance to examine the line up. I they disagree, allow them to make

a change to the line up and explain their answer. Extend this to larger groups as

your learners get amiliar with the activity. Learners will see rom this exercise that

people dier in their perception o what is a major or minor change.

Resource 12: Examples O Change

Ask your learners to consider the scenario o having a substitute teacher or a day

is it a major change or a minor change? Use Resource 13 to play a role play game

based on a teacher being o. Distribute a role card to 10 o your learners. For

round one o the game, have your learners consider the role and report back to

the class on the ollowing questions: Is Miss Clarks absence a major change or

a minor change? how does it make you eel and why?

Ask or 10 new learners and distribute the cards again. For round two o the game,

tell your learners that ater hal an hour, it turns out, their character is delighted

about Miss Clark being replaced by Mr. Rashid or the week. Can they think o a

reason or this? Encourage each learner to try to think o a dierent reason that is

unique to their character.

Follow with a discussion about why the impact o the same change is dierent ordierent characters in the role play.

Conclude the discussion by explaining that it is not necessarily the particular change

in our lives, but our attitude towards change, that defnes whether it is signifcant or

insignifcant, positive or negative.

Resource 13: Change Role Play


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Generate possible

solutions, try

out alternativeapproaches and

evaluate outcomes

Communication

contribute

comments, ask

questions and

respond to others

points o view




Capabilities

How can I manage

change?

... develop strategies or

managing change.

When aced with change, it is helpul to have a strategy that helps you to manage

that change. Provide your learners with a ramework or managing change by

showing the Managing Change PowerPoint.

PP: Managing Change

Divide the class into teams o our and give each team one o the change scenarios

provided in Resource 14 (adapted rom CCEAs InSync Year 9 resource).

Task each team to take their given scenario o change and apply the managing

change ramework to answer the questions in Resource 15. Beore they begin, ask

each team to nominate team members as ollows:

team leader to ensure the task is completed properly; reader to read the worksheet;

scribe to write the answers; and

reporter to report back the answers to the rest o the class.

reporter to report back the answers to the rest o the class.

The team then completes the task in the allotted time and reports back to the class.

Resource 14: Change Scenarios

Resource 15: Managing Change


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Sequence, order,

classiy, and make

comparisons

Communication

talk about and

plan work




Capabilities

How will my

relationshipschange?

explore how relationships

change over time.

Show your class the example o a completed relationship timeline in Resource 15 to

highlight how long some relationships last as well as how relationships can come

to an end (or example when you move house, you change schools, you meet newriends, someone leaves the home or there is a death).

Then, allow your learners to explore how their relationships have changed to date,

when new relationships developed and when relationships have come to an end.

Give each learner the blank relationship timeline in Resource 17 so that they can

construct an individual list o relationships they have had since birth.

When they have completed their timeline, ask each to share theirs with the group.

Then choosing one o the relationships, predict how this relationship may change in

the uture.

Resource 16: Relationships Timeline (Example)

Resource 17: My Relationships Timeline


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Justiy methods,

opinions and

conclusions

Communication

contribute

comments, ask

questions and

respond to others

points o view




Capabilities

How to cope

with changingrelationships?

identiy challenges and

opportunities arising rom

changing relationships.

Introduce the concept that although change in our relationships is inevitable,

sometimes those changes can be difcult to cope with. Explore with your learners

relationship changes they may fnd difcult to cope with. Together, choose onechange to discuss and identiy what challenges the change may bring and what

opportunities may arise rom it.

Ask your learners to complete Resource 18 on their own by putting the relationship

changes in order o least difcult to cope with to most difcult to cope with. Then,

ask them to share their list with a partner. I the two lists are dierent, have them try

to explain their priority and its signifcance or them.

Resource 18: Relationship Changes

Remind your learners o the earlier lesson when they discovered how our attitudes

to change can aect their impact on us. Explain to them that oten changes in our

relationships can be easier to cope with i we consider the opportunities as well

as the challenges these changes can bring. Next, have your learners select our

changes rom Resource 18 and write these in the frst column o Resource 19.

Then have them each complete Resource 19 by trying to identiy the challenges and

opportunities that arise rom the changes. Encourage them to share their answers

with the class, as this will oer a wider perspective on what opportunities arise

rom change.

Resource 19: Challenges And Opportunities


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Communication listen to and take

part in discussions

Communication

communicate

inormation,

meaning, eelings

and ideas in a clear

and organised way

Make predictions,

examine evidence

and distinguishact rom opinion




Capabilities

How to cope with

loss?

develop coping strategies or

dealing with loss.

