Key Topics:
- Exploring the different phases of the menstrual cycle and how they can manifest in both physical and emotional ways.
- Challenging the stigma / shame associated with periods, including derogatory references such as "why are you angry, is because you're on your period?" , "Stop being so hormonal and calm down", etc...
- Learning how to contribute towards a societal shift from embarrassment and shame to acceptance and empathy.
PSHE Association References:
KS3: H34, R39, R40, R41, R43
KS4: H14
Key Topics:
- Exploring and challenging societal norms that can be seen, regarding the emotions that it is "acceptable" for different genders to show.
- Championing the ability for all to show any emotion, including anger or vulnerability without prejudicial commentary.
- Demonstrate ways to open conversations regarding emotions with those around you, in a way that encourages honest and vulnerable conversation.
PSHE Association References:
KS3: H3, H6, H8, R39, R40, R41, R42, R43, L22
KS4: H4, R34, R36
KS5: H4, H6, H7, R2
Key Topics:
- Collectively defining what the term "self esteem" can mean to different individuals and how the context a person is within can change their own definition.
- Highlighting the skew between social media, reality TV shows, etc... and the "everyday reality of the everyday person".
- Identifying internal and external influences that could both positively or negatively affect a persons sense of self esteem and how to navigate them.
PSHE Association References:
KS3: H3, H6, H8, R39, R40, R41, R42, R43, L22
KS4: R34, R36, H4
KS5: H4, H6, H7, R2
Key Topics:
- Showing students how they can critically think when making choices today with minimal information about the potential risk to their future.
- Students are presented with a fictional theory regarding a new product and asked to debate multiple aspects of the false proposal such as the morality of advertising the product, the potential long term effects of the products, etc...
- Once they have dissected the morality, legality, unknowns, and potential benefits and risks of the scenario, it will be revealed as being entirely false. A new question will then be raised around vaping with a discussion to follow about its prevalence in society vs its comparative unknown risk to long term health.
PSHE Association References:
KS3: H5, H26, H27, H28, H29, H30, H31, R42, R44
KS4: H4, H18, H19, H21
KS5: H21
Key Topics:
- Challenging stereotypical norms and expectations associated with those who are dependent on, or addicted to, legal or illegal substances to highlight the nuances of addiction.
- Classifying the difference between punitive and restorative justice, to allow a discussion around which approach is the most effective when a person has been convicted of a crime involving substances, e.g. drink driving or theft of goods to fund a drug addiction.
- Critically evaluating current routes to support available to those who wish to overcome their addiction.
PSHE Association References:
KS3: H23, H24, H25, H26, H28,H29, H31
KS4: H18, H19, H20, H21
KS5: H21, H22, H23, H24
Key Topics:
In a world where there is a greater acceptance that ADHD doesn't only affect "naughty boys", there is also the loud opinion that "anyone can be diagnosed with ADHD if they pay for a diagnosis".
Within the session I offer a personal insight into my life with ADHD. Through a series of interactive tasks, I show students how the world I experience may look the same to those around me, but is at times entirely different.
Through the process of organising my life to thrive with ADHD, I have learned the importance of honouring that different methods work for different people.
Participants will be given scenarios where they will appraise a number of alternate routes that could be taken to reach the same goal, focused around the idea of there being "no right way".
Key Topics:
- Summarising the scientific research behind why the teenage brain is more inclined to take a disproportionate amount of risks compared to adults.
- Helping students to develop their own risk appraisal methods through the exploration of aspects they may not have previously taken into consideration, such as "cost to society", "cost to family and friends", etc...
- Facilitating the creation of a personalised risk appraisal process for all students allowing them to make better decisions, especially when surrounded by peers.
PSHE Association References:
KS3: H30, H31, R44, L15, L20
KS4: H22, H23, R37, L17
KS5: H14, H15, H24
Key Topics:
- Helping students to understand how their actions & environments can contribute to their physical and mental well-being, through the exploration of scientific fact.
- Mental aspects of health covered in the sessions - The importance of knowing how to manage stressors, recognising and communicating emotions and overall how to improve their emotional literacy.
- Physical aspects of health covered in the session - Importance of sleep & hydration including how both positively and negatively affect the body.
PSHE Association References:
KS3: H2, H6, H8, H10, H11, H12, H13, H14, H15, L11
KS4: R1, H6, H7, H8, H10, H11
KS5: H4, H5, H6, H7, H8, H9, H10, H11, H12, H13