BE INSPIRED 3

Theme 3 : Aspirations and resilience

Theme 3 : Aspirations and resilience

Theme 3 Introduction This theme relates to our children and young peoples’ aspirations and resilience.

The road through life is never easy and we all face challenges and knockbacks. In recognition of this the following resources aim to support the mental and emotional side that is so important to children and young people in our care.

Incorporated into this is boosting their self-esteem to be the best they can and aim high, undertaking new skills and trying new activities not only by themselves, but with their family, friends and community members.

The children and young people would benefit from interviewing an Olympian or Paralympian (or potential sportsperson) to discover their journey and the highs and lows that they have faced. See the website section on “Motivational Speakers” in this Theme and also check out the stories of our “Rising Stars in Hampshire”.

An inspirational visitor doesn’t have to be related to sport, it could be someone who has achieved or supported the local community in a recognised way.

Support for this theme includes looking at the different types of jobs and careers that relate to the Games, without having to be a top class athlete. There are also several snapshots from our rising stars in Hampshire about the start of their journeys. Also included are lessons from the Personal Development Guidance around transition, challenges and knockbacks, community, achievement setting, recognising self worth and dealing with emotions.

There is a list of useful website links and a book list for more information.

To support this theme, teachers may wish to encourage students to practically demonstrate their understanding of aspirations and resilience. The accompanying challenge booklet gives students the opportunity to record how they have participated, influenced or encouraged not only themselves, but others around them.

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Theme 3 : Aspirations and resilience

Knowing yourself well (for example know what gives you a boost).

Dealing with positive and negative emotions.

MENTAL AND EMOTIONAL HEALTH

Self respect.

Sense of community, belonging and identity.

BE THE BEST YOU CAN (DVD?)

What challenge or achievement are you aiming to complete?

TOP TIP: Could an athlete or an active local celebrity be invited in to talk to the young people about their achievements and the journey they have made?

Who can you go to for support and help?

What do you do to chill and relax?

Challenge yourself - give it your all.

Transition.

What are your achievements?

Have / set goals.

Friendship.

Duke of Edinburgh’s Award.

Looking at the infrastructure and transport of the host country.

Disability or physique.

Politics.

Injuries and health.

‘Aspirations and resilience’

THEME THREE

Peer mentoring

Media.

COMMUNITY What activities (sport and otherwise) are available in any community?

Advantages/disadvantages to the economy - expensive (building) - security - tourism spending - local businesses.

Maths Funding or financing a career or dream.

Tradition/culture.

What environment or facilities could be needed?

Family and friendships/ peer groups PSHE.

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How can you inspire people in the community to become involved?

Stereotypes.

What are you going to do to actively participate in your community?

Motivation.

CHALLENGES AND KNOCKBACKS

Moving - home/ countries.

How could you find out what support local people would like in your community?

Education.

Migration identity.

Meet Hampshire’s Olympians Team GB Beijing Name

Event

Class

Medal

Town

Ben Ainslie CBE

Sailing

Finn

Gold

Lymington

Blake Aldridge

Diving

Synchronised Platform

Southampton

Julia Beckett

Swimming

4x100m Freestyle Relay

Winchester

Karina Bryant

Judo

Heavyweight

Farnham

Christina Bassadone

Sailing

470

Southampton

Penny Clarke

Sailing

Laser Radial

Lee on the Solent

Alex Danson

Hockey

Richard Faulds MBE

Shotgun Double Trap

Will Howden

Sailing

Tornado

Southampton

Leigh McMillan

Sailing

Tornado

Isle of Wight

Caitlin McClatchy

Swimming

100m, 200m, 4x100, 4x200m Freestyle Relay

Portsmouth

Rob Moore

Hockey

Iain Percy OBE

Sailing

Star

Stacie Powell

Diving

Synchronised Platform Individual Platform

Southampton

Jenna Randall

Synchronised Swimming

Duet Competition

Aldershot

Ben Rhodes

Sailing

49er

Southampton

Nick RobinsonBaker

Diving

Synchronised Springboard

Farnborough

Nick Rogers

Sailing

470

Andrew Smith

Badminton

Singles

Fareham

Tom Solesbury

Rowing

Pairs

Farnborough

Hook Gold (Sydney 2000)

Southampton

Winchester Gold

Silver

Winchester

Lymington

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Name

Event

Class

Medal

Town

Kelly Sotherton

Athletics

Heptathlon

Bronze (Athens 2004)

Isle of Wight

Rob Tobin

Athletics

400m, 4x400m Relay

Basingstoke

Stephanie Twell

Athletics

1500m

Aldershot

Pippa Wilson MBE

Sailing

Yngling

Peter WaterďŹ eld

Diving

Individual Platform

Southampton

Rebecca Wing

Gymnastics

Artistic

Farnborough

Gold

Meet Hampshire’s Paralympians Team GB Beijing Name

Event

Medal

Mark Bristow

Cycling

Gold

Di Coates

Shooting

Vicki Hansford

Rowing

Helena Lucas

Sailing

Pauline McDonald

Wheelchair Basketball

Kim Minett

Athletics

Ross Morrison

Wheelchair Rugby

Peter Norfolk

Tennis

Helene Raynesford

Rowing

David Smith

Boccia

Theme 3 : Aspirations and resilience

Gold and Bronze

Gold (and Bronze in Quad Doubles with Jamie Burdekin )

Gold

Lymington

Hampshire’s “Rising Stars” Hampshire has many “Rising Stars” who’s aspirations and ambitions it is to one day represent their country as a top athlete. Here are a few stories about how some of our potential athletes are starting on their journey.

For more stories visit: www3.hants.gov.uk/2012/rising-stars.htm

Athletics – Myles Richardson My name is Myles Richardson and I am 14 years old. I was born in Basingstoke and have lived in Hampshire all my life.

My sport is Athletics and I compete in the 100m and 200m sprints.

I also run in the 60m indoor events in the winter.

My father’s parents originated from Anguilla and my mother has lived in Hampshire for most of her life. I have a brother who is 12 and my sister is 10 – both are also good at Athletics. My father was a professional footballer, so I have grown up around sports men and women.

My role models are my parents and running coaches because they have encouraged me to believe that nothing is impossible and to always follow my dreams.

At school I enjoy all sports and I’m part of the school Football and Athletics squad. I also enjoy Science and Maths lessons. In my spare time I am a member of the Basingstoke Area Youth Orchestra – I play the French Horn.

My aspiration is to be the world number one in 100m or 200m in both junior and seniors. My goal is to represent the United Kingdom in future Olympics and return with a Gold medal for my country.

Basketball - Sebastian Olrog My name is Sebastian Olrog and I am 16 years old. I was born in Basingstoke and have lived in Hook all my life.

I am 6’ 9” and play basketball for Reading Rockets U16’s and U18’s Conference team.

I was chosen as one of the four potential Olympians for the 2016 Olympics in Rio de Janeiro through the Tall and Talented 2016 scheme. It is one of my goals to be in the Great Britain team for this.

My other hobbies include playing the guitar and drums. I am in several bands, in and out of school.

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I have a brother who is 14 years old. He plays Tennis for Totally Tennis and runs for Hampshire.

I also run for Basingstoke Athletics Club and played rugby for Basingstoke Rugby Football Club (BRFC) for five years.

My role models in the NBA are Yao Ming, Dwight Howard and Luol Deng because he is British.

I am looking next year to go to Henley College, where I can continue my academic studies along side a basketball academy.

Fencing - Leonora Mackinnon My name is Leonora Mackinnon and I live in Hampshire. I am 16 years old and compete in fencing with British Squad. I started fencing when I was eight years old at school and have continued ever since. I am now on the British Team and have travelled to lots of other countries in order to compete.

Fencing is a fantastic sport. Anyone can do it and because it is an individual sport rather than a team, one it is easy to do at any age and at any level. All you need to do is find a club and go along to their beginners course. Most clubs have kit that you can borrow to begin with. Some clubs do wheelchair fencing as well. There are three different weapons all with slightly different swords and rules. I started fencing foil, but I now fence epee because it is more fun.

