This pack was created by Soft Touch Community Arts Limited

   School Activities were devised by Jenny Segree

   With special thanks to:

   Nick Ward, Centre Pages - IT Consultancy & Web Design

   Jenny Segree – P.S.H.E. & Citizenship Consultancy

   M.L. Peavitt

   This Education Pack was produced with
   financial support from the

   Arts Council, East Midlands

                                 FOR TEACHERS:

A Guide to Youthweb Teachers          Resource    Pack
General Information
This education resource pack is aimed at introducing teachers of P .S.H.E. and C itizenship to
Youthweb – www.youth-web.org.uk - a web site designed for use by education and youth work
professionals, young people themselves and anyone interested in their development and education.
The pack is for use in secondary education within the context of P SHE and C itizenship education
and has been developed in close consultation with teachers of these subjects. Whilst the pack itself
is aimed at K S3 pupils, we feel that once introduced to the website, its value as a resource within
wider educational settings will become apparent.

A Unique Resource:      why is the Youthweb Resource           Pack different?
There are many resources available for teachers of P.S.H.E. and Citizenship and an increasing number
of websites related to their provision. But, Youthweb is different. Youthweb allows young people
of Leicestershire to communicate directly with peers and those responsible for their education. The
website addresses issues which affect their lives and which they feel strongly about. The issues
raised include:
Diversity                             Multi-culturalism                Disability Awareness
Personal Safety                       Crime and Criminality            Drugs: including Alcohol
Bullying / Friendships                Sexuality                        Peer Pressure
These issues link directly into the National Curriculum requirements for P.S.H.E. and Citizenship
educational provision.
The creation of Youthweb marks the culmination of a partnership between the young people, their
teachers, youth workers or group leaders, and Soft Touch art and design workers. As a result, whilst
the website aims to articulate the ‘authentic’ voice of young people, it does so in a responsible,
considered fashion: it contains thought provoking and discussion raising material that still manages
to engage young people.

A Free Resource
The development of the website was co-ordinated by Soft Touch, a not-for-profit
community organisation. We believe that the resource pack and website should be available
free of charge. To find out more about Soft Touch – visit the website at – www.soft-

                              The Aim of the Teachers Resource Pack
        The aim of the pack is to ease the translation        of materials   found on the
           website toclassroom settings by providing an introduction to the website
                        and some suggestions for classroom activities.


Which Teachers can use the Teachers Pack?
All P.S.H.E. and Citizenship education providers and co-ordinators can use this resource pack.
Whilst the website is relevant for all young people, the activity sheets are aimed at K S3 pupils in
years 8 and 9. However, it is hoped that once teachers are introduced to the website they will feel
confident about using the pack in the following ways:
• as a starting point for classroom discussion at all levels of secondary education
• as a starting point for individual student research outside of classroom time
• as a starting point for pupils and teachers for finding quality information on the internet relating
    to P.S.H.E. and Citizenship education
In formulating the website and pack much research has been carried out into other useful and
Internet sites. Reference to sites particularly useful for pupil and teacher research has been made
within the activity sheets. You will also find links to other websites on Youthweb / the discs.

Navigating the website
Youthweb has links to eight separate sites, each of which addresses different issues. We have
provided a brief description of these sites (see the Summary sheet). Navigation via the web or disc
is very easy: simply click on the icon or title of the chosen site. Follow the instructions given – which
will take you to various images and stories.

Using the pack
This pack contains:
10 discs                These are copies of the website – www.youth-web.org.uk
Activity Sheets         Activity Sheets are related to specific sites

Using the Discs and Activity Sheets
They provide access to the website without Internet access. Simply insert them into your computers
disc-drive. They contain a copy of the website in its entirety.

