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Stepping Up

1st Year Induction Programme


Belonging Plus Learning Behaviours and Skills for Success

Module 1 - Coping With Change

Module 5 - New Friends and Relationships

Understanding and Recognising Anxiety

2

The Things That I am Good At

37

Why We Worry

3

Meeting New People

38

What Would You Do?

4

Circle of Friends

39

Let’s Relax Those Muscles!

5

Introducing Friends

40

Relaxing in Other Ways

6

Coping with Change

40

Optimistic Thinking

7

Recipe for a Friend

41

Names of my Classmates

42

What is Respect?

43

Making Good Choices

44

Mapping My Choices

45

Module 2 - New School, New Expectations, New Organisational Skills Talk about Primary School

8

My Great New School

9

A Good Start to Secondary School

10

Module 6 - Being Safe and Healthy in School

Top Ten Tips for Homework

12

My Homework Journal

13

Coping with Change

46

What Are All These Classes?

14

Being Safe in School

47

Being on Time Questionnaire

15

What Makes Us All Alike?

48

What’s the Missing Word?

16

A Discussion on Bullying

49

My School Bag

17

Recognising Bullying

50

My Locker

18

Bullying Quiz

51

What Does it Mean to be Healthy?

53

Eating for Success

54

Taking Care of Your Body

55

Teenagers and Skin

56

Rest and Exercise

57

Let’s Get Up and Go

58

What Do You Think? Mary’s Story

59

What Do You Think? John’s Story

60

Module 3 - Improving Learning from Homework and Study How Do We Improve Our Learning?

19

My Homework Journal Needs Work

20

Understanding Homework

21

Taking Notes

22

Study Skills

23

Mindmaps 24

Module 4 - Behaviour for Learning! Behaviour for Learning

25

What are Rules?

26

Class Rules

27

School Rules – How Do I Rate?

28

Understanding the Skills for Learning

29

Where Do I Use This Skill?

30

What Would the Skill Look Like?

31

Skills Story

33

Liam is Listening

34

Using my Voice

35

What I Liked and Learned Today

36

Module 7 - New Subjects and Thinking The 3-2-1 Technique

61

Skimming and Scanning

62

Take a Textbook Tour

63

Textbook Scavenger Hunt

64

How to Work as a Team

66


Module 1 |

Coping with Change

Understanding and Recognising Anxiety When you become anxious, hormones are released and the involuntary nervous system sends signals to various parts of your body to produce the changes shown below.

Your blood clotting ability increases to prepare you for possible injury.

Your heart beat speeds up and your blood pressure rises.

There is less saliva, so you have a dry mouth.

Sweating increases to help cool your body.

Your breathing rate speeds up. Your nostrils and air passages open wider to get in air more quickly.

Blood is diverted to the muscles. You can become 'pale’ with fright.

Your muscles tense and you’re ready for action.

4

Your mind becomes alert.

Your digestion slows down.

The sphincter muscles contract to avoid opening of bowel and bladder.

Your liver releases sugar to provide quick energy.


Module 1 |

Coping with Change

Why We Worry What kinds of things trigger feelings of anxiety or worry? Survey your classmates to find out about situations where they have felt anxious or worried. Write down these triggers in the spaces provided. When you have collected different types of situations, draw a line between each and the type of trigger that you think it best fits. Some situations will match up to more than one type of trigger. Add some extra types of triggers on the spare lines if you wish. Situations that can trigger anxiety:

Types of triggers: Performance

Changing schools

Physical threat

Others angry, upset or disappointed with you.

Trouble with authority Uncertainty

Embarrassment 5


Module 1 |

Coping with Change

What if this happened? What would you do? You are sitting in class. The student behind you hits your chair and you tell him to get lost. The teacher gives out to you and you try to say it was not your fault.

?

?

A teacher is trying to help another student to answer a question. You have had your hand up for a while and you get tired waiting. You start chatting to a friend and the teacher asks you to keep quiet.

You are asked to move seat in class when there were loads of other students talking. You say “No, it’s not fair, they were talking too.” You are told to speak respectfully to the teacher.

?? 6

?

A guy in class had been slagging and messing with you all day. You are put on report and he is not. In a class where he knows you will get in trouble if you say anything, he starts slagging your family.


Module 1 |

Coping with Change

Let’s Relax Those Muscles ! 1. Find a quiet place to lie down or sit so that you are feeling really comfortable. 2. Concentrate on the feelings in your muscles as you try tensing or relaxing them. 3. Starting with your hands and arms, clench your fists tightly and tense the muscles in your arms. Very slowly relax them. Repeat several times. 4. Now think about your shoulders. Hunch them up tightly, nearly touching your ears, slowly let them relax. Repeat a number of times. 5. Keeping your eyes closed, screw them up tightly then gradually release your eyelids until they are totally relaxed. Repeat. 6. Tighten up your eyebrows by drawing them together then slowly release the tension in your forehead. Repeat. 7. Tense your jaw by gently biting your back teeth together tight then let your jaw get heavier and heavier until totally relaxed. Repeat. 8. Let your chin fall forward onto your chest until the muscles in your neck feel quite tight. Slowly pull it back until you feel relaxed. Repeat. 9. Pull your stomach in as much as you can then gradually relax those muscles and repeat. 10. Using your heels, push down hard against the floor until you feel the tops of your legs are as tight as possible. Slowly relax and then repeat for the bottom half of your legs. Point your toes as hard as you can then slowly release and repeat.

