Working towards endorsement for the Cambridge Pathway.
Cambridge Lower Secondary
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Wellbeing
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Stages 7-9
DIGITAL Digital TEACHER’S Coursebook RESOURCE Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
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PL E
Working towards endorsement for the Cambridge Pathway.
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.4
Cambridge Lower Secondary Wellbeing: Stage 7-9 Navigating my world / Dealing with change Lesson Plan 8.4: Understanding that some changes can make me feel worse short-term but better longer-term
DATE:
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CLASS:
Learning objective for the lesson
789Nd.02 Understand that some changes can make you feel worse short-term but better longer-term.
Other Wellbeing curriculum framework links for the lesson
789Um.04 Understand what 'resilience' means and identify strategies which support them to become more resilient.
Cambridge Wellbeing Check link
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Interpersonal wellbeing: The extent to which learners feel connected to others, and that people care about them, treat them well and value them.
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Life satisfaction: The extent to which learners experience contentment and overall life satisfaction, and feel optimistic about the future.
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Negative emotions: The extent to which learners feel worried, stressed and/or personal sadness.
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789Nd.01 Discuss how to manage the possible effects of positive and negative changes.
Language support
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Timing
Planned activities
Resources
Ask learners to stand. Then ask learners to sit back down when they hear a statement that applies to them at any time in their life. Read the list:
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Starter activity
Resilience: ability to recover from a difficult situation
10 minutes
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I have moved house.
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There has been a new baby at home.
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My older sibling has left home.
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My friend has left my school.
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I have changed sports club.
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I have stopped eating meat.
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I have had my hair cut.
By now everyone should be sitting back down. Explain that we all experience changes in our lives, some positive and some negative, and that some changes can make us feel worse in the short-term but better in the longer-term.
© Cambridge University Press and Assessment 2024
1
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.4
Timing
Planned activities
Main activities
Nik’s journal
20 minutes
Organise learners into appropriate groups. Read these exerts from Nik’s journal to the class. The exerts have been written a few months apart. Pause after each for learners to discuss in their groups what changes are happening in Nik’s life and how they might make Nik feel in the short-term, and what the benefits might be for Nik in the longer-term. Hi, my name is Nik. I am 12 years old. I used to live with my Mum, Dad and younger sister in a big old house on the west side of town. My best friend lived just around the corner. My Mum got a job with more money, so we moved house. We now live on the east side in a smaller modern house. I miss my old house. It had character and I miss having my friends close by. Mum is now very busy at work, so I often have to take care of my sister. Our new house is closer to school, so I walk there every day. At least I didn’t have to change schools; I have a lot of friends there.
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I am getting used to living on the east side of town and I like all the open spaces. I especially enjoy my walk to school. However, the area is being developed and there are now new houses popping up all over the place! They are putting in cycle lanes and lots of trees and recycle bins. There’s a new leisure centre being built too. The view from my bedroom window looks different every day. Sometimes I have to take a different path to school to avoid roadworks. Mum says there’s a new family, with a young person the same age as me, moving in opposite.
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A few weeks ago, we had a Maths test at school. I love Maths and I worked very hard for the test. I did so well I got moved up a set. Now I am not with any of my friends. And the work is much harder. I am not happy in my new Maths class. My new Maths teacher is excellent!
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Resources
My Grandad is poorly and has had to go into a home where he can get suitable care. Gran is coming to live with us in our little house. I love Gran but it’s going to be a squeeze. And Mum is so busy already. I do love Gran’s cooking though; she makes the best cakes ever! Perhaps Gran can teach me how to cook?
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Invite one person from each group to feed back on the changes that might have made Nik feel unhappy in the short-term, and how Nik might now be feeling in the longer-term. Nik has had a lot of upheaval recently and has had to adapt to many changes. Nik has recovered well in each situation and has shown resilience. Nik finds something positive to comment on in each exert.
© Cambridge University Press and Assessment 2024
2
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.4
Timing
Planned activities
Main activities
Building resilience
10 minutes
Ask learners to think back to a time of change in their lives that worried them at the time or made them unhappy in the short-term. This might be when they moved up to junior, middle or secondary school or when they moved house. Ask learners: How did you feel at the time of this change in your life?
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What challenges did you have to overcome?
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How did you manage this change?
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Were you able to remain positive and look to the future?
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Were there any longer-term benefits from this change?
