Primary 7

Theme – What Do I Feel?

HWB 1-01a HWB 2-01a I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 1-02a HWB 2-02a I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.

HWB 1-04a HWB 2-04a I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

HWB 1-05a HWB 2-05b I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 1-08a HWB 2-08a I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

HWB 2-44a I understand that a wide range of different kinds of friendships and relationships exist.

HWB 2-44b I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.

HWB 2-45a I am identifying and practising skills to manage changing relationships and I understand the positive impact this can have on my emotional wellbeing.

HWB 1-45b HWB 2-45b I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication.

Theme – What Do I Need?

HWB 2-10a I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.

HWB 2-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 1-19a Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others.

Theme – What Do I Want?

HWB 1-04a HWB 2-04a I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

HWB 2-18a I know and can demonstrate how to travel safely.

HWB 1-19a Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others.

HWB 2-19a Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning.

Theme – What Do I Value?

HWB 1-03a HWB 2-03a I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

HWB 1-04a HWB 2-04a I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

HWB 1-07a HWB 2-07a I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.

HWB 1-09a HWB 2-09a As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.

HWB 1-10a HWB 2-10a I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.

HWB 1-19a Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others.

Theme – What Do I Think?

HWB 1-01a HWB 2-01a I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 1-02a HWB 2-02a I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.

HWB 1-09a HWB 2-09a As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.

Theme – What Do I Choose to Do and Say?

HWB 1-09a HWB 2-09a As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.

HWB 1-12a HWB 2-12a Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.

HWB 1-13a HWB 2-13a Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 1-14a HWB 2-14a I value the opportunities I am given to make friends and be part of a group in a range of situations.

Please use the planner provided in both PDF and Word format to record, assess and plan your programme of lessons. The template can be adapted to suit your school planning procedures.

View: Classroom Planner Primary 7

Edit: Classroom Planner Primary 7

Learning Intention: We are learning to:

• understand the different roles people play in our lives and how much support we need

Reflect on any previous lessons in relation to this theme. List the people who support them and what support is given by these people in relation to their money, friendship, learning and independence.

Select and discuss some of the statements provided in Who Supports Me? statements below to prompt pupils understanding of the range of support they receive from different people.

View: Lesson 1: Who Supports Me? – Statements

Edit:  Lesson 1: Who supports me? – Statements

Ask pupils to complete the Who Supports Me? activity provided below using the Five Steps Chart to identified any development needs.

Edit:  Lesson 1: Who Supports Me? – Activity

View: Lesson 1: Who Supports Me? – Activity

View: Five Steps Chart 

Develop their learning by discuss the following questions:

• Will they have the same friends when they go to secondary school?
• Will they have the same support networks at secondary school?
  
• Will they need as much support from their parents/carers?
  
• Will they need to make new friends?
  
• Will they need more guidance in relation to money when they go to secondary school?
  
• What levels of independence will they need to develop to prepare for secondary schoole.g. travel skills?
• Will there be any changes in their relationships with people who currently support them?
• Will they communicate with different people when they go to secondary school? Who might they be?

When recording things about themselves related to each of the four headings, ask them to identify one thing across each area that they will need to work on or develop further in order to prepare for their transition to secondary school.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

 Learning Intention: We are learning to:

• develop further our understanding of bullying and peer pressure
• understand why the school has policies to ensure positive behaviours

Read the story below to the pupils.

Story: Bullying and Peer Pressure

Alan and Paul, now in P7, have been good friends since nursery school. Both boys enjoy playing football, golf and listening to music. Because of their similar interests, they have always spent a lot of time together, but recently a new pupil, Steven, has joined their class.

Alan admires Steven and the way that he dresses and speaks so chooses to spend more time with Steven and less with Paul.

Alan now makes fun of Paul, in front of others, and, often gives him misleading information about where the boys are going after school. Alan has now started to tease Paul about his choice of music and about his style of dress.