When you have finished you can go through the whole sequence again for deeper relaxation. 7


Module 1 |

Coping with Change

Relaxing in Other Ways There are no right or wrong ways to relax. Over time, we all develop our own strategies for winding down and making ourselves less tense. Sometimes it might be: 99 99 99 99 99

spending time with our friends being by ourselves reading a book watching a good movie going for a walk

99 99 99 99

going on a spending spree playing computer games drawing a picture listening to music

My Relaxation Recipe It’s important to be aware of our own methods of relaxation. Have a go at listing the things that you have found help to wind you down when you are feeling tense or angry.

1 2 3 4 5 8


Module 1 |

Coping with Change

Optimistic Thinking Optimistic

Seeing the possible

Pessimistic

Seeing the problems

I hate this class, it is too difficult for me and I can’t do the work.

I am so excited about the trip! I think it will be a lot of work but great fun too.

She is giving me dirty looks, I know it. I saw her looking over here and then they were laughing; I am going to get her after school.

I think that I will try to do the higher level paper in this subject; I will have to work hard to do well. Joan is great at this stuff, she will be a great help.

9


Module 2 |

New School, New Expectations, New Organisational Skills

Talk about Primary School Each student takes turns to answer each question. The same answer cannot be given each time. Use your listening skills and remember the class rules.

One One Voice

Wait

Hands Up

Listen

I miss... What’s really different?

My homework journal...

I liked it when...

Primary School

Homework in primary school was...

How I felt in primary school... What I found difficult...

10

My favourite class was...


Module 2 |

New School, New Expectations, New Organisational Skills

My Great New School As part of learning about being in a new school it is important that we see what is good and helpful. Working alone or in a group, see how many things you like or find interesting about school. You can write a word or draw a picture in the boxes. Remember, when you are giving an answer use the class rules.

Moving around the school all day

New friends

The best teachers

11


Module 2 |

New School, New Expectations, New Organisational Skills

A Good Start to Secondary School A good start to secondary school would look like this: Making an honest effort with school work and homework involves:

Help!

This is too easy...and boring!

This is a waste of time. I could be doing something I really like.

Actually, that was fun!

12

This homework is too hard. I am going to do the best I can and make my teacher proud of me. The teacher only gives us this to punish us.

I don’t understand what I am supposed to do.


Module 2 |

New School, New Expectations, New Organisational Skills

What students think about homework.

What is homework?

Why do homework?

Teachers learn from your homework too. What can they learn?

Who can help me with my homework? 13


Module 2 |

New School, New Expectations, New Organisational Skills

How might you feel if you get your homework right or your teacher praises you?

What can I do if I can’t do my homework?

Top Ten Tips for Homework

What advice would you give to your classmates to help with doing homework?

14


Module 2 |

New School, New Expectations, New Organisational Skills

Student Expectations: My Homework Journal

In Class

On the Corridor

Outside the Building

Questions to Ask About Your New Subjects Subject:

Teacher:

Room:

What does our class already know about this subject?

What class materials will I need each day?

What will I learn in the first month?

Homework information:

15


Module 2 |

New School, New Expectations, New Organisational Skills

What Are All These Classes? Subject Code or Abbrv.

Subject Name

Number of Classes

What are the subjects that might be a challenge for you?

16

Who is my teacher?

How can you get help if you need it?


Module 2 |

New School, New Expectations, New Organisational Skills

Being on Time Questionnaire 1. Are you usually on time for things, like meeting your friends, going to the cinema, going training for sports or watching programmes on television? 2. Out of ten, how would you rate yourself for being on time? 3. Can you remember a time that you had to wait for someone or something that was late, how did you feel and what happened? 4. Do you find it hard to get up in the morning for school? 5. How do you wake up in the mornings? 6. How would you rate yourself for being on time for school out of ten? 7. What happens when you, or other students, are late for school? 8. How would you rate yourself for being on time for class out of ten? 9. What do you do when you have to go into one of your classes and you are late? 10. What excuses are given when people are late for class? Write down as many as you can think of, like “I didn’t know where to go” or “I had to go to see another teacher” or “I had to go to the toilet”. 11. What would help you to get better at being on time for school or class?

17


Module 2 |

New School, New Expectations, New Organisational Skills

What’s the Missing Word? empty list homework finish

well need tick done

timetable paper bag home

1. When you come 2. Check your j

from school,

, what

3. Decide in which order you want to 4. Write a

journal do check equipment your school bag.

do you have?

your homework.

.

5. After you

each piece of homework,

it off the list.

6. When you’ve done all your homework, say to yourself “

“.

7. Now, think about tomorrow, look at your . 8. What will you to bring to school tomorrow? 9. Pack everything into your . Remember any special 10.

.

that you have put your homework in your bag.

11. Remember your pens and

too!

