KS3 COVID-19 PSHE

1. Week beginning 20 April, all year groups PSHE begin with the topic: Healthy Eating and exercise in the home.

Use some of these worksheets to look at what your healthy eating record has been recently. In the lock down sometimes it has been difficult to get fresh products regularly, or there has been another problem: your family may have done a big shop, buying food for a month; but the bananas went black, the tomatoes are all squashy, and there is green fur on the oranges! Aaaaaargh!

It’s not easy keeping a healthy diet going, so let’s start preparing for next week when we start to get more freedom of movement and travelling to do shopping becomes less controlled. We need to start planning our healthy eating lists now.

The Eatwell plate

The Eatwell plate is the British model of a healthy diet. Health Professionals in the NHS advocate the eatwell plate as it does not give undue emphasis to fatty and sugary foods. Variety and a change towards more vegetables, fruit, bread, breakfast cereals, potatoes, rice and pasta are what matters.

The Eatwell plate is a pictorial representation of the recommended balance of foods in a healthy diet. It shows that people don’t have to give up the foods they enjoy for the sake of their health – just eat some in smaller quantities or less frequently. The Eatwell plate applies to most people, including vegetarians. One of the aims of the Eatwell campaign is to ensure that every child in the school sees this diagram and knows what it represents. Younger children need to understand that they need to eat a variety of foods to stay healthy. A portion of fruit or vegetables is equivalent to the child’s handful.

Healthy Eating and Exercise presentation

https://drive.google.com/drive/u/3/my-drive

Mental health issues:

It is of course entirely up to teaching staff how they address healthissues in this first lesson back after an Easter holiday confined indoors. It may be best to just focus on the eating and exercise topic, and not introduce mental health as well. However, if issues do arise there should be a fall-back plan to address them. If they are more important than the eating and expercise issues, they should be given priority. Here is a link to some helpful advice on children’s mental health issues arising from confinement to home in the lock-down https://www.psycast.es/guiacovid/2020/3/14/gua-coronavirus

Homework exercise: Vitamin D research task. What are vitamins and how do they keep us healthy? Give examples of different kinds of vitamins and what they do. If you have science work in your school books use that rather than the internet and write a summary. Then you may use the internet to research the following questions and write one short paragraph on each point please:

  1. What is Vitamin D and how do we normally get it from natural sources? What are these sources?
  2. What are its benefits? Should we take supplements at some times?
  3. Can you see any reasons why Vitamin might be particularly important to you today?
    NOTE: There is a very good reason why Vitamin D is being explored by all year groups in this homework task. All will be clear next week. If this task is too difficult for Year 7 possibly, check with them as you organise the homework online and adjust it down as necessary. The idea is they find out about Vitamin D without being given any hint about its connection with the immune system, and make their own discoveries during the homework.

    https://www.youtube.com/watch?v=9DxcukTK0r0&t=322s

Year 7 COVID-19 PSHE

1. The Lockdown Diary

This popular resource during the COVID-19 lock down was designed by a New Zealand artist called Stephen McCarthy. It is a 28-day diary for children, with a challenge/activity for each day. 
Download it from www.mylockdowndiary.com

Pupils/families could be encouraged to use the whole thing or use the pages they are most interested in and print & recreate these pages as many times as they like.

PRACTICAL POINTS: The computing specialist shops are open in the lock-down in Spain, so printer cartridges should be in plentiful supply. Some shops have needed to entirely re-stock with printer cartridges after three weeks of lock-down because of the sheer quantity of printing now going on in homes with school students at home doing their work!

NO PRINTER AT HOME? Those who do not have access to a printer at home can look at the diary online and use it as a template on whatever available paper to encourage children to make their own creation. (Hey! Maybe use one of those 1500 loo rolls your Dad bought in a panic?) 🙂

Children sometimes find it hard to talk about what they’re feeling and drawing is a way of accessing that. Get the crayons out, do something tangible and away from digital distractions. I know from conducting spritual retreats (in a different and parallel existence!) that adults can also benefit from this type of activity. Do not underestimate the helpful therapy taking place when a parent secretly prints off their own Lockdown Diary and keeps it quietly hidden away in a kitchen draw while crayoning secretly when everyone has gone to bed. 🙂

“At the end of the lockdown, they can staple it together and keep it as a reminder of their experiences. I like the idea of children finding it in years to come and having a positive reminder of their time in isolation.”

Year 8 COVID-19 PSHE

  1. The Summer Term begins with Healthy Eating and Exercise in the home.
  2. Helping to understand how a virus spreads. This exercise requires the sheet and a die representing a contagious individual. The object of the exercise is to show how there will be fewer infections if part of the population is protected (i.e. either immune or remaining at home.) Download the sheet and print it

Year 9 COVID-19 PSHE

  1. As with all year groups the PSHE programme for the first half of the Summer Term begins with Healthy Eating and Exercise in the home.
  2. There is a project for Year 9 PSHE which will be explained here shortly. All the resources are already up on a separate page: Pandemic projects for KS3 & KS4 Year 9 students will have a choice of the Spanish ‘flu pandemic or the AIDS pandemic and research it in order to put together a step-by-step story-board type presentation showing what was the origin of the virus, how did it infect the population, and what were the effects in the world at that time.

3 thoughts on “KS3 COVID-19 PSHE

  1. I know this has been published for year 7 but I could definitely use this with my year 5 class. I’ve downloaded it, and it’s very child friendly. Great that if the family doesn’t have a printer it can be filled in online. I’ve been planning some work on Anne Frank, and this would link Literacy, PSHE and Global Perspectives. Thanks for sharing.

    Liked by 1 person

  2. Thanks for your comment, Pauline. The use of resources for particular classes is entirely up to teachers’ discretion. You know your pupils best!
    Very happy to come out of retirement to help make resources available in unusual times. The first time I have put my 2010 PSHE in-service training course at Christchurch Canterbury to good use since coming out here later that year to help a school in Costa Blanca prepare its PSHE programme for a school inspection. And of course, I never went home! Deo gratias!

    #QuedateEnCasa #StayAtHome

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  3. I will be getting prepared today for the next theme for the coming week: it’s a good transition from Healthy Eating and Exercise to….

    “Staying safe from COVID-19: playing our part in a global combat.”

    That’s the title for Week 2 of the summer term’s PSHE, starting with the Vitamin D exercise, then going straight into SAFETY and RISK. I’m pretty excited about the work we have to do next week, because this is the PSHE session when we have to hook them and motivate them, and if we do that successfully we could be saving lives….

    …Mainly the lives of students’ older relatives who they need to keep safe by avoiding risky behaviour. I’ll have everything ready by the weekend ready for next week as it will need a bit of study by any teachers who want to deliver it successfully. If you are using these materials (or adapting them to your own purposes) do send feeback please. It is a major effort to do this and they are for free use, but some feedback is very welcome as I would like to adjust material where necessary and two-way communication is very helpful. I am in touch with teachers at five schools now (including one adapting KS3 materials for primary) but there may be others I am unaware of.

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