Your Choice KS5

THE COMPLETE PSHE PROGRAMME Key KeStage 5

Your Choice Key Stage 5 Kate Daniels & Simon Foster

THE COMPLETE PSHE PROGRAMME

Key Stage 5

KATE DANIELS & SIMON FOSTER

Contents Introduction: How to use this resource

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Unit overviews

vii

Working agreement

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Unit 1

College and study skills Lesson 1 Problem-solving and resilience Lesson 2 Getting extra help Lesson 3 Opportunity cost, time management and discipline Lesson 4 Referencing, avoiding plagiarism and the extended project

Unit 2

Planning your future Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Unit 3

Will you go to university?

Applying to university through UCAS Apprenticeships, internships and CVs Interviews and other courses Gap years, volunteering and running your own business Applying for work – cover letters and application forms Employment contracts and disciplinaries Global opportunities in work Workplace skills

42 44 47 50

Financial skills Lesson 1 Banking and saving Lesson 2 Contracts and consumer rights Lesson 3 Borrowing money and debt

Unit 6

28 32 35 38

Living independently and becoming an adult Lesson 1 Living independently: budgeting, household chores and eating healthily Lesson 2 Housing after school or college Lesson 3 You at 18 Lesson 4 Learning to drive

Unit 5

13 16 19 22 25

You and work Lesson 1 Lesson 2 Lesson 3 Lesson 4

Unit 4

1 4 7 10

53 56 59

Health Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Healthy lifestyles Young adult health issues Body image Perfectionism Mental health Mental health disorders Change and loss

62 65 67 69 72 76 79

Unit 7

Relationships and sex Lesson 1 How to build a loving relationship Lesson 2 Family abuse Lesson 3 Menstrual health Lesson 4 Genital health and hygiene Lesson 5 Sexual pleasure Lesson 6 Sexual harm and sexual offences Lesson 7 Addressing harmful sexual behaviours Lesson 8 Sexual health focus – HIV

Unit 8

Staying safe Lesson 1 Going out – staying safe Lesson 2 Going out – staying well Lesson 3 De-escalating aggression Lesson 4 Dealing with radicalisation

Unit 9

82 85 90 93 95 98 101 103 105 107 109 112

Living in society Lesson 1 Finding your true identity Lesson 2 Discrimination and being deaf – Jonny’s story Lesson 3 Discrimination and gender identity – Joanne’s story Lesson 4 Discrimination, stereotyping and ethnicity – Ali’s story Lesson 5 Discrimination Lesson 6 Digital manipulation

115 117 120 122 125 128

Unit 10 Global citizenship Lesson 1 Climate change and its consequences Lesson 2 Global concerns Lesson 3 Our choices for a healthy planet Lesson 4 Taking action Acknowledgements

130 134 137 140 143

Unit overviews Lesson title

Learning objectives

Curriculum objectives (PSHE Association’s Programme of Study)

Unit 1 College and study skills Lesson 1: Problem-solving and resilience

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Lesson 2: Getting extra help

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Lesson 3: Opportunity cost, time management and discipline

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Lesson 4: Referencing, avoiding plagiarism and the extended project

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To examine a range of problem-solving strategies To remind students of the strategies of setting goals/targets, such as SMART and PURE To develop students’ resilience and encourage them to think about their wider support network

Living in the wider world L2. to set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills

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To make students aware of Living in the wider world the extra support they can • L2. to set realistic yet ambitious career and life goals which are get at their school or college matched to personal values, interests, strengths and skills To ensure that all students understand that everyone is an individual with unique needs To examine strategies for dealing with coursework and resubmitting work To understand the concept of opportunity cost To learn strategies for good time management To be aware of your institution’s disciplinary policy

Living in the wider world • L2. to set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills

To understand what plagiarism is, and why it is banned To understand what the Harvard referencing system is, and how to provide a good reference To understand what the extended project is

Living in the wider world • L2. to set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills

Unit 2: Planning your future Lesson 1: Will you go to university?