Being Prepared for School Bag

T

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K

Q

G

W

P

H

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X

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P

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Check

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W

N

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Z

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Homework

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Timetable

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Books

P

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Equipment

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Journal List Paper Pens

18


Module 2 |

New School, New Expectations, New Organisational Skills

Student Expectations: My School Bag

In Class

On the Corridor

Outside the Building

k c i u Q klist: Chec

Do I have my full

Do I need special equipment for tomorrow’s subjects? (PE gear, ingredients, art materials, etc.)

uniform? (tie, shoes, jacket, etc.)

Do I have my locker key and swipe card? Is my school Have I completed all homework for

bag packed and ready?

tomorrow’s classes?

19


Module 2 |

New School, New Expectations, New Organisational Skills

My Locker What should I have in my locker?

How do I feel about having a locker?

What if someone else wants to use my locker?

What if I forgot something?

When can I go to my locker?

If students are messing at the lockers, what should I do?

My Desk Layout

My Materials 20

My Copy

My Textbook

My Journal


Module 3 |

Improving Learning from Homework and Study

How Do We Improve Our Learning From Homework and Study? We need to actively take responsibility for our own learning.

We need to learn how to do homework for different subjects. For example English and Woodwork.

1. What is homework? 2. Why do we get homework? 3. Who should monitor homework?

We need to learn new skills which will enable us to study and revise for exams.

Q&A Session!

4. Is homework important? 5. Do you think that homework helps to improve our learning? 6. How can we improve our learning from homework? 7. What type of homework, other than written, do you expect to get? 8. Where/when do I record my homework? 9. What do I do if I don’t understand my homework? (If I get stuck?) 10. What is study? 11. When do we study? 12. Why do we study? 13. What do we mean by ‘study skills’? 14. Can I learn how to study? 15. Who will teach me? 21


Module 3 |

Improving Learning from Homework and Study

My Homework Journal Needs Work Take a look at this snapshot of a student’ s homework journal. What do you think is wrong with how the student has recorded homework for the day?

October

Always Improving - Make sure to rewrite anything that

Deireadh Fómhair | Oktober | Octobre

Monday • Dé Luain • Montag • Lundi

Subject

Homework

Due

1

English

2

Maths Page 47 Wed

3

Home Ec.

4

Irish No Work

5

Geography

6

History

Est./Time Taken

No work Ingredients and learn work from class

Thurs

7 8 9 Study 1 Study 2

Parent’s Signature:

7

Don’t Forget:

1

Monday • Dé •Luain • Montag • Lundi • Dé Máirt • Dienstag • Mardi • Mittwoch Mercredi y • Dé Céadaoin Tuesday

Working in pairs and using your timetable on Monday, fill in what the homework entry 2 for the day should look like. 3

4 October

Always Improving - Make sure to rewrite anything that

5 Deireadh Fómhair | Oktober | Octobre

22

6

7 18

Subject

Homework

Parent’s Signature:

8

Don’t Forget:

Parent’s Signature: 7

7

Don’t Forget:

29 3Study 1 4 Study 2 5 6 1 7 2 8 3 9 4 Study 1 5 Study 2 6 18

Due

Est./Time Taken


Improving Learning from Homework and Study

Module 3 |

Doing it Right Record It. Write homework or what you did in class into journal after every subject.

Be Equipped. Be organised, have all the equipment you need.

Be Neat. Write carefully. Including a heading, date, question number, etc.

Do Your Best. If you don’t understand something make an honest effort.

Understanding Homework Underline key words in class and at home.

Ask your teachers to explain good ways to do homework for different subjects.

Find the section in the book that your homework is based on. Look for examples, notes, formulae etc. to help you.

Follow examples done in class as this will often be the basis for your homework.

Write down any difficulties you had with your homework as you are doing it and ask for help in class.

Correcting Homework

Check

Read over your work carefully to make sure you have answered all questions correctly.

Learn

Learn from your mistakes! Ask if you do not understand where you went wrong.

Improve!

Highlight what you need to improve upon! Write this into your study plan.

23


Module 3 |

Improving Learning from Homework and Study

Taking Notes Use colour to help you organise information. Keep notes short and to the point.

Use your own words.

Use Mindmaps, Graphic Organisers, Summary Diagrams

Make a note of what is difficult for you and ask for help.

Two-Column Notes

1. Preview what you are about to read. 2. Carefully read the text. 3. Go back and find the main ideas. Use the text features to help e.g. headings, subheadings, bolded words, etc. 4. Write the main ideas on the left-hand side of the T-chart. 5. On the right-hand side, use bullet points or numbered lists for the important details you need.

24

Main Ideas

Important Details


Module 3 |

Improving Learning from Homework and Study

Study Skills PQRST is a study method that helps you read and remember. It has five simple steps:

Preview •

Preview the chapter or article

Check the table of contents and map out the organisation of ideas.

Read the summary and/or intro and conclusion, headings, pictures, charts, etc.

If there are none of the above aids, read the first sentence of every 2nd or 3rd paragraph to get an overall view.

Question

Summarise •

Summarise your answer after reading.

Say the answer out loud in your own words.

Highlight only the most important words and ideas, after reading the chunk.

Write down key words and phrases for each chunk to jog your memory when you review.

