Personal Development: Will I Stay the Same?

Learning for Life and Work (MLD)

Nothing Ever Stays the Same: Thematic Unit

Writers’ Group Nora O Baoil, Fleming Fulton School, Belfast (Editor) Mura Kennedy, Fleming Fulton School, Belfast (Editor) Avril Fryer, Rostulla School, Newtownabbey Ruth McCreadie, Longstone School, Belfast June Richardson, Cedar Lodge School, Belfast Fionnuala Saunders, St Gerard’s Education Resource Centre, Belfast Pauline Brady, Rathmore Guidance Centre, Antrim Colm Hassan, Belmont School, Londonderry Mary Connolly, Erne School, Enniskillen Eileen McKeown, Erne School, Enniskillen Mary McKendry, Castle Tower School (Loughan Campus), Ballymena Associate Teachers Denise Maguire, Newtownabbey Educational Guidance Centre Bronac O’Connell, Sunlea Educational Guidance Centre, Coleraine A CCEA Publication ©2009 www.nicurriculum.org.uk
Cover Photograph: Jupiter Images

Unit Title: Nothing Ever Stays the Same
Sub Theme: Personal Development: Will I Stay the Same?
Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making Curriculum Objective: To develop the young person as a contributor to society Key Elements: Personal understanding, mutual understanding, personal health, moral character, spiritual awareness, citizenship, ethical awareness, cultural understanding Attitudes and Dispositions: Personal responsibility, concern for others, openness to new ideas, curiosity, tolerance, integrity-moral courage, respect, community spirit Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice, supportive environment, ongoing reflection, enquiry-based, challenging and engaging

The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address interpret and develop the Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement. Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles and make connections to the Cross Curricular Skills. The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt and extend them as appropriate for your classes.

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Statements of Minimum Requirement
These are the Statements of Minimum Requirement that are addressed in this unit:

Personal Development Self-awareness Explore and express a sense of self

Personal Development Self-awareness Investigate the influences on a young person

Personal Development Personal Health Develop understanding about, and strategies to manage, the effects of change on body, mind and behaviour

Personal Development Self-awareness Explore personal morals, values and beliefs

Personal Development Relationships Develop coping strategies to deal with challenging relationship scenarios

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Key Question

Learning Intention Learners will have opportunities to …
... understand the concept of change as an inevitable part of life.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

What has changed?

As a class, discuss the concept of change and how change makes them feel. Use the following questions to prompt discussion: – How do we feel about change? – Is change a good or a bad thing? – Can you think of examples of change? Encourage your learners to share their experience of change with the group. Reassure those whose experiences may be negative that change is a normal part of life. Then, place your class into pairs and ask them to complete Resource 1 before showing their answers with their partner. Remind the class that there are no wrong answers; this is merely an opportunity to explore how they feel about change. Resource 1: I Think Change Is… Lead your learners through the Take One Step Game described in Resource 2 to illustrate how much they have already experienced in their lives. Next, ask your learners to record changes in their lives to date by answering the questions in Resource 3. Resource 2: Take One Step Game Resource 3: How Have I Changed?

Make links between cause and effect Communication – listen to and take part in discussions Communication – communicate information, ideas and opinions

Resource Sheet in this booklet Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk Skills tabs printed in orange are Thinking Skills and Personal Capabilities Skills tabs printed in yellow are Cross Curricular Skills
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Key Question

Learning Intention Learners will have opportunities to …
... identify the physical, social, spiritual, emotional and cognitive changes as facets of the whole person.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

In what ways can I change?