Explain to your learners that one o the things that can make changes in

relationships challenging is when the change involves a loss o some kind. Tell them

that people can respond in dierent ways to loss depending on the intensity o theireelings about what has been lost.

Together, work through the Stages O Loss PowerPoint to show that although we

can all respond dierently to loss, there is a common pattern that people go through

when they experience loss.

Throughout this PowerPoint, learners will explore together scenarios where people

go through stages o loss. You can work through just one scenario o loss or explore

as many scenarios as it takes or your learners to ully understand the concept o

stages o loss.

PP: Stages O Loss

Help your pupils consider how to manage a situation o loss by asking them to

choose one o the situations rom Resource 18, or a personal example, to use with

the guided ramework in the interactive book My Journal O Loss.

Beore setting this task, it might be helpul to use a real or imagined loss situation

to model how to use the journal.

PP: My Journal O Loss


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Resources

13

Resources


Resources

13


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14

I Think Change Is

Use your own words or the word bank below to make three sentences that express what you think about change.

Resource 1

MayerJohnsonPCSSymbolsMayerJohnsonLLC(contactWidgitSoftwarewww.widgit.com)

1. Change is ........................................................................................................................................................................................................................

2. Change is.........................................................................................................................................................................................................................

3. Change is.........................................................................................................................................................................................................................

rightening exciting dicult part o lie brilliant

necessary or growth thrilling boring awul

hard easy unpleasant enjoyable good

bad important horrible unsettling common

rare huge no big deal uncomortable natural

Now share with a partner how you eel about change and explain your answers to him or her.


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Resource 2Take One Step Game

Either indoors or in the playground, ask your learners to orm a line. Then read through the ollowing list:


I you have ever moved house.

I your hair colour has changed since you were born.

I you have a younger brother or sister.

I you have ever been inside a church.

I your height has changed since you were born.

I you have ever lost a tooth.

I you have ever ought with a riend.

I you have ever shouted at your mummy.

I you ever wondered what God looks like.

I you ever had a childminder or babysitter.

I someone you know has died.

I you have ever learned a new word.

I you have ever tried a new ood.

I someone new has come to live in your home.

I you have ever joined a club.

I you have ever made someone laugh.

I you have ever tried to play a musical instrument.

I you have ever played a team sport.

I you have ever sung in a choir.

I you have ever slept away rom home.

I you have ever grown a plant.

I you have ever changed schools.

Take one step orward

Keep this up until there has been signicant movement o all learners.


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How Have I Changed?

Answer the ollowing questions

Resource 3

MayerJohnsonPCSSymbolsMayerJoh

nsonLLC(contactWidgitSoftwarewww.widgit.com)

SCHOOL

when you

were 35years old? And now?

when you

were 35 yearsold? And now?

What was youravourite game/toy

Who were yourriends

What was youravourite sport

Did you like music

What was youravourite TV

programme

What sort o clothesdid you wear

What was youravourite book

Where did you go onholiday

What was youravourite ood

Could you ride abicycle

What was youravourite sotdrink

Were you allowed togo out on your own

Did you like schoolWhat style/colour ohair did you have

What did you doin the aternoons/evenings


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Type o health How it aects you Colour key

Social healthFriendships,relationships and thewider community

Physical health Fitness, diet, hygiene,illness and disease

Emotional healthAwareness o eelingsand their eect on yourbehaviour

Cognitive health Thinking, learning andproblem-solving

Spiritual health Personal belies, valuesystem and aith

Resource 4

MayerJohnsonPCSSymbolsMayerJoh

nsonLLC(contactWidgitSoftwarewww.widgit.com)

I have begunswimming without

armbands.

I used to believe in thetooth airy.

Im going to thecinema tonight

with riends.

I am getting better

at spellings.

I am putting on weight;

I need to exercisemore.

I believe that we

evolved rom apes.

I eel angry sometimesand shout at people.

This week I did well inmy times tables test.

When I get nervous,my hands shake

and sweat.

I have had a row

with my mother.

Listening to music

makes me so happy.

I am growing hair

under my arms.

I like to spend sometime praying each day.

I am going to join alocal youth club.

I enjoy puzzles,especially hard

jigsaws.

Using the colour key, read the changes below and colour them to matchwith the area o health.

A Closer Look At Change

Our health can be divided into fve dierent areas. The picture o the SPECS can help you remember these areas.


