thumb 240Source : TESSA

Life skills, Module 1

Section 1 Ways to explore who pupils are

Key Focus
Question: How can you help pupils explore who they are in ways that are sensitive and stimulating?

Learning outcomes

By the end of this section, you will have:

  • developed your skills in organising the class in ways that will help pupils show respect for each other;
  • developed your skills in asking questions to encourage thinking;
  • used different ways to gather data to help pupils discuss who they are.

Introduction

We all learn best when we feel comfortable and safe. As a teacher, one of your key roles is to develop a supportive classroom environment where everyone is able to participate fully and feels they are respected and their ideas are listened to.

This section explores how to do this by looking at different ways of organising the class. You will help pupils learn how to treat each other with respect by:

  • helping them understand their similarities and differences;
  • asking them to share opinions and feelings;
  • giving them tasks where they can ask each other questions and listen to the answers.

Section 1

Section 2: Planning physical growth and development sessions

Key Focus Question: How can you plan lessons to develop self-esteem?

Learning Outcomes

By the end of this section, you will have:

  • planned lessons that are focused on clear learning outcomes to investigate growth and development;
  • explored ways to include games and exercises into your lessons;
  • used problem solving in whole-school activities.

Introduction

This section focuses on your planning and preparation of lessons. It is important to do this well if your pupils are to achieve what you want them to achieve.

One of your roles is to help your pupils understand the concepts of physical growth and development. These include both the physical changes that will take place as they get older, and also the different things they need to think about and do in order to stay healthy.

As you plan practical activities about physical growth and development, you need to use pupils’ existing knowledge as a base from which to plan and extend their understanding. This section suggests different ways to work in and outside the classroom, which you could also plan to use elsewhere in your teaching.

Section 2

Section 3: Exploring pupils’ ideas about healthy living

Key Focus Question: How can you use prior knowledge and group work to develop understanding of healthy living?

Learning Outcomes

By the end of this section, you will have:

  • used class and group discussion to find out what pupils already know;
  • learned how to build on pupils’ prior knowledge;
  • used local resource people to motivate pupils to learn.

Introduction

When introducing the study of healthy living into your curriculum, you will need to be sensitive to the setting in which you teach. This section includes investigating your pupils’ prior knowledge – where they get ideas from and what knowledge they bring to the classroom – and using this to develop their thinking about healthy living. By recognising your pupils’ knowledge and how competent they are, you will build up their self-esteem. The activities ask you to use group discussion, practical tasks and local people to explore and deepen your pupils’ knowledge about healthy living.

Section 3