A RESOURCE PACK FOR P.S.H.E. AND CITIZENSHIP EDUCATION: KS3

Acknowledgements

This pack was created by Soft Touch Community Arts Limited

School Activities were devised by Jenny Segree

With special thanks to: Nick Ward, Centre Pages - IT Consultancy & Web Design www.centrepages.co.uk

Jenny Segree – P.S.H.E. & Citizenship Consultancy [email protected]

M.L. Peavitt

This Education Pack was produced with financial support from the Arts Council, East Midlands

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FOR TEACHERS: A PSHE AND CITIZENSHIP EDUCATION RESOURCE A Guide to Youthweb Teachers General Information

Resource

Pack

This education resource pack is aimed at introducing teachers of P .S.H.E. and C itizenship to Youthweb – www.youth-web.org.uk - a web site designed for use by education and youth work professionals, young people themselves and anyone interested in their development and education. The pack is for use in secondary education within the context of P SHE and C itizenship education and has been developed in close consultation with teachers of these subjects. Whilst the pack itself is aimed at K S3 pupils, we feel that once introduced to the website, its value as a resource within wider educational settings will become apparent.

A Unique Resource:

why is the Youthweb Resource

Pack different?

There are many resources available for teachers of P.S.H.E. and Citizenship and an increasing number of websites related to their provision. But, Youthweb is different. Youthweb allows young people of Leicestershire to communicate directly with peers and those responsible for their education. The website addresses issues which affect their lives and which they feel strongly about. The issues raised include: Diversity Multi-culturalism Disability Awareness Drugs: including Alcohol Personal Safety Crime and Criminality Bullying / Friendships Sexuality Peer Pressure These issues link directly into the National Curriculum requirements for P.S.H.E. and Citizenship educational provision. The creation of Youthweb marks the culmination of a partnership between the young people, their teachers, youth workers or group leaders, and Soft Touch art and design workers. As a result, whilst the website aims to articulate the ‘authentic’ voice of young people, it does so in a responsible, considered fashion: it contains thought provoking and discussion raising material that still manages to engage young people.

A Free Resource The development of the website was co-ordinated by Soft Touch, a not-for-profit community organisation. We believe that the resource pack and website should be available free of charge. To find out more about Soft Touch – visit the website at – www.softtouch.org.uk

The Aim of the Teachers Resource Pack The aim of the pack is to ease the translation

of materials

found on the

website toclassroom settings by providing an introduction to the website and some suggestions for classroom activities.

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A GUIDE TO USING THE YOUTHWEB TEACHERS PACK Which Teachers can use the Teachers Pack? All P.S.H.E. and Citizenship education providers and co-ordinators can use this resource pack. Whilst the website is relevant for all young people, the activity sheets are aimed at K S3 pupils in years 8 and 9. However, it is hoped that once teachers are introduced to the website they will feel confident about using the pack in the following ways: • as a starting point for classroom discussion at all levels of secondary education • as a starting point for individual student research outside of classroom time • as a starting point for pupils and teachers for finding quality information on the internet relating to P.S.H.E. and Citizenship education In formulating the website and pack much research has been carried out into other useful and relevant Internet sites. Reference to sites particularly useful for pupil and teacher research has been made within the activity sheets. You will also find links to other websites on Youthweb / the discs.

Navigating the website Youthweb has links to eight separate sites, each of which addresses different issues. We have provided a brief description of these sites (see the Summary sheet). Navigation via the web or disc is very easy: simply click on the icon or title of the chosen site. Follow the instructions given – which will take you to various images and stories.

Using the pack Contents: This pack contains: 10 discs Activity Sheets

These are copies of the website – www.youth-web.org.uk Activity Sheets are related to specific sites

Using the Discs and Activity Sheets Discs They provide access to the website without Internet access. Simply insert them into your computers disc-drive. They contain a copy of the website in its entirety. Activity Sheets These should be used in conjunction with the images and text found on the website. We understand that schools approach the teaching of P.S.H.E and Citizenship in varying ways – ranging from discrete classroom time, provision within the framework of other core curriculum subjects or as work carried out within tutor time. We have chosen, therefore, not to provide whole lesson plans. Activities may in most cases be grouped together to provide material for a 40-60 minute lesson. Alternatively, individual activities can be integrated into current provision. In most cases you will be able to print copies of images found on the website/disc.