Alan and Steven are always chatting and whispering. Paul is very unhappy and feels left out.

Discuss the What do you think? questions with the whole class or if pupils are able to work in groups then appoint a facilitator and a reporter from within each group. Distribute the questions provided below and complete. During feedback pupils should be able to justify their group’s opinions.

View: Lesson 2: Story: Bullying and Peer Pressure

Edit:  Lesson 2: Story: Bullying and Peer Pressure

View: Lesson 2: Bullying and Peer Pressure PDF Questions

Develop their understanding by discussing the following:

• the value of the boys’ friendship over the years
• the qualities that sustain a good friendship
• the changing nature of friendships
• increasing the circle of friendships
• peer pressure and the effects it can have
• how we should address feelings of changing times/exclusion

Ask pupils to discuss in groups what could be done to resolve Paul’s unhappy situation. Encourage pupils to discuss the qualities that they value in their friendships and the unhappiness that can be caused through peer pressure and exclusion.

Raise awareness of the need to practise skills to manage changing relationships and understand the positive impact these changes can have on their emotional wellbeing.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• develop our understanding about changing relationships and friendships and how to manage these

Read the story below to the pupils.

Billy’s story – Friendship

Billy is in P7. In school he has been working on preparations for transition to secondary school. His classmates do not live near him. Jen used to be friendly with him but now she has started spending more time with her girlfriends.

Billy has made a new friend, Bruce, at his Karate club. Although his new friend goes to a different school, they live near each other and will both go to the same secondary school.

They feel that their friendship is strong enough for them to continue to be best friends and keep up their friendship with one another even if they meet other people they like – they have made a promise to each other that they will support each other at secondary school and never leave each other out.

Discuss the What do you think? questions with the whole class or if pupils are able to work in groups then appoint a facilitator and a reporter from within each group. Distribute the questions provided below and complete. During feedback pupils should be able to justify their group’s opinions.

View: Lesson 3: Billy’s story – Friendship

Edit:  Lesson 3: Billy’s story – Friendship

View: Lesson 3: Billy’s story PDF Questions

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand that we may make new friends in secondary school
• consider what we can do to make friends when we go to secondary school

Discuss the following statements ‘What is a friend?’ ‘Who are our friends?’ ‘Is everyone who supports us a friend?’ and generate a discussion.

Remind pupils about their strengths/qualities. Ask them to think back, and discuss, in pairs, which of their strengths/qualities would make them a good friend. They could complete the sentence

‘I am a good friend when I . . ……………………………….’ to start the discussion.

Ask pupils to form small groups in order to create a short role play to answer the question: ‘How do I make friends?’

Give each group the opportunity to perform their role play to the rest of the class. Ask pupils to discuss any common issues raised by the role plays.

Generate a discussion on the basic human need to feel that we belong. Explain: ‘Some people enjoy spending time by themselves. Some of us have a small group of close friends. Others prefer to be in a big group of friends.

Discuss the following:

• What are the advantages and disadvantages of spending time alone or in small groups and big groups of friends?
• Do people who are friends need to be exactly the same as each other?
• Do people in a group have things in common, but are still very different from each other in other ways?

Discuss friends/friendship groups they meet through social media sites using the following questions:

• Can people on social media sites be real friends?
• Do you need to personally meet people before you can call them your friend?
• Do you think it is a good thing to be in a group of friends on social media sites even when you have never met the people in the group?

Ask pupils to reflect personally on what they might look for in new friends at secondary school. They should think about the different approaches used to establish friendships then discuss the final question:

‘What makes friendships last?’

Ask them to complete the ‘Wanted a Good Friend’  activity provided below or in a piece of personal writing – perhaps like a ‘Wanted’ advert in a newspaper.

View: Lesson 4: Wanted a Good Friend – Activity 

Edit:  Lesson 4: Wanted a Good Friend – Activity 

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand how we make decisions and why we need to have the correct information to inform our decisions
• know how we communicate our decisions to other people

Reflect on the previous years’ work on the same theme if appropriate.

