KATE DANIELS & SIMON FOSTERTHECOMPLETEPSHEPROGRAMMEKeyStage5
Introduction:ContentsHow to use this resource v Unit overviews vii Working agreement xv Unit 1 College and study skills Lesson 1 Problem-solving and resilience 1 Lesson 2 Getting extra help 4 Lesson 3 Opportunity cost, time management and discipline 7 Lesson 4 Referencing, avoiding plagiarism and the extended project 10 Unit 2 Planning your future Lesson 1 Will you go to university? 13 Lesson 2 Applying to university through UCAS 16 Lesson 3 Apprenticeships, internships and CVs 19 Lesson 4 Interviews and other courses 22 Lesson 5 Gap years, volunteering and running your own business 25 Unit 3 You and work Lesson 1 Applying for work – cover letters and application forms 28 Lesson 2 Employment contracts and disciplinaries 32 Lesson 3 Global opportunities in work 35 Lesson 4 Workplace skills 38 Unit 4 Living independently and becoming an adult Lesson 1 Living independently: budgeting, household chores and eating healthily 42 Lesson 2 Housing after school or college 44 Lesson 3 You at 18 47 Lesson 4 Learning to drive 50 Unit 5 Financial skills Lesson 1 Banking and saving 53 Lesson 2 Contracts and consumer rights 56 Lesson 3 Borrowing money and debt 59 Unit 6 Health Lesson 1 Healthy lifestyles 62 Lesson 2 Young adult health issues 65 Lesson 3 Body image 67 Lesson 4 Perfectionism 69 Lesson 5 Mental health 72 Lesson 6 Mental health disorders 76 Lesson 7 Change and loss 79
Unit 7 Relationships and sex Lesson 1 How to build a loving relationship 82 Lesson 2 Family abuse 85 Lesson 3 Menstrual health 90 Lesson 4 Genital health and hygiene 93 Lesson 5 Sexual pleasure 95 Lesson 6 Sexual harm and sexual offences 98 Lesson 7 Addressing harmful sexual behaviours 101 Lesson 8 Sexual health focus – HIV 103 Unit 8 Staying safe Lesson 1 Going out – staying safe 105 Lesson 2 Going out – staying well 107 Lesson 3 De-escalating aggression 109 Lesson 4 Dealing with radicalisation 112 Unit 9 Living in society Lesson 1 Finding your true identity 115 Lesson 2 Discrimination and being deaf – Jonny’s story 117 Lesson 3 Discrimination and gender identity – Joanne’s story 120 Lesson 4 Discrimination, stereotyping and ethnicity – Ali’s story 122 Lesson 5 Discrimination 125 Lesson 6 Digital manipulation 128 Unit 10 Global citizenship Lesson 1 Climate change and its consequences 130 Lesson 2 Global concerns 134 Lesson 3 Our choices for a healthy planet 137 Lesson 4 Taking action 140 Acknowledgements 143
To be aware of your institution’s disciplinary policy Living in the wider world L2. to set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills
To understand what the extended project is Living in the wider world L2. to set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills 2: Planning your future
To remind students of the strategies of SMARTgoals/targets,settingsuchasandPURE
Lesson andmanagementcost,Opportunity3:timediscipline •
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L2. to set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills
To understand what the Harvard referencing system is, and how to provide a good reference
To identify the advantages of going to university
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To learn strategies for good time management
To ensure that all students understand that everyone is an individual with unique needs
To identify the next steps in applying to university
To examine strategies for dealing with coursework and resubmitting work Living in the wider world
To understand the UCAS application process
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To develop students’ resilience and encourage them to think about their wider support network Living in the wider world
© HarperCollinsPublishers Ltd 2021 vii Unit overviews Unit overviews Lesson title Learning objectives Curriculum objectives (PSHE Association’s Programme of Study) Unit 1 College and study skills Lesson andProblem-solving1:resilience •
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To understand what plagiarism is, and why it is banned
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To examine a range of problem-solving strategies
Lesson 2: Getting extra help
To make students aware of the extra support they can get at their school or college
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To understand the concept of opportunity cost
Lesson projecttheplagiarismavoidingReferencing,4:andextended •
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To being to draft a personal statement for UCAS Living in the wider world L3. to evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities
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Lesson 1: Will you go to university?
