Nothing Ever Stays the Same: Thematic Unit Personal Development: Will I Stay the Same? Learning for Life and Work (MLD)

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1 Nothing Ever Stays the Same: Thematic Unit Personal Development: Will I Stay the Same? Learning for Life and Work (MLD)

2 Writers Group Nora O Baoil, Fleming Fulton School, Belfast (Editor) Mura Kennedy, Fleming Fulton School, Belfast (Editor) Avril Fryer, Rostulla School, Newtownabbey Ruth McCreadie, Longstone School, Belfast June Richardson, Cedar Lodge School, Belfast Fionnuala Saunders, St Gerard s Education Resource Centre, Belfast Pauline Brady, Rathmore Guidance Centre, Antrim Colm Hassan, Belmont School, Londonderry Mary Connolly, Erne School, Enniskillen Eileen McKeown, Erne School, Enniskillen Mary McKendry, Castle Tower School (Loughan Campus), Ballymena Associate Teachers Denise Maguire, Newtownabbey Educational Guidance Centre Bronac O Connell, Sunlea Educational Guidance Centre, Coleraine A CCEA Publication Cover Photograph: Jupiter Images

3 Unit Title: Nothing Ever Stays the Same Sub Theme: Personal Development: Will I Stay the Same? Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making Curriculum Objective: To develop the young person as a contributor to society Key Elements: Personal understanding, mutual understanding, personal health, moral character, spiritual awareness, citizenship, ethical awareness, cultural understanding Attitudes and Dispositions: Personal responsibility, concern for others, openness to new ideas, curiosity, tolerance, integrity-moral courage, respect, community spirit Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice, supportive environment, ongoing reflection, enquiry-based, challenging and engaging The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address interpret and develop the Northern Ireland Curriculum s key elements and Statements of Minimum Requirement. Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In addition, there are opportunities to develop learners Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles and make connections to the Cross Curricular Skills. The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt and extend them as appropriate for your classes. 1 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

4 2 Statements of Minimum Requirement These are the Statements of Minimum Requirement that are addressed in this unit: Personal Development Self-awareness Explore and express a sense of self Personal Development Self-awareness Investigate the influences on a young person Personal Development Personal Health Develop understanding about, and strategies to manage, the effects of change on body, mind and behaviour Personal Development Self-awareness Explore personal morals, values and beliefs Personal Development Relationships Develop coping strategies to deal with challenging relationship scenarios Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

5 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What has changed?... understand the concept of change as an inevitable part of life. As a class, discuss the concept of change and how change makes them feel. Use the following questions to prompt discussion: How do we feel about change? Is change a good or a bad thing? Can you think of examples of change? Encourage your learners to share their experience of change with the group. Reassure those whose experiences may be negative that change is a normal part of life. Then, place your class into pairs and ask them to complete Resource 1 before showing their answers with their partner. Remind the class that there are no wrong answers; this is merely an opportunity to explore how they feel about change. Resource 1: I Think Change Is Make links between cause and effect Communication listen to and take part in discussions Communication communicate information, ideas and opinions Lead your learners through the Take One Step Game described in Resource 2 to illustrate how much they have already experienced in their lives. Next, ask your learners to record changes in their lives to date by answering the questions in Resource 3. Resource 2: Take One Step Game Resource 3: How Have I Changed? Resource Sheet in this booklet Online Activity (OA) or PowerPoint Activity (PP) available from Skills tabs printed in orange are Thinking Skills and Personal Capabilities Skills tabs printed in yellow are Cross Curricular Skills 3 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

6 4 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities In what ways can I change?... identify the physical, social, spiritual, emotional and cognitive changes as facets of the whole person. Present the Health And The Whole Person PowerPoint so that learners can appreciate the concept of the whole person and explore the five areas of the whole person. Then, ask your learners to sort situations, according to which facet of the whole person they belong to, in Resource 4 Resource 4: A Closer Look At Change PP: Health And The Whole Person Split the class into five groups each representing one of the five SPECS facets. Encourage each group to brainstorm changes that could occur in a lifetime for their particular area and get them to fill the answers in on their jigsaw piece in Resource 5 (enlarge sheet to A3). Have the groups cut out and combine their jigsaw pieces to create a poster representing how change can affect our lives. Ask each group to take time to examine the answers on the whole jigsaw and see if there are any answers to add. After the jigsaw exercise, your learners will see that some changes are easier to notice and quantify than others. Examine options, weigh up pros and cons Communication contribute comments, ask questions and respond to others points of view Communication find, select and use information from a range of sources Resource 5: SPECS Jigsaw Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

