Y8 Booklet PSHEE for Quiz PDF

# Warwick School ## Y8 PSHEE ### Name ### Form ## Protected Characteristics | Feature | Description | |---|---| | Gender | | | Pregnancy & Maternity | | | Religion or Belief | | | Disability | | | Age | | | Gender Reassignment | | | Marriage or Civil Partnership | | | Race | | | Sexual O...

# Warwick School ## Y8 PSHEE ### Name ### Form ## Protected Characteristics | Feature | Description | |---|---| | Gender | | | Pregnancy & Maternity | | | Religion or Belief | | | Disability | | | Age | | | Gender Reassignment | | | Marriage or Civil Partnership | | | Race | | | Sexual Orientation | | | Equality Act 2010 | | ## Fundamental British Values | Feature | Description | |---|---| | Democracy | VOTE | | Individual Liberty | | | Rule of Law | | | Religious Tolerance | ☆ | | Mutual Respect | | # Contents ## Topic 1 - Healthy Choices ### Lesson 1 - Healthy Diet - 4 ### Lesson 2 - Exercise - 5 ### Lesson 3 - Testicular & Prostate Cancer - 6 ## Topic 2 - Up in Smoke ### Lesson 1 - Cigarettes - 8 ### Lesson 1 - Vaping - 11 ### Lesson 3 - Cannabis - 20 ## Topic 3 - The Man in the Mirror ### Lesson 1 - Appearance Ideals - 21 ### Lesson 2 - Eating Disorders - 23 ### Lesson 3 - Rejecting Appearance Ideals - 26 ## Topic 4 - Prejudice & Extremism ### Lesson 1 - What Prejudice Looks Like - 28 ### Lesson 2 - Extremism - 30 ### Lesson 3 - Countering Extremism - 33 ## Topic 5 - Healthy Relationships ### Lesson 1 - Relationship with yourself - 36 ### Lesson 2 - Romantic Relationships - 39 ### Lesson 3 - Marriage and families - 42 ### Lesson 4 - Relationship Breakdown - 44 # Topic 1 - Healthy Choices ## Lesson 1 - Healthy Diet 1. Do you eat breakfast? - always - sometimes - never 2. What sort of breakfast do you have? - cereal, toast, drink - bacon & eggs - just a drink 3. How many meals do you have in a day? - three or four - two - one 4. How many snacks do you have as well as your meals? - none - one or two - three or more 5. How many times do you eat red meat? - less than four times a week - up to six times a week - more than six times a week 6. How many times do you eat fruit and vegetables? - three times a day at least - once or twice a day - once or twice a week 7. Do you eat lots of fried foods? - once a week - three or four times a week - on most days 8. Do you always have pudding? - once or twice a week - several times a week - everyday 9. What do you use on your bread? - low fat polyunsaturated spread - some margarine, a little butter - butter 10. Do you eat white meat or fish? - once a day - a couple of times a week - rarely 11. Do you eat brown bread? - all the time - sometimes - never 12. Do you cut your fat off your meat? - always - sometimes - never 13. Do you drink lots of cups of tea and coffee? - one or two cups a day - three or four cups a day - more than five cups a day 14. Do you drink alcohol? - one drink a day - two or three drinks a day - more than four drinks a day Total: _________________/28 # Lesson 2 - Exercise 1. Do you like exercising? - A lot - I quiet like it - Not really - Not at all 2. How often do you exercise each week in addition to Games/PE lessons? - Only lessons - Outside sports practices - Gym sessions - Outside sports practices & gym sessions - Other (please specify) 3. Why do you exercise? (you can tick more than one answer) - Because I have to - Because it makes me feel good - In order to make me fitter - Because it makes my body look better - In order to hang out with my friends - Because I love the challenge - Because I love competition - Other (please specify) 4. Do you link your diet to exercise? (you can tick more than one answer) - I don't think about exercise and diet together - I eat certain food at meals to help my exercise - I take protein powder/supplements -I drink energy drinks before and during exercise - I sometimes don't eat in order to improve my body - I sometimes make myself throw up to improve my body - Other (please specify) 5. Do you worry about exercising? - A lot - Sometimes - Rarely - Not at all 6. Do you think that the school gives you enough information about how much exercise is healthy, how and when to exercise, what to eat and when etc? - Definitely - Mostly - Only partially - Not at all 7. If you were worried about this, what could you do? # Lesson 3 - Testicular & Prostate Cancer ## Testicular Cancer 1. Which is the most likely age to develop testicular cancer? - 10-14 - 15-45 - 50-60 2. Is testicular cancer becoming more or less common? - More - Less 3. What is the most common symptom of testicular cancer? - Headache - Hard lump in the balls - An ache in the balls 4. Are you at more risk of developing testicular cancer if... - Your brother has had it - Your father has had it - Neither 5. How often should you check your balls? - Once a day - Once a year - Every 6-months - Once a month 6. When is the best