Present the Health And The Whole Person PowerPoint so that learners can appreciate the concept of the whole person and explore the five areas of the whole person. Then, ask your learners to sort situations, according to which facet of the whole person they belong to, in Resource 4 Resource 4: A Closer Look At Change PP: Health And The Whole Person Split the class into five groups – each representing one of the five SPECS facets. Encourage each group to brainstorm changes that could occur in a lifetime for their particular area and get them to fill the answers in on their jigsaw piece in Resource 5 (enlarge sheet to A3). Have the groups cut out and combine their jigsaw pieces to create a poster representing how change can affect our lives. Ask each group to take time to examine the answers on the whole jigsaw and see if there are any answers to add. After the jigsaw exercise, your learners will see that some changes are easier to notice and quantify than others. Resource 5: SPECS Jigsaw

Examine options, weigh up pros and cons Communication – contribute comments, ask questions and respond to others’ points of view Communication – find, select and use information from a range of sources

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Key Question

Learning Intention Learners will have opportunities to …
... identify the physical, social, spiritual, emotional and cognitive changes as facets of the whole person.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

In what ways can I change?

Explain to your class that we all change from the day we are born, and we will all change a great deal before we die. Use the Puberty PowerPoint to explore with your class how the changes that occur during puberty can affect the whole person. Use as a guided PowerPoint and ensure that your learners understand all the language used as they go through each slide. The slides are intended to act as a stimulus for discussion rather than just a record of facts (if pupils need more basic instruction and resources about coping with the physical changes in puberty, you could refer to sub-unit My Body in the SLD resource Knowing and Growing). Discuss the language used in the PowerPoint with your learners (for example impulse control, learning preferences and peer intentions). Then, describe examples from real life situations to ensure understanding. PP: Puberty Using what has been explored in the PowerPoint, ask your learners to complete Resource 6 and Resource 7. Resource 6: Physical Changes Resource 7: Puberty - How Am I Changing?

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Key Question

Learning Intention Learners will have opportunities to …
... recognise and name their own emotions.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities
Sequence, order, classify and make comparisons Communication – read a range of texts for information and ideas Communication – find, select and use information from a range of sources

How do I cope with feelings?

Have your learners select the words/statements from the list in Resource 8 and organise them into four categories (angry, happy, excited or sad) according to how those words make them feel. Resource 8: Sorting Our Feelings Ask your learners to use words or pictures to identify triggers for particular emotions and record these in Resource 9. You can give your learners the option to keep their answers confidential. Then ask your learners to match the emotions listed in Resource 9 with the facial expressions found in Resource 10. It is important get feedback from the class at the end of this exercise on which faces were difficult to identify. Reassure your learners that some emotions such as tiredness, boredom and depression can be easily confused if we only observe facial expression. Resource 9: What Can Trigger Emotions? Resource 10: Facial Expressions Work through Resource 11 so that your learners can identify and highlight the physical changes that take place when we are becoming angry. Resource 11: Coping With Anger Encourage your learners to recognise the physical signs in their own body that tell them they are becoming angry. Talk about strategies that could prevent them from angry outbursts and loss of self control (for example time out, controlled breathing, physical activity and talking calmly about how they feel using “I” statements).

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Key Question

Learning Intention Learners will have opportunities to …
... recognise and name their own emotions.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

How do I cope with feelings?

Explore minor and major changes. Give four of your learners an example of a change from Resource 12. Have them stick these to their head or back. Then, ask them to arrange themselves in a line from major to minor changes. Next, give all your learners a chance to examine the line up. If they disagree, allow them to make a change to the line up and explain their answer. Extend this to larger groups as your learners get familiar with the activity. Learners will see from this exercise that people differ in their perception of what is a major or minor change. Resource 12: Examples Of Change Ask your learners to consider the scenario of having a substitute teacher for a day – is it a major change or a minor change? Use Resource 13 to play a role play game based on a teacher being off. Distribute a role card to 10 of your learners. For round one of the game, have your learners consider the role and report back to the class on the following questions: “Is Miss Clark’s absence a major change or a minor change? how does it make you feel and why?” Ask for 10 new learners and distribute the cards again. For round two of the game, tell your learners that after half an hour, it turns out, their character is delighted about Miss Clark being replaced by Mr. Rashid for the week. Can they think of a reason for this? Encourage each learner to try to think of a different reason that is unique to their character. Follow with a discussion about why the impact of the same change is different for different characters in the role play. Conclude the discussion by explaining that it is not necessarily the particular change in our lives, but our attitude towards change, that defines whether it is significant or insignificant, positive or negative. Resource 13: Change Role Play

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Key Question

Learning Intention Learners will have opportunities to …
... develop strategies for managing change.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

How can I manage change?

