Sixth Form Curriculum Subject: Independent Living Skills Date: 2016-1017 Lead: B Mckitterick

Guided Learning Hours:

Term 1/ week Exploring Life/ Citizenship

Outcomes Activities Assessment/ evidence needed

1 Learn about the aims of the course; expectations of the course; understand how they can achieve credits; be aware of the activities and tasks likely to be part of the course

Discussions of what the students feel they want to get out of the course; what they are going to learn about; practical activities to give them a taster of the activities on the course, e.g. visit to shops/ use of ICT to research/ visit the areas of interest in the locality

All students to have a timetable/ schedule of activities for the year ahead; and be aware of what the course entails

2 M32

Personal safety in the home and community (E3-2 credits)

LO1. Understand how to keep

themselves safe when travelling about.

2. Be able to demonstrate ways to keep themselves safe when in the

Mind map possible risks.Class discussion about personal experiences. Watch relevant videos (transport videos-pick pockets etc).

Role play possible scenarios (trying to cross a busy road but no crossing-what would they do?)

Q and A sheet.

Learner to plan a journey (from sixth form to local destination). Look at and use relevant websites (travel line etc).Undertake journey with member of staff.Create a step by step guide of journey with pictures and annotation.

AC1.1-recognise some of the risks that they might face when out and about.

1.2-demonstrate how they might deal with a situation in which their safety is threatened.

1.3-demonstrate that they can travel safely and independently to an unfamiliar destination using public transport.

home. Group discussion about what safety rules they have at home (e.g. use oven glove to take something out of oven.

Make a poster or safety check list for two rooms in their house and what safety rules they use in these rooms. (not putting trip hazards on the stairs, closing windows before they go out). Show poster, check list to rest of class/group.

Student to undertake a household activity (tidying a room, cleaning a kitchen after making a snack).Students to select the equipment needed and put away in correct place once activity has ended. Can create a picture board to identify the risks they need to consider e.g. use a step ladder to clean high places rather than a chair.

2.1-identify safety rules for use in the home.

2.2- demonstrate safe practises when carrying out household activities.

3M33

Getting to a destination safely and on time.(E3-1 credit)

LO1. Know about options for travelling

to and from a specific destination.

2. Be able to plan and carry out a journey to arrive at a destination safely and on time.

Group discussion about how they travel around (school, shops, family)-walk, car transport bike etc. discuss their experiences on what they like, dislike about travel. Identify a chosen local destination and list the possible ways to travel to that destination. What would be the pro’s and con’s of different modes of transport.

Once they have chosen their selected destination- work out which is the best way to get there:-where do they need to go-is there a bus stop near by-can they walk there#-how much would it costThis can be done individually or in groups. Use relevant internet website such as the bus company and google earth to help. Why did was this the most appropriate option?Present work either aurally through questions by group or written presentation.

Discuss and identify situations where an alternative

AC1.1-identify possible options for travelling to and from their destination.

1.2-choose the most appropriate option for travelling.

1.3-identify an alternative option to use if required. 1.4-identify who to contact if they are going to be late or unable to go.

route/method may be used eg. No buses running due to road works/bad weather, running late and so missed the bus, transport hasn’t arrived. -has this ever happened to them?- what options do they have? (call taxi, walk, ask for a lift –link to real life situations.Can use role play to create simulations.Watch any relevant online vidoe’s.

Students to discuss who they would/could contact in any of the above situations.-who could they ring-is anyone there to meet them-when should they contact themCreate their own individual contact list-input number into their own mobile-create their own address book

Use role play to identify these factors:Why is it important to contact someone?What would happen if they didn’t?

Students to be provided with a local destination-start location being Sixth Form.Students to create a realistic journey plan that they will actually carry out, either individually or in a pairs. This can be presented in any way (written list, pictorial).Must include:-start location-transport used-start time, end time and length of journey.