I have always lived in Hampshire and I was born in Basingstoke hospital. We live in a small village in North West Hampshire, which is where my father has always lived and also my grandmother has lived here all her life and she is now 88. My father is half English and half Scottish, and my mother is half Czech and half French although she has lived most of her life in England.

I am at school in Newbury studying for AS Levels in PE, French and Psychology and I really enjoy it. When I leave school I hope to go to university to study Sports Coaching and Education.

I have already qualified as a fencing coach and I really enjoy teaching people to fence.

The fencer I admire the most is Britta Heidemann because she has won Olympic Gold as well as Gold at the World Championships, and she is fantastic to watch.

My goal in fencing is to qualify for the Olympics in 2016, and more short term to be selected for the Cadet World Championships as an individual, and for the Junior World Championships for the team event in 2011. I have already been selected for the British Team for the European Championships, held in Austria in March 2011. I am really looking forward to it all.

Theme 3 : Aspirations and resilience

Handball – Daniel McMillan My name is Daniel McMillan, I am 28 years old and I am from the New Forest.

I was born in Edinburgh in Scotland, but moved down to Brockenhurst with my family in 1987. I lived there for 18 years before moving to the nearby village of Sway. My mother is English and my father and myself are Scottish and this can cause some light hearted arguments when I have to choose between playing for England or Scotland in international matches.

My sporting background started in school where I became a big fan of basketball and other interesting American sports. It was whilst attending Brockenhurst College that I found a great deal of passion playing American Football. It was through this game, firstly at Brockenhurst and secondly in Southampton for the Southern Sundevils, where sport became a big factor in my life.

I played American Football for Great Britain in the U19’s and at University levels. After University I secured a contract in Germany where I played for two seasons for a team called the Luebeck Cougars. It was whilst in Germany where I first saw Handball on television and at that time I never thought I would be making a career in that sport in the near future.

I have now been playing Handball for three years. I was selected onto the Great Britain programme through a Talent Identification (TID) programme where the government was looking to convert athletes from other sports into ‘minority’ Olympic sports for the 2012 Olympic Games.

Being successful in the tryouts, I secured my spot on the national team and have been playing Handball ever since.

Right now is a very busy and tough time for myself as an athlete because there is not much time before the British Olympic Games. I train each day in an effort to improve as a Handball player, so I can be good enough to be selected and to play in the home Games of 2012.

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Hockey – Rebecca van Berkel My name is Rebecca van Berkel and I am 16 years old. I grew up in Waterlooville, just outside Portsmouth.

I play Hockey for my local club, Havant Hockey Club and I play for the Ladies 1st XI. I was born in Portsmouth and still live here. I lived in Canada for two years when I was three and I also lived in Sweden for a year when I was eight. My parents are from Plymouth and Chichester and my grandparents are from London with links to Scotland.

My role models are Ali Wakefield, my team captain; Crista Cullen, she plays Hockey for England and Great Britain; and Alex Danson, she also plays Hockey for England and Great Britain but is a friend of Ali’s so I have met her and she really inspires me to put the work in to achieve my goals.

I did enjoy school, but it was my friends that made it enjoyable. Sport wasn’t very good at my school, but I never let that get in my way. My main goals are to get into the England Seniors squad.

My short term goals are to get into university and achieve good grades while still playing high quality hockey with a good friendship base around me.

Judo – Aaron McGuire My name is Aaron McGuire and I am 16 years old. I was born in England and I have lived in Liphook, Hampshire since I was two years old. My mum was born in England and my dad was born in Jamaica.

My dad’s parents moved to the UK in the early 1960 to look for work. My mum’s parents moved from Ireland to England in the late 1950s, also looking for work. Both their aims were to improve the lives of their families. I have an older sister who is 19 she is currently at the University of Southampton and a younger brother aged eight, who attends our local junior school.

I have a passion for sports and my main sport is Judo. I am currently studying Chemistry, Maths, Biology and PE at AS-Level in Alton College. I play basketball for fun. In Judo I have represented Hampshire, the Southern Area Team and I am in the Junior Men’s squad. I have also won the Welsh Open three times. I always enjoyed school, especially P.E and Maths.

My goals are to pass my A-Levels and hopefully go to university. I also want to get my black belt.

Theme 3 : Aspirations and resilience

Netball – Yasmin Parsons My name is Yasmin Parsons. I grew up in Fareham. I have always lived in Hampshire, as have my parents and grandparents.

My sport is Netball. I play for a local club in Southampton called Bournemouth Sevens Blades, which is part of the Premier 1 League.

I play for the Bath National Talent League (NTL) and I am currently training with the Team Bath Super League squad. I have played for England in the European Championships; where we came first and I was bestowed with the Player of the Championships award. I also captained the team. In July, I was selected to tour Australia and have recently been selected for the U19 European Championships.

I have two role models: my mum and Geva Mentor, the England Netball team Goal Keeper.

I enjoyed school, but I found it hard with my sport and the commitment that it required for training and matches, so I missed out on the odd social get together. It was also hard fitting in time to revise for my GSCE’s and A-Levels, but I don’t regret it because Netball has brought me so many other qualities. I chose to put education and netball first. Being an athlete, I’d advise to prioritise your time and keep organised.

My main aspiration is to be a Gold medallist at the Commonwealth Games and World Championships. I also aspire to hopefully go to Australia to play in the Australian and New Zealand (ANZ) Championship.

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Table Tennis – David McBeath My name is David McBeath and I am 18 years old. I was born in Southampton and attended Nursling Primary School and The Mountbatten School in Romsey. I lived in Rownhams, Hampshire until I was 16.

I started playing Table Tennis at primary school and progressed to being a member of the England Cadet and Junior Teams, competing in tournaments all over Europe. I also took part in a special training trip to China in 2007.

After taking my GCSE exams, I went to live in Sweden for a year as I was playing for a Swedish Table Tennis team. After that I returned to spend a year at the English Institute of Sport as a member of the British Table Tennis Federation (BTTF) squad. I am currently studying at Grantham College and also continuing my table tennis training.

I travel to Germany frequently to play for a German club near Cologne. In July 2010 I won a Bronze medal with the England Junior Team at the European Table Tennis Championship in Istanbul. I have just returned from the World Junior Championship in Bratislava, where the England Team finished in twelfth place, despite being weakened by injuries.

My father is Scottish and my mother is Welsh. My grandparents were Scottish and I have two Italian uncles. I speak a little Swedish and German which I have picked up on my travels.

My role models are Vladimir Samsanov in Table Tennis and Andy Murray in Tennis. Both these players have demonstrated dedication and hard work in their efforts to get to the top of their sport.

My ambition is to be a top professional Table Tennis player in Europe.

Table Tennis – Letitia Sarah McMullan My name is Letitia Sarah McMullan. I am 12 years old and have always lived in Whiteley, Fareham with my mum, dad and brother, Jonathan.

I attended Whitely Primary School until last year and am now enjoying my first year at Henry Cort Community College in Fareham, except that I now have to get up early and leave home by 7.30am to catch the school bus.

My sport is Table Tennis, which I started playing when I was six with my parents who both played together for Hampshire.

I have to travel a lot to play in tournaments as most are in north England. I train with the England Youth Development squad in Sheffield or Lilleshall for a weekend at a time. We get to stay in a hotel and share a room with other squad members. Through my sport I have met many new friends from all over the country and I’ve been coached by former international players.

In April 2010, I competed for England schools against the other home nations in Guernsey where we won team Gold and I won Bronze in the individual girls event, which made me really proud and encouraged me to work harder at my game.

Theme 3 : Aspirations and resilience

My parents are both from Hampshire. My grandparents on my dad’s side both came from Northern Ireland. They moved to Rowlands Castle after getting married and ended up staying.

My other grandfather is from Netley, Southampton and grandmother was born in Warrington to a Maltese mother and Scottish father.

