Social and Emotional Aspects of Learning (SEAL) Year 9 Theme 3wsassets.s3.amazonaws.com/ws/nso/pdf/429447b68b822c6722480… · jacket with its distinctive eyes staring out from the

Social and Emotional Aspects of Learning (SEAL) Year 9 Theme 3

Resource sheets

First published in 2008 Ref: 00258-2008DWO-EN-15

Social and Emotional Aspects of Learning (SEAL)

Year 9 Theme 3 Learning about meResource sheets

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The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.

In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.

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© Crown copyright 2008

1The National Strategies | Secondary SEAL: Year 9 Theme 3

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Resource sheet 3.1.1 – My life I was very lucky. I was the first person in my family who went to university. I found the work hard, missed my family and friends, but was determined to do well.

I was brought up in Kenya even though my family came from Islamabad. My father had a successful business and I was doing well in school. When I was 12, Amin came to power. It took my parents quite a long time to realise that things were not going to get any better. They left all their belongings and came to England. We were grateful to be in a safer place, but it was hard as I was the only person from Asia in my school.

I was very proud to be promoted. What I didn’t know was that I would have to move halfway across the country to a town where I knew nobody.

It was a terrible shock – I didn’t even realise that there was anything wrong at work. One day I was just called into my boss’ office and told that I was being made redundant. I didn’t know how to tell my wife – we had a toddler and a baby on the way.

I think it was the worst day of my life. There was a knock on the door.There were two police officers with my 14-year-old son. He had been caught shoplifting!

I really loved him and didn’t even know there was anything wrong in our relationship. I just thought we would always be together and we would have kids. My best friend told me that she had seen him with another woman. When I spoke to him, he said he didn’t love me.

I was delighted when I got the opportunity to play in the band. I was incredibly nervous as it was the first time I had played in public.

2 The National Strategies | Secondary SEAL: Year 9 Theme 3

© Crown copyright 200800258-2008DWO-EN-15

Resource sheet 3.1.2 – ‘Asian Field’ by Antony Gormley

Image of Asian Field by Antony Gormley © Serious Art 2003. Courtesy of seriousart.org



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Resource sheet 3.1.3 – Maquette profile



Resource sheet 3.1.4 – Skills checklist

SEAL learning outcomes Circle the number that fits with your view of yourself

Not at all Very much

I can make sense of what has happened to me and understand how this makes me feel. 1 2 3 4 5 6 7 8 9 10

I can tell what I am feeling and can say how I am feeling. 1 2 3 4 5 6 7 8 9 10

I know that feelings sometimes ‘take over’ and know what makes me feel angry or upset. 1 2 3 4 5 6 7 8 9 10

I can tell how I am likely to think, feel and behave in different situations. 1 2 3 4 5 6 7 8 9 10

I can tell when I have conflicting feelings and know how to cope with this. 1 2 3 4 5 6 7 8 9 10

I can use my past experience to make wise choices to plan what I do with learning and relationships. 1 2 3 4 5 6 7 8 9 10

I can express my feelings clearly and openly and appropriately in different situations. 1 2 3 4 5 6 7 8 9 10

I know that how I express my feelings makes a difference to other people and what happens to me. 1 2 3 4 5 6 7 8 9 10

I know some ways to manage strong feelings so that I do not hurt myself and other people. 1 2 3 4 5 6 7 8 9 10

I know what makes me feel good and how to help have a good time in ways that don’t hurt myself or other people. 1 2 3 4 5 6 7 8 9 10

I know that how I feel makes a difference to my health and know how to keep myself well and happy. 1 2 3 4 5 6 7 8 9 10

I can reduce, manage or change strong and uncomfortable feelings such as anger, anxiety, stress and jealousy. 1 2 3 4 5 6 7 8 9 10

Write the four skills that you would like to develop for yourself:

What are you going to do?



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Resource sheet 3.2.1 – Temperament, mood and feeling

Temperament

Optimistic

Temperament

Pessimistic

Temperament

Angry

Temperament

Fearful

Temperament

Relaxed

Temperament

Selfish

Temperament

Spiteful

Mood

Angry

Mood

Happy

Mood

Anxious

Mood

Lethargic

Mood

Sad

Mood

Excited

Feeling

Angry

Feeling

Hurt

Feeling

Jealous

Feeling

Disgusted

Feeling

Anxious

Feeling

Scared



Resource sheet 3.2.2 – Looking on the bright side!