Making decisions is a big part of growing up but we need to be aware of how our decisions impact on others and be able to express what we have decided to do. It is the way that we handle and express ourselves when we make decisions that is important.

Ask pupils to form pairs and to discuss a situation where they made a decision their friends/ parents/carers disagreed with. Emphasise that very personal issues do not have to be disclosed. Pupils must feel comfortable.

Develop their learning by using the lesson plan ideas including asking pupils to complete the lesson by writing down what the disagreement was about, why their friends/parents/carers disagreed with them and how they reacted.

Develop the discussion as appropriate, to establish whether they resolved the situation, if anyone compromised, and what the outcome was for everyone.

Ensure they realise that in all relationships people may disagree or have different opinions and that these do not have to become arguments. We can try to find a solution if we communicate how we feel and express ourselves in a calm manner.

Ask pupils to prepare a role play of their disagreement with a partner and then ask a selection of pupils to perform their role plays to the whole class.

Ask pupils to think about decision making and identify something in their school or local community that they would like to change or develop including what steps they would need to take in order to achieve this.

They could decide what issue/topic they would like to focus on or choose one of the following suggestions:

• an activity that is not available in their school that they would they like to take part in or help to develop
• change or develop something in their classroom e.g. rearrangement of seating for discussion sessions
• introduce a refreshment break or allow background music for some lessons
• invite someone they would like to talk to from the local community

Ask them to complete the Five Steps to Decision Making activity below.

Allow them to complete it with the information required to carry out their chosen change. Where possible, allow the steps to be taken to implement the changes.

View: Lesson 5: Five Steps Chart 

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• assess our skills and qualities

Introduce the definition of skills explaining that skills describe what people ‘can do’. Discuss with pupils why they are important when choosing any future career path. Explain that skills can also be enhanced and developed through situations, experiences and practice e.g. students can improve their skills through working in a team, using a calculator, remembering information or practicing. The more they do something, the better they should become at it. Skills can also be known as core skills.

Introduce the definition of qualities explaining that personal qualities say something about the type of person you are and can also be enhanced and developed through experiences of different situations. They include things like our ability to care for others, being kind, respectful, showing compassion, and understanding. Our negative personal qualities can be improved with thought and effort. Qualities can also be known as soft skills or attributes.

Ask pupils to complete the Skills and Qualities activities provided below including what they need to develop or improve further discussing what they could do to achieve this within a timescale. Ask pupils to swap their activity charts with a partner and ask them if they agree/disagree with the skills they identified. They can also add any additional ones they think their partner have missed out.

View: Lesson 1: Skills – Activity

Edit:  Lesson 1: Skills – Activity

View: Lesson 1: Qualities – Activity

Edit:  Lesson 1: Qualities – Activity

Ask pupils to complete My Personal Plan provided below thinking about what they would like to do in the future in relation to a possible career and ask them to confirm if they think they have the skills and qualities to do this. This will support them to:

• Have a better understanding of their current skills and qualities and what they need to develop further.
• Understand why it is important to link personal qualities and skills to a realistic and achievable future career or post school option or to consider what they would need to work on to achieve this.
• Understand that they are likely to change their minds about career choices as they mature.

View: Lesson 1: My Personal Plan 

Edit:  Lesson 1: My Personal Plan

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand different learning styles

Ask students to reflect on a favourite lesson/learning experience and discuss why they liked it. Discuss styles of learning/teaching in the given situations.

Explain to pupils that we all have different learning styles and we cannot all learn at the same pace. e.g. taking notes requires an allocated time for writing whereas by listening or through photography, learning could be quicker.

Ask pupils to reflect on how they learn and how they take part in any learning experience; consider what kind of
things help them to learn and to complete their What kind of learner are you? statements provided below.