time to check you balls? - After a warm/hot bath - After an ice cold shower 7. What percentage of men will survive early testicular cancer? - 10% - 50% - 75% - 98% 8. What hormone is made by the testicles? - Testosterone - Oestrogen - Glucose 9. What is the most common cause of testicular cancer? - Kick in the balls - An undescended testicle 10. How many men in the UK are diagnosed with testicular cancer every year? - 10,000 - 5,200 - 2,400 - 100 11. What is an operation to remove the testicle called? - Nutoptomy - Ballplasty - Orchidectomy ## Prostate Cancer 1. What does your prostate do? - Stores urine until it is excreted - Filters your blood, removing waste and extra water to make urine - Secretes fluid that nourishes and protects sperm 2. Which is the most likely age to develop prostate cancer? - 10-14 - 15-45 - 50-60 3. What is the most common symptom of prostate cancer? - Headache - Hard lump in the balls - Needing to go to the toilet more frequently and finding urinating difficult 4. How many men in the UK are diagnosed with prostate cancer every year in the UK? - 470,000 - 47,000 - 4,700 - 470 5. What is the 5-year survival rate for 60-69 year old men with prostate cancer caught at an early stage (1 or 2)? - 65% - 75% - 85% - 95% # Topic 2 - Up in Smoke ## Lesson 1 - Cigarettes Why do some people smoke? Why is smoking bad for you? # Smoking Case Studies Work in fours to discuss one of the following two scenarios: - **Group A:** Harry, aged 14, finds cigarettes in his older sister's bedroom. - **Group B:** Daniel is in the park with his friends, who are smoking. Someone he really likes offers him a cigarette. You need to consider the following: - What are their thoughts? - What are their feelings? - What are their actions? Now discuss and write down answers to the following questions: - What might Harry or Daniel do in these scenarios? - Why might Harry or Daniel choose to start smoking? - Why might they not want to start smoking? (Health, social, financial reasons) - How are the two scenarios different? - In which one is someone more likely to start smoking? Why? - How does peer influence affect our choices? # Your advice: Imagine that Daniel or Harry has started smoking and asked you for your opinions and advice. Browse the Rise Above site to find information that you think would be useful. Make notes below. https://riseabove.org.uk/tag/drinking-smoking-drugs/ # Lesson 2 - Vaping What is an e-cigarette? *Label the four different elements.* Why do so a lot of young people vape? Some 3.6 million people in Britain, or 7.1 per cent of adults, use e-cigarettes, according to research by the charity Action on Smoking and Health. In 2021, a survey showed that 11.2% of 11-17 year-olds had tried vaping. Work in pairs to come up with reasons why lots of teenagers choose to vape. ## Vaping Article Read the article on the next page entitled ‘Elf Bars and me: I’m a vaping addict, so will I get gum disease?’. As you read the article, complete the questions below. 1. How are disposable vapes such as Elf Bars designed and advertised to attract younger people to buy them? 2. How popular is usage of vapes? 3. Vaping can cause significant issues with your lungs. It also can cause other health effects. How does vaping affect users’ gums? 4. Why does vaping cause this? 5. How can vaping affect your finances? # Lesson 3 - Cannabis Why do people use cannabis? What issues can using cannabis create? # Topic 3 - The Man in the Mirror ## Lesson 1 - Appearance Ideals What can you see? *An appearance ideal is the way that our culture tells us is the ideal way to look at a certain moment in time.* *Current Appearance Ideals* *Annotate onto the male outline body the physical features that make up today’s appearance ideals. These are what you think society currently tells us is the ideal appearance for men. An example has been added for you.* _'Six pack' abs.._ ## Lesson 2 - Eating Disorders 1. How does Freddie describe bulimia? 2. When did Freddie’s worries about body image start? 3. How many people in the UK suffer from eating disorders? What ratio are male? 4. How does Freddie feel about his weight now? Does it surprise you? 5. What does Dr Amari Naseem say are the other things that characterize bulimia apart from throwing up? 6. How often does Freddie say that he thinks about his weight and body image? 7. Freddie talks to the family of Lawrence, a bulimia sufferer. What symptoms did Lawrence experience as his bulimia got worse? 8. How does Freddie think that his bulimia may have affected his cricket career?9. Freddie meets Simon, a bulimia sufferer, who admits that he will eat up to 6000 calories in a binge and then fast for a day. Why does Simon say that he does this? 9. How often does Freddie exercise? For how long each time? 10. To get ready for a boxing bout, Freddie lost 31½ stone, going from 118kg to 96kg in three months. He says that he wanted to have clearly defined abs. How did he feel once he had them? 11. Freddie meets Aidan, a former boxer who has an eating disorder. Why does Aidan say it is so hard as a male to talk about his bulimia? 