Produce a list of appropriate contacts and their contact details. (family member, transport escort, staff at destination point)-why would they contact these people and what would they say?Learners could create a prompt list of appropriate

2.1-plan a safe route and the time needed to complete their journey.

2.2-identiy who to contact if they need help with their journey.

questions and responses to cement learning.

In small groups, carry out the relevant journey following the plan they have created. Identify how they are travelling safely (seat belt on in car, using pedestrian crossings, not taking short cuts etc).

Allow reasonable time to arrive at their destination.-read timetables/ watch with or without relevant support.

Feedback on how they thought the plan went-what went well-what didn’t go well-what they would change

2.3-make a journey using their chosen travel option to their destination safely.

2.4-arrive at their destination on time.

4M12

Finding your way around an unfamiliar destination.(E2-2 credits)

LO1. Know different indicators that help

to find the way around in an unfamiliar area.

2. Be able to find the way around in an unfamiliar area using indicators.

3. Know how to be safe in unfamiliar areas.

Show the group an image/map of an unidentified area. There are two places (one being in a second floor of shopping centre, one being a cinema)marked on the map.

Discuss how they would get around these areas. Create a simple leaflet/flyer to show 3 or more indicators which could help them to find their way around in an unfamiliar area-pedestrian crossing beeps and shows the green person when it’s safe to cross the road.-lift floor number light up and voiceover tells them what floor they are on.-picture signs for fire exit/toilets.

AC1.1-identify a range of indicators that will help to find the way around an unfamiliar area.

Take group to an unfamiliar area. Give a map with 1-3 destinations highlighted (eg. Public toilets, café etc).Using their prior learned knowledge about indicators, leaners to find these destinations (using signs to find toilets, finding shop on second floor using the lift and shopping centre map).

Show the group flash cards with potential risks on and discuss in groups and them present to class their findings.(crossing a busy road, approached by someone they don’t know, being on a busy bus next to a large group of people, falling down stairs in a shopping centre).

Using above flash cards, discuss how to minimise the risks.Give a flash card to each group and can create a ‘stay safe list’ for that potential risk.(not accepting lifts from strangers, tell someone your expected time of arrival and route, carry medication or emergency contact details, use pedestrian crossings etc.)

Role play how to stay safe in those situations. Watch relevant online safety videos.

Each learner identifies and plans a strategy(ies) that will help them deal with unexpected situations. -can indicate who they can approach for help (police, safe strangers)-input ICE in their mobile phones.-carries medical information for any allergies etc. Write the plan down as a list.

2.1-find specified locations in an unfamiliar area, using identified indicators.

3.1-identify potential risks when visiting unfamiliar.

3.2- identify how to minimise potential risks.

3.3-identify strategies for dealing with unexpected situations.

5 C11

Community action.

LO1. Demonstrate their knowledge of

local community groups.

Find out about local community groups in their area. Give a community group to each group:-present information in a power point presentation.-find out activities, aims and purposes of each group.

AC1.1-identify community groups in their local area and what they do.

(E3-2 credits)

2. Demonstrate their participation in community activities.

-use websites, notice boards.

Group to take part in a range of activities within community groups.

Write down/state the benefits that these activities have had on others (new things being bought due to fund raising, people being about to spend time with other at a social group etc)

Write down/state how they have individually benefitted from the activity-made new friends-increased confidence-learnt a new skill

2.1-participate in activities within a local community group.

2.2-identify how these activities benefit others.

2.3-identify a benefit for themselves participating in the activities.

6Home Management

D12

Shopping for daily living.(E2- 3 credits)

LO1. Be able to prepare for a shopping

trip to but items for daily living requirements.

2. Be able to buy items for daily living at the shops according to the plan.

Discuss what they usually buy when out shoppingMind map of what is an item for short term and an item for long term. (eggs and towels). Plan a shopping list for items that they need on a regular basis-deodorant, toothbrush, toothpaste, -milk-toilet roll.