I am learning French at school and regularly take part in a Table Tennis twinning with Vannes in France – we stay with them in their homes one year and they stay with us at home the following year. As well as the sport we have various social functions which always make it good fun.

My role model in Table Tennis is Kelly Sibley (England international player). I saw her play for England against India in 2009. I admired her style of play, attacking topspin player, as this is how I want to be able to play myself.

My goals this season are to qualify for the Cadet (under 15) Masters Tournament in May 2011 – the top 12 players compete over a weekend. Also, I aim to be selected to train in the Cadet International Youth squad and then be selected to play for England as a cadet.

Taekwondo – Rebecca Xerri My name is Rebecca Xerri and I am 16 years old. I have always lived in Hampshire, I grew up in Bursledon but for the past two years I have lived in Hedge End. My parents and grandparents have always lived in Hampshire too.

I am a White British, Catholic teenager. My grandparents own a house in France and I have studied French in school for two years so I converse with French people. I do enjoy school, I love to learn new information and my favourite subject is geography.

My sport is Taekwondo, which originates from Korea. Taekwondo literally means the way/art of the hand and the foot. I practice World Taekwondo Federation (WTF) Taekwondo, which is the style played in the Olympics.

My role models are Sarah Stevenson (a current Olympic Bronze medallist) as she illustrates how effort can transform into great progress.

Princess Diana is another inspirational figure to me as I think she demonstrated how to be independent, intelligent and friendly.

My aspirations are to make a change to the world that we live in. Also to complete my full education into college and university, to then receive a successful job.

My goal in Taekwondo would be to go to the Olympics and help others to learn the sport of Taekwondo.

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Different types of jobs related to the Olympics You don’t have to be an athlete to get a job in athletics and you don’t have to be the one in a million who makes a pro’ team to get into the game. In fact, the range of job types and sectors in the sports and athletics fields are open to all kinds of skills, attributes and abilities. You don’t even have to begin with sports. You can start out in business, healthcare, marketing, promotion or law and put your experience and education to work in sports. Here are the types of sport jobs around.

In the field known as Health and Fitness, there are these jobs and sports careers: t Assistant Athletic/Athletic Trainer t Assistant Coach/Coach t Physical Therapy Assistant/Physical Therapist t Medical Assistant t Sports Medicine Aide t Sports Massage Therapist t Sports and Fitness Nutritionist t Strength and Conditioning Coach t Exercise Physiologist t Sports Physician t Sports Psychologist.

Interested in a writing job or broadcasting career? There has been a proliferation of sportsrelated internet sites, publications, and sports channels on television: t Sportscaster t News Reporter t Television/Radio/Internet Producer t Writer t Photographer t Talk Show Host t Columnist t Television Talent Director t Editor t Publisher.

Theme 3 : Aspirations and resilience

Only a lucky few athletes make it to the pinnacle of playing professional sports. Fortunately for job seekers, many professional sports teams are big businesses. They need administrators, marketers, ticket salespeople, coaches, and so forth. You’ll find these types of opportunities within many pro’ sports organisations: t Coach t Strength and Conditioning Coach t Scout t Team President t General/Business Manager t Director of Minor League Operations/Community Relations t Marketing/Promotion/Executive Director t Ticket Operations/Stadium/Equipment Manager t Travelling Secretary t Sports Events Co-ordinator t Scoreboard Operator t Public Address Announcer.

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Theme 3 : Aspirations and resilience

Lesson planning ideas The following pages are ideas on lesson plans that you may wish to cover focussing on feelings, families, emotional health and wellbeing and also being involved more actively in the community.

These materials have been extracted from the Personal Development Learning Hampshire Guidance.

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R Year

Me – a special person

Early learning goals, QCA

Objectives

By the end of the Foundation Stage most children will: continue to be interested, excited and motivated to learn have a developing awareness of their own needs, views and feelings, and be sensitive to the needs, views and feelings of others respond to significant experiences, showing a range of feelings when appropriate work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously understand that they can expect others to treat their needs, views, cultures and beliefs with respect.

Children should have opportunities to: recognise their uniqueness feel good about themselves know personal likes, dislikes and preferences recognise, name and own everyday feelings such as happy, sad, cross, worried, etc know some of the things that can cause different feelings learn that bullying is not acceptable take turns understand classroom rules and routines, including personal hygiene learn about some of the school rules, including medicines in school.

Links

Be healthy Mentally and emotionally healthy.

Stay safe Safe from bullying and discrimination.

Emotional health and well-being Provide opportunities for pupils to participate to build their confidence and self-esteem.

Articles: 12, 15, 29, 33.

Resources Books – Where’s my teddy?; No more teasing; Dogger; Farmer Duck. (See booklist in Appendix 14.)

Posters from health promotion departments.

SEAL – Good to be me.

6.2

Supporting personal and social development

Suggested activities

Outcomes for personal and social development

Children can: Look in a mirror and discuss similarities and differences; paint a self-portrait for recognise and name everyday feelings display; circle time – what makes me name their likes and dislikes special? name positive qualities about Celebrate achievements at home and in themselves school, in behaviour and for work, through understand classroom rules and stickers, assemblies, certificates; circle time routines.

– what I am good at – all about me.

Circle time – what I like, prefer, dislike for breakfast, doing at home or school; make a bar graph; make an All about me book; preferences – comparing stories, choosing circle time games; making choices about activities – planning board.

Role play. Posters/cards showing expressions; stories.

Circle time – I am happy, sad, etc, when …

Stories – Farmer Duck and discuss; explain bullying and link to the feelings objective; teach strategies for dealing with the situation, eg: tell an adult.

Games – Snap, Lotto; role play and play situations; circle time as a focus on co-operative games, introduce Talking Ted as a means of taking turns to speak; class task, responsibility board.

Teach routines – washing hands after using toilet, before lunch; flushing toilet; daily routines – washing, brushing teeth, etc, discussion, songs (Mulberry bush), posters, role play.

Develop class rules, each child to draw and sign a picture to show ownership; circle time; assemblies; stories, role play, puppets; visit from school nurse or health visitor, what to do if you hurt yourself in school; medicine procedures; asthma inhalers.

Have you thought about?

Arranging a visit from a school nurse or health visitor.

Building productive links with other areas of learning.

Assessment opportunities Individual All about me books.

Using story scenarios, each child has a set of facial expressions and can hold up the appropriate one and explain the reason for their choice.

Children can respond to adult instructions.

Children can organise themselves for the start of the school day.

Supporting personal and social development

6.3

1 Year

Other people are special too

Skills, knowledge and understanding

Objectives

The National Curriculum framework for PSHE and citizenship teachers in England, DCSF/QCA

Pupils should have opportunities to: know the different groups to which they belong: families, friends, school, etc recognise worth in others make positive statements about other people understand the effect bullying can have on others and know who to tell in the event of experiencing or observing bullying show respect by listening to what other people say understand that other people have needs consider the value of being a friend and having friends show a willingness to care for others recognise the ways their own behaviour affects others ask for and give permission.

Pupils should be taught: 2f that they belong to various groups and communities, such as family and school 4a to recognise how their behaviour affects other people 4c to identify and respect the differences and similarities between people 4e that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.

Links

Stay safe Safe from bullying and discrimination.

Make a positive contribution Develop positive relationships and choose not to bully or discriminate.

Articles: 3, 5, 9, 12, 15, 19.

Emotional health and well-being Identify vulnerable individuals and groups.

Have clear curriculum opportunities for pupils to explore feelings and to empathise with others.

Have a clear policy on bullying, which is owned, understood and implemented by the whole school community.

Resources Stories – Cleversticks; Amazing Grace; Piggybook; Kipper stories; Old Bear stories. (See full booklist in Appendix 14.)

Internet.

Games.