12. Why does Freddie say that he doesn’t eat breakfast? 13. What percentage of men who have eating disorders are undiagnosed? 14. People who get treatment are 9 times more likely to recover? What does treatment involve? *Discuss with a partner the key things that you have taken from watching this programme. Then feed them into a class discussion* ## Lesson 3 - Rejecting Appearance Ideals What else can I value in myself? *The things that make us different are the things that make us unique and valued. Complete the exercise below to celebrate the qualities and interests that make you unique.* 1. *A quality I admire about myself is:* 2. *Something I enjoy doing is:* 3. *In future I would like to spend more time:* 4. *In order to make appearance less important to me and to prevent myself from focusing on appearance ideals:* *I could...* *This would make me feel... because...* 5. *In order to make appearance less important to others and to prevent others from focusing on appearance ideals:* *I could...* *This would make them feel... because...* *What makes my friend unique and special?* *You're seated next to someone you get on with. Give them your activity sheet to write on and make sure you have theirs.* *Complete the exercise below, writing on your partner's activity sheet. You could write about what they do, what they like, how they act around people, what you really notice about them. Whatever your write, remember to keep it positive and respectful.* *When your told to, return the sheet to your partner and read what they have written about you. Look your partner in the eye and thank them.* *The person I am writing about is:* *One thing I like about_______________ is that...* *A really individual thing about_________________ is that...* # Topic 4 - Prejudice & Extremism ## Lesson 1 - What Prejudice Looks Like What does prejudice look like? *Watch the video “Gareth Thomas vs Homophobia" and as you watch answer the questions below* https://warwickschools.planetestream.com/View.aspx?id=104788~6c~NeyzEw6pQGHT (from 2:30 to 32.32) https://www.youtube.com/watch?v=lCl5zSrrTLg&t=419s (up to 30.02) 1. What different homophobic chants can you hear by the different football fans? 2. What does LGBT stand for? 3. Why have Leeds United sponsored the Sunday league football team's kit with the logo “Marching Out Together”? 4. Why was the football offences act passed in 1991? What discrimination doesn’t it cover? 5. What happened to Joshua Fashanu, a professional footballer, when he came out as gay in 1989? 6. What proportion of people in the UK are lesbian, gay, bisexual or transgender? 7. Why have so few footballers come out as gay? What do many fear? 8. How was it for Gareth Thomas when he came out as openly homosexual? 9. How did others in his rugby team react when Gareth came out as gay? 10. How are people who are openly gay in women's football received? 11. What was the message from the "You Can Play" campaign? 12. What is the rainbow laces campaign? Why has it been less successful? ## Prejudice at Warwick School What would prevent a person who thinks they are gay at Warwick School from coming out? What can be done by all of us to make Warwick School a place where we welcome people regardless of their sexuality by all of us to make Warwick School? ## Lesson 2 - Extremism *Key Terms* *What do the following terms mean?* - Extremism: - Terrorism: - Radicalisation: What different causes do people turn to violent extremism over? ## Lesson 3 - Countering Extremism *How you can avoid becoming radicalised* *Watch the following two videos, the experiences of a mother in America whose son was radicalised, and a teenager in the UK who joined far-right groups. As you watch, answer the questions below.* https://www.youtube.com/watch?v=y1A-51z03NU https://www.youtube.com/watch?v=udRpKAlu-Q8 1. Where does Joanna Schroeder say young teenagers can be radicalised, in particular by far-right white supremacists? 2. What ‘warning words’ did she hear her sons starting to use? 3. What phrase is often used by people in the alt-right towards people who are confronting racism or sexism? 4. How did Joanna find out that her son had been exposed to alt-right content through his phone? 5. How do these messages on social media normalise extremism? How do they desensitise young people to extremist views? 6. Why are young people particularly vulnerable to these types of messages on social media? 1. Why does the 15-year-old boy, Mark, choose to attend the rally of far-right extremists? 2. Who do he say attends these rallies? 3. What is the background of Mark? How does this contribute to his vulnerability to extremism? 