A Note on Updates The Teachers Pack has been produced over the 2003/2004 period. The discs will contain website material current to this time. In order to keep up to date it may be necessary to occasionally refer to the actual website online. We will continue to research suitable links and add them to the live website. Other additional classroom materials may also be added and current sheets updated.

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This section contains a brief summary of the information contained on each of separate the Youthweb sites. Using this information, Teachers will be able to identify which of the sites are relevant to them and the provision of P.S.H.E. and Citizenship education in their schools. This section provides summary information for all sites, including those for which Activity Sheets have not been provided.

SUMMARIES PROVIDE • • •

Details about the participating groups of young people Format of the websites A list of issues covered by each of the sites

ALL SITES ARE Interactive – providing opportunities for students to respond to material. This includes games / choice based photo-stories. Personal – providing personal accounts and narrative information about young people and their experiences in a variety of forms.

WASTED Created by young people from the Apex, Leicester Project. The site includes 2 photostories, animated postcards and 11 ‘heads’ of young people (picture links), giving a variety of opinions about the issues covered in the WASTED site. Issues covered are Drugs – including Alcohol Substance Misuse Youth Crime / Perceptions Of Youth Crime

RESPECT Created by pupils from Moat Community College and Rushey Mead School, Leicester. This site has several elements to it. It has an introductory page and page which allows you to view the peer-education postcards that were produced in line with this part of Youthweb. The main element within this site is a ‘map’ page, with lots of links to click on that lead to statements from, and stories about, young people in relation to: Multi-Culturalism / Diversity Respect Prejudice

RU OUT 2NIGHT? Created by Girls Break Out, a Leicestershire based girls group. This site contains four main links, each telling the story of a girl living in Leicestershire. Whilst all of the characters are ‘fictional’, the events depicted are drawn from young people’s experiences. Issues relate to: Personal Safety Peer Pressure Building Friendships Sex & Sexuality Alcohol While the stories centre on girls’ perspectives, the activity sheets act as an important springboard for class discussion on differences between girls and boys in relation to actual experiences, media representation and expectations. Activities are equally accessible for both sexes.

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BULLYING – BROADVIEW VALUES This site was created by students from The Broadview Centre, Gateway College, Leicester (a centre for pupils with learning and physical disabilities). The site contains five personal messages around the issues of: Disability Awareness Prejudice Bullying Also, this site contains a photo-story centred around a ‘first-day-at-school’ situation and issues of Bullying and difference.

VERVE - INDEPENDENCE Created by young adults from Verve Independent Living group, who have a range of physical disabilities. The site has an introductory page with a message from the whole group stating their aim – which is to challenge the viewer to “see past our disabilities and into our hearts”. There area nine stories / personal accounts, each from a member of the group. Issues raised are: Disability Awareness Prejudice Personal Development / Careers

DO YOU TAKE SUGAR - ASHFIELD Created by sixth form students from Ashfield Special School, Leicester. The site is also dedicated towards raising awareness of disabilities and challenging stereotypes of people who are disabled. The site contains three photo-stories and a questionnaire, which can be completed on-line. Issues raised are: Disability Awareness Prejudice Personal Development / Careers

NCBI Created by young people from NCBI – the National Coalition Building Institute, Leicester Branch. The site contains a longer photo-story, a shorter one and a series of personal statements from young people from a wide variety of cultural, religious and geographical backgrounds. Issues raised include: Multi-Culturalism / Diversity Prejudice Conflict Resolution Respect

EXAM STRESS

Created by young people from Rushey Mead School, Leicester. The site primarily offers several interactive ‘games’ for students to engage with. All of the materials contained on this site relate to issues of: Exam Stress Coping Mechanisms Study Skills

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These activities relate to the RESPECT site. Issues raised in these exercises relate to issues of Cultural Diversity

and Difference.