6.18

Supporting personal and social development

Suggested activities

Outcomes for personal and social development

Pupils can: Group work on belonging to a group, making a class record of all their groups – clubs, talk about their own special people friends, etc. Circle time. and what makes them special Pairs – finding out what partners are good at, understand that other people have stories about achievement, making positive feelings too statements in circle time. describe the differing needs of Stories about feelings; words to describe some other people feelings; sharing feelings in circle time; use of find and tell a safe person if they are pictures of different situations – what are the worried or hurt children in the pictures feeling? demonstrate the ability to make Role play and drama. friends and share things with friends Listening activities in circle time; a debate, eg: help people who do not have friends. should we play football in every PE lesson?

Stories about others’ needs – babies, elderly, disabled people; visitors – with the focus on emotional as well as physical needs.

Stories about friends; draw and write about my network of special people and what I do to make them happy or sad.

Year 1 children helping Year R – reading a story, lunchtime buddy, playtime friend; supporting a charity or appeal; Internet links to schools in other countries.

Drama and role play developing class rules.

Learning language of asking for permission, and acting it out.

Have you thought about?

Reinforcing the school’s positive behaviour rules.

Talking about rewards and sanction system.

Inviting a blind person to visit with their guide dog.

Intercultural opportunities.

Links to charities.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3.)

Exploring the possibility of productive links with other curriculum areas.

Assessment opportunities Draw and write a poster or advertisement for an ideal friend.

To show awareness of qualities of friendship.

Supporting personal and social development

6.19

1 Year

Looking forward

Skills, knowledge and understanding

Objectives

The National Curriculum framework for PSHE and citizenship teachers in England, DCSF/QCA

Pupils should have opportunities to: perform tasks independently value their achievements and talents, want to do well, and make the most of opportunities review their progress and recognise personal achievement, strengths and weaknesses identify personal goals for improvement know some of the things that can cause different emotions be able to talk about a range of emotions and feelings.

Pupils should be taught: 1c to recognise, name and deal with their feelings in a positive way 1d to think about themselves, learn from their experiences and recognise what they are good at.

Links

Be healthy Mentally and emotionally healthy.

Enjoy and achieve Attend and enjoy school.

Articles: 12, 15.

Emotional health and well-being Hav curriculum opportunities for pupils to explore feelings and empathise with others.

Provide opportunities for pupils to participate to build their confidence and self-esteem.

Resources Stories – Pumpkin Soup; Dogger. (See full booklist in Appendix 14.)

SEAL – Changes.

6.26

Supporting personal and social development

Suggested activities Develop classroom routines which encourage and reward independence.

Circle time to make “I” statements about interests, achievements and progress during Year 1.

Structured interviews in pairs – interview each other to help clarify strengths and personal, social and academic targets.

Invite one or more visitors to be asked about their achievements and experiences, individually or on a panel.

Create a personal profile – a fact file on myself – to include targets.

Stories – Dogger, Pumpkin Soup.

Painting, poetry and mime to express ideas and feelings.

Outcomes for personal and social development Pupils can: adhere to rules and be able to explain why a rule is necessary describe people who could help them explain the potential risks to safety in a number of situations appreciate the need to take care work and perform tasks independently name positive qualities about themselves demonstrate a positive self-image recognise and name a number of emotions.

Have you thought about?

How to affirm positive qualities both publicly and privately.

Each child having a special day.

Using a digital camera to take photographs for generating fact files on the computer.

Taping or videoing interviews with visitors.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3.)

Exploring the possibility of productive links with other curriculum areas.

Assessment opportunities Discussions with individuals.

Descriptive writing about emotions, personal recording.

Supporting personal and social development

6.27

3 Year

Focus on feelings

Skills, knowledge and understanding

Objectives

The National Curriculum framework for PSHE and citizenship teachers in England, DCSF/QCA

Pupils should have opportunities to: develop the language of feelings recognise feelings in different situations be able to express feelings in different ways recognise the impact of feelings on others.

Pupils should be taught: 1a to talk and write about their opinions, and explain their views, on issues that affect themselves and society 4a that their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view.

Links

Be healthy Mentally and emotionally healthy.

Stay safe Have security, stability and are cared for.

Enjoy and achieve Achieve personal and social development.

Emotional health and well-being Have clear curriculum opportunities for pupils to explore feelings and empathise with others.

Articles: 1, 3, 5, 12, 16, 37.

Resources Stories – I’m bored!; Misery Moo (See full booklist in Appendix 14.)

Situation cards.

SEAL – Getting on and falling out.

Personna dolls.

6.44

Supporting personal and social development

Suggested activities Brainstorm feelings.

Cards with scenarios for role play.

Art, music, dance and body language to explore expressing feelings.

Writing to express feelings.

Keeping a personal feelings log.

Poetry and stories related to feelings, finishing a story or poem.

Consequence diagram/tree.

Story – All in the family, as focus for family dilemma discussions.

Buddy systems.

Role play.

Outcomes for personal and social development Pupils can: understand that people express feelings in different ways utilise appropriate and varied language to express ideas and feelings describe/state how they feel to a teacher or other adult speculate on emotional consequences.

Have you thought about?

Whether children have family problems, crises at home, or are vulnerable children.

Other agencies who could offer support.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3.)

Exploring the possibility of productive links with other curriculum areas.

Assessment opportunities Observation of role play.

Speaking and writing about feelings.

Supporting personal and social development

6.45

4 Year

Ups and downs in relationships

Skills, knowledge and understanding

Objectives

The National Curriculum framework for PSHE and citizenship teachers in England, DCSF/QCA

Pupils should have opportunities to: know that there are many different patterns of friendship understand the meaning of friendship and loyalty be able to be honest know where to get help in school and through helplines when facing problems.

Pupils should be taught: 3f that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong 4c to be aware of different types of relationship, including marriage, and those between friends and families, and to develop the skills to be effective in relationships.

Links

Be healthy Choose not to take illegal drugs.

Stay safe Safe from crime and anti-social behaviour.

Make a positive contribution Engage in decision making.

PSHE Involve professionals from ... external agencies ... to support PSHE delivery.

Have arrangements in place to refer pupils to specialists services.

Articles: 15, 30, 5, 8, 9, 10, 12, 13, 16, 18, 19, 21, 37, 39.

Resources Diamond 9 activity.

Stories – Pimple-head and Curly; Best friends. (See full booklist in Appendix 14) SEAL – Relationships.

6.60

Supporting personal and social development

Suggested activities Diamond 9 – What is a friend?

Circle time “A friend is someone who ...”, “I am a good friend when ...”.

Stories to initiate discussion about friendship.

Designing an advertisement/application for a friend.

Role play on different situations with friends, practising saying “No”.

Circle time – When is it OK to say “No” to your friends? How can you tell a friend the truth?

Scenarios to explore what happens next, feelings, choices and decisions.

Outcomes for personal and social development Pupils can: demonstrate the skills of friendship understand that they are a role model for younger children understand that pressures to behave in unacceptable or risky ways may come from friends say “No” to friends if they are unhappy about what is planned understand that in risky or dangerous situations that it is better to tell someone about it than threaten to tell.

Have you thought about?

Sources of support and help for children.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3.)

Exploring the possibility of productive links with other curriculum areas.

Assessment opportunities Making a statement about when it is OK to say “No” to friends.

Writing about being a friend, or making friends.

Supporting personal and social development

6.61

5 Year

Being involved in my community

Skills, knowledge and understanding

Objectives

The National Curriculum framework for PSHE and citizenship teachers in England, DCSF/QCA

Pupils should have opportunities to: value opportunities for new experiences in and out of school, including opportunities to meet adults other than teachers take a constructive interest in their local community and begin to take on a wider sense of social responsibility know what they are good at and how it can help a group perform a task appreciate the aesthetic qualities of their surroundings understand how they and others can cause changes for better or for worse, both in their immediate surroundings and in the wider community contribute to a discussion and put their own views forward clearly and appropriately.

Pupils should be taught: 1c to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action 2d that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other.

Links

Enjoy and achieve Achieve personal and social development and enjoy recreation.

Engage in decision making and support the community and environment.

