Becoming Teenager

Knowing and Growing:
Thematic Unit
Becoming A Teenager
Learning for Life and Work (SLD)
Unit Title: Knowing and Growing
Sub Theme: Becoming a Teenager
Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making
Curriculum Objective: To develop the young person as an individual
Key Elements: personal understanding, mutual understanding, personal health, moral character, spiritual awareness, ethical awareness
Attitudes and Dispositions: personal responsibility, concern for others, openness to new ideas, curiosity, tolerance, integrity-moral
courage, respect
Learning Experiences: investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice,
supportive environment
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home
Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of
learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address the key elements and
statements of the Northern Ireland Curriculum.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In
addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles
and make connections to the Cross Curricular Skills.
The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow
them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt
and extend them as appropriate for your classes.
In the teaching of this particular unit, ensure that the activities you plan and information you give reflect school ethos and RSE policy.
Remember that subjects of an intimate and personal nature may prompt disclosures, and be aware of the correct procedure to follow. Be
aware, too, that with children on the autistic spectrum continuum there is a risk that the learning may take place at a literal level and
information may be processed as instructions which should be followed.
1 Knowing and Growing Thematic Unit Becoming A Teenager

2
Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:
Personal Development Personal Development Personal Development

Self–Awareness Self–Awareness Relationships
Explore and express a Explore personal morals, Explore the qualities of a loving,
sense of self values and beliefs respectful relationship
Personal Development Personal Development Personal Development

Self–Awareness Personal Health Relationships
Investigate the influences on Develop understanding about, Explore the qualities
a young person and strategies to manage, the of relationships,
effects of change on body, including friendships
mind and behaviour
Personal Development Personal Development Home Economics

Relationships Relationships Home and Family Life
Explore the implications of Develop coping strategies Investigate some of the changing
sexual maturation to deal with challenging needs of family members at
relationship scenarios different stages of the life cycle
Knowing and Growing Thematic Unit Becoming A Teenager

Guidance for Relationships and Sexuality for SLD
Special schools and mainstream schools (inclusion) have a duty to ensure that children with special educational needs and learning difficulties are properly included in sex
and relationship education.
The objective of sex and relationship education is to help and support young people through their physical, emotional and moral development. This can be done by giving the
young people accurate information and by supporting them in understanding respect for themselves and others.
Some parents and carers of children with special educational needs may find it difficult to accept their children’s developing sexuality. However, it is important not to
marginalise sex and relationship education and to recognise its role in helping children to make positive decisions in their lives.
Learners and parents should be consulted about the relationship and sexuality programmes to ensure that they are culturally and religiously appropriate and acceptable.
They may need to be reassured that the personal beliefs and attitudes of teachers will not influence the teaching of sex and relationship education.
All staff, including support assistants, allied health personnel (such as physiotherapists, speech and language therapists and occupational therapists) and teachers should
follow the school’s sex and relationship education policy. However, any person who has a learning difficulty can not give informed consent to any form of sexual activity with
any person.
Some learners may be more vulnerable to abuse and exploitation than their peers, and others may be confused about what is acceptable public behaviour. They may need
explicit teaching and help in developing skills to reduce the risks of being abused and exploited, and to learn what types of behaviour are (and are not) acceptable.
The information provided within these Thematic Units is designed to protect and educate young people who have a learning disability.

4
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Sequence, order,
What makes ... identify and express their Begin to investigate together the features of attractiveness. Use Resource 1 to help
classify, make
emotions and feelings. focus on both personality and appearance.
someone comparisons
attractive? Resource 1: What’s Attractive?
Communication -
Listen to and take
Provide your learners with copies of ‘gift cards’ to draw attention to a different part in discussions
positive characteristic of each individual in the group. See the guidance sheet in
Resource 2 for more details. Using ICT -
Investigate, make
Resource 2: Positive Characteristics (Gift Cards) predictions and
solve problems
Discuss physical and personal characteristics that make others seem attractive. through interaction
Provide a selection of pictures and ask your learners to sort and classify them into with digital tools
attractive and non-attractive, working in pairs or groups. Where appropriate, ask
them to explain reasons for their choices.
• a wide range of photographs/pictures of male/female celebrities and non-
celebrities
Resource Sheet in this booklet
Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk
Skills tabs printed in yellow are Cross Curricular Skills
Skills tabs printed in orange are Thinking Skills and Personal Capabilities

What makes ... identify and express their Use the Diamond Ranking activity described in Resource 3 to reinforce learners’
emotions and feelings. concepts of ‘attraction’.
someone
attractive? Resource 3: Diamond Ranking
Take examples of clean and dirty laundry for your learners to sort and classify. Set
up a Concept Line as described in Resource 4. Discuss the smells: ask which are
attractive and which are unattractive.
Resource 4: Clean Or Not Clean
Reinforcement exercise: Ask the learners to place the Clothes Cards into the
wardrobe (clean) or washing basket (dirty).
• a selection of fresh laundry, used clothes and dirty clothes (such as smelly sports
socks)
As an extension activity on personal cleanliness, ask your learners to order and

sequence the twelve steps in Resource 5. Revise/Reinforce the importance of
personal hygiene if we are to appear attractive to others.
Resource 5: Personal Hygiene

6
Make predictions
Do we all find ... explore personal preferences Collect photographs of a variety of non-celebrities. Allow the learners to select
and examine
and compare how they may the photographs and pictures of the people they like best. Have them create a
the same things differ from others’. collage of their own personal preferences. Explore what points they agree on and
evidence
attractive? which they differ on. Using Mathematics -
• photographs from magazines Organise and
• paper/card and glue present information
in mathematical
You can make links to Using Mathematics by creating a bar chart showing the formats
pictures that learners find most attractive.
Communication -
You could use activities from Active Learning and Teaching Methods for Key Stage 3, Contribute
such as Diamond Ranking, to embed thinking. (See www.nicurriculum.org.uk, or the comments, ask
CPD disc in the Curriculum Support and Implementation box.) questions and
respond to others’
Develop a discussion together. Appropriate topical excerpts from celebrity points of view
magazines or TV soaps (such as Hollyoaks, The OC or Neighbours) can be useful
prompts. Focused questions might include:
– What would happen if two people liked the same person?
– How could the problem be resolved?
Use the activity described in Resource 6 to focus on the characteristics that

individual learners find most attractive.
Resource 6: Do We All Like The Same Things?
Lead the learners in a circle time activity. Focus on the topic ‘What I think is your
most attractive/likeable feature…’