Activity Sheets
These should be used in conjunction with the images and text found on the website. We understand
that schools approach the teaching of P.S.H.E and Citizenship in varying ways – ranging from discrete
classroom time, provision within the framework of other core curriculum subjects or as work carried
out within tutor time. We have chosen, therefore, not to provide whole lesson plans. Activities may
in most cases be grouped together to provide material for a 40-60 minute lesson. Alternatively,
individual activities can be integrated into current provision. In most cases you will be able to print
copies of images found on the website/disc.

A Note on Updates
The Teachers Pack has been produced over the 2003/2004 period. The discs will contain website
material current to this time. In order to keep up to date it may be necessary to occasionally refer
to the actual website online. We will continue to research suitable links and add them to the live
website. Other additional classroom materials may also be added and current sheets updated.

                                   This section contains a brief summary of the
                                   information contained on each of separate the
                                   Youthweb     sites.    Using  this  information,
                                   Teachers will be able to identify which of the
                                   sites are relevant to them and the provision of

P.S.H.E. and Citizenship education in their schools.   This section provides
summary information for all sites, including those for which Activity Sheets
have not been provided.

 •   Details about the participating groups of young people
 •   Format of the websites
 •   A list of issues covered by each of the sites
 Interactive – providing opportunities for students to respond to material. This includes
 games / choice based photo-stories.
 Personal – providing personal accounts and narrative information about young people and
 their experiences in a variety of forms.

 Created by young people from the Apex, Leicester Project. The site includes 2 photo-
 stories, animated postcards and 11 ‘heads’ of young people (picture links), giving a variety
 of opinions about the issues covered in the WASTED site. Issues covered are
 Drugs – including Alcohol         Substance Misuse        Youth Crime / Perceptions
                                                                 Of Youth Crime

 Created by pupils from Moat Community College and Rushey Mead School, Leicester. This
 site has several elements to it. It has an introductory page and page which allows you to
 view the peer-education postcards that were produced in line with this part of Youthweb.
 The main element within this site is a ‘map’ page, with lots of links to click on that lead to
 statements from, and stories about, young people in relation to:
 Multi-Culturalism / Diversity           Respect                   Prejudice

 Created by Girls Break Out, a Leicestershire based girls group. This site contains four main
 links, each telling the story of a girl living in Leicestershire. Whilst all of the characters are
 ‘fictional’, the events depicted are drawn from young people’s experiences. Issues relate to:
 Personal Safety                          Peer Pressure                Building Friendships
 Sex & Sexuality                         Alcohol
 While the stories centre on girls’ perspectives, the activity sheets act as an important
 springboard for class discussion on differences between girls and boys in relation to actual
 experiences, media representation and expectations. Activities are equally accessible for
 both sexes.

This site was created by students from The Broadview Centre, Gateway College, Leicester (a
centre for pupils with learning and physical disabilities). The site contains five personal
messages around the issues of:
Disability Awareness               Prejudice               Bullying
Also, this site contains a photo-story centred around a ‘first-day-at-school’ situation and
issues of Bullying and difference.

Created by young adults from Verve Independent Living group, who have a range of physical
disabilities. The site has an introductory page with a message from the whole group stating
their aim – which is to challenge the viewer to “see past our disabilities and into our hearts”.
There area nine stories / personal accounts, each from a member of the group. Issues
raised are:
Disability Awareness          Prejudice               Personal Development / Careers

Created by sixth form students from Ashfield Special School, Leicester. The site is also
dedicated towards raising awareness of disabilities and challenging stereotypes of people
who are disabled. The site contains three photo-stories and a questionnaire, which can be
completed on-line. Issues raised are:
Disability Awareness        Prejudice              Personal Development / Careers

Created by young people from NCBI – the National Coalition Building Institute, Leicester
Branch. The site contains a longer photo-story, a shorter one and a series of personal
statements from young people from a wide variety of cultural, religious and geographical
backgrounds. Issues raised include:
Multi-Culturalism / Diversity     Prejudice           Conflict Resolution

Created by young people from Rushey Mead School, Leicester. The site primarily offers
several interactive ‘games’ for students to engage with. All of the materials contained on
this site relate to issues of:
Exam Stress                    Coping Mechanisms                Study Skills

                                                            These activities relate to the
                                                            RESPECT site.      Issues raised
                                                            in these exercises relate to

issues of Cultural Diversity     and Difference.