Test •

Test yourself immediately and later

Question before you read. Ask questions:

At the end of the session, test yourself on what you just read.

based on the title of the chapter or piece

based on each heading

based on your previous knowledge.

Talk your way through the headings, explaining the main ideas and see can you answer your questions and the chapter questions.

Elaborate on the key words you wrote in your notes, giving examples if appropriate.

Test yourself again the next day, in a few days, and in a week or so.

Read •

Read to answer your question.

Read in 3-5 minute “chunks”.

Read to answer your question’ above.

Vary your pace: when the text seems to be providing answers to your question, slow down and focus in. If the material seems familiar to you, speed up. Guess and read quickly to confirm.

25


Module 3 |

Improving Learning from Homework and Study

Mindmaps One of the best ways to make easy-to-read notes for exams is to make a mindmap on the topic you want to study. Here is an example of a mindmap that explains how to make a mindmap. Your teacher will bring you through the main points.

LAN

EP R

PE SD CA nk Bla Size

PA



A4 A3 A2

des

ant adi Order

ure Struct

R

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Import a n

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Size

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Diff e

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Branch es

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T h ick 2 T gt Word hin h

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Word

T ext 1 0%

 =

  

How to make a mindmap

T h r o u g hout

Arrows

s

Clou d

Mindmaps use words and images to organise and structure information.

26

Students who use mindmaps remember more information than students who use just written notes.


Module 4 |

Behaviour for Learning

Behaviour for Learning! This banner helps us to remember the best way for us to behave in class so that we can learn as much as possible from our teachers and each other. It also reminds us of the important skills that we will be developing while we are learning. Over time, we will learn together how to use the information in the banner to settle into our new class, make friends and enjoy learning. Our teachers will help us to remember and understand what is on the banner and they will practise the skills with us. NBSS_Banner_A5.pdf

One voice

C

M

1

06/05/2010

14:06

Learn ing B e

havi ours a ss nd Skills for Succe

Happy

Delighted Enthusiastic Proud Relieved Cheerful Pleased Content Positive

Hands up

Sad

Organised: Having all I need for class

Disa p Wor pointed r Upse ied Unh t a Moo ppy Sorr dy y Anxio us

Punctual: Being on time for all classes Co-operative: Helping others in a positive way

Y

CM

“I feel ... because…”

MY

Attentive: Concentrating on my learning

CY

CMY

d

fuse

Con

K

Angr

and wait

Listen

Hurt y Fed u Agit p a Wou ted n Anno d Up Furio yed Outr us aged

Hardworking: Doing my best work

d Lost rganise Diso d up e x i M ure Uns led Puzz ecided Und

Persistent: Working hard even when the going gets tough Thoughtful: Thinking of others and their feelings Optimistic: Finding the best in every situation

1

2

3

4

5

6

7

8

9

10

27


Module 4 |

Behaviour for Learning

What are Rules?

List some activities/places in which rules are used. Why do you think we have rules in these activities/places? Why do you think we have rules in school? What happens if we don’t follow the rules? If I don’t understand a rule, what should I do? 28


Module 4 |

Behaviour for Learning

Class Rules The three rules below will be used in all classes and it will take time to learn your new behaviour. How can each of these rules help us in school? In the space beside the image write at least two reasons why this rule is important.

One

& One Voice

Hands Up and Wait

Listen

Roaurtseelf

Out of ten, how would you rate yourself for your using each of the classroom behaviour rules?

y

I never do it

10 One Voice

1

2

+

3

4

10 Hands Up and Wait

5

+

6

7

10 Listen

8

9

=

10

I always do it

30 My Total

29


Module 4 |

Behaviour for Learning

School Rules – How Do I Rate? I attend school every day unless I am genuinely sick. I attend each class on time. I remember all equipment needed for each class. I listen to what others say. I speak one at a time/take turns. I don’t slag or jeer others. I stay in my seat. I try to concentrate on the task at hand. I do the work given in class. I complete all of my homework on time. I wait till break times to eat or drink. I put my hand up and wait for attention. I take care of materials and furniture belonging to my school. My Total:

Rate yourself for each of the following rules:

1 = could improve 2 = okay 3 = very good 30


Module 4 |

Behaviour for Learning

Understanding the Skills for Learning What do each of the words mean? Can we make a simple definition of the word? Try not to use more than ten words in your definition, the shorter the better! When you have written your definition, draw a line to match the skill to the picture. Look back at the chart at the start of this module if you need help!

Organised

Co-operative

Attentive

Hardworking

Punctual

Persistent

Optimistic

Thoughtful

31


Module 4 |

Behaviour for Learning

Where Do I Use This Skill in my Life? Think of examples where the skills below are very important. Write three examples of each skill and share your work with your classmates as a group.

Attentive

Co-operative

Determined

Hardworking

Punctual

Organised

Persistent

Optimistic

Thoughtful

32


Module 4 |

Behaviour for Learning

What Would the Skill Look Like? If you were practising this skill, what would people see? What would people hear and what would you be doing?

What would people see?

What would people hear?

What would I be doing?

I am being attentive.

I am being co-operative.

I am determined.

I am hardworking.

33


Module 4 |

Behaviour for Learning

What would people see?