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Lesson 2: Applying to university through UCAS

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To identify the advantages of Living in the wider world going to university • L3. to evaluate the ‘next step’ options available, such as higher To understand what UCAS education, further training or apprenticeships, and gap year is and where to search for a opportunities university course To identify the next steps in applying to university To understand the UCAS application process To being to draft a personal statement for UCAS

© HarperCollinsPublishers Ltd 2021

Living in the wider world L3. to evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities

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Unit overviews

Lesson title

Learning objectives

Lesson 3: Apprenticeships, internships and CVs

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Lesson 4: Interviews and other courses

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Lesson 5: Gap years, volunteering and running your own business

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Curriculum objectives (PSHE Association’s Programme of Study)

To identify what an Living in the wider world internship is and what an L3. to evaluate the ‘next step’ options available, such as higher • apprenticeship is education, further training or apprenticeships, and gap year To learn what goes into a opportunities good CV • L6. how to produce a concise and compelling curriculum vitae To understand the and prepare effectively for interviews advantages and disadvantages of internships and apprenticeships To explore other Living in the wider world opportunities, such as • L3. to evaluate the ‘next step’ options available, such as foundation degrees, HNCs higher education, further training or apprenticeships, and gap and HNDs year opportunities To learn how to prepare for • L5. how to identify and evidence their strengths and skills an interview when applying and interviewing for future roles and opportunities To learn what makes a good interview To examine the advantages and disadvantages of taking a year out To discuss the differences between a gap year, volunteering, and running your own business

Living in the wider world • L1. to be enterprising in life and work • L3. to evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities

Unit 3: You and work Lesson 1: Applying for work – cover letters and application forms

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Lesson 2: Employment contracts and disciplinaries

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Lesson 3: Global opportunities in work

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Lesson 4: Workplace skills

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To learn what makes a good Living in the wider world covering letter • L2. to set realistic yet ambitious career and life goals which are To identify what skills might matched to personal values, interests, strengths and skills match with a particular job • L5. how to identify and evidence their strengths and skills when To learn how to fill in an applying and interviewing for future roles and opportunities application form • L6. how to produce a concise and compelling curriculum vitae and prepare effectively for interviews To distinguish between different types of employment contract To understand the different types of warning at work, and how disciplinary issues are dealt with To identify what constitutes bullying and harassment at work and whom to report it to

Living in the wider world • L11. to recognise bullying and harassment in the workplace in all its forms and ways to seek or provide support to resolve the situation

To identify long-term trends at work in the UK economy To predict different jobs and skills that might be required in the future To consider the different opportunities available to work abroad

Living in the wider world • L4. the implications of the global market for their future choices in education and employment • L7. how to recognise career possibilities in a global economy

To identify the top skills Living in the wider world employers are looking for • L5. how to identify and evidence their strengths and skills and why, and ways students when applying and interviewing for future roles and can improve their skills opportunities To identify and improve non- • L9. the importance of professional conduct and how it can be verbal skills demonstrated in different workplaces including following health and safety protocols To use language modes as a way of improving rapport

© HarperCollinsPublishers Ltd 2021

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Unit overviews

Lesson title

Learning objectives

Curriculum objectives (PSHE Association’s Programme of Study)

Unit 4: Living independently and becoming an adult Lesson 1: Living independently: budgeting, household chores and eating healthily

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Lesson 2: Housing after school or college

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Lesson 3: You at 18

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Lesson 4: Learning to drive

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To consider what tasks need to be done when living independently To practise living on a budget To identify ways of eating healthily on a budget

Living in the wider world • L13. how to plan expenditure and budget for changes in circumstances (e.g. when moving out or going to university) Health and wellbeing • H12. how to maintain a healthy diet, especially on a budget

To examine the different Living in the wider world options for housing after 18 • L17. to manage financial contracts including, mobile phone To identify the different sorts services and renting items and accommodation; how to of tenancy agreements and identify appropriate advice what a deposit is To examine the threat of homelessness To examine the different Health and wellbeing range of rights that are • H1. skills and strategies to confidently manage transitional life available to students when phases they turn 18 To examine whether more young diverse people should be involved in politics To consider those responsibilities that come with rights when you turn 18 To learn about the different Health and wellbeing types of driving licence, and • H15. to manage personal safety in relation to travel, such as the different tests to get a full cycle safety, young driver safety, passenger safety, using licence licensed taxis and getting home safely To be aware of the different types of driving test To understand that a vehicle needs tax, an MOT and insurance before it can be driven on the road