7 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities In what ways can I change?... identify the physical, social, spiritual, emotional and cognitive changes as facets of the whole person. Explain to your class that we all change from the day we are born, and we will all change a great deal before we die. Use the Puberty PowerPoint to explore with your class how the changes that occur during puberty can affect the whole person. Use as a guided PowerPoint and ensure that your learners understand all the language used as they go through each slide. The slides are intended to act as a stimulus for discussion rather than just a record of facts (if pupils need more basic instruction and resources about coping with the physical changes in puberty, you could refer to sub-unit My Body in the SLD resource Knowing and Growing). Discuss the language used in the PowerPoint with your learners (for example impulse control, learning preferences and peer intentions). Then, describe examples from real life situations to ensure understanding. PP: Puberty Using what has been explored in the PowerPoint, ask your learners to complete Resource 6 and Resource 7. Resource 6: Physical Changes Resource 7: Puberty - How Am I Changing? 5 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

8 6 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities How do I cope with feelings?... recognise and name their own emotions. Have your learners select the words/statements from the list in Resource 8 and organise them into four categories (angry, happy, excited or sad) according to how those words make them feel. Sequence, order, classify and make comparisons Resource 8: Sorting Our Feelings Ask your learners to use words or pictures to identify triggers for particular emotions and record these in Resource 9. You can give your learners the option to keep their answers confidential. Communication read a range of texts for information and ideas Then ask your learners to match the emotions listed in Resource 9 with the facial expressions found in Resource 10. It is important get feedback from the class at the end of this exercise on which faces were difficult to identify. Reassure your learners that some emotions such as tiredness, boredom and depression can be easily confused if we only observe facial expression. Communication find, select and use information from a range of sources Resource 9: What Can Trigger Emotions? Resource 10: Facial Expressions Work through Resource 11 so that your learners can identify and highlight the physical changes that take place when we are becoming angry. Resource 11: Coping With Anger Encourage your learners to recognise the physical signs in their own body that tell them they are becoming angry. Talk about strategies that could prevent them from angry outbursts and loss of self control (for example time out, controlled breathing, physical activity and talking calmly about how they feel using I statements). Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

9 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities How do I cope with feelings?... recognise and name their own emotions. Explore minor and major changes. Give four of your learners an example of a change from Resource 12. Have them stick these to their head or back. Then, ask them to arrange themselves in a line from major to minor changes. Next, give all your learners a chance to examine the line up. If they disagree, allow them to make a change to the line up and explain their answer. Extend this to larger groups as your learners get familiar with the activity. Learners will see from this exercise that people differ in their perception of what is a major or minor change. Resource 12: Examples Of Change Ask your learners to consider the scenario of having a substitute teacher for a day is it a major change or a minor change? Use Resource 13 to play a role play game based on a teacher being off. Distribute a role card to 10 of your learners. For round one of the game, have your learners consider the role and report back to the class on the following questions: Is Miss Clark s absence a major change or a minor change? how does it make you feel and why? Ask for 10 new learners and distribute the cards again. For round two of the game, tell your learners that after half an hour, it turns out, their character is delighted about Miss Clark being replaced by Mr. Rashid for the week. Can they think of a reason for this? Encourage each learner to try to think of a different reason that is unique to their character. Follow with a discussion about why the impact of the same change is different for different characters in the role play. Conclude the discussion by explaining that it is not necessarily the particular change in our lives, but our attitude towards change, that defines whether it is significant or insignificant, positive or negative. Resource 13: Change Role Play 7 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