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Resource 5Resource 5SPECS Jigsaw (1 o 5)

Brainstorm changes that could occur in a

lietime or your assigned SPEC area, andwrite your groups answers in your puzzle

piece below.


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SPECS Jigsaw (2 o 5) Resource 5

Brainstorm changes that could

occur in a lietime or your assignedSPEC area, and write your groups

answers in your puzzle piece below.


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occur in a lietime or your assigned

SPEC area, and write your groups



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occur in a lietime or your assignedSPEC area, and write your groups



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occur in a lietime or your assigned

SPEC area, and write your groups



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Resource 6Physical Changes

Fill in the spaces using the words below. Remember some words will be used or both boys and girls.

grow taller breasts develop sweating increases moods changehair grows

under armssperm is produced

sexual eelings beginhips become

more roundedvoice deepens pubic hair muscles grow menstruation

penis andtesticles grow

spots on aceand neck


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Puberty - How Am I Changing? (1 o 2)

Using what youve learned about puberty, answer the questions below.

Resource 7

What changes happen in a girls body? ..................................................................................................................

.................................................................................................................................................................................

What sort o a role model would a girl choose as she grows into a teenager?.....................................................

.................................................................................................................................................................................

How does a girl eel about her changing body? .....................................................................................................

.................................................................................................................................................................................

What things does a girl want to learn about as she becomes a teenager? ..........................................................

.................................................................................................................................................................................

What changes about how a girl likes to spend her ree time?...............................................................................

.................................................................................................................................................................................

Do you think everyone changes at the same rate? ................................................................................................

.................................................................................................................................................................................


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Resource 7Puberty - How Am I Changing? (2 o 2)

Using what youve learned about puberty, answer the questions below.

What changes happen in a boys body? ..................................................................................................................

.................................................................................................................................................................................

What sort o a role model would a boy choose as he grows into a teenager?.......................................................

.................................................................................................................................................................................

How does a boy eel about his changing body? ......................................................................................................

.................................................................................................................................................................................

What things does a boy want to learn about as he becomes a teenager? ............................................................

.................................................................................................................................................................................

What changes about how a boy likes to spend his ree time? ...............................................................................

.................................................................................................................................................................................

Do you think everyone changes at the same rate? ................................................................................................

.................................................................................................................................................................................


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Sorting Our Feelings (1 o 2)

Sort the words and phrases below into the boxes depending on how they make you eel.

Resource 8

cinema birthday new clothes shopping

computer games when a pet dies going to school alling out withriends

cleaning my room being grounded weekends summer holidays

circus Christmas pocket money Monday

Friday school dinners X Factor DVDs

brothers sisters grandparents ootball


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Resource 8Sorting Our Feelings (2 o 2)

Happy Sad

Excited Angry



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What Can Trigger Emotions?

Write or draw something in each box that might cause you to eel

Resource 9

tired hate excited sae rustrated

conused happy angry embarrassed disappointed

worried content sad bored surprised

upset depressed panic stubborn araid


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Resource 10Facial Expressions

Using the list o emotions rom Resource 9, write the correct emotion under each ace.



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Coping With Anger

When we become angry or eel under a great deal o stress, our bodies are ooded by ADRENALINE. We cannot see

adrenaline, but we can experience the physical changes adrenaline and anger cause in our bodies.

Highlight in red the physical signs that might let you know you are experiencing anger.

Resource 11

shallow, ast breathing ast pulse relaxed muscles nostrils fare thumping heartbeat

clenched teeth shoulders drop rowning sweating

slow pulse red ace deep, calm breathing shoulders tense

clenched sts smiling churning stomach yawning ready to attack

hug a sot toy have a good cry draw a picture talk things over

walk away rom the situation listen to music take deep, slow breaths punch a pillow

ask or helpgo somewhere quiet

to calm downplay the drums go or a walk

Feeling angry is something that can happen to all o us. It is important to be able to spot when we are getting angry and to

have ways o expressing this eeling that are sae or us and or others. Finish these sentences using the suggestions below.Insert the suggestions that you think would help you control your anger.

When I am angry I may not hurt someone else, but I may .....................................................................................................................................

When I am angry I may not break things, but I may ................................................................................................................................................

When I am angry I may not scream at others, but I may ........................................................................................................................................

When I am angry I may not hurt mysel, but I may .................................................................................................................................................

When I am angry I may not be cruel to an animal, but I may .................................................................................................................................



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Resource 12


Examples Of Change

Changes can be categorised as minor, major or somewhere in between depending on what signifcance we place on them.

