RSHE (PSHE)

Our emotional toolkit: handling transition

in this context, something new and difficult which needs determination and effort

when something changes or becomes something else

feeling worried, nervous or unsure about something that might happen, like before a test or speaking in front of people; the feeling can also be felt in your body

We all have mental health

We are unique

In this unit, pupils learn about emotions such as feeling optimistic, apprehensive, stressed or proud. Pupils build on their emotions toolkit from previous years, developing strategies for handling transitions, understanding mental health and celebrating their unique identity and strengths.

Emotions: How can we manage our emotions through periods of change?

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

Depiction or discussion of distress or humiliation e.g. bullying.

Depiction or discussion of peer pressure or bullying

something new and difficult which needs determination and effort

feeling worried, nervous or unsure about something that might happen

Only some people face changes or challenges in their life.

Everybody faces changes or challenges in their life.

Some types of change can provide us with opportunities to learn and develop.

Emotions around change can be tricky because we can't control the outcome.

It is {{}} to feel anxious about change because we don't always know what to expect.

eating a different flavour packet of crisps

Which of these are examples of big changes?

Maisie is moving to a new school and is worried about making friends as she doesn't know anyone at the new school. Which of these emotions might she be feeling?

We might feel {{}} if something does not go as we planned or hoped.

what a person looks like on the outside, for example, hair colour

symbols used for online messages, for example, a smiley face

feelings we have inside, for example, happiness, sadness or anger

Which of these is the correct definition of the word 'emotions'?

Which of these emotions might a person feel if someone said something unkind to them?

heart beating a little faster and tummy feeling twisted

feeling hot in the face and like you want to stomp your feet

Match the following emotions with signs that the body might give.

If we are struggling to manage our emotions, we can talk to a ...

Which of the following are helpful ways to manage our emotions?

We can explain to other people how we might be feeling by ...