View: Lesson 3: What kind of learner are you? – Statements 

Edit:   Lesson 3: What kind of learner are you? – Statements

Raise their awareness of the way they learn best in terms of learning either by themselves, with a partner or in a team or by watching others and complete Learning Styles activity provided below.

View: Lesson 3: What kind of learner are you? – Styles Activity

Edit:  Lesson 3: What kind of learner are you? – Styles Activity

Ask pupils to record their preferred style/s and any areas for development and how they will go about achieving this including timescales.

Consider the implications this might have on teaching methods.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise and find solutions to barriers to learning

Ask pupils to reflect on the many things that affect their ability using the Barriers to learning statements below. List common potential barriers to learning.

View: Lesson 4: Barriers to learning – Statements

Edit:  Lesson 4: Barriers to learning – Statements

Ask pupils to complete the Barriers to my learning activity provided below and ask them to record a possible solution.

View: Lesson 4: Barriers to learning – Barriers Activity 

Edit:  Lesson 4: Barriers to learning – Barriers Activity 

Direct the groups towards identifying four main barriers to their learning and consider the implications this might have on teaching methods. Create a list of solutions.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand the process of transition from primary to secondary school

Ask the class to reflect on their transition from nursery through primary school by completing the My Transitions Timeline provided below with notes or illustrations of events and memories from each stage where possible. Facilitate a class discussion about the topics raised in their transition.

Ask students to think about what transition means. Explain to pupils that in moving from primary to secondary school is called a transition, because it is a time of change.

View: Lesson 1: Transition Timeline

Edit:  Lesson 1: Transition Timeline

Explain that changes will happen many times in their lives and it is good to start planning for certain situations if possible.

Ask them to think about changes that have taken place already in their lives other than in school. These could include physical changes in themselves, moving house, friends, interests, new brother or sister, changing from nursery to primary school, changing schools, moving into a foster family or residential care, starting a new friendship or coping with family breakdown.

Discuss:

• What are you feeling about moving from primary to secondary school?
• What are you looking forward to?
• What concerns do you have?
• Do you all feel the same?

Discuss their feelings about moving to secondary school. Ask pupils to identify the feelings raised and put these into two columns on the board – hopes and concerns.

Ask pupils to identify solutions to their fears/concerns. Develop the discussion to allow them to identify which fears/concerns need to be raised by others.

Discuss the benefits of sharing fears/concerns and how this will lead them to become more confident and supported. They should think about who they can ask for support or help from in secondary school e.g. ASL department or guidance. They should create a support network list, map or poster of people and organisations that will support them when they get to secondary school.

Discuss if there are any differences between the ways they communicate with the people in their support network.

Ask pupils to record one example to improve how they communicate with their support network.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand want we mean by action planning

Discuss with pupils what they currently understand about action planning. Ask them to reflect and list previous target setting/goals they set for themselves and how they achieved these.

Develop the discussion about how they felt when they achieved their goal and why it is important that pupils think about setting goals for their transition to secondary school including how they are going to go about achieving them.

Introduce the concept of an Action Plan:

• Goals – what they want to achieve
• Steps to success – what they need to do to get there
• Timescales – how much time they will need to give themselves to achieve their goal
• Evaluate – how will you know?

Use an analogy e.g. football game, planning an event or getting ready to go out.

Develop their learning by asking them to set themselves a goal in relation to their transition to secondary school e.g. a development need, a decision they need to make or information they need to find out about.

Get them to consider how they are going to achieve their goal.

Ask them to create an action plan for their identified goal including a timescale using the Action Plan template provided below or ask them to design their own graphically illustrated timeline or mind map.

View: Lesson 2: Action Plan Template

Edit:  Lesson 2: Action Plan Template

They should include any individuals or organisations that will support them in achieving their goal.

Once they have completed this, facilitate a class discussion on the following:

• What did they find difficult?
• What do they still need to find out?
• Did you achieve your goal?

