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Contents

Introduction 3

Effective Teaching and Learning in PSHE 5

About Surrey Healthy Schools 7

About TaMHS (Targeted Mental Health in Schools) 8

Specialist Teachers for Inclusive Practice 9

Activities for Pupils including lesson plans and worksheets 10 - 37

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Introduction

Welcome to the CAMHS (Child and Adolescent Mental Health Service) Feeling Good Week 2019 resource pack. This pack has been developed by Surrey CAMHS, Surrey Healthy Schools and the Specialist Teachers of Inclusive Practice (STIP) team to support your school or youth organisation in promoting positive mental health.

Mental health problems affect around 1 in 10 children and young people. These problems include depression, anxiety and conduct disorder, which are often a direct response to life events. 72% of primary pupils and 73% of secondary pupils in Surrey state that they worry about at least one issue ‘quite a lot’ or ‘a lot’. Good mental health helps children and young people to develop resilience, which can help them to cope with whatever life throws at them – it is just as important as their physical health. If you want to know more about the health related behaviours of children and young people in Surrey visit the Surreyi website.

Feeling valued, accepting others, eating a balanced diet, taking part in physical activity and being able to cope in challenging situations, are just a few factors that can positively impact on emotional wellbeing. Feeling Good Week aims to help children and young people explore and understand these.

This year’s theme ‘Together we can’, encourages young people to work together, build relationships and share how they’re feeling with one another. Being able to share experiences with others can help encourage positive mental health. The theme aims to:

Get children and young people working together towards joint achievements Encourage listening, learning, sharing and trust Help children develop respect and pride in shared activity Build positive relationships and heighten awareness of both self and others Develop understanding of their own, and other people’s attitudes and values Promote equality and community cohesion.

Through a range of activities which focus on working with others, children will experience and develop increased self-esteem, pride in shared activity as well as good team building skills. It is expected that many of the activities/lessons will support your PSHE curriculum, however you many decide to deliver parts of Feeling Good Week through wider topics and subjects, assemblies or small group activities.

When teaching about mental and emotional health and wellbeing reading the Teacher Guidance: teaching about mental health and emotional wellbeing by the PSHE Association is recommended. There are additional lessons and activities associated with this guidance which will further enhance your Feeling Good Week provision.

Other national resources which can be used to supplement Feeling Good Week include:

Public Health England’s Rise Above series of resources (secondary), https://campaignresources.phe.gov.uk/schools/topics/rise-above/overview

Mentally Healthy Schools (primary),https://www.mentallyhealthyschools.org.uk/

Young Minds (primary & secondary),https://youngminds.org.uk/

To support wellbeing in your school you may find further helpful information on the Anna Freud website.

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If you have any questions about this activity pack or Feeling Good Week, please contact the CAMHS communications team by emailing camhs@surreycc.gov.uk.

Effective Teaching and Learning in PSHE

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Effective teaching and learning in PSHE is similar to effective teaching and learning in other subjects – good teaching and learning pedagogy is universal; however PSHE requires deliverers of the subject to be astutely aware of effective safeguarding practices and PSHE ground rules (PSHE charter/agreement).   

Effective teaching and learning also requires effective assessment as lessons should begin where the pupils are at, so progress is developmental. Effective teachers are reflective practitioners and consider questions such as:

Why did this work well? Why did this not work well? How could I address this more effectively next time? They consider whether resources, groupings timings are effective, and to what extent?

PSHE education addresses subject knowledge, along with the development of specific skills, such as resilience, negotiation, addressing bias, conflict resolution, and empathy; explores personal and cultural values and beliefs. All PSHE lessons support the development of spiritual, moral, social and cultural appreciation and will support the personal development, behaviour and welfare of pupils.

SEND Considerations

PSHE is undoubtedly an important aspect of education but considerably more so for learners who have Special Educational Needs and/or Disability. PSHE provides a clear and distinct opportunity for SEND learners to gain access to learning and experiences linked to the broader curriculum. This can help prepare them for life beyond school readying them for employment and helping them to make decisions that will help keep them safe.

SEND learners may need language modified so that there are explicit links to topics (and terminology) as opposed to discreet threads. There will often need to be opportunities to discuss the actual meaning of language used and then placed in a context with which SEND learners are familiar. This can help them build learning from a point at which they are confident to help ensure that it is clearly understood.