Do we all find ... explore personal preferences Distribute copies of the Mr/Miss Perfect worksheet and provide magazines,
and compare how they may newspapers and/or the internet. Give the learners time to create their ‘perfect’ man
the same things differ from others’. woman by making a collage of features belonging to different celebrities.
attractive?
Resource 7: Mr And Miss Perfect
• newspapers, magazines and/or the internet

• glue
Lead from this activity into a brief discussion about which is more important: looks
or personality. Stress the point that it’s normal to like how some people look,
but their appearance isn’t the only thing that counts. Ask focused questions
appropriate to your learners, such as:
– Would you like someone who looked like your Mr/Miss Perfect but was a horrible
and nasty person?
– Would you prefer your friend to be good and kind or to look pretty?
– Do you think it’s more important to look nice or to be a good friend?
Reinforce this point as appropriate throughout the topic.

8
Generate possible
How do I show ... discriminate between Explore together how we behave when we find someone attractive. Tell the story
solutions, try
appropriate and inappropriate of Confused Claire, using the PowerPoint presentation, to raise some relevant issues.
someone I ways of expressing feelings.
out alternative
approaches,
like them? PP: Confused Claire Presentation
evaluate outcomes
Model or role play scenarios around appropriate and inappropriate behaviour when Communication -
you find someone attractive or not attractive. You may wish to use teenage dolls Take part in
(such as Ken and Barbie) to role play situations, to provide distance for the learners discussions,
and prevent possible embarrassment. explanations,
role-plays and
Suggested scenarios: presentations
Inappropriate: A boy/girl comes up to the person they like and thumps them to get
their attention. Communication -
Appropriate: A boy/girl comes up to the person they like, pays them a compliment Use non-verbal
on their appearance and asks to sit beside them in class. methods to express
• teenage dolls, such as Barbie and Ken ideas and engage
with the listener

How do I show … discriminate between Talk through the worksheet in Resource 8 to focus on appropriate ways to show
appropriate and inappropriate someone we like them.
someone I ways of expressing feelings.
like them? Resource 8: What’s The Right Way?
Refer to the ideas in Resource 9 about greeting peers, family and people in formal
situations to develop the theme and discuss greetings in general. Talk through the
PowerPoint presentation and read the text in Resource 10 together. Discuss what
constitutes respectful and appropriate behaviour in various situations.
Resource 9: Appropriate Greetings
PP: Appropriate Greetings
Resource 10: How Do I Know?
To review the main idea, work through Resource 11 together. Ask your learners to
identify whether it would be more appropriate to hug or wave at each of the people
pictured.
Resource 11: How Should I Greet These People?

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Make predictions,
What is a ... discriminate between a Provide the learners with a collection of pictures of a wide variety of individuals.
examine evidence
friendship and a more intimate Include some boys and girls around the same age as the learners, and some other
boyfriend/ relationship. people whose roles they might recognise from daily life (such as a nurse, a school
girlfriend? bus driver, a mother, a father and a postman). Have the learners sort and classify Communication -
these pictures. Ask them to choose the pictures of the people they would most like Communicate
to be their boyfriend or girlfriend. information, ideas,
• a collection of pictures of a variety of people, including teenagers and others opinions and
feelings
Guide the learners through the ‘blind date’ game to work out which
boyfriend/girlfriend would suit a teenager based on her/his personal preferences.
There are two versions of the interactive game and its accompanying worksheet:
one male (Tom) and one female (Emma). Learners should use the information in the
PowerPoints to enable them to complete the worksheet.
Resource 12: Who Should Emma/Tom Choose?
PP: Who Should Emma Choose?
PP: Who Should Tom Choose?

Listen to and take

Do I have to have ... learn to question Investigate reasons for having or not having a boyfriend/girlfriend. See
assumptions. Resource 13 and PP: Opinion Corners for information on using Opinion Corners to part in discussions
a boyfriend/ encourage your learners to express their personal opinions. Learners listen to the
girlfriend? statements, discuss them and decide if they agree, strongly agree, disagree or Using ICT -
strongly disagree. They then stand beside the poster to show their decision. Select, process
and interpret
Resource 13: Opinion Corners information
PP: Opinion Corners

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Justify opinions
How do I know ... recognise their emotions. Have your learners answer the question in Resource 14. Use it to examine the
and conclusions
feelings surrounding the start of a relationship, and the difference between
if I am ready to friendship and going out.
have a boyfriend/ Communicate
information, idea,
girlfriend? Resource 14: Should We Go Out Together?
opinions, feelings
and imaginings
You may find Resource 15 and the PowerPoint helpful as part of your exploration of
this and the following key questions. The FeelyGauge and associated activities are
designed to help learners increase their awareness of their own emotions and
develop a language for expressing and talking about their feelings.
Resource 15: FeelyGauge
PP: FeelyGauge

Examine options,
How do I ask ... develop clear and assertive, Discuss each comment on the worksheets with your learners. Have them circle the
weigh up pros
but appropriate, communication appropriate ones in green and the inappropriate ones in red.
someone out or skills.
and cons
turn someone Resource 16: How Do I Ask Someone Out?
Communication -
down? Adapt ways of
Resource 17: How Do I Turn Someone Down?
speaking to
audience and
situation

14
Examine options,
How can I say what ... explore personal choices. Support your learners to develop an awareness of their own emotions, needs,
weigh up pros
likes and dislikes as individuals. Use the PowerPoint to explore with them a
I want? vocabulary for expressing and talking about feelings. Where appropriate, encourage
and cons
them to begin to give reasons to explain why they feel as they do.
Communication -
PP: I Need To Be Able To... Communicate
information, ideas,
Show and talk through the PowerPoint presentation to prompt some discussion opinions, feelings
about parts of the body that are good or bad for other people to touch. and imaginings,
using an expanding
PP: Good Touch, Bad Touch vocabulary
Use the PowerPoint presentation to highlight the importance of knowing what is a Communication -
friend and when and how to say ‘no’ to friends. Listen to and take
part in discussions
Resource 18: My Ideal Friend and role-plays
PP: Friendship Communication -