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• identify different travel routes to secondary school
•  identify different transport services

Ask pupils to research the journey they will need to take to secondary school. Ask them to complete the Planning My Route to secondary school activity provided. They should consider cost, route and times they can get a bus to arrive on time at school, what time it will get them home at night and how early they will need to get up in the morning etc.

View: Lesson 3: Planning My Route to School – Activity 

Edit:   Lesson 3: Planning My Route to School – Activity 

Invite pupils to suggest a variety of types of transport they use and complete the Transport Services I Use activity and the Class Survey provided below.

View: Lesson 3: Transport Services I Use – Activity

Edit:  Lesson 3: Transport Services I Use – Activity

View: Lesson 3: Class Survey

Edit:  Lesson 3: Class Survey 

Establish how many pupils use public transport, family cars or authority/private transport when going to secondary school.

Ask pupils to research local transport services in their area, ask them to find out who qualifies for any travel concessions. Facilitate a class discussion on their findings.

Facilitate a class discussion on their findings and ask pupils to discuss any additional individual needs.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• plan for our transition to secondary school

Reflect on the pupils’ understanding of transition. Remind pupils of times in their lives when changes happened and the steps required to create and implement an action plan.

Parent/carers and teachers often think that they know best in relation to what a young person needs. Discuss why young people need to know what is happening in their lives so they can be informed, prepared and confident about the changes taking place.

Allow discussion and reflection on previous work which relates to transition, action planning and goal setting. Assure pupils that they have contributed effectively to and have gathered enough information to begin to complete their Transition Plan provided below.

This can be a ‘live’ and frequently revisited plan during the transition period.

View: Lesson 4: My Transition Plan 

Edit:  Lesson 4: My Transition Plan

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand legal changes that affect us from 12 – 16 years

There are a number of ways you can approach this topic. You can use the Legal Changes list provided (Correct at time of print) to discuss legal changes which affect 12 – 16 year olds.

You may only wish to select particular changes depending on your class group or you may choose to distribute all of them and ask pupils to complete in pairs. Elicit true or false responses to the statements.

The response to every statement is true.

View: Lesson 1: Legal changes from 12 – 16 years

Edit:  Lesson 1: Legal changes from 12 – 16 years

Facilitate a whole class or small group discussion around the following:

• What legal changes surprised them?
• Were there any rights that they did not agree with or felt were inappropriate?
• If they could add a new right for young people, what would it be?
  

Ask pupils to focus on the legal changes they disagreed with or a new law they would like to introduce for young people.

Groups should present their argument for having a law changed/introduced to the rest of the class. Each member of the group should contribute a short response. They could create a power point or a protest poster to present their argument.

Facilitate a class discussion on the presentations and vote on whether or not their argument to change/introduce a law was convincing.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand that with legal changes there are personal responsibilities

Introduce the idea of new legal changes and associated responsibilities.

Reflect on one of the legal changes that will happen between 12 – 16 years provided in the previous lesson then focus on the changes that will take place between 14/15 years using the Associated Responsibilities activity below.

View: Lesson 2: Associated Responsibilities Activity

Edit:  Lesson 2: Associated Responsibilities Activity

You can also put these headings on the learning wall, smart board from the Associated Responsibilities activity.

Create a table with the legal changes that will take place at 14 – 15 years in the left hand column with a space for filling in the accompanying responsibilities and the impact on me and others if they happened.

As a class, discuss the responsibilities that are linked to these changes. Facilitate a discussion on pupils’ responses and the associated responsibilities they identified.

Ask pupils to complete the next part of the lesson with a partner or in groups by asking them to reflect on the following:

• Do pupils consider these new legal changes to be essential?
• Do they take any of them for granted?
• Do they feel these new legal entitlements are age/stage appropriate?

Allow time to establish that they also have the right to wait until they feel ready before exercising new legal entitlements then facilitate a discussion on their responses.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand what we mean by values and that these can be different for other people’s

Prepare and issue the Values Cards provided below and allow the pupils time to separate the cards into priorities – high, medium and low.