I am punctual.

I am organised.

I am persistent.

I am optimistic.

I am thoughtful.

34

What would people hear?

What would I be doing?


Module 4 |

Behaviour for Learning

Skills Story Take a few minutes to look at the Blobs. What is the story here? Write at least one sentence on each picture to explain what is happening. Try to use some of the ‘feeling words’ on the banner to help. Be as adventurous with the story as you want.

35


Module 4 |

Behaviour for Learning

Liam is Listening Liam finds it difficult to listen in class; he is always in trouble for talking out of turn. He just can’t resist when he wants to talk to other students in the class and he keeps getting caught. He does try but he just keeps getting in trouble and now he is on report.

How might Liam feel? What is the problem? How would Liam feel and behave if this problem was gone? How would Liam know that he no longer had this problem? What would be different? What three things can Liam do now to make things easier? 36


Module 4 |

Behaviour for Learning

Listening Inside Out! What inside me helps me listen? Write your answers inside the person.

What helps us to hear? Write your answers outside the person.

Student Expectations Using my Voice

In Class

On the Corridor

Outside the Building

37


Module 4 |

Behaviour for Learning

What I Liked and Learned Today

It is important that we share what we like about school and being a student. Take a few minutes to write some of the things which you enjoyed today. Even the little things matter e.g. remembering more names! When giving your feedback don’t forget to put your hand up.

t s e B The me

Take a second to think about everything you will do this year. Ask yourself, “What will I be proud of at the end of first year?”

co o t t e y s i

38


Module 5 |

New Friends & Relationships

The Things That I am Good At Read all the boxes and if there are any that need to be explained, just ask. Circle the ones that best describe you, and add in others that are not here.

Being funny

Maths

Video games

Gardening

Making up stories

Making things

Being a friend

Working with horses

Being kind

Fixing things

Cooking

Sports

Directions

Problem solving

Calming friends down

Talking

Dancing

Concentrating

Helping at home

Art and drawing

Handwriting

Singing

Following a team

Time-keeping

Board games

Standing up for friends

Sports

Playing football

Staying calm

Asking for help

Tidying

Science

Languages

Managing money

Saying thank you

Acting

Running

Explaining things to others

Music

Minding younger family

Shopping

Playing cards

Asking questions

Arguing a point

Using the computer

Using the internet

Woodwork

Sharing with friends

Saving money

Trying new things

Planning activities

Caring for animals

39


Module 5 |

New Friends & Relationships

Meeting New People We meet a lot of new people when we start secondary school, including other students and all the school staff. Write your thoughts and feelings about meeting all of these new people inside the hands.

40


Module 5 |

New Friends & Relationships

Circle of Friends Consider all of your friends. Add their names to the circle, starting in the middle with those that are closest to you, then work your way out to the less important ones.

“To have good friends, you must firstly be a good friend.”

Me “Friendship isn’t a big thing, it’s a million little things.”

Our thoughts on the circle of friends. 41


Module 5 |

New Friends & Relationships

Introducing Friends Choose one friend from your circle of friends. First think, what is it about them that you like? Then, what is it about you that you think they like?

I like friend because...

likes me because...

42


Module 5 |

New Friends & Relationships

Recipe for a Friend Imagine the qualities listed below are ingredients for making a friend. Think about each quality then colour in the stars to indicate how important it is to you that your friends have them. There are blank spaces for you to add any ingredients that you think need to be included. They are kind to me

We have the same interests

They are good fun

They are a good listener

They are nice looking

They are sensitive

They are thoughtful

They are honest

They help me when I need it

They are funny and make me laugh

They give me things

They are popular

I can trust them

We can talk about anything

They are cool and fashionable

We can work through difficulties

They have the latest gadgets/games They often say nice things to me They value our friendship They are a bit of a rebel

I believe the three most important ingredients are: 43


Module 5 |

New Friends & Relationships

Names of my Classmates/New Friends Write in the names of your new classmates, remember to spell them correctly. Draw extra balloons if you need to.

44


Module 5 |

New Friends & Relationships

What is Respect? What things do I think of when I hear the word respect?

When I am treated with respect, how do I feel?

How do we show disrespect in school? Actions? Words? Behaviour? Attitude?

What things could a student do in school and class to show respect for learning?

How do we show our classmates that we respect them? 45


Module 5 |

New Friends & Relationships

Making Good Choices Describe a time when you made a good choice.

Did anyone help you make this choice, if so who?

How did you feel after you made this choice? Be as descriptive as possible.

Choices We Make WIN LOSE

Only one person gets what they want.

LOSE LOSE

Neither person will compromise and both lose.

Both compromise and feel happy with the result.

WIN WIN

What if you are in class and as you go to sit in a chair someone is going to sit in it too. They say, “That’s my seat, get out!” What would happen if we tried each of the strategies above?

46

Win/Lose

Lose/Lose

Win/Win


Module 5 |

New Friends & Relationships

Mapping My Choice

My Thoughts

Class Behaviour

My Feelings

My Win/Win Choices

My Other Choices

What Happened Next?

What Happened Next?