PSHE provides the opportunity to broaden horizons so that learners can see that their potential in life is not limited to their current environment or setting. With this in mind some consideration should be given to access needs. What are the barriers to learning and engagement for SEND learners? And; what reasonable adjustments can schools make so that SEND learners can really access a meaningful PSHE curriculum?

Ensuring a safe and secure school environment – Ground Rules/PSHE Learning Agreement

Essential to effective PSHE (along with a positive and supportive school ethos) is a secure environment where pupils can share their thoughts, opinions and reflect upon issues, questions along with their own and others’ values and attitudes. In order for this to be developed there has to be a mutual understanding of shared values. Emotional needs (restorative practices) should be addressed and understood so as to enable everyone to participate without the fear of being ridiculed or teased. Ensuring there are ground rules (a working agreement or charter) helps to ensure that pupils can take part in discussions and activities whilst the whole group, including the teacher, takes responsibility for how they intend to work.

Ground rules should be agreed between the class at the beginning of the year. They should be utilised during each lesson, and if required, amended over time. They should be displayed in a format that is accessible to all and recapped at the beginning of each lesson and applied during the lesson. Highlighting where people are applying the rules/working agreement is often more effective than emphasising when members of the group are not

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adhering to the agreement. An acronym on which to base ground rules, which has proved useful in many schools, is ROCK. This stands for Respect, Openness, Confidentiality (safeguarding procedures) and Kind (you may incorporate the right to pass here).

You may decide to have a set of rules, a charter or agreement which is in line with your school protocol; however it is strongly advised that confidentiality should be addressed and explained along with the right to pass (in particular when emotional responses are required).

Surrey Healthy Schools

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The Surrey Healthy Schools Programme supports maintained schools and academies across the county. The initiative provides a framework in order for schools to more effectively co-ordinate, develop and improve all areas of personal, social, health and economic education (PSHE), incorporated in the four central themes; PSHE, Healthy Eating, Physical Activity and Emotional Health and Wellbeing.

The Surrey Healthy Schools website is full of information about the scheme and its benefits to the school, pupils and staff, including Surrey’s latest PSHE guidance;

PSHE guidance PSHE Framework for secondary schools Drug Education Guidelines RSE Guidance

You will also find information on how to gain a Surrey Healthy Schools Award:

• Bronze – supports a school in self-evaluating their provision that promotes physical and mental health of pupils, staff and the wider community. This is carried out through the Review Tool. This is submitted every 3 years.

• Silver - demonstrates that you are broadening and deepening your Healthy Schools provision by engaging in a Healthy Schools project, focusing on one of the four themes, and submitting a detailed plan outlining your intended outcomes.

• Gold – is a case study of your project which demonstrates impact. This is shared on the Healthy Schools website.

For further information visit the website www.surreyhealthyschools.co.uk or contact:

Susan.Skinner@SurreyCC.gov.uk Wellbeing AdministratorSarah.Lyles@SurreyCC.gov.uk PSHE & Wellbeing Lead

TaMHS

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The Targeted Mental Health in Schools (TaMHS) approach aims to support schools with their awareness of, and provision for, positive mental and emotional health & wellbeing.

Surrey maintained schools and academies can engage in fully funded training packages focused on raising mental health awareness offered via CAMHS Primary Mental Health Workers (PMHW).

The aims of the training are to help school staff to:

Explore the concept of mental health Learn about factors that contribute to mental health and mental ill health,(risk and

resilience) Explore the advantages and pitfalls of labels Understand more about how the Child and Adolescent Mental Health Service works Find ways to promote support in school settings Identify what helps children and young people with mental health needs. Make appropriate referrals to CAMHS if required.

Mental Health Awareness: School staff can attend either one three hour session or two 90 minutes sessions on core mental health awareness. This will help ensure a whole school approach and an understanding of how mental health awareness affects all areas of provision, along with the school ethos and climate for learning.

Attachment Training: An additional one and a half hour training session focuses on attachment theory and enables schools to explore what lies beneath pupil behaviour.

To find out more about TaMHS in Surrey, contact Susan.Skinner@surreycc.gov.uk or Sarah.Lyles@surreycc.gov.uk

Specialist Teachers for Inclusive Practice

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The Specialist Teaching Team provides support, advice and training to schools and families across Surrey.  Our service supports the inclusion, attainment and wellbeing of pupils, particularly those with SEND and we aim to support schools and families in addressing needs early.  Our work in supporting individual pupils with language, learning or social and emotional needs is aimed at those on the code of practice while our training and school support work is available for all.  We can provide guidance and support with related aspects of school development work.