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L2. to set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills
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To understand what UCAS is and where to search for a university course Living in the wider world L3. to evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities
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Lesson throughuniversityApplying2:toUCAS •
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Lesson CVsinternshipsApprenticeships,3:and
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Lesson Interviews4: and other courses
To learn how to prepare for an interview
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L7. how to recognise career possibilities in a global economy
L3. to evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities
To identify what skills might match with a particular job
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To examine the advantages and disadvantages of taking a year out
To identify long-term trends at work in the UK economy To predict different jobs and skills that might be required in the future
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Curriculum
To understand the advantages disadvantagesandof internships and apprenticeships Living in the wider world
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To distinguish between different types of employment contract To understand the different types of warning at work, and how disciplinary issues are dealt with
L11. to recognise bullying and harassment in the workplace in all its forms and ways to seek or provide support to resolve the situation
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Lesson 5: Gap volunteeringyears, and running your own business
To explore opportunities,othersuch as foundation degrees, HNCs and HNDs
To use language modes as a way of improving rapport Living in the wider world
L9. the importance of professional conduct and how it can be demonstrated in different workplaces including following health and safety protocols
To identify what an internship is and what an apprenticeship is To learn what goes into a good CV
Lesson disciplinariescontractsEmployment2:and
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To identify what constitutes bullying and harassment at work and whom to report it to Living in the wider world
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L5. how to identify and evidence their strengths and skills when applying and interviewing for future roles and opportunities
Lesson title Learning objectives objectives (PSHE Association’s Programme of Study)
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Unit 3: You and work
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To identify the top skills employers are looking for and why, and ways students can improve their skills To identify and improve nonverbal skills
Lesson formsapplicationlettersworkApplying1:for–coverand
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L3. to evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities
To learn what makes a good covering letter
Lesson 3: opportunitiesGlobal in work
To learn what makes a good interview Living in the wider world
© HarperCollinsPublishers Ltd 2021 viii Unit overviews
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L1. to be enterprising in life and work
To consider the different opportunities available to work abroad Living in the wider world L4. the implications of the global market for their future choices in education and employment
L3. to evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities how to produce a concise and compelling curriculum vitae and prepare effectively for interviews
L5. how to identify and evidence their strengths and skills when applying and interviewing for future roles and opportunities
To discuss the differences between a gap year, volunteering, and running your own business Living in the wider world
Lesson Workplace4: skills
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To learn how to fill in an application form Living in the wider world L2. to set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills L5. how to identify and evidence their strengths and skills when applying and interviewing for future roles and opportunities L6. how to produce a concise and compelling curriculum vitae and prepare effectively for interviews
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Lesson moneyBorrowing3:and debt
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To examine whether more young diverse people should be involved in politics
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Lesson 3: You at 18
To identify ways of eating healthily on a budget Living in the wider world
To learn about the different types of driving licence, and the different tests to get a full licence
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To be aware of the different types of driving test
© HarperCollinsPublishers Ltd 2021 ix Unit overviews Lesson title Learning objectives Curriculum objectives (PSHE Association’s Programme of Study) Unit 4: Living independently and becoming an adult Lesson 1: eatingchoreshouseholdbudgeting,independently:Livingandhealthily •
Unit 5: Financial skills
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Lesson Contracts2: and consumer rights To explain why contracts exist, what you can do when they are broken and why it is important to study contracts before you sign them To understand what your consumer rights are with regard to mobile phones Living in the wider world
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To identify the different sorts of tenancy agreements and what a deposit is
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To examine the different options for housing after 18
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Lesson collegeschoolHousing2:afteror
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H1. skills and strategies to confidently manage transitional life phases
L13. how to plan expenditure and budget for changes in circumstances (e.g. when moving out or going to university) Health and wellbeing
Lesson savingBanking1:and
To learn what interest and compound interest are To understand the different forms of borrowing in the UK, and the costs that come with it
To understand how student loans and mortgages work Living in the wider world L18. to evaluate the potential gains and risks of different debt arrangements and repayment implications
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To understand that a vehicle needs tax, an MOT and insurance before it can be driven on the road Health and wellbeing H15. to manage personal safety in relation to travel, such as cycle safety, young driver safety, passenger safety, using licensed taxis and getting home safely
To consider what tasks need to be done when living independently To practise living on a budget
To understand how to save within a budget