Can be carried out in small groups or as a whole class activity.

A) Students are asked to consider what is meant by multi-culturalism, diversity and

B) Now provide a series of images of peoples from different cultures and religions. Students
should consider:
   What clues are there as to someone’s identity?
   Are dress and colour of skin the only clues available?
   What else defines who we are as people – What we do? Where we go?
   Can we tell what a person is like from these photos?

Possible continuation of this section – students to carry out research into a
‘celebrity’s’ background.  Students to bear in mind the notion that sometimes
people’s cultural heritage can surprise us.

Discuss ways in which we can positively explore our cultural identity through music, clothes,
food, our faith, beliefs, traditions, practices and our history.


In small groups students should view the RESPECT web pages and read the stories.
Students are asked to think about the ways in which the young people express their cultural

Now, discuss with students how they would plan a similar web page that explores the
identity of their own neighbourhood. Teachers may need to provide students with a guide as
to how they could approach an interview with either people within the school or within their
local environments to explore different cultural backgrounds. This activity could start with
the students interviewing each other in pairs.

This activity could be carried out in class in small groups or as a homework activity.
A template of the Leicester ‘Highfields’ map is provided: it is called ‘Your Neighbourhood’
instead. This template can be photocopied onto A3 paper. The space surrounding the map
is to be used to ‘link’ to the houses and symbols. Students to build on research carried out
and / or class time discussion to create a pictorial representation of their own
neighbourhood or city, exploring its multi-cultural nature.
Students could complete this activity by presenting their ‘multi-cultural maps’ to the rest of
the class.

As sources for follow-up research and as an aid for the final activity, the following websites
are particularly useful: -
www.britkid.com/ - this website follows a similar format to the RESPECT site. It allows
students to follow the ‘stories’ of different young people, learning about their culture,
religion, home life etc.
www.youthinformation.com - this is the main home site for the National Youth Agency,
who’s aims are broadly to promote young people’s development and inclusion within society
at large.
Both sites contain useful information based pages as an aid to research.

                                           Activities in this section relate to the
                                           Girls Break Out RU OUT 2NIGHT site
RU OUT 2NIGHT contains four ‘stories’. This Activity sheet relates to TINA’S

You will need to provide statements about boyfriends / girlfriends. The class
will need to watch the Tina movie. There are follow up creative response activities.

A) Statements.       Provide a number of statements for students to respond to as class-
based discussion. They could be:
• Is it okay for a sixteen-year-old girl to go out with a 22 year old man?
• Is it okay for a sixteen-year-old boy to go out with a 22-year-old woman?
• Is it okay for a twelve-year-old girl to go out with an eighteen year old man? etc
The aim is to challenge students to think about stereotypes and their own ideas .
Statements could be presented on cards – cards then placed into agree / disagree piles.

Students should watch T ina’s story and respond. Discussion is aimed at raising issues of
differences and perceptions of differences based on gender.
How accurately does it relate to their own experiences? Students to consider and complete
the following statements:
• A boy might think Tina’s story was…
• A girl might think Tina’s story was…

Now tell the students the story is based on real teenage experiences. It contains a number
of statements . . .
…He’s 28 and she’s 15
…She reckons she’s in control. As if!
…I took her to get the morning after pill
…She used to come down with us now she’s always with him
…I can’t believe he’s already with someone else. It didn’t take him long to get over me

Use statements to further discussion of the following:
• A lot of teenagers might prefer to go out with someone who is older. Brainstorm possible
   reasons for this (a car, more money, experience, etc). Are some reasons better than
• How old is too old? Is age an issue? Is this different for boys?
• Are Tina’s friends accurate in their judgement of the older boyfriend?
• What is the danger of dropping friends for a ‘relationship’?