Our specialist teachers are all experienced qualified teachers or support staff with a wealth of expertise in both mainstream and specialist settings.  Many of our teachers have worked as SENCOs or in senior leadership positions and most hold post graduate qualifications.  If you would like further information or to discuss how we could support you in school please contact the Senior Lead for your quadrant:

NE - Jo Kenyon - jo.kenyon@surreycc.gov.uk

SE – Wendy Mumford - wendy.mumford@surreycc.gov.uk

NW – Sally Wade - sally.wade@surreycc.gov.uk

SW – Jackie Foley - jackie.foley@surreycc.gov.uk

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Activity 1

We are different – we are the same EYFS, KS1, KS2

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Objective

To recognise that we are different in so many ways BUT that we all have the same needs.

Time required

45 – 60 minutes

Additional time to finish posters throughout the week.

Resources

Playground, hall or classroom

“I need” cards

A3 paper – pens/pencils

Your PSHE Ground Rules/Learning Agreement must be in place. Give consideration to any additional pupil needs and groupings.

Introduction

1. In a circle (pupils on chairs where possible) do a ‘check-in’ with the class. Pass round a talking object - choose from the following or make up your own depending on your class/year group.

One word to describe how you are feeling now? One thing you are looking forward to this week? One thing you are worried about?

2. Talk to the person next to you about what makes you different to everyone else. 3. Talk to the person on the other side about what makes you the same as everyone

else. Main activities

1. Sitting in a circle, ask each of the following questions one at a time (ensure the questions are suitable for your class). If a question applies to a pupil they have to stand up. A pupil should only stand up once. Pupils then sit down for the next question (5 – 10 minutes)

I have long hair I have blue eyes I live in ………Street or Road

I enjoy music I like Harry Potter books

I like cheese

I belong to a sports club

Additional question to suit the group

Additional question to suit the group

Ask the pupils…….What did you notice? Did everyone stand up? Why not? (5 minutes)

2. Now ask this set of questions: (5 minutes)

I need a home I need my family I need clean water

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I need clothes I need to go to school to learn

I need to stay healthy and fit

I need to be cared for I need to feel safe I need to be unafraid

Ask the pupils…..what did you notice this time? (2 minutes feedback)

3. Why did we all stand up? Talk to the person next to you. (5 minutes)

4. Hand out the “I need” cards (10 minutes)

(EYFS and KS 1) Pupils select the most important cards – top 5 KS2 – put them in order of importance (use the diamond nine method)

5. In groups of 3 or 4 – give each group 2 or 3 ‘I need’ cards (5 - 10 minutes discussion)

(EYFS and KS1 – use visual prompts or have a class discussion rather than group work)

Who helps you to have the need met? Think about at home and at school (teachers, office staff, friends and family). Is there anyone else in the community who could help? (Police, doctors, church etc.)

What do they do to help you?

6. Create a poster for one of the needs to show how we can work together to ensure we have our needs met (use the “I need to be cared for”, “I need to feel safe”, “I need to be unafraid”, “I need to stay fit and healthy”, “I need to go to school to learn”, “I need clean water”).

OR

7. Create a poster to show who we can ask for help from, to meet some of those needs.

Plenary and follow up activities

Sharing the posters with each other and reminding each other of who can help us.

Sharing posters with other classes.

Recap the learning with the pupils. Consider some of our differences (as in the first main activity). Then in pairs the pupils list the needs that we ALL have. Pupils consider whether there are any needs they can help other children/young people to access (if appropriate).

Resources

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I need a home

I need my family

I need clothes

I need to go to school to

learnI need to be

cared forI need to feel safe

I need clean water

I need to stay healthy and fit

I need to be

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unafraid

Activity 2

Trust games EYFS, KS1, KS2

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Objectives

To encourage co-operation and develop trust.

To develop resilience and a ‘have a go’ attitude.

Time required

45 minutes +

Resources

Bean bagsHoop

Your PSHE Ground Rules/Learning Agreement must be in place. Give consideration to any additional pupil needs and groupings.

Introduction Ask the children “What does trust mean?” Play the “People I can depend on” bean bag game:

1. Children take turns throwing bean bags in to a hoop on the floor. For each successful throw, they complete the sentence “I can trust a person who…”

2. Repeat the activity, this time completing the sentence “People can trust me because…”

Ask children to name people in their lives who are trustworthy, encouraging them to think about people in the wider community.