Use evidence from
texts to explain
opinions

How can I say what … explore personal choices. Explore a range of relationship scenarios. You could ask the learners to play
different roles, or ‘role play’ using teenage dolls. Begin with easier situations, for
I want? example ‘How would you tell a friend that you don’t want to go swimming with
them?’ Progress to more intimate interactions, such as ‘How would you tell a friend
that you would like a kiss on the cheek but not on the lips?’
Use the ‘freeze frame’ technique to stop the role-play and explore with the learners
‘What might happen next?’ Use appropriate scenarios to discuss stages in the
development of a physical relationship. Consider, for example:
– personal choice;
– privacy; and
– consent.
• teenage dolls such as Barbie and Ken
You could incorporate activities from Active Learning and Teaching Methods for
Key Stage 3. (See www.nicurriculum.org.uk, or the CPD disc in the Curriculum
Support and Implementation box.)
Refer to Resource 19 for details on using a Fortune Line activity with your learners.
This activity highlights the importance of making our own choices and saying
what we want rather than giving in to peer pressure.
Resource 19: Fortune Line

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Make predictions,
What is sexual ... develop an awareness of the Gauge the level of class understanding by asking the learners to list words they
examine evidence,
term ‘sexual activity’. know or have heard which relate to sexual activity. If appropriate and where
activity? possible, give learners the correct terminology for any words or phrases they
distinguish fact
from fiction
volunteer. Discuss how these words/phrases make the learners feel, and their
acceptability. You could use the FeelyGauge activity for this. Communication -
Adapt ways of
Resource 15: FeelyGauge speaking to
audience and
PP: FeelyGauge situation
The activity in Resource 20 and the PowerPoint presentation encourages the Communication -
learners to classify certain types of behaviour as sexual, non-sexual or either, Contribute
depending on the context. Use it to reinforce what a sexual relationship is and how it comments, ask
differs from relationships with friends and family members. questions and
Resource 20: What Is Sexual Activity? points of view
PP: What Is Sexual Activity? Demonstration
Reassure the learners that sexual feelings are part of normal life and that ‘crushes’
are also common in teenage years.
Allow your learners to work through PP: My Body Parts and/or PP: Erections, as
appropriate, to reinforce their understanding of private parts of the body.
PP: My Body Parts also includes an introduction to private and public places.
PP: My Body Parts
PP: Erections

Make predictions,
What is sexual ... develop an awareness of the Use the PowerPoints as extension exercises. PP: Is My Face A Private Body Part? is
examine evidence,
term ‘sexual activity’. a presentation about the face as a ‘private part’ that we try not to touch in public.
activity? PP: Public or Private? is an interactive activity which asks the learners to
distinguish fact
from fiction
differentiate between public and private places.
Communication -
PP: Is My Face A Private Body Part? Adapt ways of
speaking to
PP: Public Or Private? audience and
situation
Use Resource 21 to clarify learners’ understanding of the concept that sexual
activity is broader than sexual intercourse. Communication -
Contribute
Resource 21: Building A Relationship comments, ask
questions and
Use the simple drawings in Resource 22 to show and explain the process of sexual points of view
intercourse.
Resource 22: Having Sexual Intercourse
You may find the website www.coping.org/specialneeds/sexual.htm helpful.

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Generate possible
Who do I go to ... identify and locate sources of Use the pictures of problem scenarios in Resource 23 to further explore issues
solutions, try
appropriate help. which are relevant or of concern to learners.
when I need help? out alternative
approaches,
You may wish to develop the topic, depending on the needs of your class. There
evaluate outcomes
are many possible avenues of help. You could approach government, charities
and/or religious organisations. Consider and highlight those appropriate to the
Communication -
beliefs of your class.
Contribute
comments, ask
Resource 23: Getting Help
questions and
Ask focused questions, such as: points of view
– How do I get birth control?
– Who would help me if I got pregnant/got my girlfriend pregnant? Using ICT -
– Who would tell me if I had a sexually transmitted disease/infection (STD/STI)? Access and manage
Include any other issues relevant to your class. See Resource 24 for further information
questions.
Resource 24: Extension Questions: Sexual Health

Justify opinions
What is consent? ... be aware of the importance of Explore the question ‘What is consent?’ together. Emphasise the importance of
and conclusions
making informed choices. dual consent in a relationship. You could use teenage dolls to act out various
scenarios. Include scenarios where partners gracefully accept ‘no’. Create a set
Communication -
of traffic lights for each learner from Resource 25. Ask them to show the
Listen to and take
appropriate traffic light, ‘stop/no’, ‘wait/caution’ or ‘go/yes’, to indicate if they would
part in role-play
be comfortable in each situation.
Resource 25: Traffic Lights
• teenage dolls such as Barbie and Ken
Read through the story in Resource 26 together and use the questions as discussion
prompts.
Resource 26: What Should He Do?
Follow up work may be required where learners show that they are not comfortable
or there appears to be a lack of understanding. This could be one-to-one work with
a teacher, nurse, social worker or other appropriate adult.

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Generate possible
How does ... explore and express feelings. Provide an account of a situation involving rejection. If appropriate, use stories from
solutions, try
teenage magazines or fiction to reinforce the concept, illustrating when and why
rejection feel? people might feel rejected. Use the Making Decisions activity to explore some of
out alternative
approaches,
the feelings that might be involved, such as aggression, emotional blackmail,
evaluate outcomes
retaliation, retreating from people and ‘bottled up’ feelings.
Communication -
Resource 27: Making Decisions
Select and use a
range of information
PP: Making Decisions
from a range of
sources
• copies of teenage magazines
Investigate coping strategies, for example concentrating on positive things,

accepting that rejection is something that everyone feels at some time and talking
about your feelings with someone you can trust.
Examine the problem page in a teenage magazine or website. As a group, create a

reply to one of the problems or explore how to help someone who feels lonely
and rejected.