Unit 5: Financial skills Lesson 1: Banking and saving

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Lesson 2: Contracts and consumer rights

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• Lesson 3: Borrowing money and debt

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To understand how to save Living in the wider world within a budget • L1. to be enterprising in life and work To distinguish between the • L15. to evaluate savings options different forms of saving that are available To understand what an entrepreneur is and what you have to do when you are self-employed To explain why contracts Living in the wider world exist, what you can do when • L16. to exercise consumer rights, including resolving disputes they are broken and why it is and accessing appropriate support important to study contracts • L17. to manage financial contracts including, mobile phone before you sign them services and renting items and accommodation; how to identify To understand what your appropriate advice consumer rights are with regard to mobile phones To learn what interest and Living in the wider world compound interest are • L18. to evaluate the potential gains and risks of different debt To understand the different arrangements and repayment implications forms of borrowing in the UK, and the costs that come with it To understand how student loans and mortgages work

© HarperCollinsPublishers Ltd 2021

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Unit overviews

Lesson title

Learning objectives

Curriculum objectives (PSHE Association’s Programme of Study)

Unit 6: Health Lesson 1: Healthy lifestyles

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Lesson 2: Physical health

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Lesson 3: Body image

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Lesson 4: Perfectionism

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Lesson 5: Mental health

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To learn about what is Health and wellbeing recommended for a healthy • H12. how to maintain a healthy diet, especially on a budget lifestyle and to make healthy choices To understand obesity and its health implications To know the signs of a heart attack To know some of the more common/serious illnesses young adults may come into contact with To recognise the main symptoms of these illnesses and understand what to do about them To learn that ‘ideal’ bodies have changed over history To understand the issues relating to body alteration, enhancement and their consequences To understand that we are so much more than our bodies

Health and wellbeing H11. to recognise illnesses that particularly affect young adults, such as meningitis and ‘freshers’ flu’

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Health and wellbeing • H2. to recognise how idealised images of bodies and pressure to conform, can adversely affect body image and self-esteem; strategies to manage this pressure • H3. to understand the issues and considerations relating to body enhancement or alteration, including long-term consequences

To investigate how Health and wellbeing perfectionism affects us • H4. to recognise signs of change in mental health and To understand the positive wellbeing and demonstrate a range of strategies for building and maintaining positive mental health, including managing aspects of perfectionism stress and anxiety To recognise when H6. to recognise when they, or others, need support with their perfectionism affects them or • mental health and effective strategies to address difficulties a friend negatively and promote wellbeing To understand that mental Health and wellbeing health is a continuum • H4. to recognise signs of change in mental health and To learn how to prevent poor wellbeing and demonstrate a range of strategies for building and maintaining positive mental health, including managing mental health stress and anxiety To know how to help H5. to recognise common mental health issues such as yourself and where to go for • anxiety, depression, eating disorders, self-harm and support compulsive behaviours [NB It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for students who are more vulnerable (e.g. personal accounts of weight change).]

• H6. to recognise when they, or others, need support with their mental health and effective strategies to address difficulties and promote wellbeing • H7. to analyse and evaluate support available to manage common mental health issues, and how to access the most appropriate support

© HarperCollinsPublishers Ltd 2021

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Unit overviews

Lesson title

Learning objectives

Lesson 6: Mental health disorders

• • •

Lesson 7: Change and loss

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Curriculum objectives (PSHE Association’s Programme of Study)

To explore and understand Health and wellbeing the most common mental • H4. to recognise signs of change in mental health and health disorders wellbeing and demonstrate a range of strategies for building and maintaining positive mental health, including managing To recognise the signs and stress and anxiety symptoms of different mental health disorders • H5. to recognise common mental health issues such as anxiety, depression, eating disorders, self-harm and To know where to go for compulsive behaviours [NB It is important to avoid teaching mental health support methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for students who are more vulnerable (e.g. personal accounts of weight change).]