Students to mix and match flash cards of items to the appropriate shop(medicine and chemist, dog food and pet shop, stamps and post office)Use their list to plan a visit to local shopping centre-which shops will they get their items from.

Use the list and a map/ previous knowledge of the shopping centre to work out the order of which shops to go to;-location-buy heavier items last-frozen/ perishable items last

Put list into numerical order.

AC1.1-identify items which need to be bought regularly for daily living requirements.

1.2-identify shops to be visited to buy items for daily living requirements.

1.3-decide on the order in which to visit the shops.

Learner to decide from a list of transport, which mode would be best to get them to the shops. Provide group(s) with a few different starting locations so enable differentiated feedback. -walk because starting point is near-took the bus because they have a wheelchair-took a taxi because of heavy items.

Use online shopping, price list to work out the costing of each item and then a total for their shopping list.

Learner can show how they by leading another student or adult;-find the tills/check out-wait patiently-pay for items and wait for change/ use check out machines.

At the tills, learner can show they can;-use appropriate eye contact to look at till assistant -use appropriate communication skills to greet and speak to till assistant.

With appropriate support, learner can count out required amount of money, number of pound coins or identify correct notes (£5 or £10).

With appropriate support, leaner can count and check their change before leaving the shop.1

1.4-give reasons for choice of mode of travel to the shops.

1.5-state how much money will be needed.

2.1-demonstrate appropriate behaviour while buying chosen items.

2.2-use appropriate communication skills when buying items.

2.3-pay for items using cash up to £10.

2.4-count change accurately following instructions.

7D16

Basic food preparation (E3- 2 credits)

LO1. Be able to prepare food for cold

preparation or cold cooking.

Provide a list of cold, basic dishes (eg. buffet style food) and leaners will have to write down what ingredients they think the dishes are made of. Provide learners with a recipe of each dish and show them what ingredients are actually in the dishes-compare to actual recipe.Leaners to write down against each ingredient where

AC1.1-select the correct ingredients for basic dishes.

they can be found in the kitchen (fridge, freezer, larder etc).Learners can go to the local shop to buy any ingredients that they done have.Bingo flash cards of ingredients and where they can be found at home. Leaners to list/choose from pictures what equipment they think they need.-serving dishes-plates-cutlery-sharp knives etcDiscuss how some equipment may need to be handled (knives, scissors, pan handles etc) and be able to provide reasons why.Introduce different chopping boards for different items. Watch relevant food hygiene videos.Learners to create their own food hygiene vidoes using laptops.Create a safety poster to go in ILSC (how to use hob safely, carry knives, pans on the hob etc)Simulate and photograph the correct way to carry and handle equipment to be displayed in the ILSC.

Learners to be put into pairs and take it in turns to instruct the other about how to prepare the food items. Staff to input certain situations where the learners will have to use their learnt knowledge to overcome (split milk on surface, dirty knife in drawer etc. -wash hands-wipe down work surface -use correct chopping boards etc

Show pictures of unhygienic fridge-circle as many mistakes as they can-discuss their findings.Mind map of how to store prepared food items

1.2-choose the correct equipment and handle safely ad hygienically.

1.3-prepare food items for cold presentation or cooking safely and hygienically.

1.4- set aside or store prepared food items ready for use according to instructions.

correctly

Show learners videos of good food hygiene storage. They are the to create their own good food hygiene guidelines. -uncooked meat at bottom of fridge-cooked and uncooked meat kept separate-salad in salad drawer-left over or unused food in storage containers or wrappedPhysically carry out the activity of putting away food correctly following their own guidelines from a selection of different items left out on a table.

Learners to ensure that- work areas have been wiped down before and after use-cleaning any utensils used, drying and putting away in correct place-cleaning and mopping the floor etc

1.5-clean work areas and equipment safely and hygienically during and after preparing food.

Term 2/ week Outcomes Activities Assessment/ evidence needed1D15

Food hygiene and safety(E3-2 credits)

LO1. Know about basic food hygiene.