Using role-play, develop a scenario based on Tina’s experiences. Use thought tapping to
freeze the activity. Students will take on different roles (e.g., Tina, mother, boyfriend,
female and male friends, father etc) to enable them to explore all aspects of the situation.
This activity could be carried out using the whole class: students not participating in the
action to respond by offering suggestions for negotiating the situation.
This activity could be carried out in smaller groups. Each group then enacts their role-play
to the class. Follow up with discussion on differences and similarities between each one.

                                             SAFE NIGHT OUT

    The activities on this pages relate to the SAFE NIGHT OUT/ (BETH) GAME and
    TEXTING sections.

    Students follow through the Safe Night Out game. They should explore all of the options
    Safe Night Out is based on the work of young people living in a village in Leicestershire.
    Ask the young people to think about their area.
•      What makes it difficult for young people to go out and have fun without spending a lot of
•      What activities may be available?
•      How does the experience in the game compare to the students own area?

    The story is based on the experiences of a girl. This activity opens up debate into issues of
    gender in relation to personal safety and crime.
    Divide the class into smaller groups and ask them to consider the following questions, and to
    write down their responses.
    Levels of risk:
    • Are there issues related to personal safety that affect boys only, and not girls?
    • Are there issues related to personal safety that affect girls only, and not boys?
    • Are there some crimes that boys are more likely to be the victim of than girls? List
    • Are there some crimes that girls are more likely to be the victim of than boys? List
    Bring the class back together. Look at the lists in turn. Ask the whole class to respond to
    the lists, ranking risks/dangers and crimes in order of their likelihood of happening.

    Devise a checklist for personal safety using cards and their own ideas as stimulus: students
    to provide ways of ‘staying safe’ in situations of danger.


    The story gives limited options for remaining safe. Going home and watching the television
    with your parents may not sound like a lot of fun. Go through the scenario again, working in
    small groups try to put in different options which would avoid the negative ending – but
    avoid the ‘having to go home’ option.

These activities can be set as whole class activities or for smaller groups. They are
CREATIVE RESPONSE activities developing out of discussion work in previous activities.
Students could:

• Develop a board game based on safe night out or write a leaflet that you would
distribute to year 7 students on having fun but being safe in your local area.
• Develop an advertising campaign for a ‘safe teenage night out’ that already exists in your
• Devise a ‘safe night out’ that they would like to see in their area and think about how
they would market it to teenagers, schools, parents, etc.

This activity builds on Activity Two.
Students work through the TEXTING IS A GIRLS BEST FRIEND story.

Use as stimulus for ‘protective behaviour’ work, in conjunction with Safe Night Out. Build
on the idea of exploring ways to go out and have fun but to stay safe.
Students talk through different ways they consider safety when they go out at night and in
the daytime. What risks can be avoided? What risks cannot be avoided?
From discussion:

•   Students could create a list of 8 protective behaviours to ensure safety.
•   Building on this list: this could be developed into a whole class project to include leaflets,
    posters, adverts, and credit card sized sound bite advice for other young people.
•   Possible presentation of materials produced to other classes and peer groups.

                                    This activity page relates to the Girls Break Out
                                    site, ANNA’S Story, and issues surrounding
                                    teenage sex, pregnancy and contraception.

Activities and discussion are aimed at mixed groups, but could equally be used within single-
sex groups

Research can be carried out by students either before or after class work using the web links
provided below.

