Module 01: Teacher’s Notesnew found independence

yru.london

Module 01: Lesson Plan

page 1 / 4 | Developed in collaboration with PSHE Association

learning objectivesTo develop understanding of the increased responsibilities that come with increased independence, including managing personal safety, financial and social risks.

learning outcomes Students will be able to: Ý �Outline the opportunities presented by increased independence. Ý Explain the associated responsibilities and risks. Ý Suggest strategies to manage increased responsibilities and risks.

resources1. New Found Independence Script 2. Mind Map 3. Assorted colour pens

preparationEstablish a safe learning environment using the Key Principles of Effective PSHE Education Teaching in the Overview Notes.

curriculum opportunity linksThis session provides links to: Ý Preparation for university Ý Managing finances Ý Managing emotions and mental wellbeing Ý Managing alcohol/drug use in new situations Ý Managing new relationships Ý Employability

possible activities to expand on the learningEach new opportunity considered in Part A and B can be expanded through suitable activities e.g. budgeting practice, meal planning for first move away from home, exploration of a scenario on managing long-distance relationships, first aid for drug use situations, mock job interviews. It is important that the issues raised in this module are further explored elsewhere in a suitable context.

this module is part of a series of lessons, targeted at both drivers and non-drivers, which aims to raise awareness of travel safety issues and support students to develop strategies that promote safer travel

This session provides a simple framework for discussing the opportunities presented in young adulthood, responsibilities linked to those new opportunities, the potential pitfalls and risks when taking these opportunities and ways to manage such risks.

Module 01: Teacher’s Notesnew found independence

yru.london

Module 01: Lesson Plan

page 2 / 4 | Developed in collaboration with PSHE Association

links to pshe association key stage 5 programme of study H5: Manage being ‘new’ in ‘new places’; fitting in and making friends

H14: Assess and manage risk in different contexts; understand how risk is ‘calculated’ and why it is essential to critically evaluate such calculations

H19: Manage personal safety off-line, including when socialising (including meeting someone in person for the first time whom they met online, drink spiking, looking out for friends) and travelling (especially cycle safety, young driver safety, and passenger safety, including the risks of being a passenger with an intoxicated driver, and using only licensed taxis)

L1: Travel safely in the UK: alone; by road; rail; at night (including the safe use of ‘hired transport’ such as taxis)

L2: Travel safely abroad (including legal issues such as passports; visas and work permits, their costs and allowing sufficient time to acquire them; the role of embassies and consulates; cultural issues including respecting local customs and laws; understanding that legal rights and penalties for offences may be different in other countries; personal safety especially socialising safely and the use of alcohol; hiring and riding mopeds; health issues including vaccinations, tattoos, sun safety, travel insurance and seeking medical and legal help abroad.)

L3: Plan a ‘gap year’

L10: Manage contracts; understand the process of renting items and accommodation; know who can support them if they need help

L18: Be enterprising in life and work

L24: Apply for future roles; ‘market’ themselves by promoting their personal ‘brand’, including personal presentation; identify their skills and talents; identify examples from their own lives that can evidence where they have demonstrated specific qualities sought by employers (including effective team working; working inclusively; creativity and problem solving; responding to change; respecting diversity; showing initiative; working independently and to deadlines; taking personal responsibility; working to direction); produce a concise and compelling curriculum vitae; prepare for and undertake interviews; understand the role of referees and references

https://www.pshe-association.org.uk/curriculum-and-resources/resources/programme-study-pshe-education-key-stages-1–5

notes

Module 01: Teacher’s Notesnew found independence

yru.london

Module 01: Lesson Plan

page 3 / 4 | Developed in collaboration with PSHE Association

part a lesson content Additional notes if using online module

1 (1 minute) Ensure ground rules are agreed with students at the start of the module. This can be completed through a group discussion or through smaller groups suggesting their top five ground rules for discussions and then collating these as a class. Introduction: Explain that as young people gain independence, additional responsibilities accompany this. Ask the class to reflect on the changes they will experience over the coming years

2 (1 minute) Introduce the short script on Tanzy, Sajan and Ella. Explain that these characters will be used to help stimulate discussion throughout the modules. Either direct students to read Resource 1: New Found Independence Script or, with a more interactive class, ask volunteers to take on the different parts and read the script as a class. Ask students the extent to which they can identify with the comments these characters have made.

Use screen 1 to introduce the module. Screen 2 can be used to play an animated audio version of the script as an alternative to reading.

3 (5 minutes) Ask students to work in groups of 2 to 4 to complete Resource 2: Mind Map. They can add any other boxes they wish to the Mind Map – it is a stimulus for discussion. It is also a useful baseline assessment of students’ current understanding of their new/prospective responsibilities and their current concerns.

