Life changes

Lesson: Life changes– Moving on Key stage 2/ Year 6
I can talk aboutchanges I am looking forward to
Topic overview & what should stick
This lesson fits into the Life Changes and Transitions strand. It focuses the transition to secondary school. As this is an imminent change for the children in year 6, the lesson allows them to explore the fact that they may feel a range of emotions when moving to secondary school. Children will also be given opportunities to explore this change in the context of other changes and will consider how they themselves and others might be feeling and what may be appropriate responses in such situations.
Learning outcomes: knowledge
  1. I can learn that major life changes can be fun and exciting, at the same time as being daunting for some
  2. I can talk about moving on to secondary school
  3. I can recognise and respond appropriately to a wider range of feelings in others

Learning outcomes: skills
  1. I can identify something that motivates me to keep going when things are difficult.
  2. I can help someone else to do this.

Groundrules
Remind group of ground rules and display them
Baseline assessment
Play the ‘Belonging game’ and/ or ‘Line up’ circle time game. Discuss feelings associated with the belonging game/ change. How did you/ could you support others? How did you show team work skills/ communicate? What motivated you when you were finding it difficult? (Encouragement from others, sharing ideas, etc.). How did you help others to keep going?
Engagement activity(Mixed ability pairs or groups as appropriate)
Pairs or groups to match emojis to different life changes.
Name/overview / Slides
Learning episode 1 / Introduce Shonny. What major change do you think she is facing? How do you think she might be feeling? Note down key ideas offered on post its or thought bubbles. Watch video clip. Talk partners to share ideas about what they saw on the video clip. / Slide 6 & 7
Learning episode 2 / Watch second video clip. Discuss why Shonny might have chosen the emojis she did. Do the children think they would have picked the same emojis? Why? Why not? / Slide 8
Learning episode 3 / Individuals or pairs todesign their own set of emojis to represent how they feel about moving on to secondary school. Encourage the children to think about all of the emotions and elements represented in the video clip – nerves, excitement, uncertainty, new responsibilities etc. What might have motivated Shonny when she was finding moving to secondary school difficult? In pairs, practise the words and phrases you might use to encourage and motivate someone to keep going when they are finding things difficult? Record phrases on speech bubbles or post-it notes and display for future reference. / Slide 9 & 10
Plenary/impact assessment
Re-cap LOs and discuss. What were the differences between different people’s ideas? What kind of emotions were common across the group? Why might this be?
Home practice/follow on activity
Talk to friends and people you trust about your worries. Do you have any worries? What can you do if you do have worries? What you are looking forward to about starting secondary school. What new and exciting things are ahead?
Background information / ‘For most children the move from primary to secondary school is characterised by a potent mix of excitement and anxiety. Alongside the anticipation of making new friends, being treated in a more adult way and learning new things, comes uncertainty about exactly whatthe new school will be like and worries about stricter teachers, more homework, not being able to make friends and being around older pupils. All of this is perfectly normal.
Most children will find ways to adapt, but a sizeable minority will findchange much harder to cope with and will struggle to benefit from the opportunities offered by secondary school. For some children, who lack the strategies and support they need to cope,the transition may see the emergence of underlying mental health problems and a needfor additional understanding and support.’
(‘The Transition from Primary to Secondary School. How an understanding of mental health and emotional wellbeing can help children, schools and families. Training Resource’ – Young Minds).
Prompt questions / How did you and could younow support others?
How did you show team work skills and communicate?
What major change do you think Shonny is facing?
How do you think she might be feeling?
Would you have picked any of the same emojis? Why? Why not?
What were the differences between different people’s ideas?
What kind of emotions were common across the group? Why might this be?
Particular sensitivities / Give particular consideration to those children who have experienced a significant change or bereavement in their lives, whether recent or in the past (loss of a loved one, pet; refugee/ those seeking asylum; those recently arrived to the city/ country; moving house; divorce/separation of parents, etc). Does the child in question need lesson delivery on a smaller scale (learning mentor with small group for example)? Would they benefit from pre-teaching or a discussion prior to the lesson in order to prepare them or ascertain how they might respond to the content in order to decide if participation in the larger group is appropriate? Ensure the child is supported to discuss related issues, if they choose after the lesson. Staff to remain vigilant with regards to changes in behaviour post-lesson. Inform parents or carers as necessary of what will be covered so that home and school can work together in order to support the child as necessary.
Teacher resources /


Pupil resources & where to go for additional help (to be included on final ppt slide) /
  • Talk to your teacher or an adult in school
  • Talk to your mum, dad or someone else you trust at home about how you are feeling
  • Write your worry down and post it in the class worry box
  • Talk to a peer mediator in your school
  • Write your worry down on the worry wall on the school’s website
  • Contact Childline – 0800 1111

© NHS Leeds CCGs partnerships