4. How did he first get involved with far-right extremists? 5. How did attending his first far-right rallies make him feel? 6. How does Mark say that groups like ‘Britain First’ pulled him in? 7. How did Mark’s position in ‘Britain First’ escalate from there? 8. According to Nigel Bromage, a Prevent mentor for the British Government, what tactics do far-right extremists use online to entice people as young as 14? 9. Does Nigel believe that deradicalization can work? 10. How did Mark, following the intervention of a teacher, manage to leave the far right? Why did his mentor's work work? *How you can promote inclusion and challenge intolerance and divisive behaviour* *Watch the following TED talk and think about what you can do:* https://www.ted.com/talks/dalia_mogahed_what_it_s_like_to_be_muslim_in_america?language=en#t-885920 1. How did the story about the people at the mosque make you feel? 2. How might it make someone feel who had experienced the feelings of alienation and discrimination that Dalia Mogahed talked about? 3. What does it tell us about how we can create a strong community? 4. How else could people be inclusive towards minority groups? *What to do if you are concerned about the behaviour or views of someone you know* *Speak to: Tutor, Head of Section, Childline (0800 1111 www.childline.org.uk), Police 101* *Report online content: https://www.gov.uk/report-terrorism* *Extra - A Radicalisation Case-Study* *Read the article using the link below:* https://www.bbc.co.uk/news/resources/idt-acfd761e-0dff-46f7-87a4-96cec7824254 # Topic 5 - Healthy Relationships ## Lesson 1 - Relationship with yourself What is a healthy person? *On the sheet in front of you, draw a quick picture of a ‘healthy person’. It does not have to be a perfect drawing! If you choose, you can draw a stick person with a face!* *Think about what makes a person healthy and keeps them healthy. Write around your picture what makes the person healthy and keeps them healthy. Write as many ideas as you can think of.* Imagine being in a relationship with someone you didn't love, found to be deeply flawed, worthless, and not good enough. Now imagine you have to be in this relationship for the rest of your life. How would that relationship feel? How would that relationship affect your thoughts, behaviour and day-to-day life? I think we can all agree that this would be a NIGHTMARE. I think we would all want to leave this relationship. But some people feel this way about themselves, and there is no way to leave a relationship with yourself. They may not feel it all the time, but they may slip into these feelings over a period of time. And this can make living very difficult. *Signs of issues with your mental health* *Watch the following video clip that shows some of signs that a person's mental health is an issue. As you watch the clip, try to write down the different indicators on your sheet. Remember-these might be signs that you notice about yourself or signs that you notice in others.* https://www.youtube.com/watch?v=zt4sOjWwV3M 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. *Heathy and Unhealthy Coping Strategies* *You will all know different strategies for maintaining mental health and coping with anxiety, stress and so on. Work in pairs to write these in the two columns of the table on your sheet.* | Healthy Coping Strategies | Unhealthy Coping Strategies | |---|---| *What to do next* *If you are feeling like you’d like some help with your mental health you can…* - Email [email protected] in order to arrange an initial appointment to talk to someone - Send an anonymous message via Whisper (available through MySchool Portal) - Drop into the Wellbeing Hub - Speak to a trusted adult (Form Tutor, Head of Section, etc) - Speak to a friend, sibling or to your parents - Find more information about wellbeing see the school website (www.warwickschool.org/wellbeing) or the Young Minds website (www.youngminds.org) ## Lesson 2 - Romantic Relationships What relationships do you have in your life? 1. Think of the different relationships you have with different people (or even animals) in your life. On the scale below, mark where on the scale of importance each of them is (1 is of little importance, 10 is of great importance). 0 1 2 3 4 5 6 7 8 9 10 2. You may have a boyfriend or a girlfriend, you may not. If you have a partner currently, mark onto the scale how important the relationship is to you. If you don’t have a partner, mark on the scale where you imagine that this relationship would be on the scale (1 is of little importance, 10 is of great importance). *Why do people have romantic relationships?* *In your group of 4, write down as many different reasons as you can think of why people have romantic relationships (try to get to at least 10 reasons).