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Resources
Still in groups, ask learners to come up with some resilience strategies to cope with any change that makes you feel worse in the short-term. Assessment ideas
Tell learners:
10 minutes
You and your friend used to do everything together. You have no other friends in your school, as you didn’t need them. Your friend moves away from your area and out of your school. You are devastated. You miss them so much and feel so lonely. Write about how this bad situation could be made positive. What would you need to do to help turn this around?
10 minutes
Ask learners to reflect upon this lesson and to set 3 actions that will help them to cope with any future change that makes them feel unhappy in the short-term.
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Reflect and set actions
Links to other areas of the Cambridge Lower Secondary Curriculum R.01 Celebrate artistic experiences and learning
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Art and Design
© Cambridge University Press and Assessment 2024
3
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.14
Cambridge Lower Secondary Wellbeing: Stage 7-9 My relationships / Healthy relationships Lesson Plan 8.14: Managing the end of friendships in a positive way CLASS: DATE: 789Rh.05 Explore how they can manage the end of friendships in a positive way.
Other Wellbeing curriculum framework links for the lesson
789Rh.01 Understand the characteristics of healthy relationships.
Cambridge Wellbeing Check link
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Interpersonal wellbeing: The extent to which learners feel connected to others, and that people care about them, treat them well and value them.
•
Life satisfaction: The extent to which learners experience contentment and overall life satisfaction, and feel optimistic about the future.
•
Negative emotions: The extent to which learners feel worried, stressed and/or personal sadness.
Starter activity
Planned activities
Resources
Brainstorm the characteristics of a healthy relationship. Remind learners that these are: mutual respect, trust, honesty, communication and fairness or balance. Organise learners into appropriate groups. Give each group paper. One person in the group will be the scribe. They will write ‘Our healthy relationships’ at the top of the page and then list the healthy relationship characteristics down the left-hand side. Ask learners to reflect upon their own healthy relationships and suggest situations which show that a relationship is in fact healthy, under the healthy relationship characteristic headings. For example:
Paper.
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10 minutes
789Ui.04 Recognise how people may grieve in different ways.
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Timing
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Learning objective for the lesson
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Mutual respect: we respect each other’s boundaries.
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Trust: we can tell each other secrets and know they will be kept secret.
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Honesty: we are happy to say when we don’t want to do something.
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Communication: we speak openly with each other.
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Fairness: we discuss what we are going to do and sometimes we compromise.
© Cambridge University Press and Assessment 2024
1
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.14
Timing
Planned activities
Main activities
Ending a friendship
15 minutes
Explain that sometimes friendships fade as people grow and change. However, sometimes people find the need to end a friendship because they are no longer enjoying spending time with that friend or perhaps there has been some kind of betrayal. Whatever the reason to end a friendship, the end can be managed in a positive way, bearing in mind the characteristics of a healthy relationship. Read out this scenario to learners, who are now working individually:
Resources
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Jan and Jett have lived next door to each other all their lives. They were best friends at primary school. They are now in their second year of secondary school. Jan enjoys sport and being outdoors whereas Jett has developed a keen interest in reading and playing board and online games. Jan wants to join some sport clubs and make new friends. However, presently Jan spends most of her free time with Jett, with whom they appear to have less and less in common. Ask learners: •
What should Jan do?
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How can Jan end their friendship with Jett in a positive way?’
Tell learners: •
Jan needs to communicate honestly with Jett, treating Jett with respect, whilst being fair to themselves.
Set learners the task of writing out what Jan should say to Jett. Putting it in to practice
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Organise learners into pairs. Learners take it in turns to take on the role of Jan and read out what they want to say to Jett. Losing a friendship
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Then ask learners to consider the impact of the end of the friendship on Jett. Still working in pairs, ask learners to recap the five stages of grief. Losing a friendship, however it ends, is a form of grief and people will manage it in different ways. Ask learners to think back to the self-care strategies which have been suggested to manage grief, and to list those that might be helpful here.
Assessment ideas 10 minutes
Reflect and set actions 10 minutes
Ask learners to refer back to the characteristics of a healthy relationship. Then to take what they have prepared for Jan to say to Jett. Ask learners to: •
Check what you think Jan should say against the list of characteristics of a healthy relationship.
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Will Jan be able to end their friendship with Jett in a positive way?
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How can Jett manage their loss of friendship to ensure their mental wellbeing?
Ask learners to reflect upon their own friendships. Ask learners to imagine if they needed to end a friendship, how they would do that in a positive way, and set themselves 3 actions.
© Cambridge University Press and Assessment 2024
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Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.