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L17. to manage financial contracts including, mobile phone services and renting items and accommodation; how to identify appropriate advice
To examine the different range of rights that are available to students when they turn 18
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To understand what an entrepreneur is and what you have to do when you are self-employed Living in the wider world L1. to be enterprising in life and work L15. to evaluate savings options
To examine the threat of homelessness Living in the wider world
To consider responsibilitiesthosethat come with rights when you turn 18 Health and wellbeing
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H12. how to maintain a healthy diet, especially on a budget
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Lesson Learning4:to drive
• L16. to exercise consumer rights, including resolving disputes and accessing appropriate support L17. to manage financial contracts including, mobile phone services and renting items and accommodation; how to identify appropriate advice
To distinguish between the different forms of saving that are available
Lesson 5: Mental health
To learn how to prevent poor mental health To know how to help yourself and where to go for support Health and wellbeing
H4. to recognise signs of change in mental health and wellbeing and demonstrate a range of strategies for building and maintaining positive mental health, including managing stress and anxiety H5. to recognise common mental health issues such as anxiety, depression, eating disorders, self-harm and compulsive behaviours [NB It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for students who are more vulnerable (e.g. personal accounts of weight change).] H6. to recognise when they, or others, need support with their mental health and effective strategies to address difficulties and promote wellbeing H7. to analyse and evaluate support available to manage common mental health issues, and how to access the most appropriate support
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© HarperCollinsPublishers Ltd 2021 x Unit overviews Lesson title Learning objectives Curriculum objectives (PSHE Association’s Programme of Study) Unit 6: Health Lesson 1: lifestylesHealthy •
To know the signs of a heart attack Health and wellbeing
Lesson 3: Body image
To learn that ‘ideal’ bodies have changed over history
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To understand the positive aspects of perfectionism
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H2. to recognise how idealised images of bodies and pressure to conform, can adversely affect body image and self-esteem; strategies to manage this pressure
To recognise the main symptoms of these illnesses and understand what to do about them Health and wellbeing
To learn about what is recommended for a healthy lifestyle and to make healthy choices
To know some of the more common/serious illnesses young adults may come into contact with
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To understand that we are so much more than our bodies Health and wellbeing
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To understand obesity and its health implications
H4. to recognise signs of change in mental health and wellbeing and demonstrate a range of strategies for building and maintaining positive mental health, including managing stress and anxiety H6. to recognise when they, or others, need support with their mental health and effective strategies to address difficulties and promote wellbeing
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To recognise when perfectionism affects them or a friend negatively Health and wellbeing
H11. to recognise illnesses that particularly affect young adults, such as meningitis and ‘freshers’ flu’
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To investigate how perfectionism affects us
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H3. to understand the issues and considerations relating to body enhancement or alteration, including long-term consequences
To understand that mental health is a continuum
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To understand the issues relating to body alteration, enhancement and their consequences
H12. how to maintain a healthy diet, especially on a budget
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To learn what skills we can develop in order to find and maintain relationshipshealthy Relationships
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H6. to recognise when they, or others, need support with their mental health and effective strategies to address difficulties and promote wellbeing
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To know what menstrual health is
H4. to recognise signs of change in mental health and wellbeing and demonstrate a range of strategies for building and maintaining positive mental health, including managing stress and anxiety
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To understand the importance of genital hygiene
To learn how best to look after genital health To learn more about the genital area Health and wellbeing H8. to take responsibility for monitoring personal health and wellbeing, including sun safety, breast awareness and selfexamination, testicular self-examination and cervical screening
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R20. to recognise and manage different forms of abuse, sources of support and exit strategies for unhealthy relationships
R8. to use constructive dialogue to support relationships and negotiate difficulties
R6. to develop and maintain healthy, pleasurable relationships and explore different levels of emotional intimacy R7. to evaluate different degrees of emotional intimacy in relationships, the role of pleasure, how they understand the difference between ‘love’ and ‘lust’
Lesson Menstrual3: health
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Lesson abuseFamilies2:and
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© HarperCollinsPublishers Ltd 2021 xi Unit overviews Lesson title Learning objectives Curriculum objectives (PSHE Association’s Programme of Study)
To explore and understand the most common mental health disorders
Lesson 1: relationshipsLoving
To learn about the grieving process To develop positive strategies to help during times of loss and change Health and wellbeing
To understand what a healthy relationship is
Lesson 7: Change and loss
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To understand the impact of loss
R21. to recognise forced marriage and ‘honour’ based violence; to get help for themselves or others they believe to be at immediate or future risk
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To recognise the signs and symptoms of different mental health disorders
H5. to recognise common mental health issues such as anxiety, depression, eating disorders, self-harm and compulsive behaviours It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for students who are more vulnerable (e.g. personal accounts of weight change).]