* 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. *Which of the things on your list can only be achieved through having a romantic relationship?* *Compare this list with what we might want from life not just romantic relationships – what do you notice?* *Where else can we get these things?* *Do we expect too much from romantic relationships?* *Discussion Points About Romantic Relationships* - Is there a pressure to be in a relationship (or not be single)? If so, why? - What are some of the advantages to getting so much from one kind of relationship? - What are some of the disadvantages to getting so much from one kind of relationship? ## Lesson 3 - Marriage and Families Why do people choose to get married or get into a civil partnership? - Other - Emotional - Legal - Religious - Family ## Lesson 4 - Relationship Breakdown *Signs of an unhealthy relationship* *At the start of this topic we considered what things make a healthy relationship (see left side of the table below). Now work in pairs to come up with the signs that a relationship is unhealthy and write those factors in the right column of the table.* | Signs of a Healthy Relationship | Signs of an Unhealthy Relationship | |--------------------------------|----------------------------------| |Good times/fun| | |Good communication| | |Support| | |Physical Intimacy| | |Trust| | |Safety| | |Limits Respected| | |Independence| | |Feel the same| | |Fairness| | |Physical Attraction| | |Honesty| | *Relationship Decisions* *What should you do if you feel your relationship is unhealthy?* *The following questions are all useful in determining if a relationship is healthy or unhealthy. If you are in a situation where it doesn’t feel as if your relationship is going well, ask yourself the following questions…* - Do you have complete trust in each other? - Do you share mutual interests? - Do you enjoy spending time together and having a laugh? - Have you found your ‘equilibrium’ – a good balance between time spent as a couple, and time alone or doing your own thing with friends? - Do you feel a connection and common understanding between you? - Do you feel you work well together as a team, and do you want the best for each other? - Do you communicate openly and honestly with each other? - Do you feel the interest and effort goes both ways and isn’t one-sided? - Do you feel able to discuss what you like and don’t like about the relationship, and have the big difficult conversations together? - Does the relationship feel unpressured and unforced? *How to cope with relationship breakdown* *Warning signs can be that you or your partner don’t make time for one another, don’t show the same kindness or attention that you might to others, or don’t enjoy spending time together. Sometimes people want different things, and this can cause an imbalance and may make it difficult to move forward together. But that’s ok. While relationships always involve some compromise, it’s important to make sure you stand up for yourself and your beliefs and you aren’t in a relationship for the wrong reasons.* *How do you deal with relationship breakdown? Watch the videos for some tips and make notes below…* *How to cope with the breakdown of your parents' relationship* *Many of you will never have to face the break-down of your parents’ relationship, but some of you will. No matter how old you might be, facing your parents’ divorce is never easy. As a teenager, it can be even more challenging. Your emotions may already be running all over the place with everything you have going on at school, with friends, or in your own relationships. Yet the situation in your home may only add to or amplify the stress you’re already feeling. Remember the following points:* - It was never your fault - Don’t let anger get the best of you - Don’t be their go-between - Talk to your parents - Talk to your close friends - Talk to a counsellor *The following video is about the experience of a teenager whose parents are divorcing…* https://www.youtube.com/watch?v=lbTFZ8cvHo4&list=RDH9JkKmQiqA0&index=2 https://www.youtube.com/watch?v=H9JkKmQiqA0 *How do you deal with the breakdown of your parents’ relationship? Make notes below…* *Help and Advice* *The issues we’ve covered today may be issues that you are experiencing or have experienced. Or they may be issues that a friend is experiencing. If you need further advice you can do any of the following…* - Speak to a trusted adult - the school counsellors, your form tutor, me or another teacher - Get information and help at one of the following websites: *An excellent website with information about how to cope with the break-up of your parents’ relationship is…* https://www.childline.org.uk/info-advice/home-families/family-relationships/divorce-separation/ https://www.bbc.co.uk/bitesize/articles/zn86d6f https://www.ourfamilywizard.co.uk/blog/dealing-your-parents-divorce-teenager