2. Know how food safety measurements are implemented.

Watch relevant basic food hygiene videos, then learners can mind map basic food hygiene rules.With information from the mind map, they can-create a simple poster/leaflet or list containing 2 or more basic food safety points. (wash hands before and after handling meat, covering up cuts with relevant plasters, using

AC1.1-identify ways of handling food safely.

differentiated chopping boards to avoid cross contamination.Learners can present work to the rest of the group if they wish.

Group discussion to demonstrate the importance of good food hygiene rules-potential for food poisoning-food contamination

Learners to create a summary statement with relevant information.

Group discussion about what is a ‘use by’ and ‘sell by’ date.Look at different packaging of certain food items-can they locate the ‘use by’ date and the ‘sell by’ dates.Visit a shop to highlight that different types of food will have different ‘use by’ and ‘sell by’ dates.

Fill in relevant worksheet-definition of each date-why they are important

Show a variety of different products, some with seals intact, packaging broken etc. -which items are safe to eat, why?Show a variety of different images of food with mould, dented tins, leaks etc. Learners to sort into safe and unsafe to eat columns. -how else can we tell if food is unsafe to eat?-bad smell-change in appearance-dropped on floor etc.

Use a worksheet to match where food should

1.2-outline why it is important to follow basic hygiene rules when dealing with food.

2.1-outline the meaning of ‘use by’ and ‘sell by’ dates on different products.

2.2-identify ways of knowing whether food is safe to eat.

be stored -open cheeses in fridge-peas in freezer-tins in cupboard

2.3- identify ways of food stored safely.

Of 2D14

Household cleaning.(E3-3 credits)

LO1. Know what needs cleaning.

2. Use equipment for cleaning.

3. Use products for cleaning.

4. Know when to clean

Look at a floor plan of the ILSC-highlight the rooms that need cleaningGroup discussion as to why they chose the rooms that they did.

Out of those rooms, which rooms do they think are the most important to clean?-kitchen-bathroomHow often do these rooms get cleaned at their house?

Leaners to ‘pick from hat’ 2-3 rooms that need to be cleaned (can have image of room to help visualise)-list or use pictures to show what cleaning needs to done in each room (dusting in bedroom, cleaning toilet in bathroom, clean floor in kitchen).Leaners can create a chart to transfer learnt skills to home and get it signed to prove that they helped clean independently.

Learner to identify and use different cleaning equipment to carry out cleaning tasks (hoover to clean carpets, mop to wash floors, duster for dusting).Play cleaning bingo/snap with cleaning equipment on flash cards.

Worksheet to show that different equipment is used to clean rooms with different uses (hoover to clean carpet in living room but a mop to clean tiled floor in kitchen.)

AC1.1-identify areas that need cleaning.

1.2-identify the most important areas for cleaning.

1.3-identify cleaning needed in different rooms.

2.1-use equipment appropriate for the task in different situations.

2.2-use equipment to clean rooms with different uses.

Learners are able to put equipment away in correct place;-dusters under sink-emptying rubbish into outside bin-emptying the hoover-not leaving wires on floorCreate signage to show where equipment is stored.

Can demonstrate how to handle equipment safely-using gloves to clean toilet-not carrying heavy equipment on their own-checking electrical wire for wear and tear.

Visit the cleaning department in a shop and split into groups and each group to find appropriate cleaning products for their given room-kitchen -bathroom-bedroom etc

Give each learner/group a cleaning products and they have to present to the group how to handle the product safely;-wearing protective clothing (gloves, apron)-not mixing substances-using correct amount-putting lids, seals back on containers-safety caps

Group to create their own cleaning rota for the ILSC-use floor plan-pictorial timetable-list days of week and set tasks to be completed on that day.

2.3-complete the tasks by disposing of waste and putting equipment away.

2.4-handle the equipment safely.