H6. to recognise when they, or others, need support with their mental health and effective strategies to address difficulties and promote wellbeing
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To know where to go for mental health support Health and wellbeing
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Lesson 4: Genital health and hygiene
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H8. to take responsibility for monitoring personal health and wellbeing, including sun safety, breast awareness and selfexamination, testicular self-examination and cervical screening
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H7. to analyse and evaluate support available to manage common mental health issues, and how to access the most appropriate support
To understand what family abuse is To recognise honour-based violence and forced marriage and to know where to get help To recognise coercive control within the family environment Relationships
Lesson 6: Mental disordershealth
Unit 7: Relationships and sex
• To learn about periods and the menopause, including associated symptoms and problems Health and wellbeing
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H14. to assess and manage risk and personal safety in a wide range of contexts, including online; about support in place to safeguard them in these contexts and how to access it H15. to manage personal safety in relation to travel, such as cycle safety, young driver safety, passenger safety, using licensed taxis and getting home safely out
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To learn what sexual offences are
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To know what to do to keep themselves and their friends safe when out at night
behavioursharmfulAddressing7:sexual •
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Lesson 1: Going out –staying safe
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To understand the dangers when out having fun at night
© HarperCollinsPublishers Ltd 2021 xii Unit overviews Lesson title Learning objectives Curriculum objectives (PSHE Association’s Programme of Study)
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R6. to develop and maintain healthy, pleasurable relationships and explore different levels of emotional intimacy
R13. how to recognise, and seek help in the case of, sexual abuse, exploitation, assault or rape, and the process for reporting to appropriate authorities
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Unit 8: Staying safe
Health and wellbeing
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To understand what rape culture means To recognise that the crime of rape is misunderstoodoften and to begin to think about how to challenge this Relationships
R11. to understand the moral and legal responsibilities that someone seeking consent has, and the importance of respecting and protecting people’s right to give, not give, or withdraw their consent (in all contexts, including online)
Lesson
To find solutions for supporting the reduction of sexual harms in your place of education To know what to do to support a friend if they become a victim of sexual harassment or violence Relationships
Lesson 8: Sexual health focus – HIV
Lesson 6: Sexual harm and sexual
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To understand the signs of someone having too much alcohol or drugs or a having a bad reaction
To know what to do to help someone having too much alcohol and drugs or a having a bad reaction Health and wellbeing
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Lesson 5: Sexual pleasure
R11. to understand the moral and legal responsibilities that someone seeking consent has, and the importance of respecting and protecting people’s right to give, not give, or withdraw their consent (in all contexts, including online) R12. to understand the emotional, physical, social and legal consequences of failing to respect others’ right not to give or to withdraw consent R13. how to recognise, and seek help in the case of, sexual abuse, exploitation, assault or rape, and the process for reporting to appropriate authorities
R7. to evaluate different degrees of emotional intimacy in relationships, the role of pleasure, how they understand the difference between ‘love’ and ‘lust’
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To understand the facts about HIV To challenge our perceptions about HIV To know how to keep sexually healthy Health and wellbeing H18. to develop a nuanced understanding of how to select appropriate contraception in different contexts and relationships H19. how to reduce the risk of contracting or passing on a sexually transmitted infection (STI) H20. how to take responsibility for their sexual health and know where, and how, to access local and national advice, diagnosis and treatment
H17. to perform first aid and evaluate when to summon emergency services, irrespective of any potential legal implications, for example, when the situation involves alcohol, drugs, gangs or violent crime H22. to understand how alcohol and drug use can affect decision making and personal safety, including looking out for friends, safe travel and drink-spiking
R12. to understand the emotional, physical, social and legal consequences of failing to respect others’ right not to give or to withdraw consent
To understand that sex is pleasurable when consented To understand the importance of situationscommunicationhonestinsexual To consider different sexual experiences Relationships
Lesson 2: Going
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Lesson storyethnicitystereotypingDiscrimination,4:and–Ali’s •
R25. ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination
