Collins Int. Wellbeing TG 7-9 - Look Inside

Spine 10.25mm

INTERNATIONAL

INTERNATIONAL

LOWER SECONDARY

LOWER SECONDARY

Teacher’s Guide

Teacher’s Guide Wellbeing Stages 7-9

Teacher’s Guide

The Collins International Lower Secondary Wellbeing series is a flexible and easy-toimplement wellbeing programme that equips learners with the tools they need to build confidence, support mental health and develop emotional resilience along their learning journey.

Confidently build learners’ understanding about their wellbeing, be proactive in supporting their emotional health and ready to intervene early where there are any concerns.

ngg StSatgaes ges7-9 1-3 Wellb ellbeiein

Download editable files to support teaching and extend learning, allowing for adaptations to best suit the school’s context.

Wellbeing Stages 7-9

Registered Cambridge International Schools benefit from high-quality programmes, qualifications, assessments and a wide range of support so that teachers can effectively deliver in the classroom. Visit www.cambridgeinternational.org to find out more.

The Cambridge Pathway offers five stages of education from age 3 to 19, with curriculum, resources and assessment.

This resource is endorsed for the Cambridge Pathway

✓ Provides support as part of a set of resources

for the Cambridge Lower Secondary Wellbeing curriculum framework (0859) from 2023 Made with responsibly sourced paper and vegetable-based ink.

✓ Has passed Cambridge International Education’s

detailed and independent quality-assurance process

✓ Developed by subject experts ✓ Accessible and appropriate for Cambridge schools worldwide

Wellbeing Teachers Guides 210x297 10.25mm spine.indd 1

collins.co.uk/international Collins International

Kate Daniels and Victoria Pugh Scan to see how we are reducing our environmental impact.

29/1/2024 3:07 pm

Stage 7, Healthy habits

7.3

Body health

Lesson number and title

Sub-strand

Curriculum framework learning objectives

Overview

7.3.1 Inactive to active

Healthy habits

• 789Uh.07 Understand the connection between inactive lifestyles and poor health.

Students learn about the problems associated with inactivity. They consider solutions for how to get active, and share their own favourite ways to exercise/get moving.

• 789Uh.08 *Identify at least one physical activity they enjoy and practise regularly.

7.3.2 Sleep

Healthy habits

• 789Uh.10 Explore the effects of poor quality or limited rest on the brain.

• 789Uh.11 Explore the effects of poor quality or limited sleep on the brain.

• 789Uh.12 Evaluate their personal routine and change if necessary to promote good sleep and rest.

• 789Uh.13 Explore the physical and mental benefits of spending time outside and in nature.

This lesson allows students to see the importance of sleep and rest and the effects of not having enough sleep. They learn to recognise these effects in themselves and find ways to improve the quality of sleep and rest in their lives moving forward.

In this lesson students are encouraged to visit their favourite natural place in their imagination and consider what the physical and mental benefits are of being in nature. They express how they feel when they are there through artistic media.

7.3.3 Nature

Healthy habits

Key vocabulary

active, create, depression, emotionally, exercise, gaining weight/obesity, habitats, high blood pressure, inactive, mental, mentally, nature, out of breath, physical, physically, problems with the heart, rest, routine, sedentary, self-care, sleep, stiff and slow, tired

© HarperCollinsPublishers Ltd 2024

16

Unit 7.3: Body health, Unit overview

Stage 7, Healthy habits

7.3.1

Inactive to active

Big question: •

Key vocabulary:

How can we change from being inactive to being active?

•

Learning objectives • •

exercise, active, inactive, sedentary, tired, out of breath, gaining weight/obesity, high blood pressure, problems with the heart, stiff and slow, depression, self-care

Resources: PowerPoint 7.3.1

789Uh.07 Understand the connection between

•

inactive lifestyles and poor health.

•

Workbook pp. 17–19

789Uh.08 *Identify at least one physical activity they

•

Worksheet 7.3.1

enjoy and practise regularly.

•

Sticky notes

Consider the experiences of your class and be sensitive to any students who might experience different factors impacting their sleep.

Introduction (10 mins)

•

Ask students to look at the photo on Workbook page 17 and discuss the questions. Then show Slide 1 and ask students to answer the question ‘How does exercise improve our health?’ in Workbook Activity 3.1a, writing down as many things about health as they can think of. (Only give them a minute or two, to keep the pace up.)

•

Follow this with a brief discussion (see the slide notes) and commend when someone mentions mental/emotional health. If they don’t, point out that this is also a health issue.

Activities (30 mins)

•

Make sure students understand the difference between an active lifestyle (when someone does lots of physical activity) and an inactive lifestyle (when someone doesn’t do much physical activity/exercise, lives a sedentary life, e.g. sits at desks, sits a lot at home or lies around, takes public transport/cars rather than walking). Explain that an inactive lifestyle is bad for our health, although it’s important to consider that physical abilities differ. Can they think of examples of why inactivity may be bad for our health? (e.g. mental health: depression, stress; physical health: heart, muscle and bone weakness, weight gain)

•

Come into a circle and encourage students to share their favourite ways to exercise or keep fit. (Remind them that these don’t have to cost money, e.g. going for a walk, dancing in your bedroom, playing a sport in the park with friends.) Write their suggestions on the board.