ACTIVITY ONE Can be carried out in small groups or as a whole class activity. A) Students are asked to consider what is meant by multi-culturalism, diversity and difference. B) Now provide a series of images of peoples from different cultures and religions. Students should consider: What clues are there as to someone’s identity? Are dress and colour of skin the only clues available? What else defines who we are as people – What we do? Where we go? Can we tell what a person is like from these photos? Possible continuation of this section – students to carry out research into a ‘celebrity’s’ background. Students to bear in mind the notion that sometimes people’s cultural heritage can surprise us. C) POSITIVE DIFFERENCE Discuss ways in which we can positively explore our cultural identity through music, clothes, food, our faith, beliefs, traditions, practices and our history.

ACTIVITY TWO In small groups students should view the RESPECT web pages and read the stories. Students are asked to think about the ways in which the young people express their cultural identity. Now, discuss with students how they would plan a similar web page that explores the identity of their own neighbourhood. Teachers may need to provide students with a guide as to how they could approach an interview with either people within the school or within their local environments to explore different cultural backgrounds. This activity could start with the students interviewing each other in pairs.

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ACTIVITY THREE – CREATIVE ACTIVITY This activity could be carried out in class in small groups or as a homework activity. A template of the Leicester ‘Highfields’ map is provided: it is called ‘Your Neighbourhood’ instead. This template can be photocopied onto A3 paper. The space surrounding the map is to be used to ‘link’ to the houses and symbols. Students to build on research carried out and / or class time discussion to create a pictorial representation of their own neighbourhood or city, exploring its multi-cultural nature. Students could complete this activity by presenting their ‘multi-cultural maps’ to the rest of the class. WEB LINKS As sources for follow-up research and as an aid for the final activity, the following websites are particularly useful: www.britkid.com/ - this website follows a similar format to the RESPECT site. It allows students to follow the ‘stories’ of different young people, learning about their culture, religion, home life etc. www.youthinformation.com - this is the main home site for the National Youth Agency, who’s aims are broadly to promote young people’s development and inclusion within society at large. Both sites contain useful information based pages as an aid to research.

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Activities in this section relate to the Girls Break Out RU OUT 2NIGHT site RU OUT 2NIGHT contains four ‘stories’. This Activity sheet relates to TINA’S story. WHAT THE ACTIVITY INVOLVES You will need to provide statements about boyfriends / girlfriends. The class will need to watch the Tina movie. There are follow up creative response activities. ACTIVITY ONE A) Statements. Provide a number of statements for students to respond to as classbased discussion. They could be: • Is it okay for a sixteen-year-old girl to go out with a 22 year old man? • Is it okay for a sixteen-year-old boy to go out with a 22-year-old woman? • Is it okay for a twelve-year-old girl to go out with an eighteen year old man? etc The aim is to challenge students to think about stereotypes and their own ideas . Statements could be presented on cards – cards then placed into agree / disagree piles.

ACTIVITY TWO – USING TINA’S STORY Students should watch T ina’s story and respond. Discussion is aimed at raising issues of differences and perceptions of differences based on gender. How accurately does it relate to their own experiences? Students to consider and complete the following statements: • A boy might think Tina’s story was… • A girl might think Tina’s story was… Now tell the students the story is based on real teenage experiences. It contains a number of statements . . . …He’s 28 and she’s 15 …She reckons she’s in control. As if! …I took her to get the morning after pill …She used to come down with us now she’s always with him …I can’t believe he’s already with someone else. It didn’t take him long to get over me

Use statements to further discussion of the following: • A lot of teenagers might prefer to go out with someone who is older. Brainstorm possible reasons for this (a car, more money, experience, etc). Are some reasons better than others? • How old is too old? Is age an issue? Is this different for boys? • Are Tina’s friends accurate in their judgement of the older boyfriend? • What is the danger of dropping friends for a ‘relationship’?