47


Module 6 |

Being Safe & Healthy in School

Getting to Know Your Classmates Taking turns, go around the class and each person says their name and one interesting fact about themselves. The next person repeats what previous person said and adds their own name and something about themselves. Continue this until everyone in the class has introduced themselves. 1. John: “My name is John and I play basketball.” 2. Sonia: “John plays basketball. My name is Sonia and I have a pet turtle.” 3. Katya: “John plays basketball, Sonia has a pet turtle. My name is Katya and I support Liverpool FC.”

By now you should have met most of the people in your class and should know at least one thing about each of them. It is important that you try to get to know the people in your class properly because you will be spending a lot of time with them.

G

s y a W d o o nds

rie F e k to Ma

Be friendly, smile and say hello.

Talk to them at break time.

Try to remember people’s names, write them down somewhere.

Ask a person questions about themselves to show you are interested.

Join sports teams or take part in school activities such as plays.

48

Be helpful. Show them where their class is or lend them a pen or similar if they need it.

Don’t ignore someone just because they have a disability or are a different race to you. They could end up being one of your best friends.


Module 6 |

Being Safe & Healthy in School

Being Safe in School It is difficult to settle into a new group of friends. Learning about everyone takes time. Being part of a group can mean that someone is left out. This is not ok. Every student has a right to feel safe in school. You have that right too. Look at the pictures as a class and name the different types of behaviour that might make you feel unsafe.

b o l B viour

Beha

49


Module 6 |

Being Safe & Healthy in School

What Makes Us All Alike?

How are we alike?

How are we different?

50


Module 6 |

Being Safe & Healthy in School

A Discussion on Bullying Your teacher will put up an agree and a disagree sign in different corners of the classroom. Stand at the right place in the classroom according to whether you agree or disagree with the statements below.

1. Bullying is more common in secondary schools than in primary schools. 2. Bullying is more common amongst girls. 3. A bully is a strong, tough person. 4. A bully’s victim is usually small and weak. 5. Bullying is becoming more common than it used to be.

Agree

Disagree

6. Being bullied is a good way to toughen up a person. “Bullying is aggressive behaviour by a person or a group of people against others. It is usually deliberate and repeated.” As a class, discuss what is meant by this definition.

Understanding Types of Bullying Physical Bullying Verbal Bullying Psychological Bullying Sexual Bullying Racist Bullying

Relational Bullying

Hitting, pushing, tripping, spitting, stealing, vandalising or damaging property. Name-calling, taunting, slagging, threatening, daring others to do things they know are dangerous or wrong. Excluding, ridiculing, spreading rumours, passing notes, using peer pressure to intimidate, setting others up for humiliation, using threatening gestures or looks. Unwelcome sexual comments, unwelcome touching, spreading rumours about a person’s sexual orientation. Discrimination, prejudice, comments about colour, nationality, ethnicity or Traveller background. Manipulating relationships, for example ignoring, excluding from the peer group, talking loudly enough so that the victim can hear their name being mentioned, demanding looks, abusive notes or drawings. Cyber bullying is a form of relational bullying and includes abusive phone calls, text messages, emails and posts on social networking sites. 51


Module 6 |

Being Safe & Healthy in School

Recognising Bullying

For each of the situations below, answer the question: ‘Is this bullying?’ Draw a circle around yes, no or not sure. If you answer yes, say what type of bullying it is. Every time Sabita answers a question in class she can hear students behind her whispering, copying her accent and giggling.

Yes.

No

Not Sure

No

Not Sure

No

Not Sure

No

Not Sure

No

Not Sure

No

Not Sure

Yes. Mark and Liam never ask Ian to go to the pictures with them anymore. Type:

No

Not Sure

Áine’s books keep going missing and someone poured paint from the art room on her schoolbag.

No

Not Sure

No

Not Sure

No

Not Sure

No

Not Sure

No

Not Sure

John fell off his chair in the lunch room and everyone around him laughed. Carly keeps finding hurtful stuff written about her on the doors in the school toilets. Peter is always getting spiteful messages on his Facebook page about being gay. Laura tripped over her classmate’s bag in the corridor and broke her wrist when she fell. Nobody sits beside Ciarán in the class and he eats his lunch by himself.

When Lisa is changing for PE, Ciara and Claire make coughing noises and hold their noses. Tom whispers to Daniel that he is ‘going to get him’ every time he passes him in the corridor. Aisling told everyone a secret that Ellen told her last year about her mother being an alcoholic. Mr Byrne gives out to Shane every day because he doesn’t do his homework and is always putting him on detention for this. 52

Type: Yes. Type: Yes. Type: Yes. Type: Yes. Type: Yes. Type:

Yes. Type: Yes. Type: Yes. Type: Yes. Type: Yes. Type:


Module 6 |

Being Safe & Healthy in School

Bullying Quiz Tick true or false to the following statements. In some cases, you might have to guess the answer. Once everyone has completed the quiz, your teacher will tell you the correct answers. True False 1. Only one in five students who are bullied tells their teachers about it. 2. Spreading rumours about someone is a type of bullying. 3. Three-quarters of children who are being bullied tell their parents. 4. Ignoring someone is a type of bullying. 5. 16 per cent of secondary school students have been bullied at one time. 6. A teacher can bully a student. 7. Most bullying in secondary school happens on the corridors. 8. A student can bully a teacher.