Agree the 5 most important values that they have identified and that these are therefore what they value most for themselves and others.

Using the five values, write up a Values and Vision Statement for their group/school using the Values and Vision Statement activity provided then make a ‘High Values’ poster to demonstrate the kind of things they would do to implement these values in their classroom or within the school using the following text:

To put this values and vision statement into action we will…..

View: Lesson 3: Values and Vision Statement 

Edit:  Lesson 3: Values and Vision Statement

View: Lesson 3: Value Cards 

Edit:  Lesson 3: Value Cards

Note: Many examples (written/visual) should be available including the school’s, local authority’s etc. Research into vision statements may be useful through a Website.

Direct the pupils towards the secondary school Values and Vision Statement. Support them in making steps to gain access to it. When available, allow the pupils to discuss the content and make comparisons to their school’s vision statement.

Develop discussion through these questions:

• What did they find the same about the statements
• Do they feel they have benefited from the increased insight into the secondary school’s
  vision statement?

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

 Learning Intention: We are learning to:

• identify where our money comes from and what we spend it on

Discuss, as a whole class, how the pupils spend their money, where it comes from and how this will change in the future. Support pupils to complete the Things I spend my money on activity provided below e.g. dinner money, swimming club etc.

This will allow them to record the money they feel they need daily or weekly. Emphasise that some people will have days when they spend nothing and that is okay.

Ensure that pupils are comfortable with this by emphasising again that we all have spells where we do not need money. Find out if any of the pupils were surprised by each other’s answers.

View: Lesson 4: Things I spend my money on – Activity

Edit:  Lesson 4: Things I spend my money on – Activity 

Identify and agree how much money they are given and the most common items for pupils to spend money on, including the most unusual and the most expensive.

Ask pupils to complete the lesson the Guesstimate Chart provided below about their parents’/carers’ costs for the rest of the items that are needed to support them to live at home.

View: Lesson 4: Guesstimate Chart

Edit:   Lesson 4: Guesstimate Chart

Follow up may reveal that the pupils have no realistic concept of costs at this stage. Scope for development includes asking things they may know about such as: how much does it cost to buy a computer game or how much does a contract phone cost compared to a pay-as-you-go phone?

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand why it is important to budget money

Read the scenario below to the pupils.

Claire’s story – Money

Claire is now 12 years old. She is making her transition to secondary and has decided it would be a good idea to think about how much money she will need each week.

She knows she will need money for new stationery and equipment, bus fares and lunch, and that there could be lots of opportunities to join different clubs and choose new things to do but is not sure about the costs.

Ask them to complete a Future Money Plan provided in relation to what they may need when they go to secondary school including:

• Finding out about how much their bus fares and other forms of transport will cost.
• Finding out about class room stationery and equipment they might need and how much it will cost
• Finding out how much their school lunch will cost or if they buy their lunch each day outwith the school, how much they will need If it is a cash free system in secondary school?
• Supporting them to find out about after school activities and how much on average they cost.

Note: Teachers should be prepared that the story may give rise to sensitivities in some learners during the group discussions.

View: Lesson 5: Future Money Plan 

Edit:  Lesson 5: Future Money Plan 

Support pupils to think about their personal situations/responses and discuss:

• Does managing money make them become more responsible.
• What could they do to earn some money?
  
• Does planning how they spend their money help them to budget?
  
• Does managing money teach you to value money?
  
• Does money make you happy?
• How do you feel if you don’t have any money?

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand what we mean by our emotional self

Ask pupils to think about a situation or experience that affected them emotionally. Allow learners to express what the associated emotions were. Explore the reasons why they reacted in this way. Develop the discussion to include situations where they experienced a range of emotions.

Direct them to consider situations where we can feel both positively and negatively e.g. a family moving away to another country.

Emphasise that how we react to changes/situations can impact on how we feel and our overall general wellbeing. You could develop discussion around the phrase ‘seeing the glass half empty, or the glass half full.’