3.1-use products appropriate for the task in different situations.

3.2-handle the products safely.

4.1- outline a cleaning routine for a household.

3D13Cleaning, washing, drying and storing laundry(E2-2 credits)

LO1. Know the need to clean laundry.

2. Be able to clean laundry.

3. Be able to store clean laundry.

Show images of;-clean/unclean bedding-clean/unclean clothes, shoes-clean/unclean teeth, hair etcWhich one do they want A or B?-why did they choose the clean itemsMind map why laundry needs to be kept clean-to look and small nice-give a good impression-keep clean-prevent diseases-feel more confident

Bring in a pile of laundry, spilt into groups and ask learners to ‘sort’ the laundry. How did they sort it and why?-light and dark-bedding-sports wear

Print large laundry care labels-identify common washing symbolsWorksheets and/or bingo flash cards to cement learning.Look at washing machine buttons-what needs to be washed on high or low temp and why?Worksheet to match the correct item to the correct temperature on washing machine.

Learner to be able to sort, load, and set the washing machine using correct-powder/liquid-temperature-cycle

Group to create instruction leaflet/list to show how to-hang washing on line

AC1.1-identify reasons to keep laundry clean.

2.1-sort laundry ready to be washed.

2.2-select suitable methods to wash laundry in a washing machine.

2.3 follow instructions to use a washing machine.

2.4- follow instructions to dry laundry.

-hang washing on indoor dryer-dry using a tumble dryer (be able to set the drier to correct length of time and remove items when dry and follow safety instructions of dryer.

Practical activity of; -hanging shirts-folding sheets/towels- put clothes away in drawer

3.1-demonstrate storing of clean laundry appropriate to item including:

Folding item Hanging item

4Personal SkillsB19

Completing forms with personal information. (E3- 2 credits)

LO1. Be able to complete forms with

personal information.

2. Be able to review information for accuracy

Discuss what information might be required on a form-full name-DOB-addressLearners to practice writing their personal details on worksheets.Then be given a range of forms from simple gym membership forms to more detailed forms such as passport forms (depending on levels). Ensure and highlight importance of following instructions on the form-block capitals-using correct pen colourWorksheets with mix and match abbreviations and their meanings.

Peer assessment each other’s forms to ensure the personal information is correct. -ensure blank spaces are filled-boxes don’t need to be ticked Show examples of forms which have been correctly and incorrectly filled in. Learners to be able to amend forms with correct information.

AC1.1-complete personal information following instructions on a form.

2.1-review the information provided for accuracy.

2.2-make required changes or amendments.

5 LO Using a blank timetable, list or pictorial list, AC

M10

Understanding routines(E2-2 credits).

1. Know own weekly routine

2. Be able to take responsibility for part of their ow routine.

3.

learners to identify their daily routines;-morning-evening-sixth form-weekendThink about any clubs they attend, chores they do, shopping, visiting family etc.Why do we have routines?Do they like having routines/how do they feel and react when their routines are changed.

Each leaner to select one aspect of their routine to take responsibility for. Must be a realistic and achievable target. Engage support from home to help and agree with set target.

Learner to create an action plan to help support them;-create a tick list-pictorial step by step chart to enable learners to follow to complete their task. Group discussion about how each of them could complete their tasks. Once complete, witness statement from parent/carer.

Discuss with learner a suitable length of time for routine task to be carried out. Try and encourage to be a responsibility to carry on. Use tick list to show how the learner has organised themselves and completed the activity.

1.1-identify activities that form part of own weekly routine.

2.1-identify part of own routine to take responsibility for.

2.2-identify how to take responsibility for part of own routine.

2.3-take responsibility for part of own routine over a period of time.

6J7

Reading and recording time(E2-2 credits)

LO1. be able to read time in different

formats.

Use relevant time worksheets.Other activities could include;-read the time displayed on a watch or a clock -setting the time on an alarm clock to a ‘quarter’ time.-have to race to set the time as instructed by

AC1.1-Read time displayed in an analogue format to

the nearest quarter-hour.