Each o you will receive a piece o paper with one o these changes written on it. Attach the paper to your orehead and

arrange yourselves in a line so that the changes range rom minor at one end to major at the other. Each o you will get a

chance to rearrange the line and give your reasons or changing the order.

get a new

toothbrush

use public

transport

without parents

go to shops

without parentsmove house

talk to a

stranger

learn to write try a new ood learn to talk break an arm grow pubic hair

all out with best

riendmove schools

great-granny

dies

move to a

dierent country

spend a night

away rom home

get a boyriend/

girlriend

get in trouble

with school

principal

get your hair cut get cancer get a tattoo

learn to walklose your

mobility

go to a doctors

appointment

without parents

learn to readget your

hair dyed

32


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32

Change Role Play Resource 13

My name is Mr Rashid. I

recently qualifed as a teacher.

I have been asked to come

in as a substitute teacher or

a week because Miss Clark

cannot be here. I have heard

this is a very rough school.

My name is Luke. I have

autism and I eel comortable

and sae in my set routines.

I can get very upset i my

routines change, especially i it

happens unexpectedly.

My name is Janice. Miss

Clark had said she wanted to

speak to me about picking on

a younger pupil last week in

the playground. I hope she will

have orgotten about it when

she gets back to school.

My name is Rahoul. I enjoy

school and I work hard. I am

the only boy in my class with

brown skin. I enjoy all sports

and have won lots o medals.

My name is Brenda. I won

pupil o the week last week so

I am supposed to be the class

leader this week. I dont know

i Mr Rashid knows about this.

My name is Daniel. I have

communication difculties. I

have a special computer thattalks or me. Miss Clark sets

the computer up or me each

morning.

My name is Susan. I really

hate school. I am no good at

Reading or Maths, but I amvery good with animals. The

most important part o school

or me is the home time bell

when I can get back to helping

my dad on the arm.

My name is Craig. I love

coming to school and seeing

all my riends. Schoolwork isOK, but my avourite parts o

the day are break-time and

lunchtime.

My name is Ingmar. I recognise

Mr Rashid rom my church.

We had a special service at theweekend to pray or my mum

she is very sick. I worry about

her all the time and havent

really been able to concentrate

on my school work since Mum

got sick.

My name is Belinda. My mum

is taking me to Euro Disney

on Wednesday or a ortnight.She says it is cheaper to book

holidays during the school

term. I cant wait.



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Resource 14Change Scenarios (1 o 2)

(adapted rom CCEAs InSync Year 9 resource)

Jennier discovers that her riends went

out to the cinema on Saturday withoutinviting her, AGAIN. She eels a knot in her

stomach and is araid to ask why they didnt

contact her. Arent they her riends? Maybe

her phone was switched o and they couldnt

contact her?

She decides to casually ask why they hadnt

contacted her to go to the cinema and

assumes there is a logical explanation. When

she asks them about it, Sam says, Can you

not take a hint? They all start laughing and

walk o in a group leaving her alone. When

she tries to sit with them in class or at lunch,

they move away or ignore her.

She cries a lot at home and eels so lonely.

Maybe i she buys them presents or is really

nice to them they will stop acting in this way.

Conor was devastated when his mum and

dad sat him down to tell him that they wereno longer going to live together as a amily.

He elt a deep, sharp pain in his stomach that

made him physically wince. He wanted to

close his ears, run outside and pretend those

words had never been spoken.

Dad interrupted his thoughts, You know we

both love you very much Conor, but we no

longer love each other. We make each other

unhappy. The best thing or everyone is or

Mum and me to separate and live apart.

Youll stay here with your mum during the

week and Ill see you at weekends.

Conors mother intervened at that point, Its

OK love. Things will be fne. Youll see Dad

every weekend and any other time you need

to see him, or whatever reason. Were going

to stay here and things wont be very dierentto beore. Conor thought nothing could be

urther rom the truth.

Davids dad lost his job a ew weeks ago.

He is looking or other jobs but hes fndingit difcult. Hes become quite depressed and

doesnt have the energy to do anything with

David anymore, like play ootball or watch

their avourite TV shows together. He used

to be good un, but now he just sits around

looking miserable and losing his temper

easily.

David complained to his mum, but she said

that David should leave his dad alone as he is

going through a difcult time. She said that

it is unlikely that his dad will fnd another

regular job at his age and David isnt to

expect any big presents or holidays anymore.

She seems quite stressed and distracted too.

David eels numb and angry. It isnt air that

they are taking their problems out on him.

