Lesson 4 Referencing, avoiding plagiarism and the extended project

Lesson 3: De-escalating aggression • To learn why carrying knives is not a good way to keep safe, and how to report this anonymously and why this is important • To know what to do when situations get aggressive both offline and online Health and wellbeing • 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

Lesson 4: Dealing with radicalisation • To understand risk factors that cause radicalisation • To understand how young people can contribute to countering radicalisation 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 • L25. when and how to report or access help for themselves or others in relation to extremism and radicalisation

Unit 9: Living in society

Lesson 1: Finding your true identity • To know what defines identity • To understand how to begin to live as our authentic selves • To use creativity to connect with the authentic self

Lesson 2: Discrimination and being deaf – Jonny's story • 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 Relationships • R25. ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination

Lesson 3: Discrimination and gender identity – Joanne's story • To understand what it is like to live as a trans man or woman • To challenge stereotypes and assumptions • To consider how to challenge discrimination related to people who are trans or non-binary Relationships • R25. ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination

Lesson 4: Discrimination, stereotyping and ethnicity – Ali’s story • To understand what it is like to live in the UK as a second-generation Arab migrant • To challenge stereotypes and assumptions • To consider how racism affects our identities Relationships • R25. ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination

Health and wellbeing • H1. skills and strategies to confidently manage transitional life phases

Lesson 5: Discrimination

Lesson 6: Digital manipulation • To understand what is meant by discrimination • To find ways to challenge and change discrimination Relationships • R2. to recognise and challenge prejudice and discrimination and understand rights and responsibilities with regard to inclusion

•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

Lesson title Learning objectives Unit 10: Global citizenship

Lesson 1: Climate change and its consequences • 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 how globalisation is responsible for many of the key issues facing the world today 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

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, emotional wellbeing, protective factors

Teacher resources for information and inspiration: • 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. • Young Minds charity has a number of useful resources available for school staff on its website. • 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. Kickstart | 5 mins • Show Slide 1 to introduce the lesson and the objectives. Ask: ‘What does physical health mean to you?’

‘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).

Activate | 20 mins • 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. • 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. • 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. • 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 themselves 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 the lesson on perfectionism and keeping healthy.) • 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 caffeine, limit sugar, self-love, be brave, face fears, honest conversations, keep learning, help others, find direction, acceptance, community.) Wrap it up | 5 mins • 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. Extending | 20 mins • 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.