1. Revised Curriculum Year 7 Personal Development and Mutual Understanding ‘Making the Links’

2. Learning Intentions:  To reflect and learn from classroom practice (day 2)  To be aware of the statutory requirements of PDMU  To understand how the cross curricular links contribute to PDMU  To experience a range of active learning strategies to enhance learning in PDMU

3. Programme 9.30am – 10.45am Reflection on Day 2 Personal Development and Mutual Understanding in the Revised Curriculum: An Overview 10.45am – 11.15amCoffee 11.15am – 12.45pmPDMU - Strand 1 Personal Understanding and Health Making the Links (Literacy and Numeracy) 12.45pm – 1.45pmLunch 1.45pm - 3.00pmPDMU – Strand 2 Mutual Understanding in the Local and Wider Community Making the Links (ICT, Positive Behaviour and Citizenship) 3.00pm – 3.30pmReview and Looking Ahead

4. Reflection and summary of learning  Questioning from Day 2

6. Strand One: Personal Understanding and Health Self Awareness Feelings and Emotions Learning to Learn Health, Growth and Change and Safety Strand Two: Mutual Understanding in the Local and Wider Community Relationships Rules, Rights and Responsibilities Managing ConflictSimilarities and Differences Learning to live as members of the community

7. PDMU resource: Living Learning Together

8. Does PDMU help to deliver some of the curriculum objectives and outcomes identified on Day 1? Match the outcomes to the area of PDMU most likely to support this outcome.

9. Reflection and summary of learning  Questioning from Day 2  Introduction to PDMU

10. BREAK

11. Session 2: Making the Links from ‘On The Money’ Strand 1 of PDMU Curriculum Objective 1 Developing the Young Person as an Individual Personal Capabilities Communication across the curriculum Literacy Using Mathematics Numeracy

12. Activity: Reflect on your own experience of transition from primary school to post primary school. How did you manage? What would have helped you to manage better? (On post-its record the skill or attribute that you had or needed.)

13. 13 Organisation Deals well with change Independent learner Uses initiative Can ask for help Manages time and money People Skills Can negotiate Can compromise Sociable Honest Collaborates with others Keep safe and healthy Emotionally strong Aware of danger Good network of friends Can access help Resilient Effective learner Literate and numerate Thinks that mistakes are OK Positive attitude Aware of strengths and weaknesses

14. Self-Awareness RelationshipManagement SocialAwareness Self-ManagementPersonalCompetenceSocialCompetenceAwareness Actions There is increasing evidence that emotional intelligence is a better indicator of success in life and work than academic intelligence Emotionally intelligent people have well developed intrapersonal and interpersonal skills (Daniel Goleman, 1998)

15. Links to Living Learning Together (and Thematic Units) Activity 1 (from Funny Money) – links to LLT, Unit 5 (Finance). It also links to the Year 7 Thematic Unit ‘Money Wise’ Activity 2 (from Primary Values) is featured in LLT, Unit 4 (Moving On) 15

16. Making the Links: Funny Money Task: Plan the type of birthday party Shannon would expect.

17. ‘Rethink’ the birthday party for Shannon (on a limited budget) which is still enjoyable but reflects the change in family circumstances.

18. Feedback What were the changes in Shannon’s values, attitudes and/or priorities in the story? How does this activity link children’s self awareness and self management?

19. Financial Capability www.nicurriculum.org.uk/fc

20. Primary Values Myself Family School Community Global 6 Books Something Else Fred Leon and Bob Dinosaurs and All That Rubbish Second Princess Grace and Family 3 Stories Old Friends/New Friends Scrapbook Summer First Ship in the Sea

21. Issues Old Friends, New Friends Friendship-Making New Friends Falling Out Changes True Friendship Scrapbook Summer Family Relationships Cultural Identity Learning from the Past War The First Ship In The Sea Division and Conflict Cultural Understanding Group Membership/Dynamics Other Perspectives

22. Activities to support themes in Old Friends New Friends 1.Questions for discussion 2. From the Other Side 3. Creative Writing 4. Name Calling 5. What would you do? 6. I like words 7. Growing Pains, Growing Fears 8. Circle of Friendship 9. Growing Up 10. Bullying 11. Children’s Rights 12. Additional resources 22

23. Old Friends, New Friends A new girl arrives at school and Mary is asked to look after her. Mary’s best friend Elaine is not happy that she has made a new friend. The relationship between the two friends becomes increasingly difficult and when writing appears on the wall in the girls’ toilets, things come to a head.

24. Activity Follow Up How would this fit into a programme of lessons on transition?

25. Self-Awareness RelationshipManagement SocialAwareness Self-ManagementPersonalCompetenceSocialCompetenceAwareness Actions There is increasing evidence that emotional intelligence is a better indicator of success in life and work than academic intelligence Emotionally intelligent people have well developed intrapersonal and interpersonal skills (Daniel Goleman, 1998)

26. Reflection PDMU and links to: Communication across the Curriculum Use of Mathematics Personal Capabilities Developing the Young Person as an Individual

27. LUNCH

28. Session 3: Making the Links Strand 2 of PDMU Curriculum Objective 2 Developing the Young Person as a Contributor to Society Cross Curricular Skills: Thinking Skills Pastoral Care Using ICT across the curriculum

29. Alcohol and ICT Children’s Rights Diversity and ICT Positive Behaviour (Playground Pals)

30. Rules Rights and Responsibilities Similarities and Differences Learning to Live as members of a community Health, Growth and Change and Safety Learning to Live as Members of a community Friendship Managing Conflict Self Awareness Similarities and Differences

31. DVD P7 Reflections

32. Reflection PDMU and links to: Using ICT Thinking Skills Developing the Young Person as a Contributor to Society and Pastoral Care/Positive Behaviour

33. Learning Intentions:  To reflect and learn from classroom practice (day 2)  To be aware of the statutory requirements of PDMU  To understand how the cross curricular links contribute to PDMU  To experience a range of active learning strategies to enhance learning in PDMU