Unit 9: Living in society Lesson 1: Finding your true identity • To
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To challenge stereotypes and assumptions
To understand what it is like to live with a disability
R2. to recognise and challenge prejudice and discrimination and understand rights and responsibilities with regard to inclusion 6:
To challenge stereotypes and assumptions To consider how to challenge discrimination related to people who are trans or non-binary Relationships
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To understand what it is like to live in the UK as a second-generation Arab migrant To challenge stereotypes and assumptions
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To understand what is meant by discrimination To find ways to challenge and change discrimination Relationships
R25. ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination
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Lesson –andDiscrimination2:beingdeafJonny'sstory •
To consider how to challenge discrimination related to people who are deaf or hard of hearing Relationships
Living
To understand what it is like to live as a trans man or woman
To consider how racism affects our identities Relationships
Lesson Joanne'sidentityandDiscrimination3:gender–story •
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To learn why carrying knives is not a good way to keep safe, and how to report this anonymously and why this is important know what to do when situations get aggressive both offline and online Health and wellbeing to assess and manage risk and personal safety in a wide range of contexts, including online; about support in place to safeguard them in these contexts and how to access it understand risk factors that cause radicalisation understand how young people can contribute to countering radicalisation in the wider world how social media can expand, limit or distort perspectives and recognise how content they create and share may contribute to, or challenge this when and how to report or access help for themselves or others in relation to extremism and radicalisation know what defines identity understand how to begin to live as our authentic selves use creativity to connect with the authentic self Health and wellbeing skills and strategies to confidently manage transitional life phases
manipulationDigital •
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© HarperCollinsPublishers Ltd 2021 xiii Unit overviews Lesson title Learning objectives Curriculum objectives (PSHE Association’s Programme of Study) Lesson aggressionDe-escalating3: •
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R25. ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination
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To understand what filter bubbles and echo chambers are To learn about the impacts filter bubbles can have on us as individuals and societies To learn how to counteract filter bubbles Living in the wider world L23. how social media can expand, limit or distort perspectives and recognise how content they create and share may contribute to, or challenge this
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© HarperCollinsPublishers Ltd 2021 xiv Unit overviews Lesson title Learning objectives Curriculum objectives (PSHE Association’s Programme of Study) Unit 10: Global citizenship Lesson 1: Climate change and consequencesits • To identify the causes and effects of climate change • To analyse and evaluate some of the solutions to dealing with climate change No relevant objectives Lesson 2: Global concerns • To define globalisation and its many positives and negatives • To point out facingforglobalisationhowisresponsiblemanyofthekeyissuestheworldtoday No relevant objectives Lesson 3: Our choices for a healthy planet • To understand that we can all help to change the health of our planet • To consider the day-to-day actions and choices we can make for a healthier planet No relevant objectives Lesson 4: Taking action • To plan a social action project • To reflect on and feed back on a social action project No relevant objectives
• NHS website, Mental health page: a useful starting point to understand mental health/mental ill health
• Mind is a charity that is useful to access info about mental health – you can also download leaflets from its website.
Extending | 20 mins
© HarperCollinsPublishers Ltd 2022 72 Unit 6 Health, Lesson 5 6.5 Mental health Learning objectives: • To understand that mental health is a continuum • To learn how to prevent poor mental health • To know how to help yourself and where to go for support Resources: • Worksheets 6.5a, 6.5b • PowerPoint 6.5 • Video 6.5 (4 mins) Key vocabulary: mental health, continuum, spectrum, diagnosis, thriving, factorswellbeing,emotionalprotective
• Royal College of Psychiatrists website, the Mental health page offers different perspectives.
This and the next two lessons address mental health disorders and responses to change and loss. If this might be triggering for any students, speak to your SLT about how to proceed. If you are worried about any of your students, address your hunch and follow the correct protocol in your school/college.
Teacher resources for information and inspiration:
• Tell students there are things we can do to keep ourselves healthy (sometimes called protective factors). These are things people can do or develop in themselv es that can help them get through difficult times.
Ask: ‘What things could you suggest to someone, including yourself, who appeared to be struggling?’ (e.g. creativity, fun, exercising, eating well, talking about stuff, keeping physically healthy, connecting to others You could encourage students to think back to th e lesson on perfectionism and keeping healthy.)