10 8 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities How can I manage change?... develop strategies for managing change. When faced with change, it is helpful to have a strategy that helps you to manage that change. Provide your learners with a framework for managing change by showing the Managing Change PowerPoint. PP: Managing Change Generate possible solutions, try out alternative approaches and evaluate outcomes Divide the class into teams of four and give each team one of the change scenarios provided in Resource 14 (adapted from CCEA s InSync Year 9 resource). Task each team to take their given scenario of change and apply the managing change framework to answer the questions in Resource 15. Before they begin, ask each team to nominate team members as follows: team leader to ensure the task is completed properly; reader to read the worksheet; scribe to write the answers; and reporter to report back the answers to the rest of the class. reporter to report back the answers to the rest of the class. Communication contribute comments, ask questions and respond to others points of view The team then completes the task in the allotted time and reports back to the class. Resource 14: Change Scenarios Resource 15: Managing Change Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

11 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities How will my relationships change? explore how relationships change over time. Show your class the example of a completed relationship timeline in Resource 15 to highlight how long some relationships last as well as how relationships can come to an end (for example when you move house, you change schools, you meet new friends, someone leaves the home or there is a death). Then, allow your learners to explore how their relationships have changed to date, when new relationships developed and when relationships have come to an end. Give each learner the blank relationship timeline in Resource 17 so that they can construct an individual list of relationships they have had since birth. Sequence, order, classify, and make comparisons Communication talk about and plan work When they have completed their timeline, ask each to share theirs with the group. Then choosing one of the relationships, predict how this relationship may change in the future. Resource 16: Relationships Timeline (Example) Resource 17: My Relationships Timeline 9 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

12 10 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities How to cope with changing relationships? identify challenges and opportunities arising from changing relationships. Introduce the concept that although change in our relationships is inevitable, sometimes those changes can be difficult to cope with. Explore with your learners relationship changes they may find difficult to cope with. Together, choose one change to discuss and identify what challenges the change may bring and what opportunities may arise from it. Ask your learners to complete Resource 18 on their own by putting the relationship changes in order of least difficult to cope with to most difficult to cope with. Then, ask them to share their list with a partner. If the two lists are different, have them try to explain their priority and its significance for them. Justify methods, opinions and conclusions Communication contribute comments, ask questions and respond to others points of view Resource 18: Relationship Changes Remind your learners of the earlier lesson when they discovered how our attitudes to change can affect their impact on us. Explain to them that often changes in our relationships can be easier to cope with if we consider the opportunities as well as the challenges these changes can bring. Next, have your learners select four changes from Resource 18 and write these in the first column of Resource 19. Then have them each complete Resource 19 by trying to identify the challenges and opportunities that arise from the changes. Encourage them to share their answers with the class, as this will offer a wider perspective on what opportunities arise from change. Resource 19: Challenges And Opportunities Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

13 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities How to cope with loss? develop coping strategies for dealing with loss. Explain to your learners that one of the things that can make changes in relationships challenging is when the change involves a loss of some kind. Tell them that people can respond in different ways to loss depending on the intensity of their feelings about what has been lost. Make predictions, examine evidence and distinguish fact from opinion Together, work through the Stages Of Loss PowerPoint to show that although we can all respond differently to loss, there is a common pattern that people go through when they experience loss. Throughout this PowerPoint, learners will explore together scenarios where people go through stages of loss. You can work through just one scenario of loss or explore as many scenarios as it takes for your learners to fully understand the concept of stages of loss. PP: Stages Of Loss Communication communicate information, meaning, feelings and ideas in a clear and organised way Communication listen to and take part in discussions Help your pupils consider how to manage a situation of loss by asking them to choose one of the situations from Resource 18, or a personal example, to use with the guided framework in the interactive book My Journal Of Loss. Before setting this task, it might be helpful to use a real or imagined loss situation to model how to use the journal. PP: My Journal Of Loss 11 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

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15 Resources 13 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

16 14 I Think Change Is Resource 1 Use your own words or the word bank below to make three sentences that express what you think about change. 1. Change is Change is Change is... frightening exciting difficult part of life brilliant Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software necessary for growth thrilling boring awful hard easy unpleasant enjoyable good bad important horrible unsettling common rare huge no big deal uncomfortable natural Now share with a partner how you feel about change and explain your answers to him or her. Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