It's not fair. I have to stay in to do a project. If only I wasn’t in the top set.

It's terrible. I’ve got to go to my Grandma’s when I want to go out with my friends.

My parents are so strict they don’t let me stay out late or drink with my friends.

I was walking to work and I tripped over an uneven pavement. I grazed my leg and my hand. The receptionist cleaned it up.

I’ve got a part-time job and have to work on Saturdays.

I am so nervous. I am going to be interviewed on TV. I just can’t stop thinking about it and worrying about what I am going to wear.

My best friend is jealous because her boyfriend fancies me. I feel so bad about it.

My dad has offered to take me skiing but I am scared to try.

My TV is broken.



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Resource sheet 3.3.1 – Symptoms of stress

Cognitive symptoms Emotional symptoms

Memory problems ●

Indecisiveness ●

Inability to concentrate ●

Trouble thinking clearly ●

Poor judgement ●

Seeing only the negative ●

Anxious or racing thoughts ●

Constant worrying ●

Loss of objectivity ●

Fearful anticipation ●

Moodiness ●

Agitation ●

Restlessness ●

Short temper ●

Irritability or impatience ●

Inability to relax ●

Feeling tense and ‘on edge’ ●

Feeling overwhelmed ●

Sense of loneliness and isolation ●

Depression or general unhappiness ●

Physical symptoms Behavioural symptoms

Headaches or backaches ●

Muscle tension and stiffness ●

Diarrhoea or constipation ●

Nausea, dizziness ●

Insomnia ●

Chest pain, rapid heartbeat ●

Weight gain or loss ●

Skin breakouts (hives, eczema) ●

Frequent colds ●

Eating more or less ●

Sleeping too much or too little ●

Isolating yourself from others ●

Procrastination, neglecting responsibilities ●

Using alcohol, cigarettes or drugs to relax ●

Nervous habits (such as biting nails, pacing) ●

Grinding teeth or clenching jaw ●

Overdoing activities (such as exercising, ●

shopping)

Overreacting to unexpected problems ●

Picking fights with others ●



Resource sheet 3.3.2 – Our body and stress

Hypothalamic-Pituitary-Adrenal (HPA) axisThe hypothalamus is a part of the brain that links the nervous system (which includes your eyes, ears, sense of touch and other parts of the brain that are involved in mood, fear, motivation, appetite, and memory) with the hormone system.

When fear or stress is experienced, the hypothalamus releases a corticotropin-releasing hormone (CRH) into the bloodstream in the brain.

This chemical travels the short distance to the pituitary gland and causes it to release adrenocorticotropic hormone (ACTH).

This goes into the bloodstream and travels round the body until it reaches the adrenal gland, just above your kidney, which releases another chemical called cortisol into your blood.

The release of cortisol leads to:

elevated blood sugar, providing fuel for the body; ●

blocking functions that are not essential in the stressful situation (such as ●

growth, reproduction, digestion).

Pituitary gland

Hypothalamus

Adrenal gland

Kidney



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Resource sheet 3.3.3 – Stress continuum

Very stressed

Possible symptoms:

Stressed

Possible symptoms:

Alert

Possible symptoms:

Under aroused

Possible symptoms:

Very stressed – unable to learn and performance severely impaired

Stressed – able to learn but performance reduced

Alert – ready to learn and take part

Under aroused – poorly motivated

Add the symptoms that you think will help your maquette become more aware of its stress levels. Use Resource Sheet 3.3.1 Symptoms of stress, to help you.



Resource sheet 3.4.1 – Stress city

Part 1Meyinka lay on top of her bed listening to her favourite music and reading her new book on the screen of her APMD1. She was warm and safe.

Meyinka tore the APMD out of her ears and threw it on the bed. She undressed as she dashed into the wet room and turned on the water. How could she be so stupid! She was going to be late. Everyone knew what that meant, an evening on the edge.

As she left the room, she looked back in time to see the words IMPORTANT DEADLINE APPROACHING! flash across the screen. She banged the door shut and rushed downstairs to hear her dad shouting after her – he’d got the message too.