• H6. to recognise when they, or others, need support with their mental health and effective strategies to address difficulties and promote wellbeing • H7. to analyse and evaluate support available to manage common mental health issues, and how to access the most appropriate support To understand the impact of loss To learn about the grieving process To develop positive strategies to help during times of loss and change

Health and wellbeing • H6. to recognise when they, or others, need support with their mental health and effective strategies to address difficulties and promote wellbeing

Unit 7: Relationships and sex Lesson 1: Loving relationships

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Lesson 2: Families and abuse

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Lesson 3: Menstrual health

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Lesson 4: Genital health and hygiene

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To understand what a healthy relationship is To learn what skills we can develop in order to find and maintain healthy relationships

Relationships • R6. to develop and maintain healthy, pleasurable relationships and explore different levels of emotional intimacy • R7. to evaluate different degrees of emotional intimacy in relationships, the role of pleasure, how they understand the difference between ‘love’ and ‘lust’ • R8. to use constructive dialogue to support relationships and negotiate difficulties

To understand what family Relationships abuse is • R20. to recognise and manage different forms of abuse, To recognise honour-based sources of support and exit strategies for unhealthy violence and forced relationships marriage and to know where • R21. to recognise forced marriage and ‘honour’ based to get help violence; to get help for themselves or others they believe to be at immediate or future risk To recognise coercive control within the family environment To know what menstrual health is To learn about periods and the menopause, including associated symptoms and problems

Health and wellbeing • H8. to take responsibility for monitoring personal health and wellbeing, including sun safety, breast awareness and selfexamination, testicular self-examination and cervical screening

To understand the importance of genital hygiene To learn how best to look after genital health To learn more about the genital area

Health and wellbeing • H8. to take responsibility for monitoring personal health and wellbeing, including sun safety, breast awareness and selfexamination, testicular self-examination and cervical screening

© HarperCollinsPublishers Ltd 2021

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Unit overviews

Lesson title

Learning objectives

Lesson 5: Sexual pleasure

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Lesson 6: Sexual harm and sexual offences

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Lesson 7: Addressing harmful sexual behaviours

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Lesson 8: Sexual health focus – HIV

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Curriculum objectives (PSHE Association’s Programme of Study)

To understand that sex is Relationships pleasurable when consented • R6. to develop and maintain healthy, pleasurable to relationships and explore different levels of emotional To understand the intimacy importance of honest • R7. to evaluate different degrees of emotional intimacy in communication in sexual relationships, the role of pleasure, how they understand the situations difference between ‘love’ and ‘lust’ To consider different sexual experiences To learn what sexual offences are To understand what rape culture means To recognise that the crime of rape is often misunderstood and to begin to think about how to challenge this

Relationships • R11. to understand the moral and legal responsibilities that someone seeking consent has, and the importance of respecting and protecting people’s right to give, not • give, or withdraw their consent (in all contexts, including online) • R12. to understand the emotional, physical, social and legal consequences of failing to respect others’ right not to give or to withdraw consent • R13. how to recognise, and seek help in the case of, sexual abuse, exploitation, assault or rape, and the process for reporting to appropriate authorities

To find solutions for supporting the reduction of sexual harms in your place of education To know what to do to support a friend if they become a victim of sexual harassment or violence

Relationships • R11. to understand the moral and legal responsibilities that someone seeking consent has, and the importance of respecting and protecting people’s right to give, not • give, or withdraw their consent (in all contexts, including online) • R12. to understand the emotional, physical, social and legal consequences of failing to respect others’ right not to give or to withdraw consent • R13. how to recognise, and seek help in the case of, sexual abuse, exploitation, assault or rape, and the process for reporting to appropriate authorities

To understand the facts about HIV To challenge our perceptions about HIV To know how to keep sexually healthy

Health and wellbeing • H18. to develop a nuanced understanding of how to select appropriate contraception in different contexts and relationships • H19. how to reduce the risk of contracting or passing on a sexually transmitted infection (STI) • H20. how to take responsibility for their sexual health and know where, and how, to access local and national advice, diagnosis and treatment

Unit 8: Staying safe Lesson 1: Going out – staying safe

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Lesson 2: Going out – staying well