When faced with change, it is helpful to have a strategy that helps you to manage that change. Provide your learners with a framework for managing change by showing the Managing Change PowerPoint. PP: Managing Change Divide the class into teams of four and give each team one of the change scenarios provided in Resource 14 (adapted from CCEA’s InSync Year 9 resource). Task each team to take their given scenario of change and apply the managing change framework to answer the questions in Resource 15. Before they begin, ask each team to nominate team members as follows: – team leader to ensure the task is completed properly; – reader to read the worksheet; – scribe to write the answers; and – reporter to report back the answers to the rest of the class. – reporter to report back the answers to the rest of the class. The team then completes the task in the allotted time and reports back to the class. Resource 14: Change Scenarios Resource 15: Managing Change

Generate possible solutions, try out alternative approaches and evaluate outcomes Communication – contribute comments, ask questions and respond to others’ points of view

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Key Question

Learning Intention Learners will have opportunities to …
… explore how relationships change over time.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

How will my relationships change?

Show your class the example of a completed relationship timeline in Resource 15 to highlight how long some relationships last as well as how relationships can come to an end (for example when you move house, you change schools, you meet new friends, someone leaves the home or there is a death). Then, allow your learners to explore how their relationships have changed to date, when new relationships developed and when relationships have come to an end. Give each learner the blank relationship timeline in Resource 17 so that they can construct an individual list of relationships they have had since birth. When they have completed their timeline, ask each to share theirs with the group. Then choosing one of the relationships, predict how this relationship may change in the future. Resource 16: Relationships Timeline (Example) Resource 17: My Relationships Timeline

Sequence, order, classify, and make comparisons Communication – talk about and plan work

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Key Question

Learning Intention Learners will have opportunities to …
… identify challenges and opportunities arising from changing relationships.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

How to cope with changing relationships?

Introduce the concept that although change in our relationships is inevitable, sometimes those changes can be difficult to cope with. Explore with your learners relationship changes they may find difficult to cope with. Together, choose one change to discuss and identify what challenges the change may bring and what opportunities may arise from it. Ask your learners to complete Resource 18 on their own by putting the relationship changes in order of least difficult to cope with to most difficult to cope with. Then, ask them to share their list with a partner. If the two lists are different, have them try to explain their priority and its significance for them. Resource 18: Relationship Changes Remind your learners of the earlier lesson when they discovered how our attitudes to change can affect their impact on us. Explain to them that often changes in our relationships can be easier to cope with if we consider the opportunities as well as the challenges these changes can bring. Next, have your learners select four changes from Resource 18 and write these in the first column of Resource 19. Then have them each complete Resource 19 by trying to identify the challenges and opportunities that arise from the changes. Encourage them to share their answers with the class, as this will offer a wider perspective on what opportunities arise from change. Resource 19: Challenges And Opportunities

Justify methods, opinions and conclusions Communication – contribute comments, ask questions and respond to others’ points of view

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Key Question

Learning Intention Learners will have opportunities to …
… develop coping strategies for dealing with loss.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

How to cope with loss?

Explain to your learners that one of the things that can make changes in relationships challenging is when the change involves a loss of some kind. Tell them that people can respond in different ways to loss depending on the intensity of their feelings about what has been lost. Together, work through the Stages Of Loss PowerPoint to show that although we can all respond differently to loss, there is a common pattern that people go through when they experience loss. Throughout this PowerPoint, learners will explore together scenarios where people go through stages of loss. You can work through just one scenario of loss or explore as many scenarios as it takes for your learners to fully understand the concept of stages of loss. PP: Stages Of Loss Help your pupils consider how to manage a situation of loss by asking them to choose one of the situations from Resource 18, or a personal example, to use with the guided framework in the interactive book My Journal Of Loss. Before setting this task, it might be helpful to use a real or imagined loss situation to model how to use the journal. PP: My Journal Of Loss

Make predictions, examine evidence and distinguish fact from opinion Communication – communicate information, meaning, feelings and ideas in a clear and organised way Communication – listen to and take part in discussions

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Resources
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I Think Change Is …
Use your own words or the word bank below to make three sentences that express what you think about change.