Examine options,
Why is some ... examine a range of issues Discuss where you can engage in sexual activity with due regard for privacy, the law
weigh up pros
which might affect their safety. and not causing offence to others. Collect some pictures of different places, with or
sexual activity without people in them. Divide the board into three areas: yes, no and maybe. Ask
and cons
inappropriate or your learners to decide where to stick each picture. Review the concept of private Make links
illegal? and public places. between cause
and effect
• a collection of pictures of a variety of scenes, for example an empty living room,
a living room with people in it and a bedroom Communication -
Contribute
Explain why it is inappropriate to have a sexual relationship with some people, for comments, ask
example children or young teenagers. Talk about the age of consent. Work through questions and
the various examples on the worksheet in Resource 28 to reinforce the point. respond to others’
points of view
Resource 28: Why Are Some Sexual Relationships Not Allowed?

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Communicate
What is marriage? ... express and justify their Create a collage of wedding pictures together. Investigate different types of
information,
opinions. weddings, including those from other cultures.
ideas, opinions,
• videos of weddings
feelings and
• bridal and other magazines
imaginings, using
• jigsaws of wedding ceremonies
and expanding
• internet
language
Investigate the learners’ understanding of what is involved in a marriage. Ask, for
Justify opinions
example, if it involves more than just the initial wedding ceremony. Explore what
and conclusions
marriage means to them using Resource 29.
Communication -
Resource 29: Concept Target
Use non-verbal
methods to express
Use examples of marriages in popular soaps to stimulate discussion. Ask focused ideas and engage
questions, such as: with the listener.
– How do the couples in the extracts treat each other?
– How might they feel?
– What should happen to improve the situation?
Develop role plays from these soap scenarios, suggesting dialogue and how to
resolve issues involved in marriage.
• videos of extracts from soap operas
Have your learners work through Resource 30 to explore issues that couples may
worry about before they get married.
Resource 30: Why Do Couples Worry?

Resources
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What’s Attractive? Resource 1
Circle the pictures of things you find attractive or nice about another person.
smile being smart weight
being sporty eyes cleanliness

Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
sense of humour good manners height
kindness hairstyle money
Which five features do you think are most important?

Positive Characteristics (Gift Cards) (1 of 3) Resource 2
Aim
Learners have the opportunity to discover that:
• we all find different physical and personality characteristics attractive;
• diversity in our taste is something to be valued and respected; and
• there are appropriate and inappropriate ways of expressing attraction to other people.
The Activity
Following a collaborative group activity, give a set of gift cards to each group of learners. Have them spread the cards out on
the table so that everyone can see them.
Ask them to take it in turns to select a card and ‘gift’ it to a group member who they think showed that quality during the
activity (or during that day). They must make sure that all members of the group receive an appropriate card.
Extension
Where appropriate, challenge some learners to give verbal feedback. Ask them to explain why they gave a particular card to
their classmate, describing what their classmate said or did and providing some evidence that shows they deserve the card.
You could also invite the learners to suggest ways of improving how they worked together as a group. Ask:
• What went well?
• What would they do differently next time?
Resources
Gift cards (printed on A4 paper or card)

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Find someone in your class who matches the personality on the card and give it to them!
encouraging determined trustworthy funny friendly

caring sociable joker calm brainy

Find someone in your class who matches the personality on the card and give it to them!
happy chatty helpful quiet nice

mannerly musical kind neat honest

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Diamond Ranking (1 of 5) Resource 3
The Activity
Print either a Diamond 4 or a Diamond 9 template for each group or individual, depending on their ability. If you choose a
Diamond 4 template, use just one card from each of the four categories: hygiene, appearance, personality and skills; for a
Diamond 9 template (which is more challenging), give out a set of all nine cards.
Ask the learner to use their template to rank their cards in order of personal importance. A card placed at the top means
‘This is most important to me’, and a card placed at the bottom means ‘This is least important to me’. This activity
encourages learners to develop the skill of prioritisation.
Extension
Using the Diamond 4 template, invite the learners to rank the cards in Resource 3 (5). This introduces a new level of
cognitive challenge, as each card shows a combination of conflicting features.
Resources
Diamond Ranking templates (Diamond 9 printed on A3 paper, Diamond 4 on A4 paper)
Attribute cards for Diamond Ranking (printed on A4 paper)

MOST
important to me
LEAST
important to me

30
MOST
important to me
LEAST
important to me

clean sporty practical
brainy good looking caring
funny nice clothes friendly

smells
messy quiet
nice

32
Good looking... Good looking...

but smelly! but smelly!
Nice clothes... Nice clothes...

but grumpy! but grumpy!
Sporty... Sporty...
but unfriendly! but unfriendly!
Caring... Caring...
but ugly clothes! but ugly clothes!

Clean Or Not Clean (1 of 5) Resource 4
The Activity
A concept line is ‘drawn’ between two opposing but related concepts. Print out ‘clean’ and ‘not clean’ posters and place
them on opposite walls, or at opposite ends of a table. Provide the learners with a selection of clothes, including fresh
laundry, used clothes and dirty clothes. Ask them to position the items along the line, classifying and sorting them by
degree of cleanliness.
The idea is to deliberately include ‘examples’ where learners will be less certain and tend to disagree with each other.
They will have to consider what others say. They may have second thoughts and change their minds as the discussion
proceeds. In the process, they will be encouraged to think - justifying their opinions, challenging the opinions of others, and
developing criteria on which to base their judgments.
Extension
You can increase the level of difficulty by adding more items. This increases the amount of information that the learners
need to hold in their working memory to complete the task.
Resources
‘Clean’ and ‘not clean’ posters
A selection of fresh laundry, used clothes and dirty clothes (such as smelly sports socks)

34
clean
not clean
36
Where should you put these clothes? Decide if they should be in the washing basket or wardrobe.
Cut and paste them into the correct area.

yesterday’s socks jeans that are muddy the T-shirt you wore to PE a new shirt
a shirt that has just trousers that you wore

been ironed to the cinema yesterday’s underwear a coat you wore last night

38
Personal Hygiene (1 of 2) Resource 5
wash body with soap dry body with a towel spray deodorant
wrap body in a towel put on clean underwear get into the shower

Personal Hygiene (2 of 2) Resource 5
put on clean clothes put dirty clothes in the laundry basket turn on the shower and wash
turn off shower put wet towel into laundry basket take off dirty clothes

