© crown copyright 2008 social and emotional aspects of learning (seal) theme 3: learning about me...

© Crown copyright 2008

Social and Emotional Aspects of Learning (SEAL)

Theme 3: Learning about me

Year 9


Learning opportunities

1. Introducing the theme2. Feelings, moods and temperaments3. Stresses and strains4. Our environment5. Exploring stress6. Loss (part 1)7. Loss (part 2)8. Risky behaviour9. Review of the theme


Learning opportunity 1: Introducing the theme

Overall learning outcomesAll those to be explored during the theme, including:12. I can use my knowledge and experience of how I think,

feel and respond to choose my own behaviour, plan my learning and build positive relationships with others.

Year 9 learning outcome• I have a sophisticated understanding of how thoughts,

feelings and behaviour influence each other, and why emotions sometimes take over and get out of control.

None specific.


You will need:

• Resource sheet 3.1.1 – My life• Resource sheet 3.1.2 – ‘Asian Field’ by

Antony Gormley• Resource sheet 3.1.3 – Maquette profile

(photocopied on to card, one copy per pupil)

• Resource sheet 3.1.4 – Skills checklist


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


Resource sheet 3.1.3 – Maquette profile


Learning opportunity 2: Feelings, moods and temperamentsOverall learning outcomes10. I understand that the way I think affects the way I feel, and that the

way I feel can affect the way I think, and know that my thoughts and feelings influence my behaviour.

17. I understand how health can be affected by emotions and know a range of ways to keep myself well and happy.

Year 9 learning outcomes• I understand the difference between feeling, moods and

temperaments.• I am skilled at changing negative thoughts into positive ones.


You will need:

• Resource sheet 3.1.3 – Maquette profile• Resource sheet 3.1.4 – Skills checklist (perhaps partially

completed in previous learning opportunity)• Resource sheet 3.2.1 – Temperament, mood and feeling

(cut into cards so there is one set for each group of four to six pupils)

• Copy of the song – ‘Always Look on the Bright Side of Life’ (from Life of Brian, Monty Python)

• Resource sheet 3.2.2 – Looking on the bright side!


Learning opportunity 3: Stresses and strainsOverall learning outcome18. I have a range of strategies to reduce, manage or

change strong and uncomfortable feelings such as anger, anxiety, stress and jealousy.

Year 9 learning outcomes• I understand how I can prevent and manage stress in

my life.• I have a basic understanding of the link between health

and emotions.• I can recognise the signals my body gives about my

emotional state.


You will need:

• Resource sheet 3.1.3 – Maquette profile

• Resource sheet 3.3.1 – Symptoms of stress

• Resource sheet 3.3.2 – Our body and stress

• Resource sheet 3.3.3 – Stress continuum


The stress continuum (3.3.3)

Level 1: under aroused – poorly motivated

Level 2: alert – ready to learn and take part

Level 3: stressed – able to learn but performance reduced

Level 4: very stressed – unable to learn and performance severely impaired


Learning opportunity 4: Our environmentOverall learning outcomes9. I understand why feelings sometimes ‘take over’ or get out of control

and know what makes me angry or upset.18. I have a range of strategies to reduce, manage or change strong

and uncomfortable feelings such as anger, anxiety, stress and jealousy.

Year 9 learning outcomes• I understand how I can prevent and manage stress in my life.• I have a basic understanding of the link between health and

emotions.• I can recognise the signals my body gives about my emotional state.• I understand some basic principles about the causes and effects of

stress, anger and upset in myself and others.


You will need:

• Resource sheet 3.3.2 – Our body and stress

• Resource sheet 3.4.1 – Stress city

• Resource sheet 3.4.2 – Stress city picture map (two copies for each group)


Learning opportunity 5: Exploring stressOverall learning outcome18. I have a range of strategies to reduce, manage or

change strong and uncomfortable feelings such as anger, anxiety, stress and jealousy.

Year 9 learning outcomes• I understand how I can prevent and manage stress in my

life.• I have a basic understanding of the link between health

and emotions.• I can recognise the signals my body gives about my

emotional state.


You will need:

• Resource sheet 3.1.3 – Maquette profile

• Resource sheet 3.5.1 – Causes of stress


Learning opportunity 6: Loss (part 1)

Overall learning outcomes8. I know and accept what I am feeling, and can label my feelings.9. I understand why feelings sometimes ‘take over’ or get out of control

and know what makes me angry or upset.10. I understand that the way I think affects the way I feel, and that the


Year 9 learning outcomes• I know about the reactions that I or others may have when they

experience loss.• I can identify when a sad mood is persistent and unhelpful. When

this is the case I can tell people how I feel and know some ways to manage these feelings.


You will need:

• Quotation from Elizabeth Kübler-Ross


‘Death is one of the greatest taboos. It doesn’t

square with our worship of youth. But the truth,

after all, is that we are all terminally ill. Once we

recognise that, we can enjoy the life we have left.’

Elizabeth Kübler-Ross, 1982 (from Good Grief, by Barbara Ward and Associates, Jessica Kingsley Publishers).


Learning opportunity 7: Loss (part 2)

Overall learning outcomes8. I know and accept what I am feeling, and can label my feelings.9. I understand why feelings sometimes ‘take over’ or get out of control

and know what makes me angry or upset.10. I understand that the way I think affects the way I feel, and that the


Year 9 learning outcomes• I know about the reactions that I or others may have when they

experience loss.• I can identify when a sad mood is persistent and unhelpful. When

this is the case I can tell people how I feel and know some ways to manage these feelings.


You will need:

• 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


Learning opportunity 8: Risky behaviour

Overall learning outcome15. I have a range of strategies for managing

impulses and strong emotions so they do not lead me to behave in ways that would have negative consequences for me or for other people.

Year 9 learning outcome• I can evaluate the risks associated with

impulsive behaviour and can make a wise choice about the risks I take.


You will need:

• Resource sheet 3.8.1 – Risky behaviour in adolescence: biological and social factors

• Resource sheet 3.8.2 – Would you take a risk? (three A3 copies for each small group)

• Sticky notes


Resource sheet 3.8.2 – Would you take a risk?

Important

Not

important

Not risky Risky



Valuable

Not

valuable

Not risky Risky



Fun

Not fun

Not risky Risky


Learning opportunity 9:Review of the themeOverall learning outcomes9. I understand why feelings sometimes ‘take over’ or get out of control

and know what makes me angry or upset.18. I have a range of strategies to reduce, manage or change strong

and uncomfortable feelings such as anger, anxiety, stress and jealousy.

Year 9 learning outcomes• I understand how I can prevent and manage stress in my life.• I have a basic understanding of the link between health and

emotions.• I can recognise the signals my body gives about my emotional state.• I understand some basic principles about the causes and effects of

stress, anger and upset in myself and others.


You will need:

• Materials to create the handbook, which might involve access to a computer, digital camera and the internet

• Resource sheet 3.1.4 – Skills checklist

• Resource sheet 3.9.1 – The maquette handbook challenge

© crown copyright 2008 social and emotional aspects of learning (seal) theme 3: learning about me...

Documents

crown copyright

life resource sheet

pupil resource sheet

theme slide

antony gormley resource

learning opportunities

monty python resource

stress continuum slide