ࡱ> U@ bjbj 3b2+++8 ,,4p4-.("/"/"/9A<C ApCpCpCpCpCpCp$wRzdgpE99EEgp"/"/ |p,H,H,HEd"/"/Ap,HEAp,H$,HPHRce"/(- ``:+hEd-pp0p#d~z F~z<eet~zi,HEEEgpgpd*Gdd*Doing the Right Thing Focus area 5 Years 7-8 This section contains one of the following Focus areas from Doing the Right Thing for students at years 78 (ages 1112): Respect Right and wrong Rules, laws, and consequences Honesty Role models Focus area 5: Role models Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc378689045" Focus area 5: Role models  PAGEREF _Toc378689045 \h 2  HYPERLINK \l "_Toc378689046" Notes for the teacher  PAGEREF _Toc378689046 \h 2  HYPERLINK \l "_Toc378689047" Definition  PAGEREF _Toc378689047 \h 2  HYPERLINK \l "_Toc378689048" Key messages  PAGEREF _Toc378689048 \h 2  HYPERLINK \l "_Toc378689049" Values  PAGEREF _Toc378689049 \h 2  HYPERLINK \l "_Toc378689050" Curriculum links  PAGEREF _Toc378689050 \h 2  HYPERLINK \l "_Toc378689051" Resources  PAGEREF _Toc378689051 \h 3  HYPERLINK \l "_Toc378689052" Success criteria  PAGEREF _Toc378689052 \h 3  HYPERLINK \l "_Toc378689053" Learning experience: Im a role model  PAGEREF _Toc378689053 \h 4  HYPERLINK \l "_Toc378689054" Learning intention  PAGEREF _Toc378689054 \h 4  HYPERLINK \l "_Toc378689055" Activities  PAGEREF _Toc378689055 \h 4  HYPERLINK \l "_Toc378689056" Copysheet: Pledge  PAGEREF _Toc378689056 \h 6  Focus area 5: Role models Notes for the teacher Make sure students do not confuse a role model with a hero, such as a sports person or a rock star. We tend to admire these people because of their physical qualities or prowess, not necessarily because of the positive values they have or because they behave in a pro-social way. Definition Role model: Someone others look to as an example to imitate; someone who, because of their values and behaviour, is an example of how others should live their lives. Key messages I have rights and responsibilities. I can change my behaviour. I will lead by example. I can help others make good choices. Values The focus area will clarify students understanding of the values: honesty truthfulness kindness consideration and concern for others compassion responsibility respect. Curriculum links Key competencies: Managing self; Participating and contributing; Relating to others. Learning areas: Level 3 and level 4 Health and Physical Education Strand A: Personal identity; Strand C: Identity, sensitivity, and respect; Strand D: Rights, responsibilities, and laws; Societal attitudes and values Level 3 and level 4 Social Sciences Make and implement laws. Resources Parent and small child (option) Strips of paper, felt pens and glue Chart headed: The things they learn from us. Copysheet: Pledge Success criteria Students will be able to: list things that younger students learn from them carry out a pledge to become a better role model. Learning experience: Im a role model Learning intention Students will be able to: explain why they are important role models to others make changes to their behaviour. Activities 1. We learn by imitating Either Select students who have younger brothers or sisters (introduce the word siblings). Ask: How do children learn things when they are very young? (By watching and copying other people) What examples can you give of a time when your younger brother or sister copied something you did? (Could be positive or negative) Why do you think young children imitate older siblings? (They look up to them, they think the older siblings are cool) What does this tell you about how you should behave? Explain that it is not only siblings who are imitated. Young children also copy older children at school, at wider family gatherings, at church or elsewhere in the community. Or Invite a parent who has small children to class. Ask the parent to tell the class about how the child learns to do things, giving lots of concrete examples. If it hasnt been covered, explain that the child often imitates or copies the behaviour of older brothers or sisters (siblings), or older children at school. Ask: Why do you think young children imitate older siblings? (They look up to them, they think the older siblings are cool) What does this tell you about how you should behave? 