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CREATIVE RESPONSE ACTIVITY Using role-play, develop a scenario based on Tina’s experiences. Use thought tapping to freeze the activity. Students will take on different roles (e.g., Tina, mother, boyfriend, female and male friends, father etc) to enable them to explore all aspects of the situation. This activity could be carried out using the whole class: students not participating in the action to respond by offering suggestions for negotiating the situation. This activity could be carried out in smaller groups. Each group then enacts their role-play to the class. Follow up with discussion on differences and similarities between each one.

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SAFE NIGHT OUT The activities on this pages relate to the SAFE NIGHT OUT/ (BETH) GAME and TEXTING sections. ACTIVITY ONE

PART ONE

• • •

Students follow through the Safe Night Out game. They should explore all of the options Safe Night Out is based on the work of young people living in a village in Leicestershire. Ask the young people to think about their area. What makes it difficult for young people to go out and have fun without spending a lot of money? What activities may be available? How does the experience in the game compare to the students own area?

PART TWO The story is based on the experiences of a girl. This activity opens up debate into issues of gender in relation to personal safety and crime. Divide the class into smaller groups and ask them to consider the following questions, and to write down their responses. Levels of risk: • Are there issues related to personal safety that affect boys only, and not girls? • Are there issues related to personal safety that affect girls only, and not boys? • Are there some crimes that boys are more likely to be the victim of than girls? List them. • Are there some crimes that girls are more likely to be the victim of than boys? List them. Bring the class back together. Look at the lists in turn. Ask the whole class to respond to the lists, ranking risks/dangers and crimes in order of their likelihood of happening.

PART THREE Devise a checklist for personal safety using cards and their own ideas as stimulus: students to provide ways of ‘staying safe’ in situations of danger. ACTIVITY TWO - REMAINING SAFE The story gives limited options for remaining safe. Going home and watching the television with your parents may not sound like a lot of fun. Go through the scenario again, working in small groups try to put in different options which would avoid the negative ending – but avoid the ‘having to go home’ option.

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FURTHER ACTIVITIES – REMAINING SAFE These activities can be set as whole class activities or for smaller groups. They are CREATIVE RESPONSE activities developing out of discussion work in previous activities. Students could: • Develop a board game based on safe night out or write a leaflet that you would distribute to year 7 students on having fun but being safe in your local area. • Develop an advertising campaign for a ‘safe teenage night out’ that already exists in your area • Devise a ‘safe night out’ that they would like to see in their area and think about how they would market it to teenagers, schools, parents, etc.

ACTIVITY THREE – REMAINING SAFE

This activity builds on Activity Two.. Students work through the TEXTING IS A GIRLS BEST FRIEND story. Use as stimulus for ‘protective behaviour’ work, in conjunction with Safe Night Out. Build on the idea of exploring ways to go out and have fun but to stay safe. Students talk through different ways they consider safety when they go out at night and in the daytime. What risks can be avoided? What risks cannot be avoided? From discussion: • • •

Students could create a list of 8 protective behaviours to ensure safety. Building on this list: this could be developed into a whole class project to include leaflets, posters, adverts, and credit card sized sound bite advice for other young people. Possible presentation of materials produced to other classes and peer groups.

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This activity page relates to the Girls Break Out site, ANNA’S Story, and issues surrounding teenage sex, pregnancy and contraception. Activities and discussion are aimed at mixed groups, but could equally be used within singlesex groups Research can be carried out by students either before or after class work using the web links provided below.

The U.K is ranked second highest in the world for teenage pregnancy, behind the United States. Figures for women aged between 15-19 years are 30.8 per 1000 (UNICEF 2002). This could be compared with the rate in a particular town or city. www.healthpromotion.org.uk www.statistics.gov.uk www.youthinformation.com www.ruthinking.co.uk www.ippf.org/mezzo/index.htm

Health Promotion Leicester, website

ACTIVITY ONE Students look at ANNA’S Interview. Divide the class into small groups. Each group should consider either one or two of the following areas: • • • • • • • • • • • • • • •

How good is Anna’s understanding of her body? Consider – what myths are there surrounding ideas of ‘the first time’ Do boys and girls have different myths or expectations to live up to? How does alcohol affect the situation for Anna? How great a factor is alcohol in relation to the issue of teenage pregnancy? Could Anna have used a form of contraception? How else could pregnancy have been avoided? Other than pregnancy, what are the possible health risks or consequences for both girls and boys in a similar situation? What is the impact upon: The life of a boy / The life of a girl – in this situation? Impact on the life of the boy? Impact on the life of Anna? Who is responsible: Is there a difference between Anna’s level of responsibility and the boy’s? Who has to deal with the consequences?