Articles: 2, 4, 12, 30, 39, 41.

Resources Visitors.

Internet.

Stories. (See booklist in Appendix 14.)

6.74

Supporting personal and social development

PSHE Have mechanisms in place to ensure pupils’ views are reflected.

Suggested activities Inviting and working with visitors representative of the local community, or making visits; use of tape, digital camera or video camera to produce a record of the community.

Survey of leisure time and positive benefits of the activities chosen.

Leaflet about opportunities available in their community.

School monitors, mentors, buddies and mediators, and opportunities to work in a range of different groups and pairs.

Group investigation into a local issue – eg: by-pass, traffic calming, new housing development, making links with the local council.

Group projects to suggest improvements for an area of the school grounds or local area, eg: safety in the school grounds discussion leading to action.

Circle time, school council.

Creation of charter of rights for a community – real or imaginary.

Outcomes for personal and social development Pupils can: explain the concept of community and environment describe how their responsibilities increase with age and as their community widens understand that they have the ability to influence the quality of their environment demonstrate a willingness to explain and listen to the views of others appreciate that the strength or weakness of a group depends on the ability of members to cooperate, negotiate, collaborate and compromise to complete a group task contribute to a group task.

Have you thought about?

A whole-day event on our community to involve a wide range of visitors.

Setting up a school council if you do not have one in place.

Internet links with schools in differing environments. P.en pals.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3) Exploring the possibility of productive links with other curriculum areas.

Assessment opportunities Self, peer and group assessment of group work skills.

Teacher observation of participation in a group.

Supporting personal and social development

6.75

6 Year

Transition and managing change

Skills, knowledge and understanding

Objectives

The National Curriculum framework for PSHE and citizenship teachers in England, DCSF/QCA

Pupils should have opportunities to: understand about the nature of change look forward and cope with the transition to secondary school review personal experiences as a basis for setting new targets develop simple vocabulary for describing personal effectiveness and setting personal goals know what affects positive mental health present themselves confidently and positively.

Pupils should be taught: 1b to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals 1c to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action.

Links

Enjoy and achieve Ready for school.

Personal and social development.

Be healthy Mentally and emotionally healthy.

Articles: 5, 8, 12.

Resources Secondary school liaison staff and pupils.

SEAL – Changes.

Stories. (See booklist in Appendix 14.)

6.88

Supporting personal and social development

Emotional health and well-being Provide opportunities for pupils to participate to build their confidence and self-esteem.

Suggested activities Brainstorm change.

Circle time to celebrate achievements, identify challenges and anxieties about transition, offer each other support.

Writing personal description of skills and experiences, making a class year book/ record of achievement.

Practising stress management skills, such as relaxation and breathing.

Drama strategies to explore perceptions of new school, such as the playground.

Visit to secondary school.

Visit from secondary school pupils.

Outcomes for personal and social development Pupils can: express their expectations and feelings about transfer to a new school name positive qualities about themselves celebrate their own and others’ achievements and strengths review achievements and set realistic targets demonstrate a range of appropriate behaviours for a range of situations.

Have you thought about?

Visits from secondary school pupils.

Record of achievement/personal profile.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3.)

Exploring the possibility of productive links with other curriculum areas.

Assessment opportunities Record of achievement.

Supporting personal and social development

6.89

7 Year

Personal strengths

Aims

Time allocation: 6 hrs

Pupils should have opportunities to: value own and others’ achievements feel motivated about, and value, learning.

Outcomes for personal and social development Pupils can: give and receive constructive feedback assess personal strengths reflect on their achievements and set realistic targets for development make positive statements to each other and a range of adults.

PSHE

Objectives

Developing confidence and responsibility and making the most of their abilities.

1a, 1c.

Knowledge and understanding

Suggested activities

Assessment opportunities

To identify personal strengths and weaknesses.

To know how to reflect on their achievements and to set realistic targets.

To know there are different ways of communicating.

To understand the importance of giving and receiving constructive feedback.

Self-awareness activities.

Action planning/target setting activities.

Reflection on progress, with tutors, peers and other adults.

Communication activities, including giving and receiving feedback.

Interviewing activities.

Circle time.

Setting targets and reviewing strengths through effective use of pupils’ diary or log book.

Key skills Look for opportunities for pupils to provide evidence of: communication application of number information technology problem solving improving own learning and performance working with others.

Have you thought about?

Whether this links with Progress file.

Whether this links with the school’s approach to pupil monitoring and guidance.

Who this information is shared with and how.

Reinforcing ground rules regarding not undermining others.

Whether friendship issues may affect pair or group work.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3) End-of-key-stage statements.

6.98

Supporting personal and social development

Links with Citizenship

1a, 1b, 2b, 3b, 3c.

Links with Every child matters Enjoy and achieve – achieve stretching national educational standards at secondary school.

Links with Healthy Schools

Links with Rights, respect and responsibilities Articles: 12.

Links with PSHE – Economic well-being Careers: 1, 2, 3.

Links with PSHE – Personal well-being

Teacher’s notes

Supporting personal and social development

6.99

8

Aims

Year

Time allocation: 5 hrs

Pupils should have opportunities to: respect evidence in relation to social and environmental issues.

Understanding the issues

PSHE

Objectives

Outcomes for personal and social development Pupils can: express rational arguments in relation to social and environmental issues present opinions, values and beliefs confidently make compromises to reach consensus research information.

Developing confidence and responsibility and making the most of their abilities.

1b.

Developing good relationships and respecting the differences between people.

3i, 3k.

Knowledge and understanding

Suggested activities

Assessment opportunities

Understand the relationship between the community, the economy and the environment.

Know about local social issues on which they could have some impact.

Participation in a local project, charity, national day.

Using visitors as a resource for local and up-to-date information.

A structured class debate on a chosen issue.

Writing a newspaper article on a local, social or environmental issue.

Simulation or role play on a process such as application to the local council for planning permission for a new road, hostel, recreational facility.

Working in a group to research a local issue or to plan and implement a minicampaign.

Key skills Look for opportunities for pupils to provide evidence of: communication application of number information technology problem solving improving own learning and performance working with others.

Have you thought about?

Role of governors – their community links.

Relevant local organisations.

Using the internet.

Involving police as visitors.

Contacting your district council.

Involving visitors in a simulation.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3) End-of-key-stage statements.

6.108

Supporting personal and social development

Links with Citizenship

1e, 1f, 2a, 2b, 2c, 3a, 3b, 3c.

Links with Every child matters Make a positive contribution – engage in decision making and support the community and environment.

Links with Healthy Schools

Links with Rights, respect and responsibilities Articles: 12, 29, 17, 13.

Links with PSHE – Economic well-being

Links with PSHE – Personal well-being

Teacher’s notes

Supporting personal and social development

6.109

9 Year

Informed choices

PSHE

Aims

Time allocation: 5 hrs

Pupils should have opportunities to: be positive and realistic in aspirations in relation to Key Stage 4 be motivated about, and value, learning.

Outcomes for personal and social development Pupils can: assess personal strengths and set realistic targets for development research information independently in relation to career plans make realistic choices for Key Stage 4 manage time and learning effectively.

This unit makes a key contribution to careers education and guidance.

Objectives

Developing confidence and responsibility and making the most of their abilities.

1a, 1e, 1f.

Knowledge and understanding

Suggested activities

Assessment opportunities

Know what they are good at (work and leisure).

Identifying strengths and areas for development.

Know where to access information about jobs, learning and leisure.

Know the broad job categories, aptitudes and basic qualifications needed and relate these to subject choices at Key Stage 4.

Understand that job and work patterns change and know some of the factors which affect this.

Understand the principles of effective work management.

ISCO Option choice activities for Year 9.

HINTS library activities.

Study skills activities.

Labour market information to provide basis for discussions.

Presentation of research.

Target setting.

Key skills Look for opportunities for pupils to provide evidence of: communication application of number information technology problem solving improving own learning and performance working with others.

Have you thought about?