2. Things they learn from us Divide students into groups. Ask each group to brainstorm a list of the sort of things that young children can learn from them. They write each idea on a strip of paper and glue them on the chart Things they learn from us. Some examples could be: To always wear a cycle helmet. How to eat nicely. Go over all the ideas with the class. 3. Agree or disagree Walk a continuum line along the floor. One end of the line is agree and the other end is disagree. Explain to the class that you are going to give them some statements. After each one, they position themselves on the line in the place that best fits their level of agreement or disagreement. Invite some students to say why they have chosen that position (there should be no pressure for them to contribute, as some of these statements are quite personal). Statements may include: I already knew that I was a role model for younger children. I think I am a good role model. There are some things I want to change so that I become a better role model. 4. Making a pledge Each student then goes and makes a pledge, using the format on Copysheet: Pledge. The pledges should be kept in a safe place. At regular intervals, check with the class to see how their pledges are going. Copysheet: Pledge My Pledge as a Role Model I know that I am an important role model for people younger than I am. Some things I want to change so that I am an even better role model are: 1 2 3 4 Signed: ______________________________ Date: ______________________________     Unit 1: Standing Up For Myself Keeping Ourselves Safe Programme Doing the Right Thing (2014) Developed by the ٴ (National Prevention Centre) Years 7-8  PAGE \* MERGEFORMAT 20 Focus area 1: Keeping one step ahead Focus area 5: Role models  PAGE \* MERGEFORMAT 3 67<s      C D E F ta$jh{hy+0J?UmHnHuhy+hy+mHnHuh!3jh!3UhKJ hchz hch'h hch+hhh5h>#_hhhTFh,Lh/hyc hPhb hPhh'hhhh5 hPhh h:ghb hj hhh%7 E F 1 } 8 A p# @ p# gdy+gdc 8 & F gdh8 & F gdhl#^7gdPgd+,gdF G c d e f  λ񰡰g񰡰V jwh !UmHnHu2jh{hy+>*B*UmHnHphuhy+OJQJmHnHsH u j}h !UmHnHujhy+UmHnHuhy+mHnHu$jh{hy+0J?UmHnHu2jh{hy+>*B*UmHnHphuhy+mHnHuh{hy+0J?mHnHu!     $ % & @ A B C D E F G H d e f g s t u λqWF jkh !UmHnHu2jh{hy+>*B*UmHnHphuhy+OJQJmHnHsH u jqh !UmHnHujhy+UmHnHuhy+mHnHuh{hy+0J?mHnHsH u$jh{hy+0J?UmHnHu2jh{hy+>*B*UmHnHphuh{hy+0J?mHnHuhy+mHnHu    + ݍqWݍ2jh{hy+>*B*UmHnHphu jeh !UmHnHuhy+mHnHuh{hy+0J?mHnHsH u2jh{hy+>*B*UmHnHphuhy+mHnHuh{hy+0J?mHnHuhy+OJQJmHnHsH u$jh{hy+0J?UmHnHujhy+UmHnHu+ , - . / 0 1 2 3 O P Q R [ \ ] w x y z { | } ~  ³¥ra³¥G2jh{hy+>*B*UmHnHphu jYh !UmHnHuh{hy+0J?mHnHsH u2jh{hy+>*B*UmHnHphuhy+mHnHuh{hy+0J?mHnHuhy+OJQJmHnHsH u$jh{hy+0J?UmHnHuhy+mHnHujhy+UmHnHu j_h !UmHnHu    2 3 4 5 6 7 8 9 : V W Ҳ핌ra핌 jMh !UmHnHu2jh{hy+>*B*UmHnHphuhy+mHnHuh{hy+0J?mHnHuhy+OJQJmHnHsH u jSh !UmHnHujhy+UmHnHuhy+mHnHuh{hy+0J?mHnHsH u$jh{hy+0J?UmHnHuW X Y k l m øӉ{r{XøG jA h !UmHnHu2j h{hy+>*B*UmHnHphuhy+mHnHuh{hy+0J?mHnHuhy+OJQJmHnHsH u jG h !UmHnHujhy+UmHnHuhy+mHnHuh{hy+0J?mHnHsH u$jh{hy+0J?UmHnHu2jh{hy+>*B*UmHnHphu   ( ) * + , - . / 0 1 < = Ϭݜ}n}]n}nUNJFBh hTFhz hohojh!3U j; h !UmHnHujhy+UmHnHuhy+mHnHu&h{hy+0J?]^JmHnHsH uh{hy+0J?mHnHsH u2j h{hy+>*B*UmHnHphuhy+mHnHuh{hy+0J?mHnHu$jh{hy+0J?UmHnHuhy+OJQJmHnHsH u . 0 K a y*8\wBM]f8gdy+8gd/]8gd\@=gd\@=gd,Lgd/]gdyVgdgdQpgdTF@ r# gdY#@ p# = ? 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