The groups then come together to present their ideas and discussions to the whole class. Ideas are collated on the White Board as an aid to whole class discussion. Groups reflect on each others’ areas of discussion.

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ACTIVITY TWO

AN ACTIVITY CHALLENGING PRECONCEPTIONS ABOUT TEENAGE SEX Following on from the above activity: Students to come up with practical ways and ideas to dispel myths about teenage sex. Take the statement “If I was a school nurse/ youth worker / friend / parent how would I…?” • Convince years old • Convince • Convince • Convince

teenagers that there is no race to lose your virginity before you are sixteen a teenager that having sex does not necessarily make you an adult a girl that carrying condoms in her bag does not make her a “slag” a teenage boy that the responsibility for contraception is not just the girls

CREATIVE RESPONSE ACTIVITY Students are asked to imagine they are either a boy or a girl in a similar situation to that of Anna. Students write a letter to an Agony Aunt asking for advice. This could be followed up with a letter of response from the Agony Aunt.

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Activities in this section relate to two sites: INDEPENDENCE and DO YOU TAKE SUGAR?. They raise issues related to disability awareness and notions of ‘difference’.

ACTIVITY ONE Place the students in pairs. On sheets of paper, ask the students to think about what they understand by the word disability. Who are disabled people? What is a disability? They should consider these questions in relation to: • Their personal experience • The media Now ask the students to shade the comments – POSITIVE and NEGATIVE – using two different colours. Collect the POSITIVE and NEGATIVE statements. Transfer the images to the whiteboard. Discuss whether the images are mainly positive or negative and allow students to share their own experiences of disability. How wide is our definition of what it means to be disabled? Is our definition based on stereotypes of disability? NOW – ask the students to collect FIVE words from the positive list that they feel shows disability in a positive light. FINALLY – a 3minute exercise - building on class discussion – students to write a definition of what disability means in 3 minutes and feed back ideas.

ACTIVITY TWO EMPATHY ACTIVITY From ideas collected how might a disabled person expect to be perceived in society? Students working in pairs or groups: Complete statement “People think of me as…”. To support this task students could be given either stem sentences or key words to either agree or disagree with from the perspective of a disabled person. Bring students together to read out their work. Now ask the students to compare their statement with discussion in ACTIVITY ONE. Students can consider the difference between personal experience and public perception.

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ACTIVITY THREE FOLLOW ON FROM ACTIVITY ONE AND TWO This activity relates to the DO YOU TAKE SUGAR? site. Students should watch the ‘video’ JUST LIKE YOU – A) Watch the first two scenes, up until the group in wheel chairs are talking about how they think the other young people will view them. Ask the class to note down the reactions and compare to initial brainstorming activities. How close are they? B) students should watch the rest of the ‘video’ up until the group decide to go over to the girls. Ask the students to feedback the sort of conversation the two groups might have. Now discuss what we already know about the groups: • The disabled girls: musical tastes, their feelings about how others see them • The able bodied group: Their concerns C) Watch the rest of the video. Ask the students to match up the interests and concerns of the groups with what they thought they might be. How close are they? How different were the interests and concerns of each group to each other?

ACTIVITY FOUR – CREATIVE RESPONSE This activity relates to both the ‘JUST LIKE YOU’ poem contained on this site and the ‘DECISIONS, DECISIONS’ poem which is found on the INDEPENDENCE website. A copy of several lines from each is provided as the basis for a creative response. Students should take some time to look at both INDEPENDENCE and DO YOU TAKE SUGAR websites. Using the lines from each poem, in addition to the other stories and personal accounts found on these two websites, students to create a piece or ‘writing’ on the issues raised in activities. The creative response could be – another poem / monologue / song lyrics etc. Teachers may need to provide stem sentences or lines for less able students. Alternatively, they could use the ‘DECISIONS, DECISIONS’ or ‘JUST LIKE YOU’ poems as a template for this activity.

