1. ‘Choose to be a well being’

2. WALT: Identify what makes up social wellbeing (2 lessons)
WILF:
I can define social wellbeing
I can give examples of ingredients that make up the slice of social wellbeing
I can identify ways to think positively and resolve conflict.

3. SPECS Wellbeing Pie This term we will talk about:
Every slice of a pie is important to make a complete meal.
What ingredients do you have in each slice of your wellbeing pie?
Revise Wellbeing Pie. We need to have good ingredients in all pieces of the pie.
Every aspect of wellbeing is important to make us feel complete and well.
What ingredients do you need to add to each slice of your pie?

4. Which of the SPECS are we looking at today?
Today we are focusing on the first S in SPECS, which stands for
Social

5. What does the word Social mean?
Create a mind map with all the ideas about what social means….
Think, pair, share your ideas about what you think social wellbeing might mean…
SOCIAL
Brainstorm the word ‘social’

6. What is social wellbeing?
Our social wellbeing is made up of our interactions with other people and the relationships we have with them.
We develop a high level of Social wellbeing by having positive relationships with friends and family members.
Why is it important to have friends? (a high level of social wellbeing)
What qualities and actions are needed to make and keep good friendships and relationships with others? E.g. trust, humour…
Think, Pair, share, writing responses on posit it notes.
(Add these notes to poster for display and later reference.)
After pairs share their thoughts with another pair, each group of 4 writes some ideas on post it notes. Display these as they will be referred to later.

7. Social wellbeing
If we think of our birthday party, the social aspect relates to all the people who might be at the party.
Who are the people you would have at your party?
How do the people at the party make you feel?
How would these people feel about being invited to
the party?
How might the party affect your social wellbeing and the
Social wellbeing of those people you invited?
Focus on positive aspects of birthday parties

8. Social Wellbeing
Imagine you went to school with a student named ‘Cally’. Cally and you talk in class sometimes but you don’t really see her outside of school. Imagine if Cally was having party and most of your friends were invited to the party, except for you.
Discuss….
How does it make you feel?
Why do you think Cally didn’t invite you?
How does it affect your social wellbeing?
Let students express negative thoughts

9. The ABC Thinking Model
Remember the ABC Model: Adversity, Belief, Consequence (read example) Birthday Party problem: What is the adversity? (the thing that is upsetting you) What thoughts did you have about what happened? (Beliefs) What were the consequences of these unhelpful (pessimistic) thoughts? (How you felt or what you did)
Read the example and then discuss whether the ‘Beliefs’ were optimistic or pessimistic:
Permanent: “rest of the year sitting here….”
Pervasive: “…everybody hates me”
Personal: “I’ll never fit in” (all my fault)

10. How could we change our sad feelings into more optimistic ones
How could we change our sad feelings into more optimistic ones? The ABCD Thinking Model
What are some other ways you could think about this situation?
Let’s challenge these pessimistic thoughts. Be a Detective and investigate if they are really true.
What are some more helpful (optimistic) thoughts that you could have?
What would be the consequences for having these more helpful thoughts? Which thoughts make you feel better?
Which thoughts help you to have a good social wellbeing?
What other reasons might there be for Cally not inviting you?
Was everyone in the class invited?
Does it really mean that Cally doesn’t like you?
If you decide that Cally doesn’t like you, what can you do?

11. Part 1 Summary Today we looked at: The meaning of ‘Social Wellbeing’
The characteristics of good relationships
More positive ways we can think about problems in our relationships
The importance of ‘social wellbeing’
Next time we will talk about:
Conflict in relationships
Technology and social wellbeing
Ingredients for the social wellbeing slice of pie
You've Got To Have Friends - Muppets
Revise lesson, play song

12. Social Wellbeing: Part 2

13. WALT: Identify what makes up social wellbeing (2 lessons)
WILF:
I can define social wellbeing
I can give examples of ingredients that make up the slice of social wellbeing
I can identify ways to think positively and resolve conflict.

14. Conflict and Social Wellbeing
When you don’t agree with someone it can referred to as a conflict.
OUnavQ&index=2&list=PL_6f53aXfarkROY1O13lLYZ6TUzZ4CDsU
When you have a conflict with someone how does that effect your social wellbeing?
Students give brief examples of conflicts they have experienced.

15. How can you resolve or fix a conflict?
Watch this video about Bear and Moose
How did the bear and the moose solve the conflict?
How did the racoon and the bunny solve the conflict?
Who was better at solving their problems? Why?
Watch this video from Despicable Me
Was this a good way to resolve a conflict? Why? Why not?
Remind students that people can resolve conflicts by working together. Positive relationships!
Always look for solutions

16. Technology and Social Wellbeing
What are some ways we use to interact with people?
Has this changed over time?
Which of these ways use technology?
What is social media?
How can technology help us build our social wellbeing?
How can technology lower our social wellbeing?
How can we manage technology in a positive way to interact with others?
How can we avoid lowering our social wellbeing when using technology?
Remind students of early ways e.g. letters, cards, visiting, phone calls, telegrams, neighbours, street buddies. Newspapers, radio e.g. talk shows etc.

17. Social Wellbeing in the Wellbeing Pie
List some ingredients of things that can go in the Wellbeing Pie to build and maintain social wellbeing? These can be actions or feelings.
eg – being kind to others
- Playing with friends
- think optimistically
Refer back to post it notes from previous lesson.
These can be added to the next slide of the Wellbeing Pie, then displayed in the classroom.

18. Descriptor 1 Descriptor 2 Descriptor 3 Descriptor 4 Descriptor 5
Teachers type over descriptor words

19. Your Social Wellbeing
How would you rate your social wellbeing at this time?
10 is feeling fabulous about making new friends, being with your friends, being able to resolve conflict in a positive way and getting along with people well all the time. 1 is the opposite. What number are you on the scale?
What ingredients do you believe you already have in the Social slice of your pie?
Add them to your pie poster.
Students do not need to tell anyone their number.All students have their own pie poster. Collect after lesson for use in next lesson

20. Building your Social Wellbeing
Think about the number you chose to scale your Social Wellbeing.
It is important to keep building your wellbeing.
What ingredients could you add to the Social slice of your pie to get you to a higher number? Refer to post it notes and Slide with examples.
Add these to the Social slice of your pie in a different colour.
How could you make this happen?
Follow this up on another day. Get students to think about if they have made any changes to increase their social wellbeing.

21. Finding the solution… https://www.youtube.com/watch?v=ghk-nDJB3Tk
Here are a few words from Kid President on resolving conflicts….
REMEMBER!!!!
There is always a solution to a problem.
Work with your enemy until they become a friend.
More friends and more positive relationships = high social
wellbeing!

22. Some wise words…from a clever bear…
“You can't stay in your corner of the Forest waiting for others to come to you.
You have to go to them sometimes.”
A.A Milne,Winnie-the-Pooh