Rosie’s story: What happens if families change?

Resource 1
 TEACHER SLIDE – PREPARING TO TEACH
Preparing to teach and using these slides
The slides headed ‘teacher slides’ assist the
teacher in setting up and running the
learning.
Slide 8 onwards are for the learner-facing
learning.
Please read the Teacher Guidance
(Resource 1) for ‘Rosie's Story’ before
teaching.
Have slides in presenter mode – notes are
available under each slide to aid teaching
Support: and extension:
activities are suggested where appropriate
(icons on bottom right corner of slides).
Resources
 Sticky notes.
 An ‘ask-it-basket’/question box for
learners to ask questions confidentially.
 Save for the above, no additional teaching
resources are needed to teach this learning
session.
Timing
 The learning will take place over
45 minutes.
 TEACHER SLIDE – THE CURRICULUM FOR WALES

This resource for learners working at Progression steps 2 and 3 helps to meet the four purposes
of the Curriculum for Wales which states that the aim of a school’s curriculum is to support its learners
to become:
 ambitious, capable learners, ready to learn throughout their lives
 enterprising, creative contributors, ready to play a full part in life and work
 ethical, informed citizens of Wales and the world
 healthy, confident individuals, ready to lead fulfilling lives as valued members of society.

This resource will particularly help on two of these four purposes, helping learners to become:
 ethical, informed citizens of Wales and the world
 healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
 TEACHER SLIDE – GUIDANCE ON RSE

Curriculum for Wales Guidance on RSE states that RSE should:

 discuss RSE in the context of children’s rights as protected by the United Nations
Convention on the Rights of the Child (UNCRC) rights
 highlight the right … to be heard and involved in decision-making (UNCRC, Article
12)
 be positive, protective and preventative, considering how learners might need to be
supported to:
 understand and cope with change conflicts and pressure [here, if parents and
carers separate]
 … know how to seek support [and]
 … seek help and advice where appropriate.
TEACHER SLIDE – STATEMENTS OF WHAT MATTERS
In Resource 1 and 2, discussing when parents
and carers separate and normalising the range
of emotions that children and young people
may go through when parents and carers
separate covers a number of ‘statements of
what matters’. For example, from
Health and Well-being:
 how we process and respond to our
experiences affects our mental health and
emotional well-being
 healthy relationships are fundamental to our
well-being.
In Resource 2, children and young people
learning about their right to express their
opinions under the UNCRC, Article 12 when
decisions are being made following the
separation of their parents and carers covers a
number of 'statements of what matters' such as
this one from Humanities:
 Informed, self-aware citizens engage with the
challenges and opportunities that face
humanity, and are able to take considered and
ethical action.
 TEACHER SLIDE – PROGRESSION STEPS
Resource 1, discusses parental separation and
normalises emotions that children and young
people may go through. Resource 2 discusses
sources of support for children and young
people on parental separation. Both resources
will help learners understand key areas outlined
in Progression steps 2 and 3. For example, from
Health and Well-being:
 how we process and respond to our
experiences affects our mental health and
emotional well-being
 healthy relationships are fundamental to our
well-being.
In Resource 2, children and young people learn
about their right to express their voice and be
heard when decisions are being made following
the separation of their parents and carers.
Learners will increase their understanding in
Progression steps 2 and 3 such as this one from
Humanities:
 Informed, self-aware citizens engage with the
challenges and opportunities that face
humanity, and are able to take considered and
ethical action.
 TEACHER SLIDE – LEARNING AND SUGGESTED
TIMING
Activity Description Suggested
timing
Introduction Ground rules, learning objectives and outcomes. 5 minutes
Baseline activity Learners will suggest key words associated with ‘family’ and the different people 8 minutes
who can be part of a family.
What do families do Learners will discuss on their tables what family members, or people that are 7 minutes
for one another? special to them, do to make them feel loved and cared for.
Introducing Rosie Learners will be introduced to Rosie; her home, school friend, teacher and hobby. 2 minutes
Who is in Rosie’s In pairs, learners will be asked to consider the people and groups that are important 6 minutes
family? to Rosie and decide which are part of her family.
Rosie’s feelings Learners will consider how Rosie might have been feeling after her parents 10 minutes
separate and how Rosie’s friend Billy could support Rosie.
Endpoint assessment Learners will revisit and revise the baseline answers as appropriate. 5 minutes
Further support Learners will consider the further support available in school and online. 2 minutes
 GROUND RULES

