1. I am able to see changes in a positive light
Year 5 – Life changes and transitions
I am able to see changes in a positive light
This lesson fits into the Life Changes and Transitions strand. It focuses on exploring loss and the associated feelings. Children discuss situations in which someone might experience loss, including change and the loss of material possessions/ something which is special to someone. Children will also be given opportunities to put themselves in someone else’s shoes and explore how they might offer support to someone who has lost something.
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I can learn that different people respond differently to different changes
I can learn that some people find change easier than others
I can find out that there are things they can do that help them cope with or accept change
I can ask how others are feeling and respond with empathic statements such as ‘You sound …’ 2

3. How we will work together
Can you remember the ground rules we have already talked about, let’s take a minute to think about them.
Teacher notes
Read these through with the children. Hopefully the ground rules will be displayed in the classroom already. 3

4. What do we already know? Talk partners
What kind of big, potentially difficult changes might someone face in their life?
Discuss what kind of big, potentially difficult changes someone might face in their life. Pairs to record associated vocabulary/ feelings in relation to the changes suggested. 4

5. Let’s get started Watch the video clip 5
Right click on ‘Video link’ hyperlink and click ‘open hyperlink’ to access video. Watch clip. Stop at (0:38). Discuss: What change is the main character facing? How do you think he is feeling? Why? Link to what we know about the character so far but also to what we can see, the environment, etc. Is it welcoming? How might this add to his anxieties?
Watch the video clip 5

6. Let’s get started How do you think he is feeling? Group discussion
What change is he facing?
Discuss: What change is the main character facing? How do you think he is feeling? Why? Link to what we know about the character so far but also to what we can see, the environment, etc. Is it welcoming? How might this add to his anxieties? 6

7. Changes How do you think he is feeling?
If you could ask him how he’s feeling, what would you say?
‘You sound ___’
What might you say in response to him?
How do you think his state of mind is / emotional wellbeing / mental health is?
Why?
Play clip again, and stop clip at (01:40) What do you think he is feeling? How do you think his state of mind is/ emotional wellbeing/ mental health is? Why? If you could ask him how he’s feeling, what would you say? What might you say in response to him? Pairs to practise what they would say to the main character and respond with empathic statements such as ‘You sound ….’ Adults to model first as appropriate. 7

8. Changes
Why do you think the children from the lunch table keep stopping near the boy?
What do you think is going to happen next?
Stop clip at (04:34) What do you think is going to happen next? 8

9. Feelings map
In pairs or groups, discuss the characters feelings in relation to the different things that happened over the week represented in the clip. Use an A3 Feelings Map and post-its to record ideas about how their character might be feeling and why . Assign the main character to half the groups and each of the 3 other characters to remaining groups. Each group considers the feelings from their character’s point of view. 9

10. Feelings map How are they feeling? Group discussion
What might you say in response to him?
What if you could ask the main character how he’s feeling now. What would you say?
Groups to share feelings map and compare ideas from the point of view of different characters in the video clip. Discuss: What if you could ask the main character how he’s feeling now. What would you say? What might you say in response to him? 10

11. How has our learning progressed?
Think about asking how others are feeling and respond with empathic statements such as ‘You sound …’
You’re the Agony Aunt!
Strategies for coping with, and accepting change…
Advice for someone who is struggling with change…
Talk partners
Re-cap LOs and discuss. Record ideas on speech/ thought bubbles, as appropriate, about strategies for coping with and accepting change and the advice you might give someone who is struggling with change. Think about asking how others are feeling and respond with empathic statements such as ‘You sound ….’
Pairs to practise what they would say to the main character and I can respond with an empathic statements such as ‘You sound ….’ Adults to model first as appropriate. 11

12. Taking the learning away
Try talking to friends and people you trust about changes you are worried about.
Practise using some of the strategies we have discussed when facing changes.
Could you discuss your ideas or make a list of strategies you might use to help you to cope with change?
Next time you face a change, try and use some of these strategies to support yourself an others 12

13. Additional resources and help
Talk to your teacher or an adult in school
Talk to your Mum, Dad or someone you trust at home about how you are feeling
If you have them: – 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:
im-a-young-person
Where can I go for help? 12