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34

Change Scenarios (2 o 2)

(adapted rom CCEAs InSync Year 9 resource)

Resource 14

Susans mum died seven weeks ago. I eelso lost and conused. Its like the whole world

came crashing down. I still havent been

able to cry yet, except at the uneral. Its not

air. Why did she have to die? It makes me so

angry.

I fnd it really hard to even do the small

things, like get out o bed, go to school or talk

to people. Some days are better than others,

but I eel so lonely. I need to talk to someone,

but people seem almost araid o me anddont even mention the act that my mum

has died. Like it can be ignored! I know they

might eel awkward, but it would be good i

someone would just oer to listen. I dont

want advice or to be told that Ill be fne. Ill

never get over this.

Jake had always loved being active outon his bike, playing ootball, skateboarding,

simply running around, and messing about

with his riends.

Then he was in a car crash. He broke his leg in

such a way that he can walk but cant bend his

knee ully, and he runs with a slight limp. Jake

is devastated and depressed. Throughout his

whole lie he had always been so active and

now all those sports he loved are impossible

or him. He also has a scar on his let cheekand is sick o people telling him that it isnt

really noticeable. Its noticeable to him.

Jakes mum said that he is lucky to be alive

and that he can carry on with a normal lie.

But Jake doesnt see whats normal about

not being able to play all his avourite sports,

run around like he used to or looking like a

reak. His riends dont bother calling aroundor him because he cant play ootball or

skate anymore, and hes let sitting on his

own at break because all the people he hangs

around with go and play outside. Jake thinks

that no one understands how awul it is.


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Resource 15Managing Change

Your team is going to apply the ramework or managing change to a scenario about change and answer the questions.

First decide who will do each job and write their name in the space provided. Then, complete the table.

Be aware of what is going

on in your life and the

relationships around you.

What is the change that

has happened or is going to

happen that I cannot avoid?

Accept your feelings about

the change.

How am I eeling about this

change?

Identify your fears. What am I worried about

and how would I like the

situation to be dierent?

Talk to someone you trust

about how you feel.

Who can I talk to about this?

When you are ready, try to

think positively.

What might help me eel

better?

Adjust your life to make the

most of new situations.

Are there any good things

that have come rom this

change?

Reporter ..................................

Scribe .........................................

Team leader ...............................

Reader ........................................

MayerJohnsonPCSSymbolsMayerJo

hnsonLLC(contactWidgitSoftwarewww.widgit.com)

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Relationships Timeline (Example) Resource 16

10th relationship

Baby Jake (cousin)9th relationship

Dotty (best riend)

8th relationshipMs Truesdale (nursery teacher)

7th relationship

Granda B

6th relationship

Granny May

5th relationship

Ginger (goldsh)

4th relationship

Philip

3rd relationshipRose (sister)

2nd relationship

Daddy

1st relationship

Mummy

My age in years 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16


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10th relationship

9th relationship

8th relationship

7th relationship

6th relationship

5th relationship

4th relationship

3rd relationship

2nd relationship

1st relationship

My age in years1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Resource 17My Relationships Timeline

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38

Relationship Changes

Cut out the examples o change below and arrange them in the column below. Put them in order o how hard they are to cope with,

starting with the easiest. One space has been let blank so that you can add an idea o your own.

Resource 18

Now compare your answers with a partner. Did you agree? Try to explain to your partner why you thought someo the changes would be more dicult to cope with than others. Have you experienced any o these changes?

Your riends mummy and daddy aregetting separated.

Your best riend is moving to a new country.

Your orm teacher moves job and goesto a dierent school.

Your mummy is having a new baby.

Your older sister is moving out o home.

You have a major row with a classmateand no longer talk to each other.

Your grandmother is coming to live inyour house or a while.

Someone new joins the class and isseated next to your best riend.

You get a new puppy.

Easiest to

cope with

Most dicultto cope with




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Resource 19Challenges And Opportunities

A change in our relationship can be easier to cope with i we consider the new opportunities the change can bring as well as the challenges.

Use examples o relationship changes rom the last worksheet (or some rom your own lie) and think o the challenges and opportunities

these changes would bring about. The frst one has been done or you.

Relationship change Challenges this change may bring you Opportunities this change may bring you

Your mummy is having a new baby Crying, baby getting all the attention,

smelly nappies and Mummy too tired

or busy to come and play

More responsibility, more opportunities

to be helpul, more independence while

Mummy concentrates on meeting babys

needs, chance to learn some parenting

skills and having someone new to cuddle

and play with




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personal_development - will i stay the same

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