40
Do We All Like The Same Things? (1 of 7) Resource 6
The Activity
Print and prepare your necessary resources. Provide each learner with a template (boy or girl) and a set of attribute cards.
Ask them to create their ‘ideal’ boyfriend or girlfriend by selecting up to eight cards that show the features that matter most
to them.
They should stick their choices on the appropriate template. In doing so they must decide whether to place each card on or
around the figure.
Placing a card on the figure means this is something that can be seen straight away from the outside.
Placing a card around the figure means this is something that is more hidden – it cannot be seen straight away.
There is a demonstration on the PowerPoint ‘Do We All Like The Same Things?’ Stress that learners should choose based
on their own personal preferences.
Extension
An additional restriction could be that learners may choose only two cards from each category:
• appearance;
• personal hygiene;
• skills; and
• personality.
Some learners may figure out for themselves that choosing attributes from each of the four categories is more sensible; it
makes a more balanced ‘whole’. You could ask them to share this discovery and their reasoning with the group.
Resources
Boy/Girl templates (printed on A3 paper)
Attribute cards (printed on A4 paper)
PowerPoint demonstration

My ideal girlfriend

42
My ideal boyfriend

Do We All Like The Same Things? (Appearance) (4 of 7) Resource 6
nice eyes nice clothes nice smile cuddly

slim tall strong curvy

44
Do We All Like The Same Things? (Personal Hygiene) (5 of 7) Resource 6
fresh breath clean nails clean underwear smells nice

neat and tidy washes everyday smokes messy

Do We All Like The Same Things? (Skills) (6 of 7) Resource 6
good at drawing musical good reader good cook

sporty good dancer can fix things good at maths

46
Do We All Like The Same Things? (Personality) (7 of 7) Resource 6
popular rich confident funny

friendly caring chatty cheeky

Mr Perfect! (1 of 2) Resource 7
What are the features of your ideal man? Use newspapers, magazines and the internet to find pictures of
celebrities. Cut out features you like and paste them into this picture to make your ‘perfect’ man.
Hair of Eyes of
Smile of
Body of
Personality of The ‘perfect’ man, created by

48
Miss Perfect! (2 of 2) Resource 7
What are the features of your ideal woman? Use newspapers, magazines and the internet to find pictures
of celebrities. Cut out features you like and paste them into this picture to make your ‘perfect’ woman.
Hair of Eyes of
Smile of
Body of
Personality of The ‘perfect’ woman, created by

What’s The Right Way? Resource 8
Are these good ways to tell someone you like them? Tick Yes or No.
Yes Yes
No Hey you, No Do you always
get over here! smell this bad?
Yes Yes Hi girls! Has anyone

Maybe I should smile
ever told you that you
No if he looks at me. No
look very sexy?
Yes Hi! My name is John. Yes I really like you.

I like your scarf. Would you like to
No No
go out with me?

50
Appropriate Greetings (Peers) (1 of 3) Resource 9
Aim:
To understand appropriate and inappropriate greetings.
Choice of:
• slap on the back
• ‘give me five!’
• shake hands
• verbal – ‘hi’, ‘hiya’, ‘hello’
• smile
• hug
• kiss and kisses on both cheeks
• touching – for example two arms on shoulders
• punching – pretend punches into the chest or arm
Discuss:
• Discuss greetings that make us feel embarrassed.
Activities:
• The learners make a list of their peers and how they would greet them.
• Make a video of appropriate and inappropriate greetings.
• Make a card of each greeting and take a photo of classmates greeting each other in pairs.
• Role play appropriate and inappropriate greetings.
Check
• Can each learner identify an appropriate way of greeting a friend?

Appropriate Greetings (Family Members) (2 of 3) Resource 9
Aim:
To know different forms of greetings between close and extended family members.
Choice of:
• hugging
• patting
• cuddling
• shaking hands
• verbal – ‘hi’, ‘hello’
• kiss on mouth or on cheeks
Discuss:
• Do we greet children differently from adults?
• Do we greet parents the same as uncles and aunts?
• What greetings do we feel comfortable with, and what greetings do we dread?
Activities:
• Make a photo book of the different types of greetings suitable for families.
Be aware:
• of cultural backgrounds, step-parents etc;
• that some families are very ‘touchy feely’ and some are very reserved;
• that greetings change as the recipient gets older; and
• that some family members may greet in an uncomfortable way and make us feel scared.
Check:
• Can each learner identify different greetings for different family members?
• Is each learner aware that different families use different greetings?

52
Appropriate Greetings (Formal Situations) (3 of 3) Resource 9
Aim:
To know appropriate greetings in more formal settings.
Choice of:
• smile
• shake hands
• verbal – ‘hi’, ‘hello’
Situations to include:
• at the doctor’s
• in a shop or supermarket
• with a visitor to school
• meeting someone for the first time
• with the principal
• with an employer at work experience
Discuss:
Talk about the following:
• words and actions
• social/personal space
• voice volume
• eye contact
• posture
Ask these questions:
• What would you say or do to someone you haven’t met before?
• What would you say to someone you were introduced to, for example a visitor (inside and outside school)?
Activity:
• Take photos of some of the above situations and have the learners match them with appropriate greetings.
Check:
• Can the learners recognise appropriate/inappropriate greetings in formal situations?
• Do the learners know the difference between greeting strangers, family and friends?

How Do I Know? (Family) (1 of 5) Resource 10
In most families it is ok to give
a quick hug when we are greeting each other.

Normally this is only if we haven’t seen them
in a while. In some families a kiss
on the cheek is ok too. Ask mum or dad if you’re not sure.

54
How Do I Know? (Friends) (2 of 5) Resource 10
Most of the time we can just say hello to
our friends, or maybe give them a high five. If

we haven’t seen them in a long time
(like after the summer holidays) a quick hug or
handshake is ok.

How Do I Know? (Mum and Dad’s Friends) (3 of 5) Resource 10
With other grown-ups who are in our house
a lot because they are mum and dad’s friends,

it is probably best to ask mum and dad.
Most of the time shaking hands or saying hello is ok.

56
How Do I Know? (Staff in School) (4 of 5) Resource 10
In school most of the grown-ups we work with
will just want to say hello. A handshake or

high five is ok if it is their idea.
We don’t normally hug staff.

How Do I Know? (People in Shops) (5 of 5) Resource 10
Lots of people we meet in shops or the
library or the swimming pool and lots of other places

will say hello. It is polite to say hello back
but we don’t shake hands or give high fives. We don’t
hug people we meet in the shops.

