FREE information for ALL experiencing anxiety, fear or panic. Anyone (including the bereaved) finding coping difficult in their present situation. Includes: Brief explanation of why, what and how to use the information 2 x exercises to prepare for and help remain calm in stressful situations Visual reminders to relate to anywhere, anytime. Can be distributed to adults and young people or shared to support younger children.

FREE Personal Development for students KS 3/4 Easily adaptable to meet individual needs of a large or small group or on a 1:1 basis in a private setting. Stand alone lesson & includes worksheets from the FULL COURSE entitled; ‘LIFE SKILLS - Managing Feelings (with a focus on anger)’. Aims and objectives: To change specific behaviour and promote well-being. In addition; • increase awareness of self and others • gain insight and awareness of other people’s similar and differing perceptions • encourage and reinforce personal responsibility • encourage positive change • promote effective communication • build & maintain positive relationships • increase confidence and self esteem.

The FREE course focuses on anger offers young people (11-16+) the opportunity to become more self aware, reflect on their behaviour and make the necessary changes that will develop positive relationships and enhance their lives. Along with Facilitator Notes, each of the 7 sessions include the resources needed and optional/additional activities for a minimum of 60 minutes that can easily be adapted to extend the length of the sessions or include extra sessions.

FREE information and relaxation exercises to recognise and relieve the symptoms of anxiety or stress. Suitable for staff, parents and students with maturity to understand the concepts. This information be given as support to anyone expressing signs of anxiety, over-load or in preparation of potential stressful situations and used and practiced either in privacy or as part of a lesson. In addition to promote and maintain a positive sense of well being, there are additional benefits to relieving anxiety and stress. Such benefits may include an increase in; self control confidence and self esteem effective communication focus and productivity positive environment - in the workplace, home and socially success publicdomainvectors.org/photos/Deep-Thought.png

Information for all those living in isolation or with others including; basic theory and importance of maintaining mental, emotional and physical health during threat of COVID-19 taking care of personal basic needs maintaining effective communication suggestions of how to promote and maintain mental, emotional, physical health and positive relationships whilst living in an enclosed environment. Can used distributed to adults and young people.

The two FREE information sheets offer a list of questions to consider when deciding who to choose and invite to be a member of a workshop, specifically to promote the well being of students. It is aimed towards both those in a position to identify who is suitable for working in groups or as individuals and the facilitator of the group work. It suggests various considerations; when, where and how to deliver the workshop ‘Do’s and Don’ts’ of how to facilitate successful individual sessions how to deal with different situations. Image: https://cdn.pixabay.com/photo/2017/05/13/09/04/question-2309042__340.jpg

Religious and Moral Education – previously delivered to Year 7 SEN pupils What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’

The 4 page information can be used in conjunction with other support, explored and worked through either alone (dependent on maturity and awareness) or with an adult. Although specifically written for those in an enclosed space and particularly young people (10+), the information can be used in any situation or environment. The examples offered focus on young people but adults may benefit from the ideas presented. ‘Thoughts about Anger’ provides examples of repetitive conflict and angry behaviour, thoughts and possible consequences. The aim is to improve relationships and increase mental wellbeing. It highlights some areas of difficulties and resolutions including; lack of information misperception and interpretation alternative points of view and affirmations exploration of internal affects. In addition, practical exercises to; promote awareness of self and others empower self build resilience plan and implement change re-inforce and encourage long term change and benefits improve relationships increase positive sense of mental and emotional wellbeing. Files can be downloaded either in PDF or Word document form. Images in order: https://cdn.pixabay.com/photo/2020/02/06/13/42/emoticon-4824367__340.png https://cdn.pixabay.com/photo/2020/02/27/09/08/smiley-4883959__340.png https://i.pinimg.com/236x/ce/97/da/ce97da41341dccc4231a986f4d17a266.jpg https://publicdomainvectors.org/tn_img/side-face1.png https://publicdomainvectors.org/tn_img/person3.png https://i.pinimg.com/236x/4b/bd/d6/4bbdd6bafe14d1041ec7d127d91e177a.jpg https://i.pinimg.com/564x/43/35/d5/4335d5844da46c7c2ae03e43ff4ac059.jpg https://i.pinimg.com/236x/2a/f7/d1/2af7d1f94497bdbdcffde14df10b61f8.jpg

Religious & Moral Education – previously delivered to Yr 7 SEN **What?** A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. **Objectives** The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. **Where?** To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. **How?** Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. **Learning Outcomes** Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. **Titles for the Term Include**: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’