•

Show Slide 2. Go through the two columns and see if you can add anything else to these ideas from your class discussion. Leave the slide up for the duration of the activity.

•

Explain that today students are going to become online health coaches. Inactive people are messaging about problems they have, all of which are linked directly to their sedentary lifestyles. All these people want to be fit but they keep being lazy, watching TV or going on their phones/games console. Ask students to work together to create the characters/problems and think of solutions. After discussing ideas, they can complete Worksheet 7.3.1 or Workbook Activity 3.1b independently or in pairs.

Plenary (5 mins)

• •

Invite students to share some of their ideas and assess their understanding.

Referring to Slide 2, ask, ‘Can we use any of these ideas ourselves to get fitter?’ Remind students that keeping fit is part of our self-care (e.g. exercising, but balancing that with rest and doing things we enjoy).

Assessment opportunities and next steps

•

Build on some examples from the circle sharing activity to create a class book. Ask students to think of all the things they can do for exercise, then tell them they are going to create instructions for their favourite exercise to make into a class book.

•

On sticky notes, ask students to write a promise to their future selves to get fitter by starting to be more active now. You could start a class ‘keep fit’ challenge or an inclusive physical activity such as chair exercises in form time – something easily achievable that you can keep up all year would be best.

© HarperCollinsPublishers Ltd 2024

17

Unit 7.3: Body health, Lesson 1

Stage 7, Healthy habits

Worksheet 7.3.1

Inactivity: problems and solutions

You are going to imagine you are an online health coach. Inactive people are messaging about problems they have, all of which are linked directly to their sedentary (inactive) lifestyles. These people want to be fit but they keep being lazy, watching TV or going on their phones/games console. Create three patients/problems and then think of active solutions for them all.

Describe the problem/health issue.

Person 1: ............................................................................................................................... ................................................................................................................................................ ................................................................................................................................................

Person 2: ............................................................................................................................... ................................................................................................................................................ ................................................................................................................................................

Person 3: ............................................................................................................................... ................................................................................................................................................ ................................................................................................................................................

Describe what you have advised.

Person 1: ............................................................................................................................... ................................................................................................................................................ ................................................................................................................................................

Person 2: ................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................

Person 3: ............................................................................................................................... ................................................................................................................................................ ................................................................................................................................................ © HarperCollinsPublishers Ltd 2024

18

Unit 7.3: Body health, Lesson 1

Stage 7, Healthy habits

7.3.2

Sleep

Big question: •

Key vocabulary:

How does a lack of sleep and rest affect us?

•

Learning objectives • • •

sleep, rest, physically, mentally, emotionally, routine

Resources:

789Uh.10 Explore the effects of poor quality or

•

PowerPoint 7.3.2

limited rest on the brain.

•

Workbook pp. 20–21

789Uh.11 Explore the effects of poor quality or

•

Worksheet 7.3.2a

limited sleep on the brain.

•

Large pieces of paper and pens

789Uh.12 Evaluate their personal routine and change if necessary to promote good sleep and rest.

Introduction (10 mins)

•

Go to Slide 1 and ask the class to discuss in pairs what they think is going on with this person. If no one offers the option, say that this person is tired. Ask students what signs give this away and circle or list these.

•

Ask students to share stories about situations where they have been really tired. If they are not forthcoming, ask them how they feel today. Do they think they have had enough sleep?

Activities (30 mins)

•

Show Slide 2 and ask students to turn to Workbook Activity 3.2a. Go through the questions on the slide and then ask students to answer these in their workbooks or their notebooks, working independently. When they have finished, ask them to share their work with a partner. What are the similarities or the differences in their answers? Go through the questions again as a class and invite students to share their responses. See the slide notes for answers.

•

Go to Slide 3 and read through it to explain the ‘before and after’ comic strip activity to the class. They will create two strips, the top one showing what they currently do and how they feel; the bottom one showing a more restful bedtime routine and how they will feel. Even if they currently have a good amount of sleep and/or a good routine, encourage them to find some simple adjustments to improve it – maybe they could prepare things for the morning, such as clothes out, packed lunch made and so on.

•

Hand out Worksheet 7.3.2 or ask students to turn to Workbook Activity 3.2b to complete their comic strips.

•

When these are complete, invite students to share what changes they are going to make to improve their sleep routines.

Plenary (5 mins)

•

Explain to students that rest is also important and that, although it’s good to keep fit and active, allowing our bodies and minds to relax is also of huge importance to our wellbeing. Ask what they remember about self-care and rest. What do they do to rest their brains and bodies (e.g. switch off phones, listen to music, draw, colour in, write a diary/journal, relax in nature)?

Assessment opportunities and next steps

•

Ask students to consider how their brain and body informs them that they might not have had enough sleep or rest, and to reflect back on what changes they can make to help with this. Hand out large pieces of paper and pens and allow students time to discuss and write down their thoughts (e.g. feeling grumpy, finding it hard to concentrate, yawning, heavy muscles).

•

Moving forward, if you notice someone who is very tired, encourage them to consider their sleep routine and what they learned in this lesson.

© HarperCollinsPublishers Ltd 2024

19

Unit 7.3: Body health, Lesson 2