 The U.K is ranked second highest in the world for teenage pregnancy, behind the United
 States. Figures for women aged between 15-19 years are 30.8 per 1000 (UNICEF 2002).
 This could be compared with the rate in a particular town or city.

 www.healthpromotion.org.uk                 Health Promotion Leicester, website

Students look at ANNA’S Interview. Divide the class into small groups. Each group should
consider either one or two of the following areas:

 •   How good is Anna’s understanding of her body?
 •   Consider – what myths are there surrounding ideas of ‘the first time’
 •   Do boys and girls have different myths or expectations to live up to?
 •   How does alcohol affect the situation for Anna?
 •   How great a factor is alcohol in relation to the issue of teenage pregnancy?
 •   Could Anna have used a form of contraception?
 •   How else could pregnancy have been avoided?
 •   Other than pregnancy, what are the possible health risks or consequences for both girls
     and boys in a similar situation?
 •   What is the impact upon:
 •   The life of a boy / The life of a girl – in this situation?
 •   Impact on the life of the boy?
 •   Impact on the life of Anna?
 •   Who is responsible:
 •   Is there a difference between Anna’s level of responsibility and the boy’s?
 •   Who has to deal with the consequences?

The groups then come together to present their ideas and discussions to the whole class. Ideas are
collated on the White Board as an aid to whole class discussion. Groups reflect on each others’ areas
of discussion.


Following on from the above activity:
Students to come up with practical ways and ideas to dispel myths about teenage sex. Take
the statement “If I was a school nurse/ youth worker / friend / parent how would I…?”

• Convince   teenagers that there is no race to lose your virginity before you are sixteen
years old
• Convince   a teenager that having sex does not necessarily make you an adult
• Convince   a girl that carrying condoms in her bag does not make her a “slag”
• Convince   a teenage boy that the responsibility for contraception is not just the girls

Students are asked to imagine they are either a boy or a girl in a similar situation to that of
Anna. Students write a letter to an Agony Aunt asking for advice. This could be followed up
with a letter of response from the Agony Aunt.

Activities in this section relate to two sites: INDEPENDENCE and DO YOU
TAKE SUGAR?. They raise issues related to disability awareness and notions of

Place the students in pairs. On sheets of paper, ask the students to think about what they
understand by the word disability. Who are disabled people? What is a disability? They
should consider these questions in relation to:
• Their personal experience
• The media
Now ask the students to shade the comments – POSITIVE and NEGATIVE – using two
different colours.

Collect the POSITIVE and NEGATIVE statements. Transfer the images to the whiteboard.
Discuss whether the images are mainly positive or negative and allow students to share their
own experiences of disability. How wide is our definition of what it means to be disabled? Is
our definition based on stereotypes of disability?

NOW – ask the students to collect FIVE words from the positive list that they feel shows
disability in a positive light.

FINALLY – a 3minute exercise - building on class discussion – students to write a definition
of what disability means in 3 minutes and feed back ideas.


From ideas collected how might a disabled person expect to be perceived in
Students working in pairs or groups: Complete statement “People think of me as…”. To
support this task students could be given either stem sentences or key words to either
agree or disagree with from the perspective of a disabled person.
Bring students together to read out their work. Now ask the students to compare their
statement with discussion in ACTIVITY ONE. Students can consider the difference between
personal experience and public perception.

This activity relates to the DO YOU TAKE SUGAR? site. Students should watch the ‘video’

A) Watch the first two scenes, up until the group in wheel chairs are talking about how they
think the other young people will view them. Ask the class to note down the reactions and
compare to initial brainstorming activities. How close are they?

B) students should watch the rest of the ‘video’ up until the group decide to go over to the
girls. Ask the students to feedback the sort of conversation the two groups might have.
Now discuss what we already know about the groups:
• The disabled girls: musical tastes, their feelings about how others see them
• The able bodied group: Their concerns

C) Watch the rest of the video. Ask the students to match up the interests and concerns of
the groups with what they thought they might be. How close are they?
How different were the interests and concerns of each group to each other?


This activity relates to both the ‘JUST LIKE YOU’ poem contained on this site and the
‘DECISIONS, DECISIONS’ poem which is found on the INDEPENDENCE website. A copy of
several lines from each is provided as the basis for a creative response.