58
How Should I Greet These People? Resource 11
Circle the better greeting.
mum hug wave shop assistant hug wave granddad hug wave
security man hug wave granny hug wave dad hug wave
A
waiter hug wave aunt hug wave brother hug wave
TAXI
brother’s friend hug wave neighbour hug wave taxi driver hug wave

Who Should Emma Choose? (1 of 2) Resource 12
Tick the boxes to see if the people are suitable for Emma to date.
How Emma would like her boyfriend to be
musical like computer like reading tall short, brown hair

Boy games
Jack
Ryan
James
Matthew
I think the best choice would be

60
Who Should Tom Choose? (2 of 2) Resource 12
Tick the boxes to see if the people are suitable for Tom to date.
How Tom would like her boyfriend to be
friendly like animals sporty tall long hair

Girl
Amy
Jane
Clare
Lisa
I think the best choice would be

Opinion Corners (1 of 6) Resource 13
Aim
• To listen actively to each other and show respect for the views of others (most learners).
• To share opinions with others, either in a pair or with the whole class, and to begin to evaluate their own contribution to
the group (some learners).
The Activity
Print out ‘agree’ and ‘disagree’ posters, and display them at opposite sides of the room. Present learners with a stimulus
statement. Ask them to think about whether they agree or disagree with the view expressed. Either read out a statement of
your own, or work through the examples on PowerPoint. Give the learners a moment to go and stand by the poster that best
shows what they think.
You could add additional statements to those on the PowerPoint, including:

• All teenagers should have a boyfriend or girlfriend.
• If you start to go out with someone, you’ll lose all your other friends.
• If you don’t have a boyfriend or girlfriend, you’ll be lonely!
(NB: avoid negative statements)
Stimulus statements need to be contentious – deliberately designed to make learners think hard and spark a range of views.
It’s important to stress that any given statement is ‘just someone’s opinion’ – not necessarily ‘correct’.
This activity encourages learners to express and justify an opinion, and to show respect for others by listening actively to
their views. It is an excellent activity for helping learners to explore how to use both verbal and non-verbal communication to
support and encourage others.
Extension: For added challenge, include the two additional opinion posters: ‘strongly agree’ and ‘strongly disagree’.

62
Once learners have chosen their ‘corner’, increase the level of challenge by asking key questions such as:
• What do you think?

• Why do you think that?
• Do you disagree with X?
• Can you persuade X to join you in your corner? How?
• Has anyone changed their mind?
• What did you think before?
• What do you think now?
• What made you change your mind?
Resources
‘Agree’, ‘disagree’, ‘strongly agree’ and ‘strongly disagree’ posters

agree (I think this is right)

64
disagree (I think this is wrong)

strongly
agree
66
strongly
disagree
Should We Go Out Together? (1 of 2) Resource 14
When I see her... When I see him...
I feel good I feel good
My heart beats faster My heart beats faster
My knees feel weak My knees feel weak
I think she is the best looking girl in school I think he is the best looking boy in school
I would like to kiss her I would like to kiss him
Should they go out together? Tick Yes or No.
Yes
No

68
Should We Go Out Together? (2 of 2) Resource 14
When I see her... When I see him...
I feel ok I feel ok
I think she is a nice person I think he is a nice person
I think she would be a good friend I think he would be a good friend
I don’t mind if I don’t see her for a while I don’t mind if I don’t see him for a while
I do not want to kiss her I do not want to kiss him
Should they go out together? Tick Yes or No.
Yes
No

FeelyGauge (1 of 2) Resource 15
The Activity
Print copies of the FeelyGauge template for each learner and provide them with three coloured counters (or pieces of card)
each. To begin with, ask them to place their three coloured counters on the centre point of each of the three sliders.
Then ask a question or give them a stimulus word or phrase. If they feel a strongly negative emotion, they should slide the
counter to the extreme left; if they feel a strongly positive emotion, they should move it to the extreme right. If their feeling
is less strong, they should move the counter slightly in the appropriate direction. The FeelyGauge PowerPoint includes an
example to show the learners how to do this.
Offering your support, challenge your learners to come up with a ‘feeling’ word to describe as precisely as possible
how they feel – to describe the positioning of their slider. Encourage them to share their responses in pairs and, where
appropriate, as a whole class.
You can use this activity to complement several areas. It has clear relevance for the following key questions:
• How do I know if I am ready to have a boyfriend/girlfriend?
• How close do I want us to get?
• What is sexual activity?
• How does rejection feel?
The PowerPoint presentation includes ideas for each of these key questions. For the question What is sexual activity? use
words or phrases suggested by the class as stimuli for discussion.
Resources
FeelyGauge templates
Counters or small coloured pieces of card
PowerPoint presentation with stimulus questions

70
FeelyGauge (Template) (2 of 2) Resource 15
FeelyGauge

How Do I Ask Someone Out? Resource 16
Which of these ways to ask someone out do you think are good? Colour them green. Which do you think
are bad? Colour them red.
Would you like to go to

Get your coat, the cinema with me?
you’ve pulled.
You are looking lovely.
Would you like to sit
beside me on the bus?
My mate fancies you.

Would you go out with All the others turned me
him? down, but would you like
to go out with me?
They all said you’re fat

but I think you’re ok.
I’m going to a party.
Can we go out?
Would you like to come
with me?

72
How Do I Turn Someone Down? Resource 17
Which of these ways to turn someone down do you think are good? Colour them green. Which do you think
are bad? Colour them red.
Get lost! Get real!
I wouldn’t go out with

you if you were the last
person on earth.
No, thank you.

Thank you for asking,
but I am going out with
someone else.
I can’t go this time.

Why don’t you ask me
another time? Everyone, wait until
you hear what that
stupid person asked me!

My Ideal Friend (1 of 2) Resource 18
Decide what 6 things you would like a friend to be.

Cut and paste them into the boxes.