Connexions.

Careers library resources.

ISCO Option choice.

HINTS library – Careers SErvice.

Opportunities for group work The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3) End-of-key-stage statements.

6.114

Supporting personal and social development

Links with Citizenship

1b, 1i.

Links with Every child matters Achieve economic well-being – ready for employment.

Enjoy and achieve – achieve stretching national educational standards at secondary school.

Links with Healthy Schools

Links with Rights, respect and responsibilities Articles: 12, 17, 29.

Links with PSHE – Economic well-being Careers: 1, 2, 3, 6, 7, 8, 10, 11, 13, 14, 15, 16.

Links with PSHE – Personal well-being

Teacher’s notes

Supporting personal and social development

6.115

10/11 Years

Physical and mental health

Aims

Time allocation: 5 hrs

Pupils should have opportunities to: respect the body consider personal attitudes to mental illness consider personal attitudes to drug use consider how far they are responsible for their own behaviour.

Outcomes for personal and social development Pupils can: recognise the initial signs and symptoms of stress in self and others and have strategies for preventing and reducing it set and keep safe levels when drinking alcohol consider alternatives and long-term consequences when making decisions give and receive support recognise and manage positive influences and negative pressure.

PSHE

Objectives

Developing a healthy, safer lifestyle.

2a, 2c, 2d, 2e, 2h.

Knowledge and understanding

Suggested activities

Assessment opportunities

Understand the importance of positive mental health.

Understand signs, causes and treatment for depression and where to go for help.

Understand the links between eating disorders, unhealthy eating and low self-esteem.

Understand the benefits of leisure for health and work.

Know safe levels of drinking, sunbathing, etc.

Know the specific dangers of misusing alcohol and drugs in relation to driving, pregnancy and sexually transmitted infections.

Know benefits and costs of using illegal drugs and own attitudes to illegal drug dealers.

Show an understanding of attitudes to the law, including licensing and retailing.

Activities involving group work and circle time to explore: What is stress and mental illness?

Practical activities for stress management.

Survey work on leisure activities.

Risk assessment activities on alcohol and other drugs.

Realistic case studies, scenarios, situations.

Reducing risks – understanding harm minimisation, exploring alternative solutions.

Use of activities to focus on attitudes such as agree/ disagree, debates, values continuum.

Use of road safety and driving test theory CD-Roms.

Working with Year 6 pupils on their induction programme or in their school on health issues.

Key skills Look for opportunities for pupils to provide evidence of: communication application of number information technology problem solving improving own learning and performance working with others.

Have you thought about?

Using a group such as the Samaritans, Alcoholics Anonymous.

Involving your police liaison officer.

Working with other departments, such as physical education, for stress management.

Involving the school nurse.

Using the internet to access information.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3) End-of-key-stage statements.

6.128

Supporting personal and social development

Links with Citizenship

Links with Every child matters Be healthy – physically healthy Be healthy – mentally healthy.

Links with Healthy Schools

Links with Rights, respect and responsibilities Articles: 3, 17, 33, 19, 28, 29.

Links with PSHE – Economic well-being 4 and 5.

Links with PSHE – Personal well-being

Teacher’s notes

Supporting personal and social development

6.129

10/11 Years

Living in a community

PSHE

Objectives

Aims

Time allocation: 5 hrs

Pupils should have opportunities to: establish the importance of positive participative citizenship and provide the motivation to join in acquire and understand essential information on which to base their skills, values and attitudes towards citizenship.

Outcomes for personal and social development Pupils can: be an active member of the school and local community know how to consult about people’s views and wishes form balanced and reasoned arguments access information and contacts for help and support.

This unit makes a key contribution to citizenship.

Developing confidence and responsibility and making the most of their abilities.

1b, 1d.

Knowledge and understanding

Suggested activities

Assessment opportunities

Understand the ways in which the individual can contribute to local and global issues.

Know about fairness and justice.

Know about the role of government.

Know about Britain’s political system.

Know about the duties and responsibilities of a citizen in a democracy.

The major challenges facing communities.

Explore a school or local community issue.

Work with local authority, agencies and services.

Research and explore the role of pressure groups.

Take part in a local or national campaign.

Use the Internet to explore the work of Parliament, in Britain and Europe.

Discussion of school management issues, possibly in school council.

Researching activities young people are involved with in their community.

Participation in a community week.

Key skills Look for opportunities for pupils to provide evidence of: communication application of number information technology problem solving improving own learning and performance working with others.

Have you thought about?

The Citizenship Foundation.

Youth Parliament.

Contact with yourlocal council.

Involvement of local business and other organisations in developing community involvement projects for pupils.

The breadth of opportunity required to support pupils’ personal and social development.

(See Section 3) End-of-key-stage statements.

6.144

Supporting personal and social development

Links with Citizenship

Links with Every child matters Make a positive contribution – engage in decision making and support the community and environment.

Links with Healthy Schools

Links with Rights, respect and responsibilities Articles: 12, 29, 4.

Links with PSHE – Economic well-being Work-related learning: 9.

Links with PSHE – Personal well-being

Teacher’s notes

Supporting personal and social development

6.145

Social emotional aspects of learning Library resources for schools These resources can be obtained free to support classroom practitioners with many aspects such as:- helping develop social skills, build self esteem, build confidence and friendships.

Games/Cards Title

Author/ publisher

Purpose

Age/phase

Games for Talking:

Sue Nicholls/ Speechmark

A game to give a language to our emotions

Children to adult

Emotions Blob Cards

Wilson & Long/ Speechmark

A series of blob images to promote discussion and reflection on feelings and relationships

Primary

Teenage Emotions Blob Cards

Wilson & Long/ Speechmark

A series of blob images to promote discussion and reflection on feelings and relationships – teenage themes

Secondary

How Do I…make friends? Cards

Roberts/ Speechmark

A friendship skills discussion game

Upper KS2, secondary

How Do I…make choices? Cards

Roberts/ Speechmark

Practicing invaluable decision making techniques

Upper KS2, secondary

The Bears (new edition)

St Luke’s Innovative Resources

Conversation-building tool to support development of emotional literacy

All ages

Strength Cards for Kids

St Luke’s Innovative Resources

40 cards that name and illustrate important strengths

All ages

Families and Friends discussion ball

Inflatable ball, beach ball size, with sentence starters on for prompting discussion

All ages

Wishes and Feelings discussion ball

Inflatable ball, beach ball size, with sentence starters on for prompting discussion

All ages

Builds expressive and receptive language skills; resource guides in English, French and Spanish

Primary

Let’s Talk: Feelings Blob Cards

People and Emotions Photographic Learning Cards

Key Education

Theme 3 : Aspirations and resilience

Games/Cards Title

Author/ publisher

Purpose

Age/phase

Webber Photo Cards – Emotions

Super Duper Publications

Cards and mirrors for helping children and adults who have difficulty understanding describing and responding to feelings

Children to adult

Decisions Picture Pack

Color Cards series, Speechmark

A4 pictures, pack and CD with worksheets for developing and rehearsing decision-making skills

All ages

Moving On Up! Board game

Speechmark

Board game designed to support transition from primary to secondary school

10 – 12 year olds

Rainstick and visualisation booklet

Jenny Mosley/ Positive Press

Guided visualisation for relaxation

All ages

Set of five painted wooden eggs to prompt discussion/as a talking tool in circle time

All ages

Talking Eggs

Books Title

Author/ publisher

Purpose

Age/phase

Successful Lunchtimes for Supervisors

Jenny Mosley/ LDA

A practical handbook to promote greater self-confidence and effectiveness in lunchtime supervisors

Primary

101 Activities to Help Children Get on Together

Mosley & Sonnet/LDA

Motivating and engaging activities teaching co-operation

Primary

Top 100 Playground Games

Mosley/LDA

Exciting games to encourage children’s social and emotional development

Primary

101 Games for Social Skills

Mosley & Sonnet/LDA

Games/activities to help children develop positive relationships

Primary

101 Games for Better Behaviour

Mosley & Sonnet/LDA

Games/activities to help children develop skills and attributes needed for positive behaviour and effective learning

Primary

101 Games for SelfEsteem

Mosley & Sonnet/LDA

Games/activities to enhance children’s self-esteem

Primary

Active Assemblies for Every Week for SEAL

Mosley & Grogan/Positive Press

Thirty-six assemblies for each week of the school year grouped into SEAL themes

Primary

be inspired

More Active Assemblies for SEAL

Mosley & Grogan/Positive Press

Another 36 assemblies written to support SEAL themes

Primary

Step by Step Guide to Circle Time for SEAL

Mosley/Positive Press

Guide to delivering SEAL through Circle Time

Primary

Positive Playtimes

Mosley & Thorp/LDA

Exciting ideas for a calmer school

Primary

They’re Driving Me Mad!