Hello, my name is Miss Willow and I'm going to be your teacher for today's lesson.
Today's lesson is called Our Emotional Toolkit: Handling Transition, and it fits into the unit Emotions: Managing our Emotions Through Periods of Change.
During this lesson, we're going to be talking a little bit about being upset and some other sensitive topics, so we recommend that you have an adult with you for the duration of this lesson.
If at any point you do feel worried or uncomfortable, it's really important that you close the screen and that you go and speak to a trusted adult.
Okay, let's make a start on today's learning.
By the end of today's lesson, you'll be able to explain some of the emotions young people may feel about change and challenge.
Before we get started with today's lesson, we need to go over some ground rules.
These help to make sure that everyone feels safe and comfortable throughout today's lesson.
First of all, Laura tells us that we need to listen to others.
This means that we're not going to interrupt other people if they're speaking.
Andeep says, we need to respect each other's privacy.
This means we're not going to ask anyone any personal questions as this can make some people feel uncomfortable.
Jacob says, "No judgement !" This means if someone chooses to share a story, experience, or a feeling, we are not going to judge them for it.
And finally, Izzy tells us that we can choose our level of participation.
This means it's up to us how much we want to join in.
We are now going to go through the keywords for today's lesson.
These are gonna pop up quite a few times in today's lesson, so it's really important that we have a good understanding of what each of these words mean.
First of all, we have the words challenge.
In this context, this means something new and difficult, which needs determination and effort.
Next, we have transition.
This is when something changes or becomes something else.
And finally, our last keyword is the word anxious.
This means feeling worried, nervous, or unsure about something that might happen like before a test or speaking in front of people.
This feeling can also be felt in your body.
As we go through today's lesson, keep an eye out for these keywords and when you spot them, see if you can remember what they mean.
Today's lesson is split into three learning cycles.
Our first learning cycle is called, what changes might you face? Our second learning cycle is called, how might these changes make you feel? And our last learning cycle is called, what strategies help us manage how change feels? Let's make a start on our first learning cycle.
What changes might you face? Everybody goes through change at some point during their life.
Ms. Walsh tells us that, "Change is when something becomes different to how it was.
There are lots of things that can bring about change." We all experience change when we go through puberty.
Jacob says, "I've noticed my body has started to change in the last few months." And Aisha says, "I've got taller and faster at running recently." Sometimes we may experience change because of our circumstances.
Izzy says, "Things changed a lot for me when my younger sister was born.
And Alex says, "I found it a little challenging when I moved to another town, but it helped me to grow and adapt to change." These are all examples of how our circumstances can change.
As well as changes, everybody faces challenges at times in their life.
A challenge is something that can be quite difficult to overcome.
Here someone says, "When my parents separated, it was a challenge getting used to new routines." "And it was a challenge for our family.
When my mom lost her job.
We had to make lots of changes to help." These are all examples of some challenges that we could face.
Let's do a check for understanding to see how you're doing with this learning cycle.
Can you decide if this statement is true or false? Only some people face change and challenges in life.
What do you think? Is this true or false? Pause the video, tell the people around you or have a think to yourself.
Well done if you said that this is false, but why? You might have said that everybody goes through change and faces challenges at times in their life.
Well done if you said this or something similar.
Ms. Walsh says that, "One of the biggest changes or challenges that children often face is the transition from primary to secondary school." How do you think secondary school might be different to primary school? Can you have a think or talk to the people around you? You might have said just like Ms. Walsh, that secondary schools often have larger buildings with many classrooms, lots of new teachers, staff and pupils.
They might have a different uniform and there might be more homework too.
Every secondary school and every primary school is different, but these are just an example of some changes that you might experience.
Ms. Walsh says that, "To help with the transition from primary school to secondary school, you usually have visits to your new school so that you become familiar with your new school." This can help us to manage the transition better.
Let's do another check for understanding.
Can you finish the sentence? Secondary schools often have.
A, small buildings with few classrooms, B, less homework than primary school or C, lots of new teachers, staff, and pupils.
What's the end of this sentence? Pause the video, talk to the people around you or have a think to yourself.
Well done if you said that C is correct, secondary schools often have lots of new teachers, staff, and pupils.
They're also likely to have larger buildings with more classrooms, and you are likely to have more homework than at primary school.
Well done if you said the same thing.
It's time to move on to your first practise task and you're doing a brilliant job so far, well done.
I'd like you to read through this scenario and highlight all of the changes or challenges that this child might be facing.
Here's our scenario.
"My family and I are moving away because my dad has a new job.
My parents also expecting another baby in the next month or so.
I've just finished Year 6 and will be starting secondary school.
I don't know anyone at my new school.
I hope the transition will be okay!" Can you highlights all of the changes or challenges that this child could be experiencing? Pause the video and we'll go through some potential answers in a few minutes.
Okay, let's see what you might have highlighted.
You might have highlighted, my family and I moving away.
My dad having a new job.
My parents expecting another baby.
Starting secondary school.
And not knowing anyone at my new school.
All of these are an example of some changes or challenges that this child could be facing, so well done if you highlighted the same things.
Okay, it is time to move on to our second learning cycle.
How might these changes make you feel? Changes can make us feel lots of different emotions.
Ms. Walsh says that, "Emotions are the feelings that we have inside like happiness, sadness, or anger." but there's lots of different emotions that we can have.
"Our emotions are often affected by the things that are happening around us." Jacob says, "When my body started changing during puberty, I felt a bit unsure at first, but I began to understand that everyone develops differently and that it's a normal part of growing up." Aisha says, "I feel upset when my moods change because I can't always explain why I feel a certain way." Izzy says, "When my baby sister was born, I felt excited as lots of people came to visit us!" Alex says, "I felt disappointed that we had moved house at first.
It just didn't seem fair that we wouldn't get to see my old friends as often anymore." Change in challenges can make us feel lots of different emotions.
As you can see in these scenarios here.
It is important to remember that many types of change are not necessarily a bad thing and change shouldn't be avoided or controlled.