17 Take One Step Game Resource 2 Either indoors or in the playground, ask your learners to form a line. Then read through the following list: Take one step forward If you have ever moved house. If your hair colour has changed since you were born. If you have a younger brother or sister. If you have ever been inside a church. If your height has changed since you were born. If you have ever learned a new word. If you have ever tried a new food. If someone new has come to live in your home. If you have ever joined a club. If you have ever made someone laugh. Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software If you have ever lost a tooth. If you have ever tried to play a musical instrument. If you have ever fought with a friend. If you have ever played a team sport. If you have ever shouted at your mummy. If you have ever sung in a choir. If you ever wondered what God looks like. If you have ever slept away from home. If you ever had a childminder or babysitter. If you have ever grown a plant. If someone you know has died. If you have ever changed schools. Keep this up until there has been significant movement of all learners. 15 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

18 16 How Have I Changed? Resource 3 Answer the following questions when you were 3 5 years old? And now? when you were 3 5 years old? And now? What was your favourite game/toy Who were your friends What was your favourite sport Did you like music What was your favourite TV programme What sort of clothes did you wear Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software What was your favourite book What was your favourite food What was your favourite soft drink Did you like school What did you do in the afternoons/ evenings Where did you go on holiday Could you ride a bicycle Were you allowed to go out on your own What style/colour of hair did you have SCHOOL Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

19 A Closer Look At Change Resource 4 Our health can be divided into five different areas. The picture of the SPECS can help you remember these areas. Using the colour key, read the changes below and colour them to match with the area of health. Type of health How it affects you Colour key I have begun swimming without armbands. I used to believe in the tooth fairy. I m going to the cinema tonight with friends. Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software Social health Physical health Emotional health Cognitive health Spiritual health Friendships, relationships and the wider community Fitness, diet, hygiene, illness and disease Awareness of feelings and their effect on your behaviour Thinking, learning and problem-solving Personal beliefs, value system and faith I am getting better at spellings. I feel angry sometimes and shout at people. I have had a row with my mother. I like to spend some time praying each day. I am putting on weight; I need to exercise more. This week I did well in my times tables test. Listening to music makes me so happy. I am going to join a local youth club. I believe that we evolved from apes. When I get nervous, my hands shake and sweat. I am growing hair under my arms. I enjoy puzzles, especially hard jigsaws. 17 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

20 18 SPECS Jigsaw (1 of 5) Resource 5 Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group s answers in your puzzle piece below. Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

21 SPECS Jigsaw (2 of 5) Resource 5 Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group s answers in your puzzle piece below. 19 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

22 20 SPECS Jigsaw (3 of 5) Resource 5 Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group s answers in your puzzle piece below. Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

23 SPECS Jigsaw (4 of 5) Resource 5 Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group s answers in your puzzle piece below. 21 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

24 22 SPECS Jigsaw (5 of 5) Resource 5 Brainstorm changes that could occur in a lifetime for your assigned SPEC area, and write your group s answers in your puzzle piece below. Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

25 Physical Changes Resource 6 Fill in the spaces using the words below. Remember some words will be used for both boys and girls. grow taller breasts develop sweating increases moods change sexual feelings begin hips become more rounded hair grows under arms sperm is produced voice deepens pubic hair muscles grow menstruation penis and testicles grow spots on face and neck 23 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

26 24 Puberty - How Am I Changing? (1 of 2) Resource 7 Using what you ve learned about puberty, answer the questions below. What changes happen in a girl s body? What sort of a role model would a girl choose as she grows into a teenager? How does a girl feel about her changing body? What things does a girl want to learn about as she becomes a teenager? What changes about how a girl likes to spend her free time? Do you think everyone changes at the same rate? Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

27 Puberty - How Am I Changing? (2 of 2) Resource 7 Using what you ve learned about puberty, answer the questions below. What changes happen in a boy s body? What sort of a role model would a boy choose as he grows into a teenager? How does a boy feel about his changing body? What things does a boy want to learn about as he becomes a teenager? What changes about how a boy likes to spend his free time? Do you think everyone changes at the same rate? Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

28 26 Sorting Our Feelings (1 of 2) Resource 8 Sort the words and phrases below into the boxes depending on how they make you feel. cinema birthday new clothes shopping computer games when a pet dies going to school falling out with friends cleaning my room being grounded weekends summer holidays circus Christmas pocket money Monday Friday school dinners X Factor DVDs brothers sisters grandparents football Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