Use screen 3 to introduce the mind map activity. Click on each option to show a visual example of one benefit/responsibility/risk (as shown on resource sheet).

4 (3 minutes) Discuss common themes. Given the focus on transport in the coming lessons, it would be helpful to draw out ideas related to being a new driver and personal safety when getting to university/work. Extension activity: Students create scenarios to illustrate positive and less successful approaches to new situations. For example, a young person might engage in highly risky behaviours during Fresher’s Week, which lead to them being unable to start their studies in the first week of term. They therefore miss key information, meeting their classmates, and meeting their new lecturers. vs. a person engaging with fun activities, socialising in ways that are in line with their moral compass and then enjoying the first week of term where they meet lots of new friends and prepare thoroughly for the challenges of HE college or university-level study. Teachers may wish to ask students to reflect on times they have approached new situations well. Were there any times when they had particularly successful transitions e.g. starting secondary school, moving classes, or joining a new club? Or times when they had fun in a way which still allowed them to keep themselves and others safe? Ensure ground rules are referenced to ensure students do not sure overtly personal information. These scenarios can be critiqued by their classmates to explain why an approach is useful or less useful and suggest alternatives.

Module 01: Teacher’s Notesnew found independence

yru.london

Module 01: Lesson Plan

page 4 / 4 | Developed in collaboration with PSHE Association

part b lesson content Additional notes if using online module

5 (5 minutes) Split the class into 6 groups. Allocate one of the 6 situations on Resource 2: Mind Map to each group. Students use a different colour pen to add ways to manage the responsibilities and risks they identified.

Use screen 4 to show an example.

6 (5 minutes) Discuss ideas as a group. Identify trends in the strategies identified – are they about avoiding situations? gaining help/advice? good research/planning?Extension activity: Use another colour pen to outline how students can gain the most from each new opportunity e.g. chance to reinvent self/start afresh/meet new friends/gain new skills/increase employability.

part c7 (4 minutes) Students work in groups to formulate a checklist for managing new found responsibilities and risks

e.g. Research, Plan, Think Objectively, Take 5.

8 (3 minutes) Ask students what the barriers to following such steps would be e.g. peer influence, time pressures, lack of understanding about what to research/plan as these are new experiences, difficult to think objectively when emotions are high.

9 (3 minutes) Pose the following reflection questions – students can discuss these in pairs or simply reflect as an individual: Ý What are you most excited about in the next stage of your life? Ý What aspects are you most concerned/unsure about – why? Ý How can you manage these uncertainties and concerns? Ý What strategies can you use to manage your personal safety in new situations like these?

Extension activity: Ask students to rank the barriers to managing new responsibilities identified in point 8 in the order that they impact on their own situations, considering their own personalities and personal priorities.Possible follow-up activity: Students reflect on their personal responses and discuss any concerns with a trusted adult. This is intended as a private discussion and would not need its content to be documented or relayed to the class.

Screen 5 shows the reflection questions as posed on the lesson content. Click through the numbers 1 to 4 to see each question individually or select ‘View All’ to see all questions on one screen.

new foundindependence

yru.london | Developed in collaboration with PSHE Association

Resource 1: Script

Over this series of lessons we will be using the story of three sixth-formers to help think about travel choices and the responsibilities and risks that accompany different choices.

Ella: Hey, have you seen the page for the party? They’ve got everything – a band, cocktails, loads of drink. Looks pretty awesome! Apparently they’re even doing fireworks?

Sajan: Meh, it looks alright. Tell you what though, now that we’re leaving this dump of a college, we’ll be hitting these kinds of parties all the time. Things are looking up my friends.

Tanzy: About time too. My parents aren’t bugging me anywhere near as much since I passed my exams. They’re finally starting to trust me to do my own thing and look after myself, you know?!

Ella: You’re so lucky. Your dad trusts you. Mine’s still a total nightmare with me – how many times have I got to remind him I’m nearly 18!

Module 01: Teacher’s Notesnew found independence

yru.london | Developed in collaboration with PSHE Association

new opportunities

LEGAL AGE TOVISIT CLUBSAND PUBS

NEWRELATIONSHIPS

LEARNINGTO DRIVELEAVING HOME

GOING TO UNIVERSITY

STARTINGA NEW JOB

Benefits:

Potential risks:

Responsibilities:

Benefits: Potential risks:

Responsibilities:Benefits:

Potential risks:

Benefits: Responsibilities: Potential risks:

Benefits: Responsibilities: Potential risks:Responsibilities:

Benefits: Responsibilities:

Potential risks:

Look after own food/health etc. Building upkeep Bills

Managing money Problems with housemates Personal safety

Better social opportunities Reduced family tensions Design own space Meet new people

Resource 2: Mind Map