Main Activity

Yurt Circle: As a class or in small groups of 8 or more, form a circle holding hands. Number each child 1 or 2 alternately. When you say “TRUST” all the number 1s slowly lean forwards while all the

number 2s slowly lean backwards. Hold for a few seconds. Relax and then reverse roles and try again.

Talk about how it felt, what you were thinking and why it is important to trust and depend on others?

Balancing Acts (in pairs)

1) Arm stretch to stand: Partners sit opposite each other on the floor with bent legs, toes touching. Reach forwards and hold each other’s hands, gradually coming to standing without letting go of each other’s hands.

2) Back to back: Partners sit on the floor back to back. Link arms together and attempt to push each other up to a standing position

3) Toe lean: Partners stand facing each other, toes together, holding hands. Both lean back until their arms are straight out and gently rock back and forth.

After each activity, ask the children to reflect on; what they were thinking and feeling, what they had to concentrate upon. If they didn’t manage the challenge first time, ask them to reflect upon why this may have been, and how did it feel to put their trust in their partner?

Plenary:

Sit back in a circle and repeat the bean bag activity from the introduction, this time completing the sentences “Today I have learnt…..” and “I am proud of myself because…”

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Activity 3

Good to be me, good to be us EYFS, KS1, KS2

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Objectives

To recognise our own individual strengths and strengths we have as a class.

To develop self-awareness.

Time required

30 minutes physical activity and 30 minutes creative

Resources

Hall/outside space/large carpet spaceHoops or carpet spotsPebbles/rocks or card templatesPaints or pens

Your PSHE Ground Rules/Learning Agreement must be in place. Give consideration to any additional pupil needs and groupings.

Introduction

In an open space, lay out hoops or mats to resemble stepping stones across a swamp.

Tell the class there are crocodiles in the swamp. They have to cross the swamp to reach happiness and success. Tell them that the way to stop the crocodiles nibbling their toes is to think positively and say something good about themselves.

Gather some ideas or model going first (e.g. I’m good at helping, I’m a good singer, I try hard at everything).

Main activities

Part 1:o The children stand or sit in a circle around the ‘swamp’ and take it in turns

to cross the swamp by saying something positive about themselves. If they get stuck, they can ask the rest of the class to help by saying something positive about them. Write down some of the statements on big paper to take back to the classroom.

Part 2:o Explain that we are going to make a swamp display to show our collective

strengths and qualities, and that we can use our own and others’ strengths to reach our goals. Each child will have a pebble (or a card template) and paints the pebble with some words or a picture to represent one of their positive qualities.

o Extension task: write a card to go alongside their pebble: “It’s good to be me because…”

Plenary

Arrange the pebbles or cards on a display. Celebrate how many strengths we all have, and that when we forget we can ask our friends to remind us. Do a circle activity sharing “It’s good to be ____ class because….”

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Resources

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Pebble Templates:

Activity 4

Community map EYFS, KS1, KS2, staffObjectives

To identify safe and special places within our school.

To promote discussion about how different spaces within our environment make us feel.

Time required

From one session to a week if developed and extended. 

Resources

PensPaperColoured pens or pencilsPossibly a map of the school and grounds.

Activity These activities may form part of a weekly exploration or they could be part of a standalone lesson. 

It is often easy to assume that children feel safe in all areas of the school, but this is not always the case. These activities promote discussion about the physical environment of the school or wider community. It will help reinforce to the children the areas within the school which are designated for fun, safety, exploration and learning etc. It also provides a fascinating insight as to how our children see their learning environment. Findings may form part of an additional project to help ensure that all pupils feel safe in and around the school environment. Your PSHE Ground Rules/Learning Agreement must be in place. Give consideration to any additional pupil needs and groupings.

Day 1 Start this activity by giving the children a map of the school and grounds. (If it is appropriate they could draw a map or plan themselves.) Take the children for a walk around the school, following the map and stopping to let the children identify the different areas and then reflect upon how they make them feel.

For younger children or to differentiate the activities you could provide the children with a list of positive words or emojis. 

calm excited fun happy curious safe

Ask the children to label and/or colour code the map to identify the areas within the school and reflect how they feel in the dining hall, playground, classroom etc.  Think about who else might be there who could help them feel good/positive/safe. Younger children might need some prompt cards for adults around the school.  The children can use their map in a class or circle time activity, to name one place in the school which they think is ‘fun’ for example and say why if appropriate. They could also

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say who they would like to join them in that area and why this would make it fun.