Kickstart | 5 mins
• Show Slide 5 and explain that this continuum is used to explore mental health: for example, it might highlight how someone may seem OK but actually has poor mental health (see slide notes). Print out Slide 5 for students or enlarge it on the board so they can follow it, then tell them they are going to watch a video in which Caroline talks them through it.
• Display Slide 2 and read the quotation from Caroline Hounsell, our mental health expert, then talk through the slide notes. Follow up by reading through the self-soothing techniques outlined on Slides 3 and 4 and in the slide notes.
• Talk through Slide 7 and the slide notes and discuss any other things students think they could do to help themselves. Show Slide 8 to ensure they know where to go for help – also see the slide notes.
• Give students copies of Worksheet 6.4b. Ask them to consider the scenarios and the healthiest approach to them, deciding whether they need to act on something positively and perhaps courageously, or accept it and let it go. (Answers: C, A, A, A, C, A, C, C) These are good discussion opportunities and views will vary, so these answers are not definitive. Essentially the message is that we can offer ideas, love and support to others but ultimately we can only change our own ways and our own thinking.
• Young Minds charity has a number of useful resources available for school staff on its website.
‘What does mental health mean to you? ’ Allow students to discuss this in small groups or think about it quietly and write down their responses as an initial assessment of understanding (see slide notes).
• Ask students to complete the wordsearch on simple protective factors on Worksheet 6.5a (Answers: sleep, healthy diet, exercise, friendships, fun, creativity, digital detox, get outside, rest, nature, positive thinking, meditation, mindfulness, limit alcohol, limit ca ffeine, limit sugar, self-love, be brave, face fears, honest conversations, keep learning, help others, find direction, acceptance, community.)
Activate | 20 mins
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• Show Video 6.5. Note the question at the end: ‘Where do you think you are right now?’ This is a personal question, and the answer doesn’t have to be discussed or shared, but remind students that if they feel they are not thriving they can talk to the school/college safeguarding/pastoral team (tell them who these are and where to find them) and/or their GP to get help. After they’ve watched the video, go through Slide 6 (and the slide notes) with students, referencing their printout of the diagram.
Wrap it up | 5 mins
Show Slide 1 to introduce the lesson and the objectives Ask: ‘What does physical health mean to you?’
© HarperCollinsPublishers Ltd 2022 73 Unit 6 Health, Lesson 5 Worksheet 6.5a Protective factors: wordsearch ‘Protective factors’ is a term used to explain things people can do or develop in themselves that can help them to get through difficult times. In this wordsearch there are lots of examples; all you have to do is find them! There are 25 in total. (Please note, some of them might be made up of two words. Also, all the words are horizontal or vertical, not diagonal and not given backwards!) This is a timed activity – your teacher will decide on how long they will give you. Get ready! L I M I T C A F F E I N E H S R S W M H I G O M F A C E F E A R S L C O E T K E M X N P Y M A L G G F I U I S C L U M A I U C O M M U N I T Y X A M I R F J I L T A C S G E P O E X E R C I S E L O W T A Q W I E D R Y I P H J K T L A O F O H L S D T F I G G S L E E P S J T V R K Y C L K I J T H E H G K F O U D I E I S D O Z X V C A V T B N E M P G O V I E Y I H O N E S T C O N V E R S A T I O N S E O A T T U I T U R E P Q W R J T K D L T L C F H G O H T J K L L A S D Y R S T Y R C Z I L N T S W B E B R A V E L H I N L E X N K Q W I U E A T Y U I O P I S A K P C K F I N D D I R E C T I O N P G T Y T V I I D F E M I N D F U L N E S S U I A B N Y R R Z X C I V U B N M H J K R Y N N G F E W A S D N F N G H J K L U E D C M U G S D R D I G I T A L D E T O X H E L P O T H E R S Q W E R T Y U I O P Can you think of any others?