We will: We will not:

 be kind and compassionate towards  give information about our family’s
each other story
 talk about ‘someone I know…’ rather  tell anyone else about other people’s
than using a person’s name story
 have the right not to answer  judge others
 comment on what is said, not who has  put anyone on the spot
said it  ask personal questions or try to
 seek help in school/encourage friends to embarrass someone.
seek help if needed.
ROSIE’S STORY: WHAT HAPPENS IF FAMILIES CHANGE?
RESOURCE 1 – LEARNING OBJECTIVE

Learning objective
 To learn about different types of families
and how they can change
ROSIE’S STORY: WHAT HAPPENS IF FAMILIES CHANGE?
RESOURCE 1 – LEARNING OUTCOMES

Learning outcomes
Learners will be able to:
 describe the different ways in which people
can be a family
 explain some of the ways that families
show that they care for each other
 describe the range of emotions that
children and young people may feel when
parents and carers separate and what
friends can do to support them at that time.
BASELINE ACTIVITY –WHAT IS A FAMILY?

What is a family?
Who can be part of a
family?
What words do you think
of when you think about a
family?
 WHAT DO FAMILIES DO FOR ONE ANOTHER?
What do families do
for one another to
show that they care?
Look after each
other, e.g. when ill
Help each other to
clean the house
Say they love each
other/give hugs
Help each other, e.g.
tie shoelaces
Make food for each
other
Play together, e.g. in
the park
Go on holidays
together
Help with homework
Praise each other when
Say sorry when they have they do well
upset each other
 MEET ROSIE

Rosie’s
house

Rosie’s Rosie’s
Rosie friend, teacher,
Billy Mr Green
Rosie likes to go bowling
 WHO IS IN ROSIE’S FAMILY?
Rosie’s Dad’s
brother partner
Jack Min and
and her son,
her Jonny
sister
Chloe

Rosie’s
dog,
Max
Rosie’s
Uncle
Mike,
Mike’s
husband, Rosie’s
Will and neighbour
their Tom and
adopted Tom’s
son, Ollie family
 ROSIE’S FEELINGS: HOW MIGHT ROSIE HAVE FELT
WHEN HER PARENTS SEPARATED?
1) It’s not happening! Not wanting to believe that her I'm sad it’s happened It’s not
parents are separating. but I’m ok. happening!

2) Why is this happening? Frustrated, confused and

angry that this is happening to her.
Feelings
3) How can I stop this happening? Thinking this is her
fault/changing her behaviour to try to stop the separation. I don’t want Why is this
4) I don't want this to happen! Sad, wanting things to go this to happen! happening?
back to how they were.
How can I
5) I'm sad it's happened but I’m ok: Coming to terms stop this
with the changes in her family. happening?
 ENDPOINT ASSESSMENT ACTIVITY

What is a family?
Who can be part of a
family?
What words do you think
of when you think about a
family?
 FURTHER HELP AND SUPPORT IN SCHOOL

For further help and support in school contact:

 your teacher/teaching assistant
 senior staff in the school
 FURTHER HELP AND SUPPORT OUT OF SCHOOL

NYAS Cymru - www.nyas.net/nyas-cymru/ Children’s Commissioner for Wales -

(Tel: 0808 8081001) www.childcomwales.org.uk/
(Tel 0808 801000)
NACCC - https://naccc.org.uk
(Tel: 01159 484557) Relate Cymru -
www.relate.org.uk/cymru/children-an
Childline Cymru - d-young-peoples-counselling
www.childline.org.uk/info-advice/home-fami
lies/family-relationships/divorce-separation/
(Tel: 03000030396)
(Tel: 0800 1111) Cafcass Cymru -
The Exchange- https://gov.wales/cafcass-cymru/famil
https://www.exchange-counselling.com/prim y-separation
ary/
(Tel: 0300 456 4000)
(Tel: 0330 2020283)