Resource 1

1. Change is ........................................................................................................................................................................................................................ 2. Change is......................................................................................................................................................................................................................... 3. Change is.........................................................................................................................................................................................................................

frightening
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exciting

difficult thrilling unpleasant horrible no big deal

part of life boring enjoyable unsettling uncomfortable

brilliant awful good common natural

necessary for growth hard bad rare easy important huge

Now share with a partner how you feel about change and explain your answers to him or her.

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Take One Step Game
Either indoors or in the playground, ask your learners to form a line. Then read through the following list:

Resource 2

Take one step forward…
If you have ever moved house. If your hair colour has changed since you were born. If you have a younger brother or sister. If you have ever been inside a church. If your height has changed since you were born.
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If you have ever learned a new word. If you have ever tried a new food. If someone new has come to live in your home. If you have ever joined a club. If you have ever made someone laugh. If you have ever tried to play a musical instrument. If you have ever played a team sport. If you have ever sung in a choir. If you have ever slept away from home. If you have ever grown a plant. If you have ever changed schools.

If you have ever lost a tooth. If you have ever fought with a friend. If you have ever shouted at your mummy. If you ever wondered what God looks like. If you ever had a childminder or babysitter. If someone you know has died.

Keep this up until there has been significant movement of all learners.

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How Have I Changed?
Answer the following questions…
…when you were 3–5 years old? What was your favourite game/toy… What was your favourite sport… What was your favourite TV programme…
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Resource 3

And now? Who were your friends… Did you like music… What sort of clothes did you wear… Where did you go on holiday… Could you ride a bicycle… Were you allowed to go out on your own… What style/colour of hair did you have…

…when you were 3–5 years old?

And now?

What was your favourite book… What was your favourite food… What was your favourite soft drink… Did you like school… What did you do in the afternoons/ evenings…

SCHOOL

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

A Closer Look At Change
Our health can be divided into five different areas. The picture of the SPECS can help you remember these areas.

Resource 4

Using the colour key, read the changes below and colour them to match with the area of health.
I have begun swimming without armbands. I’m going to the cinema tonight with friends.

Type of health

How it affects you

Colour key

I used to believe in the tooth fairy.

Social health
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Friendships, relationships and the wider community Fitness, diet, hygiene, illness and disease Awareness of feelings and their effect on your behaviour Thinking, learning and problem-solving

I am getting better at spellings.

I am putting on weight; I need to exercise more.

I believe that we evolved from apes.

Physical health Emotional health Cognitive health Spiritual health
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I feel angry sometimes and shout at people.

This week I did well in my times tables test.

When I get nervous, my hands shake and sweat.

I have had a row with my mother.

Listening to music makes me so happy.

I am growing hair under my arms.

Personal beliefs, value system and faith

I like to spend some time praying each day.

I am going to join a local youth club.

I enjoy puzzles, especially hard jigsaws.

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SPECS Jigsaw (1 of 5)

Resource 5

Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group’s answers in your puzzle piece below.

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

SPECS Jigsaw (2 of 5)

Resource 5

Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group’s answers in your puzzle piece below.

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SPECS Jigsaw (3 of 5)

Resource 5

Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group’s answers in your puzzle piece below.

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

SPECS Jigsaw (4 of 5)

Resource 5

Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group’s answers in your puzzle piece below.

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SPECS Jigsaw (5 of 5)

Resource 5

Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group’s answers in your puzzle piece below.

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Physical Changes
Fill in the spaces using the words below. Remember some words will be used for both boys and girls.