The teacher will whisper a message into a student’s ear. The student passes the message on by whispering to the person on their left. They can only whisper the message once. The last person to hear the message must say the message out aloud.

How to Tell Who should you tell about bullying?

What happens to me if I am being bullied?

53


Module 6 |

Being Safe & Healthy in School

What happens to the bully?

In pairs, come up with some other ways you can tell if you are being bullied.

How do these posters make you feel?

What is the main message of these posters?

If you want to know more visit www.ispcc.ie 54


Module 6 |

Being Safe & Healthy in School

What Does it Mean to be Healthy? Use both types of health as a starting point. Brainstorm some ideas for what you think it means to be healthy for each one. Use words, pictures and symbols to record your ideas.

Mental Health

Physical Health

Along with eating well and exercising, relaxation is vital for a balanced lifestyle. Everyone relaxes in different ways, so it is important to find a method of relaxation that works for you. Your relaxation or leisure time could be active such as walking, fishing or dancing. On the other hand, it could be inactive such as reading, using the internet or watching TV. If you don’t take the time to relax, it can lead to stress. Too much stress is unhealthy and can lead to physical and mental illness. 55


Module 6 |

Being Safe & Healthy in School

Eating for Success Why do we need food? List five foods that are good and five that are bad for your health. What is the image on the right? What does it teach us?

What might happen to you if you drink lots of fizzy/energy drinks at lunchtime?

Water Fact! Two-thirds of our body is made up of water and we need to replace it daily by drinking up to eight glasses. 56

Sugar Fact! Too many sugar-sweetened drinks are one of the causes of kids becoming obese, which leads to diabetes.


Module 6 |

Being Safe & Healthy in School

Taking Care of Your Body Personal hygiene is very important to all of us. Having good personal hygiene protects us from germs that grow and develop in sweat and dirt. We also smell nicer when we wash and this is important when we spend so much time with other people, e.g., in school or at home. Did you know that on an average day humans produce one litre of sweat, which sticks to their skin? How many litres of sweat would stay on your skin if you did not wash for a week?

Describe what would happen if you did not wash your skin or hair regularly.

What is the difference between a deodorant and anti-perspirant?

Write the names of some deodorants/anti-perspirants that you can buy.

Why is it important to put on clean clothes as part of your hygiene routine? 57


Module 6 |

Being Safe & Healthy in School

Teenagers and Skin As a teenager, hormones can contribute to you having pimples or blackheads. How can you help to prevent this from happening? 99 Wash regularly with warm water and unperfumed soap. 99 Always use your own clean face cloth, as bacteria like to hide in the fibres of the face cloth. Do you want to wash with someone else’s bacteria? 99 Avoid greasy food. 99 Eat lots of fruit and vegetables and drink lots of water. 99 Don’t squeeze your spots – it will spread the infection. 99 Use special lotions or creams if you feel it is necessary. Can you name any? 99 Dandruff can contribute towards spots and blackheads, so treat hair with special anti-dandruff shampoo.

Your Skin

Your Teeth

Under your skin there are tiny oil and sweat glands. Oil and sweat appear on the surface of your skin through holes called pores. This can mix with dirt on your skin and block your pores, leading to pimples, blackheads and other skin infections.

By the age of twelve most people have twenty-eight permanent teeth. There are still four more to come – wisdom teeth. Sometimes, when our wisdom teeth appear it can cause discomfort and we may need to visit the dentist.

List five ways to ensure that your teeth are healthy.

58


Module 6 |

Being Safe & Healthy in School

Rest and Exercise Why do we sleep? How would you feel if you didn’t get enough sleep every night?

Name some things that might prevent us from getting a good night’s sleep. With continued lack of sleep, the part of the brain that controls language, memory, planning and sense of time is severely affected, practically shutting down. Depending on your age, you are likely to need more or less sleep. 99 99 99 99

Babies need 21 hours’ sleep per day. Children need 9-10 hours’ sleep per day. Teenagers need 9-10 hours’ sleep per day. Adults need 8 hours’ sleep per day.

Z Z Z Z

Why do you thin k younger people need more slee p?

Physical activity is as necessary for your body as rest and sleep. Why do you think that physical activity is important?

Identify all the physical activities that you do at present. What physical activities do you like and dislike? 59


Module 6 |

Being Safe & Healthy in School

Let’s Get Up and Go Name some things that stop you participating in physical activity.

What can you do to fix this?

Outline the things that help you stay physically active. Record your exercise, rest and diet habits for a week and try to see where you need to improve.

Day

Exercise Activity

Sample

Mon Tue Wed Thur Fri Sat Sun 60

Walked to school

Rest

Diet

Time Spent

Sleep

Rest

20 mins

8 hours

1 hour TV

Breakfast

Lunch

Dinner

Cereal, toast,

Sandwich

Spaghetti

juice

apple, crisps

bolognese

Snacks Twix


Module 6 |

Being Safe & Healthy in School

What Do You Think? Mary’s Story I find it hard to concentrate and understand all the work that we do in class, but I work hard and manage to keep up. My aim is to pass my Junior Certificate. I know that if I pass, it will make it easier for me to plan for the future. I am interested in other things as well. I play on the school Gaelic team and I dance and listen to music. How would you describe Mary’s life?

