For Key Stages 3 and 4 PSHE and Citizenship students
Teachers’ Notes
Each section below gives an overview of the subject covered by the webpage, suggestions for
extension work and links to resources - activities and a Worksheet – for use in the classroom
or as homework.
Sections can be used individually, or linked together to form a programme of lessons on teen
issues.
Click a section below.
» The Feel Good Factor
| Page |
www.catie.org.uk/feel-good-factor/ |
| Learning |
This page introduces teenage concerns and prompts students to
consider themselves and how they fit into society. The activities
ask students to consider what makes them happy and sad.
It looks at the history of teenagers and considers the different
teenage groups. It will support PSHE objectives in developing
confidence and responsibility, helping students to make the
most of their abilities.
Extension work could be carried out looking at youth cultures,
and discovering local sources of help for young people.
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| Resources for this
section |
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» Being a teenager
| Page |
www.catie.org.uk/feel-good-factor/being-teenager.aspx |
| Learning |
This page looks at the physical changes of adolescence and
puberty and basic hygiene that can help young people feel
better about themselves. The activities look at the products
available for personal care and encourage young people to
develop a sense of identity and self image.
Extension work could involve presenting advice to younger year
groups. An alternative extension activity could be to analyse
media images and their influence on young people.
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| Resources for this
section |
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» Looking after yourself
| Page |
www.catie.org.uk/feel-good-factor/looking-after-yourself.aspx |
| Learning |
This page contains basic health information about exercise,
dental hygiene, skin care in the sun and encourages students to
adopt a healthier, safer lifestyle.
Extension work could involve collecting information and
leaflets from the local Health Centre, and online, to create a
display board.
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| Resources for this
section |
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» Knowing yourself: the right choice
| Page |
www.catie.org.uk/feel-good-factor/knowing-yourself.aspx |
| Learning |
This page contains basic careers guidance information. The
activities contain lots of methods by which students can learn
more about themselves, what their skills and attributes are, and
what they might do in the future.
Extension work could be developed using the National Careers
Service website which provides plenty of detailed
information about subject choices, careers and training.
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| Resources for this
section |
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» Selling yourself
| Page |
www.catie.org.uk/feel-good-factor/selling-yourself.aspx |
| Learning |
This page gives careers-based advice on filling in application
forms and writing CVs. It can be used in conjunction with the
Knowing yourself page in lessons about careers.
Extension work could be developed using the National Careers
Service website. Links could also be built
with local employers who may be available to help with
mock interviews and give feedback to students. Most areas
have local business and education partnerships which
aid the work of schools.
School visits to businesses in the
cosmetics industry is something we are looking at as an
extension to CATIE resources. If you are interested, please
visit www.scs.org.uk/content.aspx?pageid=234 fill in the online form and we’ll contact you.
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| Resources for this
section |
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» The world of work
| Page |
www.catie.org.uk/feel-good-factor/world-of-work.aspx |
| Learning |
This page contains information about different types of
employment and gives an overview of different employment
sectors. The activities get students thinking about companies
and how different sized companies are organised.
Extension work could involve inviting local employers to come
and talk to students, giving information on specific businesses.
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| Resources for this
section |
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» Being part of our society
| Page |
www.catie.org.uk/feel-good-factor/being-part-of-our-society.aspx |
| Learning |
This page looks at rights and responsibilities, voting, schools
councils and youth parliaments. It is designed to be used in
citizenship lessons on legal and human rights, the role of
Parliament and opportunities to influence change.
Extension work could involve researching a political, spiritual,
moral, social or cultural issue in the news.
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| Resources for this
section |
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» Business and environment
| Page |
www.catie.org.uk/feel-good-factor/business-and-environment.aspx |
| Learning |
This page contains information on the use of our natural
resources. It looks at the impact that big businesses and fair
trade have on the environment and the global economy.
The activities can be used to support work on rights and
responsibilities, playing a part in society and looking at
opportunities for change.
Extension work could involve developing an investigation into
aspects of globalisation and the advantages and disadvantages
of fair trade goods.
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| Resources for this
section |
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» Being safe
| Page |
www.catie.org.uk/feel-good-factor/being-safe.aspx |
| Learning |
This page contains information on health and safety, laws that
are designed to protect consumers and the public, and testing
and development of new products.
Extension work could be to research how health and safety laws
and other legislation have been changed, e.g., banning smoking
in public places, forcing people to wear seat belts, controlling
music, file-sharing sites on the Internet.
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| Resources for this
section |
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» Your views are important
| Page |
www.catie.org.uk/feel-good-factor/your-views-are-important.aspx |
| Learning |
This page gives the views, attitudes, and worries of teenagers
gathered from a survey. It looks at how work, friendships,
relationships, appearance and drugs are all common concerns
of this age group.
Extension work could be to carry out a similar survey in your
school and present findings for discussion.
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| Resources for this
section |
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Possible school projects
- Community enhancement projects, where students create a plan to improve an
environment, campaign about litter or rubbish or raise recycling awareness
- Involvement in local government, where students campaign about specific local issues, for
youth facilities or take action relating to local planning or development issues
- Global awareness, where students become involved with an aid agency such as Oxfam,
arrange a theme day or twin with other schools in other countries
- Human rights, where students become involved with an organised group such as Amnesty
International and investigate specific human rights cases or organise a campaign of protest
- Democratic involvement, where students set up a school council, form, or take part in a
Youth Parliament or organise a petition/letter- writing campaign
- Animal Rights, where students investigate testing on animals and the work of groups such
as the RSPCA, FRAME (Fund for the Replacement of Animals in Medical Experiments) or
Compassion In World Farming.
Information
The resources have been developed by educational specialists, with funding
from the CTPA.