74
My Ideal Friend (2 of 2) Resource 18
nice eyes smokes arty long hair can cook
can dance can sing friendly smart thin

funny short tall sporty good hygiene

Fortune Line (1 of 4) Resource 19
The Activity
Provide your group with Fortune Line templates and picture cards. These cards show a story dealing with teenage themes
such as ‘knowing how to say what you want or don’t want’ and ‘belonging vs. rejection’. Work through the following stages:
• Share the story with the learners by looking at the story cards in sequence and studying the pictures and text.
• Have the learners place the cards on the central dotted line of the Fortune Line template, as demonstrated in the
PowerPoint demonstration.
• Ask them to move the cards up or down to show how happy they think Lucy is feeling at each stage of the story.
Alternatively, they could mark a cross on the graph for each stage of the story, and connect the crosses with a line to
show how Lucy’s feelings changed over time.
Fortune Lines probe learners’ understanding of a sequence of events – usually a story – by requiring them to estimate and
graph one or more dimensions that change over time. In this case, the dimension graphed is ‘happiness’.
Extension
For a higher level of challenge, use one or more of the following:
• distribute the six story cards to each learner or group, and ask them to work out a possible sequence;
• distribute the cards one by one, and challenge learners to predict at key moments What happens next?;
• use the Fortune Line to provide structure for a piece of writing; or
• challenge learners to make links between cause and effect by using a Thinking Script, for example:
Because Katy felt uncomfortable, she…
Because the boys had been drinking, they…
Because Lucy wanted to fit in, she…
Lucy was upset at the end because…
Once they’ve mastered the Fortune Line technique, on future occasions you could ask the learners to select suitable events
or scenes from another story they are reading and repeat the activity. (NB: These should be sequential, linked events.) You
could also try reversing the procedure: give the Fortune Line first with a happiness line graphed on it, and ask the learners
to position the events along the line.

76
Use drama conventions such as Freeze Frame, Thought Tracking and Role Play to further explore motives, feelings and
alternative courses of action.
Freeze Frame: Have your learners recreate the story as a group, freezing the action at a crucial moment of decision.
Thought Tracking: Learners from the ‘audience’ take it in turns to place their hand on a character’s shoulder and speak
out what they are thinking or feeling at that moment.
Role Play: Encourage your learners to explore how different characters could have responded in different ways, and play
out the consequences. Ask appropriate questions, such as:
Why was Lucy so upset at the end?
What happened to her?
How could the story have had a happier ending?
Resources
Fortune Line templates (printed on A3 paper)
Story cards (printed on A4 paper or card)

time

78

What Is Sexual Activity? (1 of 3) Resource 20
Aim
To sort information into simple, distinct categories (most learners).
To classify information in a more sophisticated manner, showing awareness of overlap between categories, and begin to
give reasons to explain and justify their decisions (some learners).
The Activity
Select and print the Venn Diagram template.
Distribute the behaviour cards and invite your learners to classify each one as ‘sexual’ or ‘non-sexual’ behaviour. The
accompanying PowerPoint presentation shows how to do this. This activity encourages learners to develop the skill of
classification.
Extension
Some of the behaviours could be placed in either category – they could be either sexual or non-sexual – depending upon
the context. Give more able learners the chance to figure out for themselves how to show this overlap visually on the
Venn diagram.
Resources
Venn diagram (printed on A3 paper)
Behaviour cards for categorisation (printed on A4 paper)

80
Are the actions sexual or non-sexual? Put them in the correct area. Some actions could be in both. Put them in the overlapping area.
Sexual Non-sexual
With a With a friend or
sexual partner family member
YES SOMETIMES NO
making love dancing shaking hands

kissing on the
cheek stroking hair hugging
SEX
touching private
smiling parts holding hands

82
Building A Relationship Resource 21
1. 2. 3.
flirting holding hands kissing

Having Sexual Intercourse Resource 22
1. 2. 3.
cuddling with no foreplay sexual intercourse

clothes on

84
Getting Help (1 of 2) Resource 23
As a young adult, you may find yourself in situations where you need help or someone to talk to. Who do
you think you should talk to if you were in these situations?
someone you didn’t you thought you someone was forcing you thought you had a
know tried to touch (or your girlfriend) you to do something sexually transmitted
your private parts were pregnant you didn’t want to do infection (STI)
Ideas Bank
parent family planning clinic doctor social worker police

Getting Help (2 of 2) Resource 23
you found out you you said ‘no’ but you wanted someone you knew was
(or your girlfriend) someone forced you birth control abusing you
were pregnant to have sex
Ideas Bank
parent family planning clinic doctor social worker police

86
Extension Questions: Sexual Health Resource 24
You may wish to use some of these prompt questions to further explore issues which are relevant or of concern to
learners. Develop or extend them as appropriate to suit the needs of your class.
• How do I keep myself healthy sexually?

• How do I get birth control?
• Do I understand that sexual intercourse can lead to pregnancy?
• Who would tell me if I am pregnant?
• What do I do if I have a pregnancy I want?
• What do I do if I have a pregnancy I don’t want?
• Where can I find sexual protection advice/information?
• What is an STI/STD?
• How do I know if I have an STI/STD?
• What do I do if I have an STI/STD?
• What do I do if I have physical difficulties with sex?
• What is an abusive relationship?
• How do I know if I am in an abusive relationship?
• What do I do if I am in an abusive relationship?

Traffic Lights Resource 25
NO
MAYBE
YES

88
What Should He Do? Resource 26
The boy and the man are sitting. The man is very close to the boy. The man is touching the boy.
Is the boy happy? Is the boy happy? Is the boy happy?
The boy is running away. The man is sitting alone. Draw a picture of what the boy should
Did he do the right thing? Is he a good man? do now.

Making Decisions (1 of 3) Resource 27
Aim
• To examine two or more options and weigh up pros and cons in order to make a decision (most learners).
• To predict the impact of a particular course of action, making connections between cause and effect (some learners).
The Activity
Print out copies of one of the two Decision Making frames, allowing for either two or three options, whichever is more
appropriate for your learners. Present the example problem/question: ‘My boyfriend/girlfriend says he/she doesn’t want
to go out with me anymore. How should I respond?’ Show the example responses on the accompanying PowerPoint, and
discuss their pros and cons.
You could present other related scenarios and complete the template with different possible responses. Example
scenarios from this unit include:
• What should Katy (or Lucy) do?
(How can I say what I want? See Fortune Line activity)
• I really like this girl/boy at school but (s)he doesn’t take any notice of me. How can I show that I like him/her?
(How do I ask someone out?)
• My best friend and I both like the same boy/girl at school. What should we do?
(How do I ask someone out? How does rejection feel?)
• My boyfriend/girlfriend keeps pushing me to do more than just kiss and cuddle. I don’t want to. What should I do?
(How can I say what I want? How close do I want us to get?)
You could also use scenarios from TV series and magazines. Encourage your learners to enact the storylines through
role play, freeze framing the action at the critical moment of decision.
The Decision Making frame is useful for encouraging learners to work together to come up with a thoughtful response. It
can also help them prepare for a Thought Tracking activity (see the Fortune Line activity).
Extension
To raise the level of challenge, increase the number of options for learners to consider. You could challenge some
learners to suggest a range of different options themselves.
Resources
Making Decisions templates (printed on A3 paper)