29 Sorting Our Feelings (2 of 2) Resource 8 Happy Sad Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software Excited Angry 27 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

30 28 What Can Trigger Emotions? Resource 9 Write or draw something in each box that might cause you to feel tired hate excited safe frustrated confused happy angry embarrassed disappointed worried content sad bored surprised upset depressed panic stubborn afraid Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

31 Facial Expressions Resource 10 Using the list of emotions from Resource 9, write the correct emotion under each face. Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software 29 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

32 30 Coping With Anger Resource 11 When we become angry or feel under a great deal of stress, our bodies are flooded by ADRENALINE. We cannot see adrenaline, but we can experience the physical changes adrenaline and anger cause in our bodies. Highlight in red the physical signs that might let you know you are experiencing anger. shallow, fast breathing fast pulse relaxed muscles nostrils flare thumping heartbeat clenched teeth shoulders drop frowning sweating slow pulse red face deep, calm breathing shoulders tense clenched fists smiling churning stomach yawning ready to attack Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software Feeling angry is something that can happen to all of us. It is important to be able to spot when we are getting angry and to have ways of expressing this feeling that are safe for us and for others. Finish these sentences using the suggestions below. Insert the suggestions that you think would help you control your anger. When I am angry I may not hurt someone else, but I may... When I am angry I may not break things, but I may... When I am angry I may not scream at others, but I may... When I am angry I may not hurt myself, but I may... When I am angry I may not be cruel to an animal, but I may... hug a soft toy have a good cry draw a picture talk things over walk away from the situation listen to music take deep, slow breaths punch a pillow ask for help go somewhere quiet to calm down play the drums go for a walk Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

33 Examples Of Change Resource 12 Changes can be categorised as minor, major or somewhere in between depending on what significance we place on them. Each of you will receive a piece of paper with one of these changes written on it. Attach the paper to your forehead and arrange yourselves in a line so that the changes range from minor at one end to major at the other. Each of you will get a chance to rearrange the line and give your reasons for changing the order. get a new toothbrush use public transport without parents go to shops without parents move house talk to a stranger learn to write try a new food learn to talk break an arm grow pubic hair Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software fall out with best friend get a boyfriend/ girlfriend learn to walk move schools get in trouble with school principal lose your mobility great-granny dies move to a different country spend a night away from home get your hair cut get cancer get a tattoo go to a doctor s appointment without parents learn to read get your hair dyed 31 Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

34 32 Change Role Play Resource 13 My name is Mr Rashid. I recently qualified as a teacher. I have been asked to come in as a substitute teacher for a week because Miss Clark cannot be here. I have heard this is a very rough school. My name is Luke. I have autism and I feel comfortable and safe in my set routines. I can get very upset if my routines change, especially if it happens unexpectedly. My name is Janice. Miss Clark had said she wanted to speak to me about picking on a younger pupil last week in the playground. I hope she will have forgotten about it when she gets back to school. My name is Rahoul. I enjoy school and I work hard. I am the only boy in my class with brown skin. I enjoy all sports and have won lots of medals. My name is Brenda. I won pupil of the week last week so I am supposed to be the class leader this week. I don t know if Mr Rashid knows about this. Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software My name is Daniel. I have communication difficulties. I have a special computer that talks for me. Miss Clark sets the computer up for me each morning. My name is Susan. I really hate school. I am no good at Reading or Maths, but I am very good with animals. The most important part of school for me is the home time bell when I can get back to helping my dad on the farm. My name is Craig. I love coming to school and seeing all my friends. Schoolwork is OK, but my favourite parts of the day are break-time and lunchtime. My name is Ingmar. I recognise Mr Rashid from my church. We had a special service at the weekend to pray for my mum she is very sick. I worry about her all the time and haven t really been able to concentrate on my school work since Mum got sick. My name is Belinda. My mum is taking me to Euro Disney on Wednesday for a fortnight. She says it is cheaper to book holidays during the school term. I can t wait. Nothing Ever Stays the Same Thematic Unit Personal Development: Will I Stay the Same?

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