She ran all the way to the sky tram stop, in time to hear the familiar roar of a tram approaching. The doors of the lift gaped open – broken again. She ran up the metal steps and jumped on the tram as the door slid shut. The tram was empty.

She reached into her bag to search for her APMD to drown out the noise of the sky tram, but it wasn’t there. Where could it be? Then she remembered leaving it straggled across her quilt.

As the tram slid into the stop and screeched to a halt, she saw the familiar yellow and black bandanas of the Panthers. There must have been nine of them. They jumped into her carriage. She backed into the corner and tried to hide her red jacket with its distinctive eyes staring out from the sleeves. Only one stop to go and she would be there.

Meyinka didn’t take the lift but ran down the steps into the darkness behind the sky tram stop. The streets were dark and empty; it took her a while to remember the way.

At last she found the Lair, where they had agreed to meet. She smoothed her skirt, looked at her reflection in the window and puffed up her hair. She smiled, took three deep breaths and entered.

They weren’t there! She knew they would have sent a message to tell her of the change of plan, but the APMD was on her bed.

1 APMD – All purpose multi-media device (phone, computer, music player – in one, includes ear phones and optional goggles).



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Part 2In the sitting room at Meyinka’s house

The screen sprung into life as Parvis opened the door and fell into the sofa. What a day! How he hated work since the promotion. He flicked through the full film listing for something funny and clicked on it, then fast forwarded to the beginning scene.

He could hear that Meyinka was in the shower. He’d go and see her in a bit once he had relaxed. He was just getting into the film when it was interrupted by a warning message: Student MK2359 – IMPORTANT DEADLINE APPROACHING! He heard the familiar clatter as Meyinka rushed downstairs – he shouted and jumped up to waylay her but he was too late and the front door banged shut. She had gone. If only he could make her understand how important education was, but she didn’t listen.

He paused the film, and picked up his APMD to phone her. He heard it ringing upstairs. He hated to think of his little girl travelling through the city alone and he hated the thought that he couldn’t contact her.

He turned back to the screen and flicked on to a map of the city and keyed in Meylinka’s tracker code number. A red light appeared on the map just by the sky tram station. He felt uneasy that she didn’t know about the tracker chip in her bracelet. If she knew about it he was sure she would never talk to him again.

He flicked through the tracker menu and clicked on zoom. The screen changed until he could just make out Meyinka entering the carriage in her red jacket. Then the screen went back to the map and showed a sign saying ‘insufficient data for this magnification’. He flicked back to the menu and an option – ‘Stress monitor’. A graph appeared on the screen with little bars to depict heart rate, adrenal cortisol levels. It was fascinating to understand how his daughter was feeling, but what if he found out something he didn’t want to know?



Resource sheet 3.4.2 – Stress city picture mapFollow Meyinka’s route and record her stress levels at the key points in her journey.

Meyinka’s house

The lair

Sky tram station

Sky tram station

Sky tram station

1

5

6

7

2

3

4



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Resource sheet 3.5.1 – Causes of stressChange is stressfulStress is often caused by a major life event. It might be divorce, a child leaving home, getting pregnant moving to a new home, changing jobs, finding out we are ill, moving school, going to college and so on. When change happens quickly, it is likely to be more stressful. If you have many changes to cope with at the same time, more stress is experienced.

Routine and daily causes of stressWe don’t very often have a major change in our life but other things are stressful too. Because these small upsets occur so often, they often give us the most stress.

Examples of daily causes of stress are:

RelationshipsProblems with friends. ●

Splitting up with a partner, ●

girlfriend or boyfriend.

Disagreements with ●

members of the family.

Rebellious teenagers. ●

Caring for an ill person. ●

EnvironmentLiving in an unsafe ●

neighbourhood.

Noise. ●

Pollution. ●

Light at night. ●

Overcrowding. ●

Work or schoolDissatisfied with work. ●

Too much work. ●

Conflicts with boss or ●

teachers.

Conflicts with colleagues or ●

peers.

Work too difficult. ●

SocialPoverty. ●

Financial pressures. ●

Racial and sexual ●

discrimination or harassment.