© HarperCollinsPublishers Ltd 2022 74 Unit 6 Health, Lesson 5 Solution to worksheet 6.5a Wordsearch L I M I T C A F F E I N E S H I F A C E F E A R S L E E M P I C L A I C O M M U N I T Y M R F L T S E E X E R C I S E L T A I D T A O F H L T I G S L E E P S T V R Y C I T E K U I E I D O V A T E G V E I H O N E S T C O N V E R S A T I O N S E O A T I U P R T D T L C H O T L Y S C I N S B E B R A V E H N E N I A I A P K F I N D D I R E C T I O N P T T I E M I N D F U L N E S S U A N R I U R N G E N N E C S D I G I T A L D E T O X H E L P O T H E R S List of words included in the wordsearch friendshipsfindfaceexercisedigitalcreativitycommunitybeacceptancebravedetoxfearsdirection getfun limitlimitkeephonesthelphealthyoutsidedietothersconversationslearningalcoholcaffeine limit sleepselfrestpositivenaturemindfulnessmeditationsugarthinkinglove
3. My sister is really gaming a lot. She goes on nearly all night every night and I don’t think it’s healthy. She just tells me to get lost when I try to talk to her about it.
4. I spent hours and hours on that assignment. I thought I was definitely gonna get an A but I only got a B. I’m really angry with myself and can’t stop beating myself up about it.
© HarperCollinsPublishers Ltd 2022 75 Unit 6 Health, Lesson 5
6.5b Change or accept?
1. I don’t think I’m doing very well with my studies – I’m just so tired all the time. I should probably get to sleep earlier but I get sucked into social media at night.
Worksheet
2. My mate has been really good at football since being a kid but lately they’ve got into smoking weed and that’s changing them. I’ve tried talking to them but they won’t listen.
Life is full of experiences where we have to make a decision. It can sometimes feel hard to know which direction to go in, especially when our emotions are involved.
7. I really want to go to that party tonight but I am so self-conscious I just don’t know if I can.
Scenario Change or accept? How?
Below you will find some situations where someone has to decide whether to act or accept. Read through each scenario and decide what you think would be the healthiest option for them, considering all that you have learned about the mental health continuum and protective factors.
Sometimes we may need to act on something, pe rhaps a behaviour we want to change about ourselves, or we may need to step out of our comfort zone. At other times, even though we would really like to change something, we may have to accept that we are powerless and can’t change a situation or another person, for example.
6. My mum does my head in. She is really down because she is putting on lots of weight but she doesn’t follow the doctor’s advice.
8. I love my dance classes but I hate my teachers. They are so tough with us. If you need further support with anything around your mental health, please reach out to your friends, family, tutors or medical professionals. Mental health issues are no different from physical health issues, so treat them in the same way.
5. I really like this person that I’ve just started talking to and want to connect online but what if they don’t message back? I think they like me but I’m soooo nervous!
• Ask: ‘What’s the difference between being deaf and hard of hearing?’ Discuss this and then watch Video 9.2.2, in which Jonny introduces himself and talks about his experiences with hearing as he grew up. He also considers the difference between being deaf and hard of hearing. Then show Slide 2 and go through the key points from the video (and see the slide notes).
• Search online for a teaching film on BSL (‘Learn to sign “sorry I don’t understand” and “again please” in British Sign Language’) and practise this as a group until everyone has learned these phrases. They will need this for the next activity.
© HarperCollinsPublishers Ltd 2022 117 Unit 9 Living in society, Lesson 2 9.2 Discrimination focus – Jonny’s story
Wrap it up | 5 mins
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• National Deaf Children’s Society (NDCS), The Royal National Institute for Deaf People (RNID) and British Deaf Association (BDA) all have lots of further information. Search british-sign.co.uk for information on BSL – British Sign Language.
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Show Slide 1 and introduce the lesson by saying that students are going to meet someone who has experienced discrimination (do not say how). Then introduce Jonny by playing Video 9.2.1 ‘Louder Is Not Always Clearer’.
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• if you would really like your students to begin to experience what it is like to live in a hearing world when you are hard of hearing or deaf, give them Worksheet 9.2a to complete. This is a bonus activity from Jonny. (I would suggest you do this after, or instead of, the whisper chain activity.)
Learning objectives: To understand what it is like to live with a disability To challenge stereotypes and assumptions To consider how to challenge discrimination related to people who are deaf or hard of hearing
• Put students into pairs and go through the five statements on Slide 3. All of these address some common assumptions that hearing people might have about deaf people. Ask students to decide if they are true or false. Allow them time to work through these with their partner and then go through them, discussing each. (1. False, 2. True, 3. False, 4. True, 5. False – see slide notes for more details.)
• Show Video 9.2.4 in which Jonny talks about his experiences of discrimination. Then show Slide 5 and recap the key points.