Ask the class to respond to the Positive and Negative statements provided below, completing Column 1 (positive responses) in the first instance.

View: Lesson 1: Positive and Negative Statements 

Edit:  Lesson 1: Positive and Negative Statements

Facilitate a class discussion on expressing emotions.

• Why is it sometimes difficult to express ourselves or say how we feel?
• How do other people deal with expressing and managing their emotions?
  

Ask pupils to identify someone who listens to them who will help them to cope with their emotions and why these people are easy to talk to and trust.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• recognise how we react emotionally to a range of situations
• understand and like ourselves and how to focus our energies on positive emotions

Ask pupils to think about a situation or experience that affected them emotionally then to complete the Positive Emotions statements provided, working in pairs or with the appropriate level of support for individual learners.

Ask pupils to feedback their answers to the statements, discuss their responses and discuss any issues raised by the statements.

Ask them to identify someone who can help them with these emotions. Discuss and agree what we mean by mental health and wellbeing and how, by increasing positive feelings, we can help to promote these further in ourselves and others.

View: Lesson 2: Positive Emotions Statements

Edit:  Lesson 2: Positive Emotions Statements

Ask pupils to reflect individually on anything that they feel strongly about. This could be an issue/belief/ value something that is important to them.

Ask pupils to create a positive rap song in order to get their message/feelings across or to illustrate this as an ‘I’m positive’ poster using magazine images, ICT, photographs or to write a poem entitled ‘I’m positive.’

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand the positive and negative aspects of social media

Ask pupils to think about social media and their understanding of what it means – list their responses including sites they use and discuss. Ask pupils to complete in pairs the Social Media Survey provided and to feed back their responses to the whole class.

Discuss the responses as a class and reach an agreement about anything they were unsure about.

View: Lesson 3: Social Media Survey

Edit:  Lesson 3: Social Media Survey

Develop the discussion using the following questions:

• What are the benefits of social media?
• What are the negative aspects of social media?
• Would they say something on social networking sites that they might not say to someone’s face?
  
• Is everyone who uses social media sites happy?
  
• How did we communicate before we had social media sites?
  
• Is everything we upload e.g. pictures/video to social media sites/Iclouds protected?
  
• What should someone do if they are being bullied on a social media site?
• Who can we report this type of bullying to?

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand what we mean by citizenship

Invite any questions from the class on their understanding of the three aspects of citizenship – personal responsibility, community involvement and political awareness.

Ask pupils to complete I am a Citizen Part 1 activity provided below in pairs then feedback their answers and confirm that they are citizens.

Introduce I am a Citizen Parts 2 and 3 provided asking pupils to give some examples of when they have helped someone, were involved in a neighbourhood activity or voiced their opinion about something important.

View: Lesson 1: I am a Citizen – Activity 

Edit:  Lesson 1: I am a Citizen Part 1 Activity

Edit:  Lesson 1: I am a Citizen Parts 2-3 Activity 

Suggest the idea of a Citizen Award Certificate Board on which photographs are displayed. To qualify for a place on the board, pupils should be able to state ways in which they have been active citizens.

A photograph of the pupil or a pen portrait outlining their active citizenship could be displayed.

Ask pupils to design a Citizen Award Certificate to record their examples of citizenship.

Ask pupils to form groups to discuss the second question ‘What changes do I think need to happen to make our class/school/community/world a better place?’ Tell pupils to be as ambitious as they like in their responses.

Consider responsible citizens criteria within the 4 capacities, responsible citizens, successful learners, confident individuals and effective contributors.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• develop our understanding of citizenship in relation to our local community

Revise and invite any questions from the class on their understanding of the three aspects of citizenship – personal responsibility, community involvement and political awareness.

Reflect on any previous work on positive behaviour then read and discuss the following Community Issues story provided in terms of being a good active citizen.