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To understand the dangers when out having fun at night To know what to do to keep themselves and their friends safe when out at night

Health and wellbeing • H14. to assess and manage risk and personal safety in a wide range of contexts, including online; about support in place to safeguard them in these contexts and how • to access it • H15. to manage personal safety in relation to travel, such as cycle safety, young driver safety, passenger safety, using licensed taxis and getting home safely

To understand the signs of someone having too much alcohol or drugs or a having a bad reaction To know what to do to help someone having too much alcohol and drugs or a having a bad reaction

Health and wellbeing • H17. to perform first aid and evaluate when to summon emergency services, irrespective of any potential legal implications, for example, when the situation involves • alcohol, drugs, gangs or violent crime • H22. to understand how alcohol and drug use can affect decision making and personal safety, including looking out for friends, safe travel and drink-spiking

© HarperCollinsPublishers Ltd 2021

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Unit overviews

Lesson title

Learning objectives

Lesson 3: De-escalating aggression

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• Lesson 4: Dealing with radicalisation

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Curriculum objectives (PSHE Association’s Programme of Study)

To learn why carrying knives Health and wellbeing is not a good way to keep • H14. to assess and manage risk and personal safety in a safe, and how to report this wide range of contexts, including online; about support in anonymously and why this is place to safeguard them in these contexts and how to access important it To know what to do when situations get aggressive both offline and online To understand risk factors that cause radicalisation To understand how young people can contribute to countering radicalisation

Living in the wider world • L23. how social media can expand, limit or distort perspectives and recognise how content they create and share may contribute to, or challenge this • L25. when and how to report or access help for themselves or others in relation to extremism and radicalisation

Unit 9: Living in society Lesson 1: Finding your true identity

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Lesson 2: Discrimination and being deaf – Jonny's story

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Lesson 3: Discrimination and gender identity – Joanne's story

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Lesson 4: Discrimination, stereotyping and ethnicity – Ali’s story

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Lesson 5: Discrimination

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Lesson 6: Digital manipulation

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To know what defines identity To understand how to begin to live as our authentic selves To use creativity to connect with the authentic self

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

To understand what it is like to live with a disability To challenge stereotypes and assumptions To consider how to challenge discrimination related to people who are deaf or hard of hearing

Relationships • R25. ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination

To understand what it is like to live as a trans man or woman To challenge stereotypes and assumptions To consider how to challenge discrimination related to people who are trans or non-binary To understand what it is like to live in the UK as a second-generation Arab migrant To challenge stereotypes and assumptions To consider how racism affects our identities To understand what is meant by discrimination To find ways to challenge and change discrimination

Relationships R25. ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination

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Relationships R25. ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination

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Relationships • R2. to recognise and challenge prejudice and discrimination and understand rights and responsibilities with regard to inclusion

To understand what filter Living in the wider world bubbles and echo chambers L23. how social media can expand, limit or distort perspectives • are and recognise how content they create and share may To learn about the impacts contribute to, or challenge this filter bubbles can have on us as individuals and societies To learn how to counteract filter bubbles

© HarperCollinsPublishers Ltd 2021

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Unit overviews

Lesson title

Learning objectives

Curriculum objectives (PSHE Association’s Programme of Study)

Unit 10: Global citizenship Lesson 1: Climate change and its consequences

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Lesson 2: Global concerns

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Lesson 3: Our choices for a healthy planet

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Lesson 4: Taking action

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To identify the causes and effects of climate change To analyse and evaluate some of the solutions to dealing with climate change

No relevant objectives

To define globalisation and its many positives and negatives To point out how globalisation is responsible for many of the key issues facing the world today

No relevant objectives

To understand that we can all help to change the health of our planet To consider the day-to-day actions and choices we can make for a healthier planet

No relevant objectives

To plan a social action project To reflect on and feed back on a social action project

No relevant objectives

© HarperCollinsPublishers Ltd 2021

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Unit overviews

6.5

Mental health

Learning objectives:

Resources:

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To understand that mental health is a continuum To learn how to prevent poor mental health To know how to help yourself and where to go for support

Worksheets 6.5a, 6.5b PowerPoint 6.5 Video 6.5 (4 mins)

Key vocabulary: mental health, continuum, spectrum, diagnosis, thriving, emotional wellbeing, protective factors

Teacher resources for information and inspiration:

• • • •

NHS website, Mental health page: a useful starting point to understand mental health/mental ill health Mind is a charity that is useful to access info about mental health – you can also download leaflets from its website.