Students should take some time to look at both INDEPENDENCE and DO YOU TAKE
SUGAR websites. Using the lines from each poem, in addition to the other stories and
personal accounts found on these two websites, students to create a piece or ‘writing’ on
the issues raised in activities. The creative response could be – another poem / monologue
/ song lyrics etc. Teachers may need to provide stem sentences or lines for less able
students. Alternatively, they could use the ‘DECISIONS, DECISIONS’ or ‘JUST LIKE YOU’
poems as a template for this activity.

www.after16.org.uk - is a website aimed at young adults who are disabled. It provides useful
information for disabled school leavers. The site is a useful source of ‘consciousness raising’
information for all students.

                   What do you see when you look at us

                  What’s the big deal, what’s the big fuss . . .

                   Decisions, Decisions, What Shall I do?
                 Shall I have a party? Invite some Friends . . .

                         Independence is the key
                       This is what it means to me . . .

                                               Activites on this page relate to
                                               the WASTED site.
These activities involve individual student research, use of the Internet site and both small group
work and whole class discussion.

Homework task for students to:
  • collect images of teenagers from magazines, newspapers, other media
  • look at any headlines that involve teenagers

Group Work
Using key words from their research - students to create collages that describe society’s
perception of youth

Whole class discussion
Using   small group work as a prompt, students to discuss:
   •    Whether the key words are positive or negative
   •    What stereotypes of young people they think exist
   •    How students feel about images of young people that are presented in the media
   •    What images of young people do they find in school
   •    As a society whether we actually like young people

Whole class discussion – building on discussion of images of young people
What is Crime? What is Youth Crime – how does it differ?
What image do students have in their minds when they think of Youth Crime, and those
committing it?
To what extent is that image being fed by the stereotypes that exist?

The website contains four photo-stories, each dealing with the notion of criminality in relation to
young people: They are called: -


Place the students into small groups. Each group is to look at a different photo-story. Ask the
students to respond to the stories in light of previous discussion and prompt questions below.
Groups to feed back to the class.


Some of the stories contain people who see the young people’s behaviour as wrong (WHAT’S THE

   •   who is doing the labelling?
   •   What preconceived ideas do they have about young people?

Dealing with criminal activity
  • How easy is it to help a friend who might be involved in criminal activity?
  • Should you ignore it?
  • Can you list the things you can do or the people and places you could access for help?

Some   stories involve illegal activity:
  •    What form does this take?
  •    What drugs if any are involved in each situation?
  •    How might they affect the behaviour of the people involved?

Public space and community:
   • Can young people get in trouble just by being in a public space?
   • Are there any places for young people to go which are “young person friendly”?
   • What responsibilities do young people have when sharing public spaces?
   • What responsibility does society have for young people – parents / teachers / government
       bodies / other groups?
   • What activities can you think of which are accessible to young people and are legal and fun?

These web links are useful for independent student and teacher research:
www.rizer.co.uk - a site created by the Galleries of Justice museum, Nottingham. It provides
glossaries of terms relating to crime and criminal activity. It is an educational site aimed at young
www.youthinformation.information.com - a site aimed at young people with information about
justice and equality.

                                            TELLING IT LIKE IT IS . . .

Activities on this page relate to the WASTED site – but refer specifically
to the TELLING IT LIKE IT IS site.

The Telling it like it is section contains 11 images: these are the ‘heads’ of young people.
Behind each head is a short story relating to issues of Criminality, Drug Use (including Alcohol),
Health and Wellbeing and Personal Safety. Students will need to refer to these ‘stories’
throughout these activities.

These activities involve individual student research, use of the Internet site and both small group
work and whole class discussion and creative response work.

Divide the class into small groups, each group taking one story. They should discuss the following
   • What drugs are involved?
   • How are they affecting the young person?
   • How did that person get into that situation?
   • What are the legal consequences the young person could face?

In the same groups students to be given roles of:
      The young person involved
      A friend
      Boyfriend or girlfriend
      A family member
      A teacher at school
      A social worker
      Police officer

Discuss what each person could do to make a difference to that situation.
What could happen to make it worse?
What could happen to improve or make the situation better?