Resource 6

grow taller sexual feelings begin

breasts develop hips become more rounded

sweating increases voice deepens penis and testicles grow

moods change pubic hair spots on face and neck

hair grows under arms muscles grow

sperm is produced menstruation

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Puberty - How Am I Changing? (1 of 2)
Using what you’ve learned about puberty, answer the questions below.
What changes happen in a girl’s body? .................................................................................................................. ................................................................................................................................................................................. What sort of a role model would a girl choose as she grows into a teenager? ..................................................... ................................................................................................................................................................................. How does a girl feel about her changing body? ..................................................................................................... ................................................................................................................................................................................. What things does a girl want to learn about as she becomes a teenager? .......................................................... .................................................................................................................................................................................

Resource 7

What changes about how a girl likes to spend her free time?............................................................................... .................................................................................................................................................................................

Do you think everyone changes at the same rate? ................................................................................................ .................................................................................................................................................................................

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Puberty - How Am I Changing? (2 of 2)
Using what you’ve learned about puberty, answer the questions below.
What changes happen in a boy’s body? .................................................................................................................. ................................................................................................................................................................................. What sort of a role model would a boy choose as he grows into a teenager?....................................................... ................................................................................................................................................................................. How does a boy feel about his changing body? ...................................................................................................... ................................................................................................................................................................................. What things does a boy want to learn about as he becomes a teenager? ............................................................ .................................................................................................................................................................................

Resource 7

What changes about how a boy likes to spend his free time? ............................................................................... .................................................................................................................................................................................

Do you think everyone changes at the same rate? ................................................................................................ .................................................................................................................................................................................
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Sorting Our Feelings (1 of 2)
Sort the words and phrases below into the boxes depending on how they make you feel.

Resource 8

cinema

birthday

new clothes

shopping

computer games

when a pet dies

going to school

falling out with friends

cleaning my room

being grounded

weekends

summer holidays

circus

Christmas

pocket money

Monday

Friday

school dinners

X Factor

DVDs

brothers

sisters

grandparents

football

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Sorting Our Feelings (2 of 2)

Resource 8

Happy

Sad

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Excited

Angry

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What Can Trigger Emotions?
Write or draw something in each box that might cause you to feel…

Resource 9

tired

hate

excited

safe

frustrated

confused

happy

angry

embarrassed

disappointed

worried

content

sad

bored

surprised

upset

depressed

panic

stubborn

afraid

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Facial Expressions
Using the list of emotions from Resource 9, write the correct emotion under each face.

Resource 10

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Coping With Anger
When we become angry or feel under a great deal of stress, our bodies are flooded by ADRENALINE. We cannot see adrenaline, but we can experience the physical changes adrenaline and anger cause in our bodies. Highlight in red the physical signs that might let you know you are experiencing anger. shallow, fast breathing clenched teeth slow pulse clenched fists fast pulse shoulders drop red face smiling churning stomach relaxed muscles nostrils flare frowning deep, calm breathing yawning

Resource 11

thumping heartbeat sweating shoulders tense ready to attack

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Feeling angry is something that can happen to all of us. It is important to be able to spot when we are getting angry and to have ways of expressing this feeling that are safe for us and for others. Finish these sentences using the suggestions below. Insert the suggestions that you think would help you control your anger. When I am angry I may not hurt someone else, but I may ..................................................................................................................................... When I am angry I may not break things, but I may ................................................................................................................................................ When I am angry I may not scream at others, but I may ........................................................................................................................................ When I am angry I may not hurt myself, but I may ................................................................................................................................................. When I am angry I may not be cruel to an animal, but I may ................................................................................................................................. hug a soft toy walk away from the situation ask for help have a good cry listen to music go somewhere quiet to calm down draw a picture take deep, slow breaths play the drums talk things over punch a pillow go for a walk

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Examples Of Change
Changes can be categorised as minor, major or somewhere in between depending on what significance we place on them. Each of you will receive a piece of paper with one of these changes written on it. Attach the paper to your forehead and arrange yourselves in a line so that the changes range from minor at one end to major at the other. Each of you will get a chance to rearrange the line and give your reasons for changing the order.