2. Be able to read different date formats.

3. Be able to record dates in different formats.

the adults.

Reading the display on and being able to communicate what time it is;-microwave-mobile phone-train station-bus timetable

Be able to read a variety of different date formats;-computer-newspaper-use by datesRelevant worksheetsVisit local shop or around ILSC and see how many different dates they can find.

Learner to practise recording dates in different formats on relevant worksheets.Fill in missing dates on items around ILSC.-DOB (day/month/year)-recording date in a letter/diary (6 August 2010 or Fri 6 Aug 2010).

1.2-Read time displayed in digital format.

2.1- read different date formats.

3.1-record dates in different formats.

Term 3 / week Outcomes Activities Assessment/ evidence needed1J9

Using coins and notes(E2-2 Credits)

LO1. Be able to choose coins to make

amounts of money up to £1.00.

Money games and worksheets to recognise 1p,2p,5p,10p,20p,50p and £1.00 coinsRole play scenarios such as-shopping-Paying for bus ticket

Leaners to create a ‘café’ in ILSC and menu prices have to be in exact money ( 5 x 5p’s for a drink)-customers to count out exact money-waiters/ress to check exact moneyUse vending machine or create their own.

AC1.1-recongise value of coins up to £1.00

1.2-count out exact amount of money for an item costing less than £1.00

2. Be able to calculate the cost of items in whole pounds.

3. Be able to calculate change.

Provide a variety of items with a price tag and allow learners to choose and then price up their items. Can use a calculator or metal arithmetic.Go into town/shopping centre andprovide learners with list of items that they then have to locate and add up the price.

Simulate a shop/café in ILSC. Learners to check that the right amount of change has been given to them. -mental arithmetic to work out correct change from £-use ‘counting on’ to work out change expected when buying an item costing less than £1.

Using a calculator or mental arithmetic to work out;- change from £50 when buying a pair of trainers and a top costing £35.-change from £5 when buying a magazine costing £3-change from £20 when buying two different priced DVD’s

2.1-work out cost of items in whole pounds

3.1-work out change from £1.00 for an item costing less than a pound.

3.2-work out the total cost and change expected when paying for items in whole pounds.

2M30

Managing own money(E3-2 credits)

LO1. Understand how to plan a personal

budget.

2. Know how to carry out transactions.

Discuss/mind map what the learners know about ‘income’. Do they have any income?-Disability Living Allowance-Wages-Pocket money/allowanceSome learners may need support in finding information out or researching and presentation what the found about different incomes.Can enter their own income details onto a simple budget plan.

Learners to create a list or choose from a selection of flash cards and highlight their key

AC1.1-identify their source(s) of income.

1.2-identify their key items of expenditure.

expenditure;-cd’s-magazine’s-computer games-clothesCreate a log of what they spend their money on in a week (written, tick box or pictorial).

Show examples of simple budget plans.Learners to input fictional data on to a budget plan template.Provide learners with a budget plan template and learners to input their income and expenditure. From this learner to work out what money they have left over.

If learners haven’t got access to their own information, case studies can be used. Depending on levels, data can be converted into pie charts or a simple spreadsheet.

Mind map/discussing on ‘saving’.-savings account with building society/bank-saving schemes (such as stamps)Split into groups and give each group a type of saving to research and present to the group.Each group to role play and try and persuade Mix and match worksheet with payment options and their definitions.Flash card bingo.-cash-credit/debit cards-paypal-cheques-bank transfersCreate a poster on one of the aboveLearners to physically pay for an item-shop

1.3-prepare a straightforward weekly budget plan.

1.4-identify an appropriate way to save surplus money.

2.1-identify two different ways of paying for items.

2.2-demonstarte paying for an item.

-café -newspaper/magazine.Photograph and annotate as evidence and witness statements.