Mosley & Niwano/LDA

Guide to ‘running circles of support for children whose behaviour pushes you beyond your limit’

Primary

Building the Bonds of Attachment

Daniel A. Hughes

‘Awakening love in deeply troubled children’ – a fascinating and accessible insight for anyone who strives to assist poorly attached children

All ages

I Didn’t Know I Was A Bully!

Richards/Marco

Story plus six Literacy-based lessons on bullying behaviours

Primary

Helping Children Deal With Anger

Mosley & Sonnet/LDA

Teaching programme of 15 sessions to support safe, responsible and appropriate expression of anger

Primary

Helping Children Deal With Bullying

Mosley & Sonnet/LDA

Guide to developing an effective antibullying policy

Primary

Helping Children Deal With Conflict

Mosley & Sonnet/LDA

Teaching programme of 18 sessions to explore, practice and develop skills for successful conflict resolution

Primary

Personal Skills for Effective Learning

Greeff/The Resilience Series/Crown House

Practical workbook to help teachers promote self-managed, resilient learning in classrooms

Primary

Social Skills for Effective Learning

Greeff/The Resilience Series/Crown House

Practical workbook to help teachers promote self-managed, resilient learning in classrooms

Primary

Positive Behaviour and Self-Esteem in Secondary Schools

Mosley/ Loggerhead

Practical workbook to promote positive behaviour and self-esteem in secondary schools using Circle Time

Secondary

Intergenerational Circle Time

Vine/Positive Press

Circle Time model designed to promote effective interaction between diverse groups

Primary

Theme 3 : Aspirations and resilience

Books Title

Author/ publisher

Purpose

Age/phase

Quality Circle Time in the Secondary School

Mosley & Tew/ Fulton

A handbook of good practice, providing a rationale, framework and whole school model for secondary schools and further education colleges

Secondary, tertiary

R Time

Sampson & Harvey

R Time programme to support SEAL teaching

Pre-school, primary

R Time to Stop Bullying

Sampson & Harvey

Activities, assemblies and information to support SEAL teaching

Pre-school, primary

Secondary Assemblies for SEAL

Radcliffe/ Optimus Education

Forty ready-to-deliver assemblies on inspirational people

Secondary

To borrow any of these resources please email or ring your nearest behaviour support team contact from the list below.

Behaviour Support Team (BST) contacts Basingstoke and Deane

01256 329206

debbie.usher@hants.gov.uk Eastleigh and Winchester

023 8062 7739

claire.florit@hants.gov.uk Fareham and Gosport

01329 286750

carol.alen@hants.gov.uk Havant

023 9226 1843

richard.jones@hants.gov.uk Hart and Rushmoor

01252 554073

alison.nicholls@hants.gov.uk New Forest

023 8066 1777

cheryl.calder@hants.gov.uk Test Valley

01264 368657

liz.1.smith@hants.gov.uk

be inspired

Free resources from the NHS Hampshire Resource Service NHS Hampshire Resource and Campaigns Service has health improvement resources to support Theme 3 of the Olympics project – Be Inspired 4Life.

Some examples of resources to borrow from the many available: t Stay Well, Feel Good teaching pack (KS3 and KS4) t Feeling Good: raising self esteem in the classroom (KS1 and KS2) t A resource bank on self esteem (KS3 and KS4) t A resource bank on actions – should I, shouldn’t I? (KS3 and KS4) t Thinking skills video (KS2) t Life matters board game (KS3 and KS4) t Citizenship teaching pack (KS3 and KS4) t Choosing, Not Losing – emotional education for 10–14 year olds (KS3) To see the full catalogue, please visit www.healthresources.hantspct.nhs.uk.

You can register (if not already) to borrow/order free materials.

For more information email resource@hampshire.nhs.uk or call 01252 335133 to discuss your requirements.

Theme 3 : Aspirations and resilience

Duke of Edinburgh’s Award What is a DofE programme?

A DofE programme is a real adventure from beginning to end. It doesn’t matter who you are or where you’re from. You just need to be aged between 14 and 24 and realise there’s more to life than sitting on a sofa watching life pass you by.

You can do programmes at three levels, Bronze, Silver or Gold, which lead to a Duke of Edinburgh’s Award (www.dofe.org).

You achieve an Award by completing a personal programme of activities in four sections (five if you’re going for Gold).

You’ll find yourself helping people or the community, getting fitter, developing skills, going on an expedition and taking part in a residential activity (Gold only). But here’s the best bit: you get to choose what you do!

Your programme can be full of activities and projects that get you buzzing. Along the way you’ll pick up experiences, friends and talents that will stay with you for the rest of your life.

DofE levels There are three levels of programme you can do which, when you’ve successfully completed, lead to a Bronze, Silver or Gold Duke of Edinburgh’s Award.

The main differences between them are the minimum length of time it takes to complete them, how challenging it is and the minimum age you can start.

Depending on your age, you are free to start at any level but most people prefer to try for Bronze and work upwards. There are age restrictions for each one so it makes sense to build yourself up rather than dive in at the deep end.

Don’t forget, you have until your twenty-fifth birthday to complete whichever level you’re working on and achieve an Award.

The table below shows the different overall age restrictions and time requirements for each level.

Level

Minimum age you can start

Minimum length of time

Length of time if you have achieved the previous level

Bronze

12 years

5 months

n/a

Silver

15 years

12 months

6 months

Gold

15 years

18 months

12 months

be inspired

Sections You achieve an Award by completing a personal programme of activities in four sections (five if you’re going for Gold).

These sections are:

t volunteering – helping someone, your community or the environment t physical – becoming fitter through sport, dance or fitness activities t skills – developing existing talents or trying something new t expedition – planning, training for and completing an adventurous journey t residential (Gold only) – staying and working away from home as part of a team.

The length of time you have to spend on each section depends on the level of programme you’re doing.

How long will it take me?

It will usually take you at least six months to complete your Bronze programme. It will take you at least six months for Silver if you’ve already achieved your Bronze, or 12 months if you’ve jumped straight into Silver.

For Gold, you’ll need to do your programme for at least 12 months if you’ve got your Silver Award, or 18 months if you’ve started at Gold level without doing Silver – even if you’ve completed Bronze.

We’ve put the length of time in months - you need to show regular activity and commitment during this time of at least an hour a week. You can’t achieve an Award in a short burst of enthusiasm over one weekend!

Remember, all activities for a DofE programme must be completed by your twenty-fifth birthday.

Once you’ve done the minimum amount of time needed to complete your DofE programme, we’re sure that you’ll have had so much fun that you’ll want to keep on doing your activities!

Timescales Bronze (14+ years old) Volunteering

Physical

Skills

Expedition

Three months

Three months

Three months

Plan, train for and undertake a two day, one night expedition.

All participants must undertake a further three months in the Volunteering, Physical or Skills sections.

Theme 3 : Aspirations and resilience

Silver (15+ years old) Volunteering

Physical

Skills

Six months

One section for six months and the other section for three months.

Expedition Plan, train for and undertake a three day, two night expedition.

Direct entrants must undertake a further six months in either the Volunteering or the longer of the Physical or Skills sections.