Resource 12

get a new toothbrush

use public transport without parents

go to shops without parents

move house

talk to a stranger

learn to write
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try a new food

learn to talk

break an arm

grow pubic hair

fall out with best friend

move schools

great-granny dies

move to a different country

spend a night away from home

get a boyfriend/ girlfriend

get in trouble with school principal

get your hair cut

get cancer

get a tattoo

learn to walk

lose your mobility

go to a doctor’s appointment without parents

learn to read

get your hair dyed

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Change Role Play

Resource 13

My name is Mr Rashid. I recently qualified as a teacher. I have been asked to come in as a substitute teacher for a week because Miss Clark cannot be here. I have heard this is a very rough school.
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My name is Luke. I have autism and I feel comfortable and safe in my set routines. I can get very upset if my routines change, especially if it happens unexpectedly.

My name is Janice. Miss Clark had said she wanted to speak to me about picking on a younger pupil last week in the playground. I hope she will have forgotten about it when she gets back to school.

My name is Rahoul. I enjoy school and I work hard. I am the only boy in my class with brown skin. I enjoy all sports and have won lots of medals.

My name is Brenda. I won pupil of the week last week so I am supposed to be the class leader this week. I don’t know if Mr Rashid knows about this.

My name is Daniel. I have communication difficulties. I have a special computer that talks for me. Miss Clark sets the computer up for me each morning.

My name is Susan. I really hate school. I am no good at Reading or Maths, but I am very good with animals. The most important part of school for me is the home time bell when I can get back to helping my dad on the farm.

My name is Craig. I love coming to school and seeing all my friends. Schoolwork is OK, but my favourite parts of the day are break-time and lunchtime.

My name is Ingmar. I recognise Mr Rashid from my church. We had a special service at the weekend to pray for my mum – she is very sick. I worry about her all the time and haven’t really been able to concentrate on my school work since Mum got sick.

My name is Belinda. My mum is taking me to Euro Disney on Wednesday for a fortnight. She says it is cheaper to book holidays during the school term. I can’t wait.

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Change Scenarios (1 of 2)
(adapted from CCEA’s InSync Year 9 resource)

Resource 14

out to the cinema on Saturday without inviting her, AGAIN. She feels a knot in her stomach and is afraid to ask why they didn’t contact her. Aren’t they her friends? Maybe her phone was switched off and they couldn’t contact her? She decides to casually ask why they hadn’t contacted her to go to the cinema and assumes there is a logical explanation. When she asks them about it, Sam says, “Can you not take a hint?” They all start laughing and walk off in a group leaving her alone. When she tries to sit with them in class or at lunch, they move away or ignore her. She cries a lot at home and feels so lonely. Maybe if she buys them presents or is really nice to them they will stop acting in this way.

Jennifer discovers that her friends went

dad sat him down to tell him that they were no longer going to live together as a family. He felt a deep, sharp pain in his stomach that made him physically wince. He wanted to close his ears, run outside and pretend those words had never been spoken. Dad interrupted his thoughts, “You know we both love you very much Conor, but we no longer love each other. We make each other unhappy. The best thing for everyone is for Mum and me to separate and live apart. You’ll stay here with your mum during the week and I’ll see you at weekends.” Conor’s mother intervened at that point, “It’s OK love. Things will be fine. You’ll see Dad every weekend and any other time you need to see him, for whatever reason. We’re going to stay here and things won’t be very different to before.” Conor thought nothing could be further from the truth.

Conor was devastated when his mum and

He is looking for other jobs but he’s finding it difficult. He’s become quite depressed and doesn’t have the energy to do anything with David anymore, like play football or watch their favourite TV shows together. He used to be good fun, but now he just sits around looking miserable and losing his temper easily. David complained to his mum, but she said that David should leave his dad alone as he is going through a difficult time. She said that it is unlikely that his dad will find another regular job at his age and David isn’t to expect any big presents or holidays anymore. She seems quite stressed and distracted too. David feels numb and angry. It isn’t fair that they are taking their problems out on him.

David’s dad lost his job a few weeks ago.

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Change Scenarios (2 of 2)
(adapted from CCEA’s InSync Year 9 resource)

Resource 14

so lost and confused. It’s like the whole world came crashing down. I still haven’t been able to cry yet, except at the funeral. It’s not fair. Why did she have to die? It makes me so angry.