WEB LINK www.after16.org.uk - is a website aimed at young adults who are disabled. It provides useful information for disabled school leavers. The site is a useful source of ‘consciousness raising’ information for all students.

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What do you see when you look at us What’s the big deal, what’s the big fuss . . .

Decisions, Decisions, What Shall I do? Shall I have a party? Invite some Friends . . . Independence is the key This is what it means to me . . .

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Activites on this page relate to the WASTED site. TYPE OF ACTIVITY These activities involve individual student research, use of the Internet site and both small group work and whole class discussion. STARTER ACTIVITY Homework task for students to: • collect images of teenagers from magazines, newspapers, other media • look at any headlines that involve teenagers CLASS ROOM WORK

Group Work Using key words from their research - students to create collages that describe society’s perception of youth

Whole class discussion Using • • • • •

small group work as a prompt, students to discuss: Whether the key words are positive or negative What stereotypes of young people they think exist How students feel about images of young people that are presented in the media What images of young people do they find in school As a society whether we actually like young people

DISCUSSING YOUTH CRIME

Whole class discussion – building on discussion of images of young people What is Crime? What is Youth Crime – how does it differ? What image do students have in their minds when they think of Youth Crime, and those committing it? To what extent is that image being fed by the stereotypes that exist?

USING THE WEBSITE The website contains four photo-stories, each dealing with the notion of criminality in relation to young people: They are called: LOOKING OUT FOR YOUR MATES WHAT’S THE REAL CRIME? NEVER TRUST AN ADICT IS HE COOL? Place the students into small groups. Each group is to look at a different photo-story. Ask the students to respond to the stories in light of previous discussion and prompt questions below. Groups to feed back to the class.

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PROMPT QUESTIONS Some of the stories contain people who see the young people’s behaviour as wrong (WHAT’S THE REAL CRIME?) • •

who is doing the labelling? What preconceived ideas do they have about young people?

Dealing with criminal activity • How easy is it to help a friend who might be involved in criminal activity? • Should you ignore it? • Can you list the things you can do or the people and places you could access for help? Some • • •

stories involve illegal activity: What form does this take? What drugs if any are involved in each situation? How might they affect the behaviour of the people involved?

Public space and community: • Can young people get in trouble just by being in a public space? • Are there any places for young people to go which are “young person friendly”? • What responsibilities do young people have when sharing public spaces? • What responsibility does society have for young people – parents / teachers / government bodies / other groups? • What activities can you think of which are accessible to young people and are legal and fun?

USEFUL WEB LINKS These web links are useful for independent student and teacher research: www.rizer.co.uk - a site created by the Galleries of Justice museum, Nottingham. It provides glossaries of terms relating to crime and criminal activity. It is an educational site aimed at young people www.youthinformation.information.com - a site aimed at young people with information about justice and equality.

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TELLING IT LIKE IT IS . . . Activities on this page relate to the WASTED site – but refer specifically to the TELLING IT LIKE IT IS site. The Telling it like it is section contains 11 images: these are the ‘heads’ of young people. Behind each head is a short story relating to issues of Criminality, Drug Use (including Alcohol), Health and Wellbeing and Personal Safety. Students will need to refer to these ‘stories’ throughout these activities. TYPE OF ACTIVITY These activities involve individual student research, use of the Internet site and both small group work and whole class discussion and creative response work. ACTIVITY ONE Divide the class into small groups, each group taking one story. They should discuss the following • What drugs are involved? • How are they affecting the young person? • How did that person get into that situation? • What are the legal consequences the young person could face? ACTIVITY TWO FOLLOW ON ACTIVITY In the same groups students to be given roles of:       

The young person involved A friend Boyfriend or girlfriend A family member A teacher at school A social worker Police officer

Discuss what each person could do to make a difference to that situation. What could happen to make it worse? What could happen to improve or make the situation better?