90
Question or problem
Option 1 Option 2 Option 3
Pros Cons Pros Cons Pros Cons
Decision

Question or problem
Option 1 Option 2
Pros Cons Pros Cons
Decision

92
Why Are Some Sexual Relationships Not Allowed? (1 of 2) Resource 28
Some sexual relationships are inappropriate and against the law. Do you know why it is wrong for these
people to be in a sexual relationship? Circle the correct answers.
A young boy and an older woman
This is against the law because... This is against the law because...
a. The man is too old a. The male must be older than
b. The girl is under 17 the female
c. The man has grey hair b. The woman is over 50
c. The boy is under 17
This is against the law because...

a. A man cannot have sex with
another male
b. The boy is under 17
c. The boy asked the man

Why Are Some Sexual Relationships Not Allowed? (2 of 2) Resource 28
A man and a woman on the street

a. It is too cold
b. The street is a public place
c. It is too windy

a. The woman is unable to say ‘yes’
b. The man didn’t take the drugs
c. The drugs were out of date

94
Concept Target (1 of 3) Resource 29
Aim
• To explore and develop understanding of what ‘marriage’ is all about (most learners).
• To give reasons to explain their ordering and justify their opinions (some learners).
The Activity
Give your learners a set of Concept Target cards. The idea is that these may or may not illustrate the concept of
marriage. Ask the learners to position these cards on the Target template to show how much they think each one has to
do with marriage. The closer they position a card to the centre of the target, the more important they think the concept is
in marriage. See the demonstration on PowerPoint.
A Concept Target aims to help learners explore and develop their understanding of a particular concept that lies at the
heart of a lesson or unit.
As with the Concept Line, the idea is to deliberately include ‘examples’ where learners will be less certain, where they
will tend to disagree with each other, where they will have to consider what others say and may have second thoughts
and change their minds as the discussion proceeds. In the process, they are encouraged to think, justifying their opinions
and challenging the opinions of others.
Extension
The level of difficulty can be raised by increasing the number of ‘example’ cards. You could challenge some learners to
come up with ‘example’ cards of their own.
Resources
Concept Target templates (printed on A3 paper)
Concept Target cards (printed on A4 paper or card)

What is marriage all about?

NOT AT ALL
about this
A BIT
about this
QUITE A LOT
about this
A LOT
about this

96
having a nice making being good

fighting
house meals friends
going on
arguing doing chores holiday making love
together
helping each not being having promising to

other alone children stay together

Why Do Couples Worry? Resource 30
What do you think these couples are worried about? Can you think of anything else couples might
worry about?
leaving home starting a family buying a house money

Knowing and Growing:
Thematic Unit
My Body
Learning for Life and Work (SLD)

Becoming Teenager

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Knowing and Growing:

Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

Curriculum Objective: To develop the young person as an individual

1 Knowing and Growing Thematic Unit Becoming A Teenager

Statements of Minimum Requirement

Personal Development Personal Development Personal Development

Personal Development Personal Development Personal Development

Personal Development Personal Development Home Economics

Knowing and Growing Thematic Unit Becoming A Teenager

3 Knowing and Growing Thematic Unit Becoming A Teenager

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk

Skills tabs printed in yellow are Cross Curricular Skills

Knowing and Growing Thematic Unit Becoming A Teenager

Resource 4: Clean Or Not Clean

As an extension activity on personal cleanliness, ask your learners to order and

Resource 5: Personal Hygiene

5 Knowing and Growing Thematic Unit Becoming A Teenager

Use the activity described in Resource 6 to focus on the characteristics that

Resource 6: Do We All Like The Same Things?

Knowing and Growing Thematic Unit Becoming A Teenager

• newspapers, magazines and/or the internet

7 Knowing and Growing Thematic Unit Becoming A Teenager

Knowing and Growing Thematic Unit Becoming A Teenager

Resource 9: Appropriate Greetings

PP: Appropriate Greetings

Resource 10: How Do I Know?

Resource 11: How Should I Greet These People?

9 Knowing and Growing Thematic Unit Becoming A Teenager

Resource 12: Who Should Emma/Tom Choose?

PP: Who Should Emma Choose?

PP: Who Should Tom Choose?

Knowing and Growing Thematic Unit Becoming A Teenager

Listen to and take

PP: Opinion Corners

11 Knowing and Growing Thematic Unit Becoming A Teenager

Resource 15: FeelyGauge

Knowing and Growing Thematic Unit Becoming A Teenager

13 Knowing and Growing Thematic Unit Becoming A Teenager

PP: Friendship Communication -

Knowing and Growing Thematic Unit Becoming A Teenager

Resource 19: Fortune Line

15 Knowing and Growing Thematic Unit Becoming A Teenager

PP: What Is Sexual Activity? Demonstration

PP: My Body Parts

Knowing and Growing Thematic Unit Becoming A Teenager

Resource 22: Having Sexual Intercourse

You may find the website www.coping.org/specialneeds/sexual.htm helpful.

17 Knowing and Growing Thematic Unit Becoming A Teenager

Resource 24: Extension Questions: Sexual Health

Knowing and Growing Thematic Unit Becoming A Teenager

Resource 25: Traffic Lights

• teenage dolls such as Barbie and Ken

Resource 26: What Should He Do?

19 Knowing and Growing Thematic Unit Becoming A Teenager

Investigate coping strategies, for example concentrating on positive things,

Examine the problem page in a teenage magazine or website. As a group, create a

Knowing and Growing Thematic Unit Becoming A Teenager

21 Knowing and Growing Thematic Unit Becoming A Teenager

Resource 30: Why Do Couples Worry?

Knowing and Growing Thematic Unit Becoming A Teenager

What’s Attractive? Resource 1

smile being smart weight