Day 2 - 5This activity can be extended by choosing a different word for each day and exploring where their safe or calm places are.

With older students or as an extension, staff may wish to discuss places within the wider community where they can enjoy sport, learn, relax etc. Think about which other people are in the community who help them feel a certain way, e.g. police, youth club, fitness instructors etc.

PlenaryThe activities can be drawn together by the pupils considering the reasons an area is thought to be; safe, fun, exciting etc. They may also be asked to come up with ways to help ensure that all pupils are able to enjoy these areas.

It may come to light that some pupils feel that certain areas of the school or community are not as calm or inviting. It may become apparent that there are areas where some pupils feel unsafe. Sensitively, reasons could be identified and solutions discussed.

Ensure that all pupils know the ‘trusted adults’ from whom they can seek support, both in school and out of school.

Activity 5

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Jar of success EYFS, KS1, KS2Objectives

To provide opportunities to reflect on personal success and how this builds into the wider class success.

To think about how we can support each other’s achievements.

Time required

To be introduced at the beginning of the week and continued throughout.

Resources

Marker pensPost-it notesClear jar or container.

Your PSHE Ground Rules/Learning Agreement must be in place. Give consideration to any additional pupil needs and groupings.

Introductory session:Using a ‘speaking object’ go around in a circle, for pupils to complete the stem statement “I felt successful when …” (You should model this first to ensure the pupils understand the task).

Go around the circle a second time, the pupils complete the stem statement “Success makes me feel…”

In talk partners pupils discuss “Who helps us to be successful?” Feedback is taken from a few pairs of pupils, with reasons being provided where possible.

Main Activities

Introduce the ‘Jar of success’Ask the children to write down one thing they have achieved/done well today and add it to the jar. Write down one thing they have noticed someone else achieving and add these to the jar too.

Ongoing activity throughout the week:Throughout the week, any member of the class, staff or wider school community can write on a Post-it note each time a student has a personal breakthrough or you spot whole class achievements. Encourage the children to notice other people’s successes as well as their own.

Place each Post-it note into the jar and watch them grow over the week.

For example: Someone who has just learned to tie their laces, completed a piece of work on their own, or helped someone without being prompted.

Reflection at the end of the week: At the end of the week, share with the class the many different notes in the jar. Consider doing this anonymously depending on the class dynamics. Encourage the children to listen and reflect on their many successes. Children might want to choose how their achievement is celebrated (e.g. applause, thumbs up, silent smile etc).

Plenary

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Pupils can discuss how it feel to share their successes with others and be celebrated. They can also consider ways they can support the success of others and help motivate other people in their class, school or family.

Extension

*This could be adapted to link with other subjects or displays, for example you could use Duplo bricks and put labels on them or have paper bricks on a display board and create a wall of strength!

*You might want to encourage parents to join in and create a jar of strength at home to celebrate success, or encourage them to write on Post-it notes to evidence wider achievements at home or in hobbies.

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Activity 6

Our class superpowers KS1, KS2Objective

To identify the skills and qualities which are needed to make our class safe and happy and how we can work together to achieve this.

Time required

1 hour, plus ongoing throughout the week.

Resources

Large paper (ideally big enough to draw around a person)

Superhero role cards

Pens/markers

Optional: Bring in old t-shirts to decorate with team superhero logo and ‘powers’

Your PSHE Ground Rules/Learning Agreement must be in place. Give consideration to any additional pupil needs and groupings.

Introduction

Ask the class to talk in pairs: What is a superhero? What do they do? Make a mind map of the responses. Question: What is important to keep our class safe and happy? Record responses

on a flipchart (e.g. we need to have the right equipment, the classroom needs to be tidy, we need to be able to ask for help and ideas)

Introduce the task: We are going to work in groups to create a superhero who will… [show different superhero job cards (see below), or they can create their own based on the discussion].

Main activities

Pupils are divided into groups. Provide each group with a large piece of paper so that they can draw around a member of the group (or do a freehand outline).

The group add labels to say what skills and actions the superhero would have in order to fulfil their role, decide what their superhero costume would be and colour/collage their superhero. Decide on a name for their superhero.

Over the week, the group will take on the role of their superhero e.g. when equipment needs handing out, when someone needs some help, when the register needs collecting etc.