Creative response activity - 1
In their groups, students ‘hot seat’ each character and develop the story. They consider both the b est
case scenario and the worst case scenario for each of the characters

Creative response activity - 2
Working on the same stories:
Using the sentence “If I had a friend who…I would do…” students to think about the advice they would
give or actions they would take. Other students in the group to respond, giving their reasons and offering
suggestions, e.g. . . . “that’s a good / bad idea because”

Creative Response Activity - 3
Whole Group Work – Circle Time Activity
Smaller groups develop “scenario cards” from their discussions.
a)    Students are to divide up into Group A and Group B students. Group A students each have
     a scenario card, and sit in an outer ring. Group B students sit on the inside and respond to
     the scenario, suggesting ways that the characters involved could deal with the issues raised.
     After one minute, group B students move on to the next problem.
b)    When completed – students A swap with students B and now respond to the scenarios
     Students work in groups – Group A, Group B, Group C etc.
     In the same way as above, they carry out the “scenario / response” activity.


In addition to links found on the Youthweb site these students / teachers may like to use the
following sites. These may be used as a basis for the above activities, or could be used as a
follow up activity to class discussion. The Links provide important factual and statistical additions
to creative response and discussion activities focusing on notions of perception and stereotyping:

This site contains up-to-date information about alcohol and its use in Great Britain.

This is an extremely useful site, containing information aimed at young people relating to a variety
of P.S.H.E. and Citizenship topics. It also has a useful web-links page, offering further individual
research opportunities

These sites contain up-to-date information, research and statistics around issues of health. Both
contain a “site search” option for students to type in key words.

                                      The Exam Stress site contains a
                                      number of games and activities that
                                      can be followed by students out of
       class time. The Activities provided focus on Area One of the Exam
       Stress website.

Students to watch the story of Lil Mo, tracing the Stress Levels experienced by Lil Mo at
different times in his life.

Individual Work
Provide a blank piece of paper for each student. Following the same time-line format, students
to chart when they have felt most stressed at different times in their lives – linking the times to
events or situations and rating each on a scale of 1 – 10 (1 = No Stress / 10 = Extremely

Follow up – Group Work
As a class – students feed back giving examples of when they were most stressed / least
stressed. Students should be asked the following:
How they felt at the various stages
How the stress showed itself physically / emotionally
How stress could impact upon other people


•   Teacher to encourage class to think about and share their techniques on how to de-stress in
    any situation, e.g. talking through with a mate, nice comforting bubble bath, swimming or any
    form of exercise, etc. Create a class list of how to de-stress.

•   Mind map period leading to exams, branches for the work you have to do need to include
    subjects and topics but also add in the de-stressing activities that you like to do.

•   Taster session could be given in alternative methods such as relaxation exercises, music, yoga,
    aromatherapy, exercise, etc.

Useful links for follow up research



 Curriculum Links                                This page gives a brief summary of the areas
                                                 of the curriculum for KS3 Citizenship and

P.S.H.E. into which the Youthweb site and Activity Pages link.

As this pack is aimed at those coordinating educational provision, we have simply listed these links.
They are as follows:


     1.      Knowledge and understanding about becoming an informed citizen
             a, b, f, g, h
     2.      Developing skills of enquiry and communication
             a, b, c
     3.      Developing skills of participation and responsible action
             a, b


     1.      Developing confidence and responsibility and making the most of their abilities
             a, b, d
     2.      Developing a healthy, safer lifestyle
             a, to g inclusive
     3.      Developing good relationships and respecting the differences between people
             a, b, c, d, I, J

     ICT opportunities
     The use of discs and web-based research, which forms the basis of many suggested
     activities, provides opportunities for development of ICT skills.

     Creative Response Activities
     Many of the Activity Pages include suggestions for creative response exercises.


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