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Year 7 Tutor Time Autumn 2 Unit 2 Relationships. Resource List About Richard story (x1 for teacher) What’s the problem handout Qualities of a good friend.

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Presentation on theme: "Year 7 Tutor Time Autumn 2 Unit 2 Relationships. Resource List About Richard story (x1 for teacher) What’s the problem handout Qualities of a good friend."— Presentation transcript:

1 Year 7 Tutor Time Autumn 2 Unit 2 Relationships

2 Resource List About Richard story (x1 for teacher) What’s the problem handout Qualities of a good friend questionnaire Agree-Disagree signs and statements What should Richard do? Bullying case- study Extend Enquiry – Let’s Do Dinner Experiment

3 Overview… Outline: This series of 4 lessons looks at the relationships that students have, focusing on appropriate behaviour in different kinds of relationships, family relationships, friendships and anti-bullying. It builds on the work started in the last lesson of the previous unit. How you deal with the first lesson on this unit will depend on what your class did in the last lesson of the previous unit and the road that discussion went down. This is the same for the last lesson on this unit on anti-bullying. You will need to know the needs of your class and focus on the aspects of relationships and bullying that are most relevant for them. Assessment: There are some writing tasks and these can be carried out both in books and/or as a class, creating a relationships display using the character of Richard. Progression can be shown by having students add to the class display/individual work on Richard. An example of this type can be found on the website www.thomastalliswellbeing.org.ukwww.thomastalliswellbeing.org.uk Extended Enquiry: This unit also includes the year 7 extended enquiry, which will be carried out over the Christmas break. There is a final slide explaining the task, which should be shared with students in the week before the holidays. Hand-outs for the students explaining the task will be printed centrally and given to you through the tutor team. Other information: At the same time as this unit of work is in progress, there will be a rolling rota of sessions with PC Adam about his role in the school, joint enterprise, etc and deaf awareness with Leigh Bish.

4 L1 Relationships Learning Objectives: Understand that different relationships have different needs Understand that different relationships have different needs Identify the qualities of good relationships Identify the qualities of good relationships Starter: think about how you would greet someone you’ve never met before. Practice with the person sitting next to you. Get ready to show the rest of the class!

5 Quick think What kinds of different relationships are there?What kinds of different relationships are there?

6 Good and bad relationships For each of the following pictures, write down;For each of the following pictures, write down; –what the relationship might be –what would make it a good relationship –what would make it a bad relationship

7 Parents and Children

8 Shop Assistant

9 Bus Driver

10 Team Mates

11 Employers and Employees

12 Friends

13 Teacher and Student

14 About Richard

15 Plenary

16 You have been invited to the cinema to see a film with a new friend whom your parents haven’t met yet. The film your friend wants to see is rated 15. Your parents have said that you are not allowed to go. You got angry and yelled at them and you were sent to your room. What relationships are shown here? Why have your parents not let you go? What could you have done differently? Can you suggest anything that would mean that you could go to the cinema with your friend?

17 L2 Families Learning Objectives: Recognise the contributions of different family members Suggest ways of resolving family conflict Participate in a family experiment. Evaluate the benefits of sharing time together as a family.

18 Starter: Topic Tennis

19 Family Member Grid

20 What’s the problem?

21 You have an argument with your parents about going out You don’t like what has been cooked for dinner Your fight with your brother/sister about them coming into your room and using your things Your step-parent has told you to do something and you have refused Your mum and dad are arguing about how much money they have spent Your parents are getting divorced Your parents don’t like your friends and refuse to let you see them You have been grounded for lying about breaking a plate Your have had an argument with your parents because your school grades are poor

22 Plenary: Summarise the lesson in 5 words

23 L3 Relationships in School Learning Objectives: Identify different relationships within the school Consider what friendship is and why it is important Develop skills for making friends Understand that you don’t have to be friends with, or like, everyone

24 Home Learning Over the course of the next week, say something positive to someone not in this class (eg. friend, teacher, family member, etc) What is their reaction?

25 Starter Draw a timeline in your books The start of the line is when you arrive in school and the end is when you leave at the end of the day Place on the line all the people that you come into contact with in the day Discuss – what kinds of relationships are these? Does it matter if they are positive or negative?

26 Qualities of Good Friend Complete the True/False sheet on qualities of a good friend Share your responses with the person sitting next to you –did you disagree on any? –Which ones? –Why? Share your discussion with the class

27 Traffic Lights For each person on your time-line colour them; –Green if your relationship is good –Amber/orange if your relationship is ok/sometimes good/sometimes bad –Red if your relationship is bad Choose one of the amber or red relationships and write down what you think the problem is and ideas for fixing it

28 Finish writing the following sentence…. A good friend …., while a bad friend …. What other words could you use instead of ‘while’?

29 Help Richard Make Friends! Remember Richard? Look back at his story What is stopping him from making friends? How could he make friends? What advice would you give him? Write your advice on a post-it note and stick it on the class display of Richard

30 Plenary – Being Positive! Turn to the person on your left and say something nice to them – pay them a compliment!

31 Lesson 4

32

33 L4 Anti-bullying Learning Objectives: Understand the different kinds of bullying Identify where bullying occurs Suggest ways of dealing with bullies and/or what should be done to stop bullying Start to think about the possible consequences of bullying

34 Bullying Definitions What is ‘bullying’? Can you write your own definition? Look at the following definitions of bullying They are from specialist organisations and young people in schools What are the main points in each definition

35 “Bullying is trying to make someone else feel bad all of the time.” Year 7 student

36 “The abuse of power over another individual by one or more persons, causing distress, embarrassment and fear to the victim.” Val McFarlane, Anti-Bullying Association

37 “P is for bullying…. Power Persistence Purpose Perception” Fergus Crow, Anti-Bullying Association

38 “S.T.O.P. Several Times On Purpose” Rob Osborn, Anti-Bullying Association

39 “Bullying is intentionally causing physical or mental damage to others, like attacking them for no reason frequently, teasing them frequently, or even sexually.” Year 8 Student

40 What Types of Bullying are there? There are 5 main kinds of bullying. Do you know what they are? Can you give examples? Physical – eg. Verbal – eg. Mental/Emotional – eg. Sexual – eg. Cyber – eg.

41 Let’s Fight it Together

42 Richard is being bullied Read the scenario that Richard has found himself in What should he do?

43 Plenary Agree-Disagree statements As each statement is read out, move to the side of the room that is agree, disagree or unsure Be ready to explain your position!

44 Extended Enquiry This project takes place over the Christmas break Each student has to conduct the family experiment ‘Let’s Do Dinner’ Students have to write a diary including the following information –Before they start: how they feel about conducting the experiment, what they think will happen –Their observations of 3 meals where they sit down as a family to eat (instructions are on the Extended Enquiry handout) –Research conducted on the internet about the benefit of eating dinner with family members –Conclusion: what they felt about the project and what they found


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