Story:

Molly, Julie and their group of friends are all in Primary 7. During the light summer nights they have started meeting at the corner of the street where Molly lives. They just ‘hang out’, laughing and talking. One of the neighbours asked them to move, saying they were directly outside her window and making too much noise. She told them to go and stand around at their own houses.

One of the group answered saying, ‘You don’t own this pavement. This is a free country!’ Another also answered saying, ‘You can’t do anything about it and we are under sixteen! Go and shut your curtains and you won’t see us!’ Molly and Julie were embarrassed by the comments and because they knew the neighbour, but said nothing at the time.

The next night some of the group felt uneasy about hanging about at the same spot because the two who commented the night before insisted that they had every right to be there and were entitled to stand wherever they wanted to and say whatever they liked.

Reflect on the issues arising in the scenario from the perspectives of both the neighbour and the young people by using the questions provided below.

View: Lesson 2: Citizenship – Community Issues Story and questions

Edit:  Lesson 2: Citizenship – Community Issues Story and Questions

Direct the discussion towards what they would do if they saw a situation where someone was being treated unfairly, what would they do and how they think it would help.

Ask them to confirm which aspects of good citizenship it would reflect.

Discuss aspects of citizenship which could have been acted upon during and following the incident in the scenario.

Develop the idea of impulsive reactions and behaviours and how these impact on others. Ensure learners are aware that good citizenship can be seen in action in everyday interactions between people.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• develop our understanding of citizenship in relation to national and global issues

Reflect on any previous activities on organisations and charities that have been set up across the UK and wider world to deal with poverty, famine and other inequalities and injustices e.g. Oxfam, Amnesty International, the Red Cross, or Fair-trade or any other of their choosing.

Ask pupils to complete the Global Issues activity provided. Discuss ways in which the school contributes to the efforts of some of these organisations.

View: Lesson 3: Citizenship – Global Issues Activity

Edit:  Lesson 3: Citizenship – Global Issues Activity

Allow the class to generate a plan to research how their local secondary school supports local, national and global organisations.

There is scope here for learners to explore preferred modes of communication e.g. video conferencing, social networking, email, telephone, invited speakers etc.

A follow-up poster campaign promoting active citizenship in their school and in the local secondary school will help consolidate their understanding of local action on global issues.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.

Learning Intention: We are learning to:

• understand about digital citizenship

Consider the following situations/questions and discuss:

• You see a very nasty comment or joke about your friend on Facebook. What would you do?
• Your friend has a new friend online and has arranged to meet up with them. What would you do?
• Someone is sending you threatening messages by text. Who could help you to get this stopped?
• You took photos at a party and posted them on Facebook without permission. Your friends in the photos are not happy about it.

Further develop their learning by exploring the term digital citizenship and allow the pupils to formulate a definition in their own words.

There is scope here to extend the discussion to address other issues arising in the course of the discussion.

These could include their responsibilities when using social media sites such as:

• Setting a curfew.
• Never giving out identifying information, such as their home address, school name or telephone number in a public message such as chat or newsgroups.
• Using privacy settings to limit access to people they know well especially if they post photos online.
• Understand that people don’t always tell the truth online and they shouldn’t take anything at
  face value. If they get a message or email that’s threatening or rude, they should ‘STOP, BLOCK, TELL’.
• If they are being bullied or know someone else who is, they should tell a trusted adult.
• Never click on any links that are contained in emails from people they don’t know. As well as sexual content, they could contain a computer virus.
• If you suspect a child has been contacted by a predator, try to save a copy of the chat log (or whatever form the contact takes) for evidence.

Ask pupils to complete the Internet Safety Rules activity provided and discuss.

View: Lesson 4: Digital Citizenship – Internet Safety Rules Activity

Edit:  Lesson 4: Digital Citizenship – Internet Safety Rules Activity

Ask pupils to design a poster on internet danger/safety.

Invite a local police officer with responsibility for this area to speak to the class or to speak at an assembly.

Refer to the Primary 7 Lesson Plan that includes ideas and prompts to develop the learning experience.