Be able with appropriate support, to make a simple calculations about how much they are spending;-two cups of coffee is equal to £3.50 and they will need £1.50 change from a £5 note-4 x £2= £8 for 4 packs of fruit/vegetables

2.3-use appropriate calculations when paying for items.

3M29

Making the most of leisure time(E3-2 credits)

LO1. Understand how to make the most of

their leisure time.

2. Be able to participate in a range of activities.

Discuss what they currently do in their leisure time-what might they like to doResearch local community centres to find out about other leisure activities that may be available to them.

Provide a positive word bank/statements to describe the benefits of doing different activities. -stop you getting bored-meet different people-learn new skillsLearners can interview each other to find out why they do certain activities.

Mind map or choose form a pictorial list activities that can help a person relax-yoga-reading-drawing-swimming-walking-watching TV

Why are these activities relaxing?What activities do the opposite?Try out some of the activities

AC1.1-identify ways in which they can use their leisure time.

1.2-identify the benefits of using their leisure time in different ways.

2.1-take part in an activity which they find relaxing

3. Carry out a review of the activities they have tried.

-how did it make them feel?

Discuss what activities they might find difficult-show a range of pictures to pictures to help-new sporting activity-game they haven’t played before-attending a new group-meeting new peopleHow could they help each other/what might help them?Decide in the group at least 2 new activities to try from the list.

Learners to take part in a variety of taster sessions of different activities;-cooking a new recipe-learning a new language-learning a dance routine-learn a new sport/game

Complete an evaluation and provide at least one positive and one negative aspect for each activity that they have tried.

Which activity would they like to try again-can be a section of their evaluation sheets.

2.2-take part in an activity which they find challenging.

2.3-take part in an activity which involves learning a new skill.

3.1-Identify what they enjoyed and did not enjoy about the activities.

3.2-idetify and activity they would like to try again.

4M25

Emotional wellbeing(E3-2credits)

LO1. Be able to identify emotions and know

how to manage emotional experiences.

Leaner can show that they can identify five different emotions related to events faced in day to day life;-matching emotions to different situations

Football match Losing a personal item Getting lost Falling off a bike Birthday Weddings A fight

Can they think of any personal experiences

AC1.1-link five emotions to different events.

2. Know about bullying.

3. Know about peer pressure.

and the emotions that they felt?-leaving school-moving house

Learner to identify two situations that cause stress and explain/discuss how these can be managed. Create a poster/leaflet/mind map with self-help tips-going to the doctor/dentist-washing machine breaking down-being late for an appointment-attending an interview

Researching ‘ways to improve self-confidence’ using the internet.Create visual resources to help others

Split into two groups, each group to mind map; -physical bullying-non-physical bullying Present information to group-posters-power pointGrid categorising different types of bullying

Role play and hot seating to demonstrate ways to show an assertive attitude to bullying.

One group to write an agony aunt letter about them being bullied and the other group to write a reply.Give a presentation to peers about an agency they have researched.Highlight on a map the location of above agencies.Group discussion about peer pressure. Mind map answers

1.2- identify two stressful situations and explain how each could be managed.

1.3-idenfity three ways to improve self-confidence

2.1-recognise that bullying can be both physical and non-physical.

2.2-communicate an assertive attitude to bullying.

2.3-outlie the work of one agency that supports the victims of bullying.

3.1-use examples to show ow peer pressure works.

4. Know that an illness can be mental or physical.

. roll on the wall exercise in pairs for one example of peer pressure. -how they can cope with peer pressure.

Learners to describe a range of both mental illnesses and physical illnesses by their prior knowledge.-look up definitions-list the characteristics of 4 illnesses.

4.1-identify the main difference between physical and mental illness.

5

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Term 4/ week

Outcomes Activities Assessment/ evidence needed

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Term 5/ week

Outcomes Activities Assessment/ evidence needed

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Term 6/ week

Outcomes Activities Assessment/ evidence needed

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