Creative response activity - 1 In their groups, students ‘hot seat’ each character and develop the story. They consider both the b est case scenario and the worst case scenario for each of the characters

Creative response activity - 2 Working on the same stories: Using the sentence “If I had a friend who…I would do…” students to think about the advice they would give or actions they would take. Other students in the group to respond, giving their reasons and offering suggestions, e.g. . . . “that’s a good / bad idea because”

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Creative Response Activity - 3 Whole Group Work – Circle Time Activity Smaller groups develop “scenario cards” from their discussions. a) Students are to divide up into Group A and Group B students. Group A students each have a scenario card, and sit in an outer ring. Group B students sit on the inside and respond to the scenario, suggesting ways that the characters involved could deal with the issues raised. After one minute, group B students move on to the next problem. b) When completed – students A swap with students B and now respond to the scenarios c) ALTERNATIVE FORMAT Students work in groups – Group A, Group B, Group C etc. In the same way as above, they carry out the “scenario / response” activity.

ICT RESEARCH OPPORTUNITY In addition to links found on the Youthweb site these students / teachers may like to use the following sites. These may be used as a basis for the above activities, or could be used as a follow up activity to class discussion. The Links provide important factual and statistical additions to creative response and discussion activities focusing on notions of perception and stereotyping: http://www.alcoholconcern.org.uk This site contains up-to-date information about alcohol and its use in Great Britain. http://www.mindbodysoul.gov.uk This is an extremely useful site, containing information aimed at young people relating to a variety of P.S.H.E. and Citizenship topics. It also has a useful web-links page, offering further individual research opportunities http://www.doh.gov.uk http://www.statistics.gov.uk These sites contain up-to-date information, research and statistics around issues of health. Both contain a “site search” option for students to type in key words.

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The Exam Stress site contains a number of games and activities that can be followed by students out of class time. The Activities provided focus on Area One of the Exam Stress website. ACTIVITY – PART ONE Students to watch the story of Lil Mo, tracing the Stress Levels experienced by Lil Mo at different times in his life. Individual Work Provide a blank piece of paper for each student. Following the same time-line format, students to chart when they have felt most stressed at different times in their lives – linking the times to events or situations and rating each on a scale of 1 – 10 (1 = No Stress / 10 = Extremely Stressed). Follow up – Group Work As a class – students feed back giving examples of when they were most stressed / least stressed. Students should be asked the following: How they felt at the various stages How the stress showed itself physically / emotionally How stress could impact upon other people DEALING WITH STRESS ACTIVITIES •

Teacher to encourage class to think about and share their techniques on how to de-stress in any situation, e.g. talking through with a mate, nice comforting bubble bath, swimming or any form of exercise, etc. Create a class list of how to de-stress.

•

Mind map period leading to exams, branches for the work you have to do need to include subjects and topics but also add in the de-stressing activities that you like to do.

•

Taster session could be given in alternative methods such as relaxation exercises, music, yoga, aromatherapy, exercise, etc.

INTERNET WEB LINKS Useful links for follow up research http://www.youngminds.org.uk http://mindbodysoul.gov.uk

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Curriculum Links

This page gives a brief summary of the areas of the curriculum for KS3 Citizenship and

P.S.H.E. into which the Youthweb site and Activity Pages link. As this pack is aimed at those coordinating educational provision, we have simply listed these links. They are as follows:

Citizenship 1. 2. 3.

Knowledge and understanding about becoming an informed citizen a, b, f, g, h Developing skills of enquiry and communication a, b, c Developing skills of participation and responsible action a, b

P.S.H.E. 1. 2. 3.

Developing confidence and responsibility and making the most of their abilities a, b, d Developing a healthy, safer lifestyle a, to g inclusive Developing good relationships and respecting the differences between people a, b, c, d, I, J

ICT opportunities The use of discs and web-based research, which forms the basis of many suggested activities, provides opportunities for development of ICT skills.

Creative Response Activities Many of the Activity Pages include suggestions for creative response exercises.

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