Gold (16+ years old) Volunteering

Physical

Skills

Twelve months

One section for 12 months and the other section for six months.

Expedition

Residential

Plan, train for and undertake a four day, three night expedition.

Undertake a shared activity in a residential setting away from home for ďŹ ve days and four nights.

Direct entrants must undertake a further six months in either the Volunteering or the longer of the Physical or Skills sections.

Length of time of DofE expeditions Level

Duration

Minimum hours of planned activity each day

BRONZE

Two days and one night

At least six hours during the daytime (at least three of which must be spent journeying).

SILVER

Three days and two nights

At least seven hours during the daytime (at least three and a half of which must be spent journeying).

GOLD

Four days and three nights

At least eight hours during the daytime (at least four of which must be spent journeying).

Notes: Time associated with overnight accommodation and catering is additional to the minimum daytime hours of planned activity. Participants have to undertake at least one practice expedition as part of their training, in addition to the ďŹ nal assessed expedition.

be inspired

How do I start?

So you’re interested in starting your own programme and achieving an Award? Congratulations, you’re about to start an adventure you’ll never forget.

First stop is to find your nearest DofE centre. It may be in your school, college, youth group or company. If you’re not sure, visit www.dofe.org and click on the local contacts button to find out what’s available near you.

Once you’ve found your centre you’ll need to pay a small DofE enrolment fee (plus possibly a small extra charge for admin and support, added by the DofE centre). Congratulations, you’re now a DofE participant!

All DofE participants receive a welcome pack which contains a Keeping Track booklet, details of how to log in to eDofE, our online record book, and lots of helpful information. eDofE is where you log your progress through your DofE programme and it is what your leader signs when you’ve completed your activity in each section.

Now, you can start choosing what activities you want to do although you don’t have to wait until you get your welcome pack before you start planning your programme.

Remember: tell your leader about your plans so you don’t waste time on activities which won’t count or don’t fit into the right section. Once everything is agreed and in place you’re ready to start your adventure.

Almost anything you can think of can count towards a Duke of Edinburgh’s Award.

The suggestions overleaf can give you some ideas as to how you can become involved.

Theme 3 : Aspirations and resilience

VOLUNTEERING: Community action and raising awareness Help new arrivals at your school to learn English as a second language.

Raise awareness about drug and alcohol safety at your youth club.

Peer education Develop a ‘beat bullying council’ at your school.

RESIDENTIAL: Service to others Help at an outdoor centre running residentials, helping young people do adventurous activities.

Be a leader at an overseas children’s camp that promotes healthy eating and exercise.

Work with your college to improve the quality of its sex education.

Assist at a kids’ summer camp Help at sports camp for children, helping them to improve sporting techniques and teamwork skills.

Be a counsellor at a faith-based summer camp.

Help run a life skills course for young people with special needs.

What will you do?

VOLUNTEERING: Helping people Swim with your local disabled people’s club, helping them enjoy it.

Helping people with special needs

Record talking books/newspapers with the RNIB.

Teach adults how to read at an evening class.

Assist with riding for the Disabled.

Help at a Girlguiding or Scout camp, passing on your skills, from orienteering and canoeing to cooking.

What will you do?

RESIDENTIAL: Service to others Help disadvantaged children prepare for, and take part in, the Rio Carnival, Brazil.

Assist with an Open Gold special needs DofE expedition.

Helping people with special needs Go on an offshore sailing adventure, bringing together disabled and ablebodied people.

Help deaf/blind adults to enjoy a holiday.

Be a lifeguard at a sailing club for young people with cerebal palsy.

Be a sighted guide on a holiday organised by the Guide Dogs of the Blind.

What will you do?

What will you do? be inspired

Book suggestions The Gordon Star – Patterson, Rebecca – KS1 Gordon does not get his teacher’s gold star for any of his work. However, the pupils believe he deserves one as he always cheers them up.

Millie’s Marvellous Hat – Kitamura, S – KS2 Millie wants a hat but does not have the money to buy one. So the shop keeper fires her imagination and now she has all the hats she wants. She also imagines what everybody else’s hats look like.

Mia’s Story – Foreman, Michael – KS2 Set in South America, Mia transforms her home built from thrown away rubbish with wonderful flowers. She also helps her father sell them to get money for food.

Spies, Dad, Big Lauren and Me – Nadin, Joanna – KS2 Billy is having difficulty coming to terms with mum’s impending marriage to Dave. He is desperate to get his father back. Written in a diary format this is a moving account of Billy’s struggle with family and school life and coming to terms with it all.

Bang, Bang You’re Dead – Dhami. N – KS3 A gun man is holding a class hostage and Mia thinks it is her brother. The reader discovers her twin brother died at birth and Mia is suffering from a bipolar disorder.

Knife of Never Letting Go – Ness, Patrick First in an amazing Chaos Walking trilogy as Todd fights against the communityy he has been raised in and sets off to find somewhere he feels comfortable.

The Ask and the Answer and Monsters of Men complete the story.

Boys Don’t Cry – Blackman, Malorie – KS4 Dante is 17 and waiting for his A-Level results with hopes of university. An exgirlfriend arrives with a baby explaining that he is the father and disappears.

Dante is also trying to come to terms with the fact that his brother is gay. An inspiring read.

These are a few suggestions for stories linked to the Olympic values. The School Library Service (SLS) will be producing a more comprehensive list for September 2011.

There are also lots of wonderful non-fiction books available so do contact your local SLS Centres (Basingstoke, Farnborough, Waterlooville, Fareham and Calmore) for more suggestions and to look at a wider range. If you would like to order any of the titles please contact the SLS Bookshop in Winchester on 01962 826660.

For any comments or advice please contact Bridget Rowley, Area Schools Librarian on bridget.rowley@hants.gov.uk.

Theme 3 : Aspirations and resilience

Useful websites British Olympians database with autobiographical information and their achievements. Search feature for specific athletes or search for specific sports.

www.britisholympians.com/home.aspx Olympic women recount stories about their achievements.

www.olympicwomen.co.uk/olympicstories.html Interview questions and blog on athlete Tom Daley.

http://tom-daley.myschoollunch.co.uk/hampshire Get involved and fundraise in the community while learning how to play the different Olympic sports.

www.goldchallenge.org How did we do in the Beijing Olympics? Medal table to show how each country did and in what sports the medals were won.

http://news.bbc.co.uk/sport1/hi/olympics/medals table/default.stm Who our Olympians were for Beijing. Lists the different sports and Team GB athletes.

http://news.bbc.co.uk/sport1/hi/olympics/team gb/7094118.stm Be the best DVD clip about the skills acquired through physical activity (competition DVD).

www.youthsporttrust.org/page/multimedia/index.html

Motivational speakers To invite motivational sports people into schools or colleges visit.

www.youthsporttrust.org/page/champions/index.html www.21stcenturylegacy.com/ www.athletesdirect.org/index.php/General-Content/Athletes.html You can also email Nicola Wright, Sports Development Officer, Sport Hampshire and IOW, on

nicola.wright@hants.gov.uk

Challenges and knockbacks Dealing with feelings on a huge variety of issues.

www.kidshealth.org/kid/feeling/index.html#cat20068 What happens when you don’t feel well?

www.kidshealth.org/kid/ill injure/index.html#cat120 www.kidshealth.org/kid (click on Illnesses and Injuries) Alex’s story about being bullied, but overcoming this and achieving really well.

www.samaritans.org/your emotional health/personal experiences/alexs story. aspx ChildLine advice on school stresses, such as exams.

www.childline.org.uk/Explore/SchoolCollege/Pages/School.aspx

be inspired

Mental health www.mendcentral.org/home

Video clips Good to use as a stimulus for class discussions. www.dartfish.tv/hampshire (Make Britain Proud or London 2012 PAL) Usain Bolt’s proďŹ le

www.5min.com/Video/Usain-Bolt---Profile-171058304

Theme 3 : Aspirations and resilience