Susan’s mum died seven weeks ago. “I feel Jake had always loved being active – out

on his bike, playing football, skateboarding, simply running around, and messing about with his friends. Then he was in a car crash. He broke his leg in such a way that he can walk but can’t bend his knee fully, and he runs with a slight limp. Jake is devastated and depressed. Throughout his whole life he had always been so active and now all those sports he loved are impossible for him. He also has a scar on his left cheek and is sick of people telling him that it isn’t really noticeable. It’s noticeable to him. Jake’s mum said that he is lucky to be alive and that he can carry on with a normal life. But Jake doesn’t see what’s normal about not being able to play all his favourite sports, run around like he used to or looking like a freak. His friends don’t bother calling around for him because he can’t play football or skate anymore, and he’s left sitting on his own at break because all the people he hangs around with go and play outside. Jake thinks that no one understands how awful it is.
Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

I find it really hard to even do the small things, like get out of bed, go to school or talk to people. Some days are better than others, but I feel so lonely. I need to talk to someone, but people seem almost afraid of me and don’t even mention the fact that my mum has died. Like it can be ignored! I know they might feel awkward, but it would be good if someone would just offer to listen. I don’t want advice or to be told that I’ll be fine. I’ll never get over this.”

Managing Change
Your team is going to apply the framework for managing change to a scenario about change and answer the questions. First decide who will do each job and write their name in the space provided. Then, complete the table.
Be aware of what is going on in your life and the relationships around you. What is the change that has happened or is going to happen that I cannot avoid?

Resource 15

Team leader ...............................

Accept your feelings about the change.

How am I feeling about this change?

Identify your fears.

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What am I worried about and how would I like the situation to be different?

Reader ........................................

Talk to someone you trust about how you feel.

Who can I talk to about this?

When you are ready, try to think positively.

What might help me feel better?

Scribe .........................................
Adjust your life to make the most of new situations. Are there any good things that have come from this change?

Reporter ..................................
35 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

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Relationships Timeline (Example)

Resource 16

10th relationship 9th relationship 8th relationship 7th relationship

Baby Jake (cousin) Dotty (best friend) Ms Truesdale (nursery teacher) Granda B

6th relationship

Granny May

5th relationship 4th relationship

Ginger (goldfish) Philip

3rd relationship

Rose (sister)

2nd relationship Daddy 1st relationship Mummy My age in years 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

My Relationships Timeline

Resource 17

10th relationship 9th relationship 8th relationship 7th relationship 6th relationship 5th relationship 4th relationship 3rd relationship 2nd relationship 1st relationship My age in years

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

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Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

38

Relationship Changes
Cut out the examples of change below and arrange them in the column below. Put them in order of how hard they are to cope with, starting with the easiest. One space has been left blank so that you can add an idea of your own.

Resource 18

Your friend’s mummy and daddy are getting separated. Your best friend is moving to a new country. Your form teacher moves job and goes to a different school. Your mummy is having a new baby. Your older sister is moving out of home.
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Easiest to cope with

You have a major row with a classmate and no longer talk to each other. Your grandmother is coming to live in your house for a while. Someone new joins the class and is seated next to your best friend. You get a new puppy.

Most difficult to cope with
Now compare your answers with a partner. Did you agree? Try to explain to your partner why you thought some of the changes would be more difficult to cope with than others. Have you experienced any of these changes?
Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

Challenges And Opportunities
A change in our relationship can be easier to cope with if we consider the new opportunities the change can bring as well as the challenges. Use examples of relationship changes from the last worksheet (or some from your own life) and think of the challenges and opportunities these changes would bring about. The first one has been done for you.

Resource 19

Relationship change Your mummy is having a new baby

Challenges this change may bring you Crying, baby getting all the attention, smelly nappies and Mummy too tired or busy to come and play

Opportunities this change may bring you More responsibility, more opportunities to be helpful, more independence while Mummy concentrates on meeting baby’s needs, chance to learn some parenting skills and having someone new to cuddle and play with

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Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

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