Plenary

Share and display the superheroes with the names of each child taking on that superpower for the week.

Agree how the class will ask for a superhero to come and help them, e.g. by ringing a bell or directly asking someone from that group.

Ask the children what they think will happen by working together as a team of

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superheroes?

At the end of the week – reflect on how it felt to have the superheroes in the class and how it felt to carry out their superpowers. How did it feel to work on this together?

Resources

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Superhero Job Cards

Keep the class tidy and clean

Help with learning

tasks

Provide equipme

nt or resource

sGive help

and advice

Be a friend

Keep the class

smiling

Be a problem solver

Control the

volume

Make sure

everyone is smart

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Activity 7

Team work – we can work together

KS2, KS3

Objectives

To work together successfully.

To listen to each other and communicate clearly.

Time required

45 – 60 minutes

Could take up to 2 sessions

Resources

One or two hula hoops

Your PSHE Ground Rules/Learning Agreement must be in place. Give consideration to any additional pupil needs and groupings.

Introduction

Hula Hoop pass game (see notes below) (5 – 10 minutes)

Before you start – ask the class what skills they will have to use during this game. Capture what they say on large sheets of paper. They may come up with skills such as: listening, working together, co-operation, problem solving, resilience, being calm, etc.

After the task – can they add any more? How did they feel whilst playing the game? Did your feelings change before, during and after the game? Why might that be?

Main activities

Try activity 1 or 2 (or do both)

1. Height order line up (5 – 15 minutes)

Key skills: co-operating and working together

Start by asking pupils to silently line up in height order.

Then try the Birthday line up (see notes below) – you could split the class into 2 groups for this activity.

Once achieved – in talk partners ask them to identify:

What was the most difficult part of the task and the reasons for this? Methods used to solve any problems? The most successful strategies?

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As the pupils were not able to use sound, ask them to identify skills they used in order to communicate with others? They may have discovered that having a team leader was more effective than lots of people being involved.

2. Turning over a new leaf activity see sheet below (5 – 15 minutes)

Shipwrecked (20 minutes)

In groups of 4 or 5 complete the task (see notes below).

Plenary

In talk partners the pupils reflect upon the different skills required to be successful in the activities. Ask them to identify the ones they consider they are good at, and any which they could improve – providing examples.

Ask pupils to consider how these skills can help them to communicate in a range of situations both in school and at home.

Take feedback from some of the pairs.

Possible extension activity

Create a class poster identifying effective communication skills, demonstrating how they can be used at different times to be successful in working together in a range of situations.

Resources

Hula Hoop pass

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This activity helps pupils work on listening, coordinating, and strategizing skills. Pupils stand in a big circle. A Hula Hoop is placed on one student’s arm and pupils hold hands with the person next to them. The objective of the game is to pass the Hula Hoop all the way around the circle without unclasping hands. Pupils have to work out how to maneuver their bodies all the way through the hoop to pass it on.  

You may want to split your class into 2 groups for this

__________________________________________________

Birthday Line-Up

Sometimes the fewer words spoken, the more effective the game. This is no different for

Birthday line-up, in which pupils must line up according to the order of their birthdays.

Obviously it would be very difficult for pupils to get this 100% correct on their first try, but it

would not be outrageous for them to get a sense of a general idea of each other’s birthdays

by moving toward certain areas on the line.

To make the game more compelling, give pupils 1 minute to line up the first time observing

the final line-up, then tell them who is out of place. Provide them an additional minute to fix

the positioning.

__________________________________________________

Turning Over A New Leaf

Resources: One sheet of plastic per group (it should be large enough to comfortably allow 5 or 6 pupils to stand on it, but not too large that the activity becomes too easy).

Split the class into groups of 5 or 6. With all members standing on a sheet of plastic, the group has to slowly flip the sheet to the other side without anyone stepping off it. This activity is great for small groups, and helps to promote cooperation, trust and communication.

Total Time: 20 minutes

5 minutes to brief and setup 10 minutes for the activity 5 minutes to review and debrief

Running the Activity

Explain the activity: The aim of the activity is for the group to flip the plastic sheet to the other side while standing on it, and without any team member stepping off it.

You can set a time limit for them to complete the task. Get every member of the group to step on the sheet. Once they are ready, they can

begin. If you have imposed a time limit, start the timer. The activity begins with one person flipping a corner of the sheet to the other side. One

by one, each team member steps onto the newly-flipped side of the sheet.