Unemployment. ●

Isolation. ●

Lack of social support. ●

InternalUncertainty or worries. ●

Pessimistic attitude. ●

Self-criticism. ●

Unrealistic expectations or ●

beliefs.

Perfectionism. ●

Low self-esteem. ●

Excessive or unexpressed ●

anger.

Lack of assertiveness. ●



Resource sheet 3.7.1 – From Carrying the Elephant. A Memoir of Love and Loss by Michael Rosen

Next–door neighbour Rob works late, talks football, enjoys parties, goes running, washes up. He didn’t drop in or leave a note. I didn’t see him for several days. Those first worst days. Then in the alley between our houses I saw him. He saw me. We stood face to face.

– Rather you than me, he said.

We went on standing.

– And best of luck Saturday, he said.

I thought, but the funeral isn’t on Saturday.

– And he said, Arsenal playing Spurs.

Extract from Carrying the Elephant. A Memoir of Love and Loss by Michael Rosen (Penguin Books 2002) © Michael Rosen, 2002. www.penguin.co.uk



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Resource sheet 3.8.1 – Risky behaviour in adolescence: biological and social factorsIf you read newspapers, you will see many articles that show how concerned adults are with the problem behaviours of teenagers, such as drug-taking and shoplifting.

Researchers called Maggs, Almeida and Galambos (1995) studied this question by seeking young adolescents’ views of various ‘problem’ activities on several occasions over three years. One key finding was that risky behaviour appeared to offer opportunities for socialising: increasing levels of problem behaviour were associated with greater involvement in activities with peers. It’s no big surprise, then, that a major predictor of engaging in problem behaviour was the extent to which it was perceived as ‘fun’.

There is good evidence that developmental changes in brain organisation during adolescence play a key role here. A very recent review of the relevant literature focuses on two main aspects of the ‘adolescent brain’ (Steinberg, in press):

changes in the ‘socio-emotional system’ around puberty that lead to ‘increased ●

reward-seeking, especially in the presence of peers’;

the key focus here is on pathways in the brain that transmit dopamine (a –

chemical messenger that is released in connection with pleasurable or rewarding activities);

andan immature ‘cognitive control system’, which means that impulse control and ●

self-regulation are still developing through the adolescent years;

the key focus is on the prefrontal cortex, which is a part of the brain involved –

in the inhibition of impulsive behaviour and in planning.

The clear implication is that early to mid-adolescence is a period of vulnerability when it comes to risk-taking behaviour. Understanding this behaviour requires attention to both the social and biological changes occurring in the early years of secondary school.



Resource sheet 3.8.2 – Would you take a risk?

Not risky

Unimportant or not of value/

not fun*

Risky

Important or valuable/

fun*

* Delete as appropriate



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Resource sheet 3.9.1 – The maquette handbook challenge Your maquette is nearly ready to go out into the world. During the theme, you have been looking at how you might help it to meet the challenges that it will face and to make the most of the opportunities it will be given.

It is your task to work together to write a short handbook for the maquette to help it remember all the things that it has learned. Your handbook should include:

The temperament your maquette has been given and ideas for how it can keep positive when facing 1. challenges.

Reminders about the skills that you have ‘taught’ your maquette.2.

Something to show how the maquette will use these skills as it faces at least one challenge as a 3. teenager and one as an adult.

Something to show how it will use these skills to make the most of an opportunity.4.

You should draft your handbook and prepare a presentation or sales pitch to the publishing company (members of another small group) who are going to distribute the maquettes and handbooks. Your presentation should be fun to look at and provide a summary of your learning.

This publication is printedon 75% recycled paper

When you have finished withthis publication please recycle it

75%

You can download this publication and obtain further information at: www.bandapilot.org.uk/secondary

Audience: Headteachers, teachers and practitioners in secondary schools, middle schools, special schools, and local authority and Children’s Services staff

Date of issue: 06-2008

Please quote ref: 00258-2008DWO-EN-15

© Crown copyright 2008 Published by the Department for Children, Schools and Families

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Social and Emotional Aspects of Learning (SEAL) Year 9 Theme 3wsassets.s3.amazonaws.com/ws/nso/pdf/429447b68b822c6722480… · jacket with its distinctive eyes staring out from the