Young Minds charity has a number of useful resources available for school staff on its website.

Royal College of Psychiatrists website, the Mental health page offers different perspectives.

This and the next two lessons address mental health disorders and responses to change and loss. If this might be triggering for any students, speak to your SLT about how to proceed. If you are worried about any of your students, address your hunch and follow the correct protocol in your school/college.

Kickstart | 5 mins •

Show Slide 1 to introduce the lesson and the objectives. Ask: ‘What does physical health mean to you?’

‘What does mental health mean to you?’ Allow students to discuss this in small groups or think about it quietly and write down their responses as an initial assessment of understanding (see slide notes).

Activate | 20 mins

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Display Slide 2 and read the quotation from Caroline Hounsell, our mental health expert, then talk through the slide notes. Follow up by reading through the self-soothing techniques outlined on Slides 3 and 4 and in the slide notes.

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Show Slide 5 and explain that this continuum is used to explore mental health: for example, it might highlight how someone may seem OK but actually has poor mental health (see slide notes). Print out Slide 5 for students or enlarge it on the board so they can follow it, then tell them they are going to watch a video in which Caroline talks them through it.

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Show Video 6.5. Note the question at the end: ‘Where do you think you are right now?’ This is a personal question, and the answer doesn’t have to be discussed or shared, but remind students that if they feel they are not thriving they can talk to the school/college safeguarding/pastoral team (tell them who these are and where to find them) and/or their GP to get help. After they’ve watched the video, go through Slide 6 (and the slide notes) with students, referencing their printout of the diagram.

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Tell students there are things we can do to keep ourselves healthy (sometimes called protective factors).

These are things people can do or develop in themselves that can help them get through difficult times.

Ask: ‘What things could you suggest to someone, including yourself, who appeared to be struggling?’ (e.g. creativity, fun, exercising, eating well, talking about stuff, keeping physically healthy, connecting to others. You could encourage students to think back to the lesson on perfectionism and keeping healthy.)

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Ask students to complete the wordsearch on simple protective factors on Worksheet 6.5a. (Answers: sleep, healthy diet, exercise, friendships, fun, creativity, digital detox, get outside, rest, nature, positive thinking, meditation, mindfulness, limit alcohol, limit caffeine, limit sugar, self-love, be brave, face fears, honest conversations, keep learning, help others, find direction, acceptance, community.)

Wrap it up | 5 mins

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Talk through Slide 7 and the slide notes and discuss any other things students think they could do to help themselves. Show Slide 8 to ensure they know where to go for help – also see the slide notes.

Extending | 20 mins

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Give students copies of Worksheet 6.4b. Ask them to consider the scenarios and the healthiest approach to them, deciding whether they need to act on something positively and perhaps courageously, or accept it and let it go. (Answers: C, A, A, A, C, A, C, C) These are good discussion opportunities and views will vary, so these answers are not definitive. Essentially the message is that we can offer ideas, love and support to others but ultimately we can only change our own ways and our own thinking.

© HarperCollinsPublishers Ltd 2022

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Unit 6 Health, Lesson 5

Worksheet 6.5a Protective factors: wordsearch ‘Protective factors’ is a term used to explain things people can do or develop in themselves that can help them to get through difficult times.

In this wordsearch there are lots of examples; all you have to do is find them! There are 25 in total.

(Please note, some of them might be made up of two words. Also, all the words are horizontal or vertical, not diagonal and not given backwards!)

This is a timed activity – your teacher will decide on how long they will give you. Get ready!

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Unit 6 Health, Lesson 5

Solution to worksheet 6.5a Wordsearch L

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List of words included in the wordsearch acceptance be brave community creativity digital detox exercise face fears find direction friendships

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fun get outside healthy diet help others honest conversations keep learning limit alcohol limit caffeine

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limit sugar meditation mindfulness nature positive thinking rest self love sleep

Unit 6 Health, Lesson 5

Worksheet 6.5b Change or accept?