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The activity ends when the sheet is completely flipped over and everyone is standing on the ‘new’ side.

If the team is unable to complete the task without breaking the rules, you can allow them to strategize and then restart the activity again.

Rules

Each member of the team must have at least one foot on the sheet at all times. Stepping off the sheet is not allowed during the activity.

Safety

Observe the group during the activity to ensure that no one slips or falls.

Suggested Learning Outcomes

Cooperation Communication Trust Leadership

Activity Guidance and Notes

This activity helps to build trust as some participants may not be able to see what is going on and they have to trust that their teammates are coordinating people’s movements while flipping the sheet over. It also encourages communication between team members.

It is important that the plastic sheet is of the right size; too small and the activity will be impossible to complete and if it is too large, it will be too easy.

Review

Suggested questions to ask:

What worked? What didn’t work and hindered your progress? What problems did you encounter during the challenge? Did you identify a leader? What leadership was demonstrated during the challenge? What were the individual roles people played? Was everyone comfortable with their role? How well did you communicate during the challenge? What did you learn from the challenge?

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You are shipwrecked alone on a desert island. You need to swim back to your boat to recover the following items that will help you to survive on the island

Compass

Matches

Pint of water

Blanket

Hammer

Radio

String

Knife

1. Individually decide the order of importance

2. As a group, agree the order of importance

3. Gives reasons for each choice. Make sure everyone has a chance to speak

4. Make your final choice of order

5. Share results with the other groups

6. What was difficult about this task? What skills did you need to use?

Activity 8

Working together – friends and family

KS3, KS4

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SHIPWRECKED

Objectives

To see the importance of friends and family, and that we have different ‘circles’ of people that we rely on and trust at different times.

Time required

45-60 minutes

Resources

Bingo sheet

A4 paper – one per pupil

Circle of friends prompt sheet

Your PSHE Ground Rules/Learning Agreement must be in place. Give consideration to any additional pupil needs and groupings.

This lesson focuses upon unhealthy and healthy relationships – this may be sensitive for some pupils and thought must be given as to how to manage spontaneous issues should they arise.

Introduction

Finding out about each other (5 – 10 minutes)

Bingo (5 minutes)

Give each child a bingo sheet and give them 5 minutes to try to find someone for each comment – write the name under each item. No repeats of names.

Feedback with the group – ask them (5 mins)

1. What did you find out that was interesting? 2. Who did you find something new about?

Which of the comments would you like to do or have a go at?

Main activities

Who is important to me?

1. Complete the ‘circles’ activity with the whole class: 5-10 minutes. (Show them an example on the board to help ensure they fit it onto one page)

After everyone has drawn the circles:

Discuss with a partner which 3 people in your circles are important and why (5 minutes)

Talk partner first, then as a whole class, discussing which relationships are important and what each person in a different circle may provide (10 minutes)

2. In 2s and 4s answer the following questions: (10 minutes talk time / 10 minutes feedback)

Who do you spend time with and why?

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Do you feel you can trust your friends? Why? What reasons are there for this?

What makes a healthy friendship?

What can make an unhealthy friendship?

3. Who can you count on when things get tough? In groups of 4 or 5 (10 minutes)

Discuss the following questions

How do your friends and family help you to cope better?

- What do they do?

- How do they make you feel?

- What have you learnt from this?

- How are you able to support others?

Make a mind map showing all the places/people that you can get help from both in and out of school – remind pupils to think about people from health, police, youth clubs, hospitals, schools, clubs etc. (15 mins)

Plenary

A selection of mind maps are shared.

With their talk partners they identify common themes that arose from the lesson. In partners they identify key elements (skills/values/characteristics) that help to make positive/healthy relationships. If appropriate they could consider strategies which may help them to avoid or end, less healthy relationships. Consideration could be given to ways they may be able to help others, including methods of seeking help from ‘trusted adults’.

Someone who skate boards

Someone who street dances

Someone who has a brother

Someone wearing a watch

Someone who likes to sing

Someone who likes to make cakes

Someone who plays football

Someone who likes being outside

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Someone who likes to paint

Someone who has been on a plane (and where to)

Someone who likes writing

Someone who has brown eyes

Someone who wears contact lenses

Someone who likes Brussels sprouts

Someone who has ridden a horse

Someone who has never watched Game of Thrones

Someone who likes getting up early

Someone who likes playing computer games

Someone who can play an instrument

Someone who likes drinking tea

Someone who does or used to do ballet

Someone who enjoys running

Someone who rides a bike to school

Someone who posts on YouTube

Make up some of your own to suit your class

Resources

Circles Activity

Ask the students to write their name in the middle of the page and draw a circle around it

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Ask the student to draw a larger circle around their first circle and in that circle ask them to write all the names of people they live with.

