2 Resource List About Richard story (x1 for teacher) What’s the problem handoutQualities of a good friend questionnaireAgree-Disagree signs and statementsWhat should Richard do? Bullying case-studyExtend 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 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 Get ready to show the rest of the class! L1 RelationshipsLearning Objectives:Understand that different relationships have different needsIdentify the qualities of good relationshipsStarter: 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!Students walk around the class greeting each other and introducing themselvesWhat observations can they make when the activity is over?
5 Quick think What kinds of different relationships are there? Class brainstorm different types of relationships. What makes them different?
6 Good and bad relationships For each of the following pictures, write down;what the relationship might bewhat would make it a good relationshipwhat would make it a bad relationshipClass discussion – What would make the relationship good and what would make it bad? Give only 1min at each of the following pictures.Alternatively, you can print the picture slides out and give them out one per group and have students discuss and then feedback their ideas.
14 About RichardIntroduce Richard. Students listen to the story and write down all the different relationships Richard has.Are they good or bad relationships? Discuss why.You will be using Richard a lot over the coming lessons. A good distancing technique is to have students discuss how Richard feels about things and what his relationships are like. It could be useful to print an A3 copy of Richard to put on your wall and have students add different things to him over the course of tutor time lessons.
15 PlenaryPut students into 4 groups. Groups discuss the scenario on the next slide with each group focusing on one question. Get feedback from each group.Make a final point about the importance of understanding, negotiation and compromise in good relationships.
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 membersSuggest ways of resolving family conflictParticipate in a family experiment.Evaluate the benefits of sharing time together as a family.Revisit the ground rules as it is possible that you will touch on some sensitive issues for young people such as divorce, new family members and domestic violence. You should be prepared for this and take appropriate measures by directing students to, for example, the school nurse. Equally, if any safeguarding issues come up do speak with Rob or Fran.
18 Starter: Topic TennisOn their tables two students do battle, word followed by word, where each they say must be associated with the family. If they hesitate then that is the end. The group chooses the best two and this is presented in front of the class – it’s a word association game.
19 Family Member GridClass discussion about why families are important and what contributions different family members make – they can write it in their books if they wish using the same modelled format on the PowerPoint.Pair Talk – students share their grids with a partnerGet feedback and put some class responses on to the board
20 What’s the problem?Allocate each group one of the family problems from the worksheet/next slide.If they finish you can pick another one for themStudents to come up with solutions – feedback
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 Feedback from individuals. Ask for one or more of their words.
23 L3 Relationships in School Learning Objectives:Identify different relationships within the schoolConsider what friendship is and why it is importantDevelop skills for making friendsUnderstand that you don’t have to be friends with, or like, everyone
24 Home LearningOver 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 dayPlace on the line all the people that you come into contact with in the dayDiscuss – 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 friendShare your responses with the person sitting next to youdid 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 goodAmber/orange if your relationship is ok/sometimes good/sometimes badRed if your relationship is badChoose 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 storyWhat 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!It would be nice if the teacher modelled this first! Try to give some compliments to different people in your class, perhaps focusing on students who are usually difficult.
32 StarterAsk students to guess what is under the coloured squares. Then you can ask students to choose a colour they want to remove. Click on the colour to make it disappear. Students continue trying to guess what the picture is. Once they have guessed, show the whole picture and discuss what they think the lesson will be about and how it links to previous lessons. After the discussion has finished show the Learning Objectives.
33 L4 Anti-bullying Learning Objectives: Understand the different kinds of bullyingIdentify where bullying occursSuggest ways of dealing with bullies and/or what should be done to stop bullyingStart 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 bullyingThey are from specialist organisations and young people in schoolsWhat are the main points in each definitionDraw out persistent and on purposeSome of the following definitions can be put up around the room
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 Several Times On Purpose” “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 Use the short film “Let’s Fight It Together”. It can be found on the Wellbeing websiteIt can also be found unsubtitled at
42 Richard is being bullied Read the scenario that Richard has found himself inWhat 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 unsureBe 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 informationBefore they start: how they feel about conducting the experiment, what they think will happenTheir 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 membersConclusion: what they felt about the project and what they found