Ms. Walsh says that, "Some types of change can be really positive! They can create new experiences and opportunities for us to learn, grow, and develop." Holly shares with her brother Alex, how she felt when she first started secondary school.
Holly says, "I remember feeling anxious the day I started secondary school.
I was worried about getting lost, but there were lots of people there to help me.
There was a bit more homework, but my teacher supported me in getting organised.
It was also great meeting lots of new people.
Some of them are still my closest friends!" Alex says, "Starting secondary school sounds fun! After talking to you, I feel less anxious and more excited about meeting new people, learning new subjects, and trying out for different sports clubs! I also feel confident that there'll be lots of people around to help me if I get stuck.
Thanks for putting my mind at ease, Holly." Let's do another check for understanding.
This time, I'd like you to fill in the missing words.
Certain types of change create opportunities for us to blank, grow and blank.
Where I've said blank can you decide a word that could fit into that gap? Pause the video, talk to the people around you or have a think to yourself.
Well done if you said that one of the missing words could be learn and our second missing word could be develop, this means that our full sentence should now say; Certain types of change create opportunities for us to learn, grow, and develop.
Well done if you said the same thing or if you had something similar.
It is time to move on to our second practise task.
Well done for your hard work so far.
For this task, I'd like you to look again at the scenario that we had from task A in our first learning cycle.
With a partner, I'd like you to discuss how the highlighted changes and challenges might make this child feel.
Let's have a look at our scenario again.
"My family and I are moving away because my dad has a new job.
My parents are also expecting another baby in the next month or so.
I've just finished Year 6 and will be starting secondary school.
I don't know anyone at my new school.
I hope the transition will be okay!" How are the highlighted changes and challenges going to make this child feel? Pause the video and we'll go through some potential answers in a few minutes.
Okay, let's see what you might have said.
You might have said that for moving away, this might make the child angry or upset because they have to leave friends or family behind.
About their parents having another baby, this might make the child jealous because they might feel the baby is getting more attention or excited that they're getting a new family member.
For starting secondary school, this might make the child anxious because the transition to secondary school is a big challenge as it's very different to primary school, but they could also be excited for the new opportunities.
And because they don't know anyone, this could also make the child feel anxious, but they could feel enthusiastic about the thoughts of meeting new people and making new friends.
There are lots of different emotions that we can feel about challenges and changes.
So well done if you had this or something similar.
It is time to move on to our final learning cycle.
What strategies help us manage how change feels? Emotions around change can be tricky as we can't always control the outcome of the change.
Ms. Walsh says that, "It's normal to feel anxious about change because we don't always know what to expect.
Our body might show us that it's feeling anxious in lots of different ways, like your heartbeat getting faster, sweating, shaking, breathing quickly, or feeling sick in the stomach." You might want to have a think about what feeling anxious feels like for you.
There are lots of things that we can do to help manage how change feels.
For example, we can talk to a trusted adult.
This could be a parent, carer, teacher or another adult that we know offline that we trust.
We could do some breathing exercises to help us feel calm and to practise mindfulness, and we can eat a healthy diet too.
We can also exercise regularly by moving our body in a way that we enjoy.
And we can get plenty of sleep every night.
Let's do a check for understanding to see how you're doing.
Which of these strategies can help us to manage how change feels? A, talk to a trusted adult, B, eat lots of high sugar snacks, C, exercise regularly, or D, get a minimal amount of sleep.
Which of these are strategies that can help us to manage change? Pause the video, talk to the people around you or have a think to yourself.
Well done if you said that A and C are correct.
We can help to manage how change feels by talking to a trusted adult and we can exercise regularly too.
These all help us to manage how change feels.
It's important that we have a healthy, balanced diet and that we get plenty of sleep if we want to manage how change feels.
Sometimes we might feel disappointed if things don't go as we planned or as we hoped.
Holly wants to share her experience.
She says, "I remember being disappointed when I didn't get a part in the school production in Year 7.
I gave myself space to feel sad, but then I set myself a goal to work on my voice projection and try again the next year.
When I auditioned in Year 8, I got the part! Failure is a part of life, but we can learn from it and develop resilience." Ms. Walsh says that, "If you're struggling to manage how change feels, remember that you don't have to struggle on your own.
You can talk to a trusted adult like a parent, carer, teacher or another member of school staff." Maybe you want to have a think now about who your trusted adults are and who's going to support you as you go through change.
Okay, let's do another check for understanding.
This time, I'd like you to decide if this statement is true or false.
Failure is a part of life and helps us to develop resilience.
What do you think? Is this true or false? Talk to the people around you or have a think to yourself.
Well done if you say that this is true.
It is true that failure is a part of life and it helps us to develop resilience.
It can help us to change and grow to it.
Is time to move on to your final practise task and you've done a brilliant job so far with this lesson, well done.
For this practise task, I'd like you to fill in the toolkit below with different strategies that you can use to manage how change feels.
Pause the video and we'll go through some potential answers in a few minutes.
Okay, let's see what you might have said.
In your toolkit, you may have included, talking to a trusted adult, doing some breathing exercises, exercising regularly, eating a healthy diet, and getting plenty of sleep.
Well done if you had any of these or if you had something similar.
It is time to summarise the key learning from today's lesson.
In today's lesson, we have learned that everybody goes through change and faces challenges at some point in their life.
We've learned that change can cause us to feel lots of different emotions.
It might make us feel anxious as we don't always know what to expect.
Some types of change, such as the transition to secondary school can be positive and they can provide us with new opportunities to learn and to grow.
There are lots of things that we can do to manage how change feels, such as getting plenty of sleep, regular exercise, and making healthy food choices.
It's important to remember that if we're struggling to manage how we feel, whether this is to do with change or something else entirely, we can talk to a trusted adult.
Remember, a trusted adult could be a parent or carer, a family member, a teacher, or another adult that we know offline that we trust to keep us safe.
In today's lesson, you might have found that you've got some worries or some questions.
If you do, it's really important that you share these with a trusted adult.
There's also some organisations on the screen that are there help you too.
Well done for your fantastic hard work in today's lesson.
I'm really proud of you and I hope to see you in another lesson soon.

Our emotional toolkit: handling transition

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