Draw a circle around that circle and write all the names of distant family members or carers they are close to and who supports them.

Draw a circle and write all the names of people they know in their neighbourhood. Draw another circle and write all the names of their close friends. Draw another circle and write in all the people including students, teachers,

reception, librarian, school nurse who are supportive at school. Draw another circle and write in the names of people they see out of school and in

their neighbourhood or that live in their local area – it could be friends, youth workers, youth club friends, people at their sports club etc.

Draw another circle and write in any other people that they know in England such as grandparents or family members who do not live locally, old friends, other friends who have moved away, favourite places that the students go to and the people they know there.

Finally ask students to draw a circle around that circle for any other people that they know outside of England such as family members, friends, favourite places where students go to and the people they know there.

- When the students have completed their circles ask the students to discuss with a partner which relationships are important to them and how they feel supported by that person or people.

- Once they have discussed in pairs the important people in their lives ask the class as a whole if anyone would like to talk about their diagram and discuss what relationships are important to them and why.

Activity 9

Bouncing back together KS3, KS4, Staff

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Objectives

To see the importance of friends and family, and that we have different ‘circles’ of people that we rely on and trust at different times.

Time required

45-60 minutes

PSHE links

Resources

Bingo sheet

A4 paper – one per pupil

Circle of friends prompt sheet

Your PSHE Ground Rules/Learning Agreement must be in place. Give consideration to any additional pupil needs and groupings.

It is suggested that distancing techniques are used rather than asking pupils to disclose personal stories. Possible spontaneous issues must be considered and planned for.

Introduction

Discuss the definition of resilience in terms of overcoming adversity and the ability to bounce back.

Ask the class to think of a time when a friend (no naming names) or a character needed to ‘bounce back’ after a difficult thought or event. What skills or qualities did they need? How easy was it for them? What did they need from others? What was their initial (maybe negative) thought about the situation?

Continue to discuss times when someone was helped to move on or ‘bounce back’. How did they help? Discuss how it is not only about creating solutions but about giving support and helping them think positively.

Look at some motivational quotes about positive thinking or resilience (e.g. Pinterest). What thoughts or feelings do they generate? Discuss what constitutes a ‘positive mind-set’. Consider a range of scenarios along with possible negative and positive thought responses a person might have in that situation (e.g. I got a bad mark on a test – negative thought: I’m stupid, I’ll never pass; positive thought: I know which areas I need to revise for next time, I did my best.)

Main activities

Have some pre-prepared difficult tasks/life events or situations appropriate for the group written on folded pieces of paper in a container. If planned in advance the pupils may come up with their own – but these should be vetted to ensure that they are ‘safe’. Redistribute the pieces of paper around the class so that each pupil has a statement/situation.

In pairs or small groups the pupils develop or research some positive statements/affirmations that someone could use if they were to face one of the challenging situations. Use computers or felt pens and paper to present a supportive/motivational poster.

Plenary

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Share some examples of the work that has been created. Discuss in talk partners: what can we do to support someone who seems stuck in

negative thoughts?

Take some general feedback and share with the class.

Resources

Examples of Positive Thinking Quotes:

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“Attitude is a choice. Happiness is a choice. Optimism is a choice. Kindness is a choice. Giving is a choice. Respect is a choice. Whatever choice you make makes you. Choose wisely.”

“You can, you should, and if you’re brave enough to start, you will.”

“Don't be pushed around by the fears in your mind. Be led by the dreams in your heart.”

“Instead of worrying about what you cannot control, shift your energy to what you can create.”

“It’s only after you’ve stepped outside your comfort zone that you begin to change, grow, and transform.”

“More smiling, less worrying. More compassion, less judgment. More blessed, less stressed. More love, less hate.”

“Take responsibility of your own happiness, never put it in other people’s hands.”

“Be mindful. Be grateful. Be positive. Be true. Be kind.”

“Do what is right, not what is easy nor what is popular.”

“Accept yourself, love yourself, and keep moving forward. If you want to fly, you have to give up what weighs you down.”

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