Life is full of experiences where we have to make a decision. It can sometimes feel hard to know which direction to go in, especially when our emotions are involved.

Sometimes we may need to act on something, perhaps a behaviour we want to change about ourselves, or we may need to step out of our comfort zone. At other times, even though we would really like to change something, we may have to accept that we are powerless and can’t change a situation or another person, for example.

Below you will find some situations where someone has to decide whether to act or accept. Read through each scenario and decide what you think would be the healthiest option for them, considering all that you have learned about the mental health continuum and protective factors.

Scenario

Change or accept?

How?

1. I don’t think I’m doing very well with my studies – I’m just so tired all the time. I should probably get to sleep earlier but I get sucked into social media at night.

2. My mate has been really good at football since being a kid but lately they’ve got into smoking weed and that’s changing them. I’ve tried talking to them but they won’t listen.

3. My sister is really gaming a lot. She goes on nearly all night every night and I don’t think it’s healthy. She just tells me to get lost when I try to talk to her about it.

4. I spent hours and hours on that assignment. I thought I was definitely gonna get an A but I only got a B. I’m really angry with myself and can’t stop beating myself up about it.

5. I really like this person that I’ve just started talking to and want to connect online but what if they don’t message back? I think they like me but I’m soooo nervous!

6. My mum does my head in. She is really down because she is putting on lots of weight but she doesn’t follow the doctor’s advice.

7. I really want to go to that party tonight but I am so self-conscious I just don’t know if I can.

8. I love my dance classes but I hate my teachers. They are so tough with us.

If you need further support with anything around your mental health, please reach out to your friends, family, tutors or medical professionals. Mental health issues are no different from physical health issues, so treat them in the same way.

© HarperCollinsPublishers Ltd 2022

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Unit 6 Health, Lesson 5

9.2

Discrimination focus – Jonny’s story

Learning objectives:

Resources:

• • •

• • •

To understand what it is like to live with a disability To challenge stereotypes and assumptions To consider how to challenge discrimination related to people who are deaf or hard of hearing

PowerPoint 9.2 Worksheets 9.2a, 9.2b Videos 9.2.1 (1 min), 9.2.2 (3 mins), 9.2.3 (12 mins), 9.2.4 (4 mins)

Key vocabulary: deaf, hard of hearing, BSL, disability, discrimination

Teacher resources for information and inspiration:

• • •

National Deaf Children’s Society (NDCS), The Royal National Institute for Deaf People (RNID) and British Deaf Association (BDA) all have lots of further information.

Search british-sign.co.uk for information on BSL – British Sign Language.

Tackling discrimination as a society – Scope. Search for ‘Social model of disability’ – this is a model showing that it is actually societal barriers that are the issue rather than someone’s impairment or difference.

Kickstart | 5 mins

•

Show Slide 1 and introduce the lesson by saying that students are going to meet someone who has experienced discrimination (do not say how). Then introduce Jonny by playing Video 9.2.1 ‘Louder Is Not Always Clearer’.

Activate | 20 mins

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Ask: ‘What’s the difference between being deaf and hard of hearing?’ Discuss this and then watch Video 9.2.2, in which Jonny introduces himself and talks about his experiences with hearing as he grew up. He also considers the difference between being deaf and hard of hearing. Then show Slide 2 and go through the key points from the video (and see the slide notes).

•

Put students into pairs and go through the five statements on Slide 3. All of these address some common assumptions that hearing people might have about deaf people. Ask students to decide if they are true or false. Allow them time to work through these with their partner and then go through them, discussing each. (1. False, 2. True, 3. False, 4. True, 5. False – see slide notes for more details.)

•

Search online for a teaching film on BSL (‘Learn to sign “sorry I don’t understand” and “again please” in British Sign Language’) and practise this as a group until everyone has learned these phrases. They will need this for the next activity.