What steps do you think Mary is taking to do well in her exams? What helps Mary do well? Do you think that Mary gets into trouble in school? What personal qualities does Mary have that will help her to succeed? Where do you think Mary will be in five years? 61


Module 6 |

Being Safe & Healthy in School

What Do You Think? John’s Story I think things just happen and that there's not much that you can do to influence them. I did OK in my end of term exams at Christmas and I guess I'll do OK in my summer tests. I'm not really bothered. There are times I seem to get into trouble and teachers are always at me. I'd like to pass my exams but you have to just take life the way you find it. If things go well, fine, if not, at least you're not disappointed. How would you describe John’s life?

Name two things John could do to be more successful in school. Does John know why he gets into trouble? Can you name one thing that John might be interested in? Name one thing that John could do to take more control of his life­­­­­­­­­­. Where do you think that John will be in five years? 62


Module 7 |

New Subjects & Thinking

The 3-2-1 Technique

When you finish reading a short piece of text use the 3-2-1 technique to help you sum up the main ideas and to figure out anything you don’t totally understand.

3

2

Write down three important things I learned.

1

Write down one question I still have.

Write down two interesting things.

The 5-4-3-2-1 Technique

Use the 5-4-3-2-1 technique after you read longer, more complicated pieces of text to help you sum up the main ideas and to figure out anything you don’t understand.

5

4

Write down four facts relating to the main topic.

Write down five keywords from the text.

3

Write down three new words

2

Write down two things you already knew.

1

Write down one question you still have.

63


Module 7 |

New Subjects & Thinking

Skimming and Scanning

Skimming means to read quickly

Scanning means to look quickly

to get the general gist or idea.

for one thing in particular.

Would you most likely skim or scan to do each of the following? 1. I would through the table of contents to see what information a book contained. 2. I would through the index of a textbook to look for a certain topic. 3. I would through the glossary to find the meaning of a word from the textbook. 4. I would through the headings of a chapter before I read it to see if I know anything about it. 5. I would to search for an unanswered question on an exam paper or test. 6. I would to find a location on a map. 7. I would to find a number in a chart. 8. I would to refresh my memory about a topic I’d studied before.

64


Module 7 |

New Subjects & Thinking

Take a Textbook Tour 1. Using the table of contents, find the chapter number for the topic

.

2. In the index at the back of the textbook, find and list all the pages that deal with

.

3. On page , what is the purpose of the coloured box (e.g. highlights a key or main idea). 4. What diagram appears on page ? How is it connected to other information on that page? 5. In the table of contents, which topic is covered in chapter , section

?

6. On page , what special feature helps you to identify the definition of ? 7. In the index, how many page references are there for ? Which reference provides you with the most complete information on the topic? 8. In chapter

, how many subheadings appear throughout the chapter?

Where is the subheading that identifies (e.g. summary, activity)? 9. Where would you go in the textbook to (quickly) find information about ? 10. Turn to page

. Read the first paragraph and find the words in

italics. What is the purpose of this feature? 11. Open the text to pages

and

. Scan the words in

boldface type. Why did the writers use this feature? 12. Open the text to page

. Look at the graphic (e.g. map,

photograph, graph). What is the purpose of this feature?

65


Module 7 |

New Subjects & Thinking

Textbook Scavenger Hunt You and your partner are on a quest to find examples of the text features below in your textbooks. This is a timed exercise – you are against the clock! Before you start, look at some of the features you will be searching for below. Do you know what these features look like? Before you start ask your teacher to explain any of the text features below that you’re not 100% sure about. Tick the features off as you find them and record where you found them. Italic print Book: Page: Print features help you pay attention to important words.

Coloured Print Book: Page: Underlined print Book: Page: Subheadings Book: Page:

Bold print Book: Page: Chapter Titles Book: Page: Bullet Points Book: Page:

Organisational Aids help you see the layout and structure of information.

66

Contents Book: Page: Glossary Book: Page:

Captions Book: Page:


Module 7 |

New Subjects & Thinking

Diagram Book: Page: Drawing/Cartoon Book: Page:

Icon Book: Page:

Graphic aids help you visualise or make pictures in your mind.

Graph/Chart Book: Page:

Map Book: Page:

Photograph Book: Page:

Table Book: Page: Summary Book: Page: Index Book: Page:

Timelines Book: Page:

Informational aids help you understand new or important information.

Key Points Book: Page: 67


Module 7 |

New Subjects & Thinking

How to Work as a Team In class you will often be asked to work together on tasks or projects in pairs or in groups. Write down the important qualities which are needed to make a team work.

Look at the pictures below. Discuss how these teams work to accomplish their goals. Think about the qualities you listed above, can you see any here?

68


Notes

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Stepping Up is an easy-to-use induction programme for incoming First Year students. It is designed to make the transition from primary to se...

Stepping Up Induction Booklet  

Stepping Up is an easy-to-use induction programme for incoming First Year students. It is designed to make the transition from primary to se...

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