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• Watch Video 9.2.3 in which Jonny tells his story (note that this is 12 mins). Encourage students to note the different challenges Jonny has had along the way. Then show Slide 4 and recap the key points.
Extending | 20 mins
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Resources: PowerPoint 9.2 Worksheets 9.2a, 9.2b • Videos 9.2.1 (1 min), 9.2.2 (3 mins), 9.2.3 (12 mins), 9.2.4 (4 mins) Key vocabulary: deaf, hard of hearing, BSL, discriminationdisability,
Activate | 20 mins
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Tackling discrimination as a society – Scope. Search for ‘Social model of disability’ – this is a model showing that it is actually societal barriers that are the issue rather than someone’s impairment or difference.
• Play ‘whisper chain’ with lip-reading only. So, instead of whispering a phrase into each other’s ears, students lip-read. The first person says something silently, and the next person has to lip-read it. The person lip-reading has two chances to ask the speaker to repeat what they have said, but they cannot speak either so they need to use British Sign Language to ask (e.g. the BSL sign for ‘again’ is putting two fingers together then shaking them up and down). The person at the end of the line is the only one allowed to speak, to repeat what they think the firs t person said. This takes concentration and patience .
Teacher resources for information and inspiration:
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• Ask students who are not deaf how day-to-day activities might be different for them if they were deaf. Ask for examples, thinking about daily routines – you can do this as a class or in pairs (refer back to Worksheet 9.2a or give it to students now if you didn’t use it earlier).
• Hand out Worksheet 9.2b and allow time for students to complete it. Then discuss and allow students to share how they feel we can all help challenge discrimination related to people who are deaf or hard of hearing, and other disabled people, with the barriers it creates.
Kickstart | 5 mins
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© HarperCollinsPublishers Ltd 2022 118 Unit 9 Living in society, Lesson 2 Worksheet 9.2a Bonus activity from Jonny
Tips: 1. Carry a notepad and pen with you. If you don’t understand what somebody is saying to you, ask them to write it out. You can also use your phone to type things out if that works better.
2. Make sure you check your surroundings and, if you're going to cross the street, make sure you look both ways multiple times. Our visuals (eyesight) have to be our ears!
3. You might not always want to use your voice all the time. People often tend to assume that if you can talk, that means you can hear... So, my suggestion w ould be to write stuff down on paper or on your mobile phone as a form of communication when doing this challenge.
The ear plug challenge Wear ear plugs for the day! For the best experience and the best results of this challenge, I recommend wearing earplugs from the moment you wake up till the moment you go to sleep, but 6 to 8 hours instead might be better.
[Jonny Cotsen] Write your experiences below on completion of this challenge and compare with fellow students back in college/school.
Here’s a bonus activity from Jonny if you would really like to begin to experience what it is like to live in a hearing world when you are deaf or hard of hearing.
I use the term ‘hearing world’ a lot and many hearing people don't actually know what we mean by that. Wearing ear plugs for a day is going to allow you to step into our shoes and experience the world from a deaf perspective. Having reduced hearing or no hearing, you should realise how much you depend on being able to interpret sound every day. Also, you might start to notice how many things aren’t accessible for those who are deaf and/or hard of hearing. For example, you may notice the frustration of video content not having subtitling (which happens a lot), not being able to hear the radio, or when people report things over the intercom in a store. (There could be more serious experiences like making an emergency call and having no idea what is being said.)
You will also start to see how many other hearing people really don’t know how to communicate with deaf Thinkpeople.abouthow you feel and how some of these problems can be solved.
1. What have you learned from Jonny about living with a hearing impairment or being deaf? Choose your ‘top three’ and write them below. (You can use the back of the paper if you need more room.)
3. Jonny talks about how we can make simple changes, su ch as positioning ourselves so the person who is deaf/hard of hearing has a clear view of our face, while being patient with the communication process. He also talks about how he has felt discriminated against by society’s assumptions and stereotypes.
a. What do you think we can do as individuals or as a society to help end discrimination for people who are deaf and/or hard of hearing, and to become their allies?
b. What do you think we can do as individuals or as a society to help end discrimination for people with other disabilities, and to become their allies?
2. Has this lesson changed any of your perceptions about people who are deaf or hard of hearing? Explain. (Use the back or more paper if you need more room.)
© HarperCollinsPublishers Ltd 2022 119 Unit 9 Living in society, Lesson 2 Worksheet 9.2b Challenging discrimination