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Play ‘whisper chain’ with lip-reading only. So, instead of whispering a phrase into each other’s ears, students lip-read. The first person says something silently, and the next person has to lip-read it. The person lip-reading has two chances to ask the speaker to repeat what they have said, but they cannot speak either so they need to use British Sign Language to ask (e.g. the BSL sign for ‘again’ is putting two fingers together then shaking them up and down). The person at the end of the line is the only one allowed to speak, to repeat what they think the first person said. This takes concentration and patience.

•

if you would really like your students to begin to experience what it is like to live in a hearing world when you are hard of hearing or deaf, give them Worksheet 9.2a to complete. This is a bonus activity from Jonny. (I would suggest you do this after, or instead of, the whisper chain activity.)

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Watch Video 9.2.3 in which Jonny tells his story (note that this is 12 mins). Encourage students to note the different challenges Jonny has had along the way. Then show Slide 4 and recap the key points.

Wrap it up | 5 mins

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Ask students who are not deaf how day-to-day activities might be different for them if they were deaf.

Ask for examples, thinking about daily routines – you can do this as a class or in pairs (refer back to Worksheet 9.2a or give it to students now if you didn’t use it earlier).

Extending | 20 mins

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Show Video 9.2.4 in which Jonny talks about his experiences of discrimination. Then show Slide 5 and recap the key points.

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Hand out Worksheet 9.2b and allow time for students to complete it. Then discuss and allow students to share how they feel we can all help challenge discrimination related to people who are deaf or hard of hearing, and other disabled people, with the barriers it creates.

© HarperCollinsPublishers Ltd 2022

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Unit 9 Living in society, Lesson 2

Worksheet 9.2a Bonus activity from Jonny Here’s a bonus activity from Jonny if you would really like to begin to experience what it is like to live in a hearing world when you are deaf or hard of hearing.

The ear plug challenge Wear ear plugs for the day! For the best experience and the best results of this challenge, I recommend wearing earplugs from the moment you wake up till the moment you go to sleep, but 6 to 8 hours instead might be better.

I use the term ‘hearing world’ a lot and many hearing people don't actually know what we mean by that. Wearing ear plugs for a day is going to allow you to step into our shoes and experience the world from a deaf perspective. Having reduced hearing or no hearing, you should realise how much you depend on being able to interpret sound every day. Also, you might start to notice how many things aren’t accessible for those who are deaf and/or hard of hearing. For example, you may notice the frustration of video content not having subtitling (which happens a lot), not being able to hear the radio, or when people report things over the intercom in a store. (There could be more serious experiences like making an emergency call and having no idea what is being said.)

You will also start to see how many other hearing people really don’t know how to communicate with deaf people.

Think about how you feel and how some of these problems can be solved.

Tips: 1.

Carry a notepad and pen with you. If you don’t understand what somebody is saying to you, ask them to write it out. You can also use your phone to type things out if that works better.

2.

Make sure you check your surroundings and, if you're going to cross the street, make sure you look both ways multiple times. Our visuals (eyesight) have to be our ears!

3.

You might not always want to use your voice all the time. People often tend to assume that if you can talk, that means you can hear... So, my suggestion would be to write stuff down on paper or on your mobile phone as a form of communication when doing this challenge.

[Jonny Cotsen] Write your experiences below on completion of this challenge and compare with fellow students back in college/school.

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Unit 9 Living in society, Lesson 2

Worksheet 9.2b Challenging discrimination 1.

What have you learned from Jonny about living with a hearing impairment or being deaf? Choose your ‘top three’ and write them below. (You can use the back of the paper if you need more room.)

2.

Has this lesson changed any of your perceptions about people who are deaf or hard of hearing?

Explain. (Use the back or more paper if you need more room.)

3.

Jonny talks about how we can make simple changes, such as positioning ourselves so the person who is deaf/hard of hearing has a clear view of our face, while being patient with the communication process.

He also talks about how he has felt discriminated against by society’s assumptions and stereotypes. a. What do you think we can do as individuals or as a society to help end discrimination for people who are deaf and/or hard of hearing, and to become their allies?

b. What do you think we can do as individuals or as a society to help end discrimination for people with other disabilities, and to become their allies?

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Unit 9 Living in society, Lesson 2