Working towards endorsement for the Cambridge Pathway.
Cambridge Lower Secondary
Wellbeing
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Stages 7-9
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DIGITAL
Digital
TEACHER’S
Coursebook
RESOURCE
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
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Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.4
Cambridge Lower Secondary Wellbeing: Stage 7-9
Navigating my world / Dealing with change
Lesson Plan 8.4: Understanding that some changes can make me feel worse short-term
but better longer-term
CLASS:
DATE:
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Learning objective 789Nd.02 Understand that some changes can make you feel worse short-term but better
for the lesson longer-term.
Other Wellbeing 789Um.04 Understand what 'resilience' means and identify strategies which support them to
curriculum become more resilient.
framework links
for the lesson
Cambridge
Wellbeing Check link
•
•
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789Nd.01 Discuss how to manage the possible effects of positive and negative changes.
Interpersonal wellbeing: The extent to which learners feel connected to others, and that
people care about them, treat them well and value them.
Life satisfaction: The extent to which learners experience contentment and overall life
satisfaction, and feel optimistic about the future.
• Negative emotions: The extent to which learners feel worried, stressed and/or
personal sadness.
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Language support • Resilience: ability to recover from a difficult situation
Timing Planned activities Resources
Starter activity Ask learners to stand. Then ask learners to sit back down when they hear a
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statement that applies to them at any time in their life. Read the list:
10 minutes
• I have moved house.
• There has been a new baby at home.
• My older sibling has left home.
• My friend has left my school.
• I have changed sports club.
• I have stopped eating meat.
• I have had my hair cut.
By now everyone should be sitting back down. Explain that we all experience
changes in our lives, some positive and some negative, and that some changes
can make us feel worse in the short-term but better in the longer-term.
© Cambridge University Press and Assessment 2024 1
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.4
Timing Planned activities Resources
Main activities Nik’s journal
20 minutes Organise learners into appropriate groups. Read these exerts from Nik’s
journal to the class. The exerts have been written a few months apart. Pause
after each for learners to discuss in their groups what changes are happening
in Nik’s life and how they might make Nik feel in the short-term, and what the
benefits might be for Nik in the longer-term.
1 Hi, my name is Nik. I am 12 years old. I used to live with my Mum, Dad
and younger sister in a big old house on the west side of town. My best
friend lived just around the corner. My Mum got a job with more
money, so we moved house. We now live on the east side in a smaller
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modern house. I miss my old house. It had character and I miss having
my friends close by. Mum is now very busy at work, so I often have to
take care of my sister. Our new house is closer to school, so I walk there
every day. At least I didn’t have to change schools; I have a lot of
friends there.
2
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I am getting used to living on the east side of town and I like all the open
spaces. I especially enjoy my walk to school. However, the area is being
developed and there are now new houses popping up all over the place!
They are putting in cycle lanes and lots of trees and recycle bins. There’s a
new leisure centre being built too. The view from my bedroom window
looks different every day. Sometimes I have to take a different path to
school to avoid roadworks. Mum says there’s a new family, with a young
person the same age as me, moving in opposite.
3 A few weeks ago, we had a Maths test at school. I love Maths and I
worked very hard for the test. I did so well I got moved up a set. Now I am
not with any of my friends. And the work is much harder. I am not happy
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in my new Maths class. My new Maths teacher is excellent!
4 My Grandad is poorly and has had to go into a home where he can get
suitable care. Gran is coming to live with us in our little house. I love Gran
but it’s going to be a squeeze. And Mum is so busy already. I do love
Gran’s cooking though; she makes the best cakes ever! Perhaps Gran can
teach me how to cook?
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Invite one person from each group to feed back on the changes that might
have made Nik feel unhappy in the short-term, and how Nik might now be
feeling in the longer-term. Nik has had a lot of upheaval recently and has
had to adapt to many changes. Nik has recovered well in each situation
and has shown resilience. Nik finds something positive to comment on in
each exert.
© Cambridge University Press and Assessment 2024 2
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.4
Timing Planned activities Resources
Main activities Building resilience
10 minutes Ask learners to think back to a time of change in their lives that worried them
at the time or made them unhappy in the short-term. This might be when
they moved up to junior, middle or secondary school or when they moved
house. Ask learners:
• How did you feel at the time of this change in your life?
• What challenges did you have to overcome?
• How did you manage this change?
• Were you able to remain positive and look to the future?
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• Were there any longer-term benefits from this change?
Still in groups, ask learners to come up with some resilience strategies to cope
with any change that makes you feel worse in the short-term.
Assessment ideas
10 minutes
Tell learners:
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You and your friend used to do everything together. You have no other friends
in your school, as you didn’t need them. Your friend moves away from your
area and out of your school. You are devastated. You miss them so much and
feel so lonely. Write about how this bad situation could be made positive.
What would you need to do to help turn this around?
Reflect and set Ask learners to reflect upon this lesson and to set 3 actions that will help them to
actions cope with any future change that makes them feel unhappy in the short-term.
10 minutes
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Links to other areas of the Cambridge Lower Secondary Curriculum
Art and Design R.01 Celebrate artistic experiences and learning
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© Cambridge University Press and Assessment 2024 3
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.14
Cambridge Lower Secondary Wellbeing: Stage 7-9
My relationships / Healthy relationships
Lesson Plan 8.14: Managing the end of friendships in a positive way
CLASS:
DATE:
Learning objective 789Rh.05 Explore how they can manage the end of friendships in a positive way.
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for the lesson
Other Wellbeing 789Rh.01 Understand the characteristics of healthy relationships.
curriculum
789Ui.04 Recognise how people may grieve in different ways.
framework links
for the lesson
Cambridge
Wellbeing Check link
•
•
PL
Interpersonal wellbeing: The extent to which learners feel connected to others, and that
people care about them, treat them well and value them.
Life satisfaction: The extent to which learners experience contentment and overall life
satisfaction, and feel optimistic about the future.
Negative emotions: The extent to which learners feel worried, stressed and/or
personal sadness.
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Timing Planned activities Resources
Starter activity Brainstorm the characteristics of a healthy relationship. Remind learners that Paper.
these are: mutual respect, trust, honesty, communication and fairness or
10 minutes
balance. Organise learners into appropriate groups. Give each group paper.
One person in the group will be the scribe. They will write ‘Our healthy
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relationships’ at the top of the page and then list the healthy relationship
characteristics down the left-hand side. Ask learners to reflect upon their
own healthy relationships and suggest situations which show that a
relationship is in fact healthy, under the healthy relationship characteristic
headings. For example:
• Mutual respect: we respect each other’s boundaries.
• Trust: we can tell each other secrets and know they will be kept secret.
• Honesty: we are happy to say when we don’t want to do something.
• Communication: we speak openly with each other.
• Fairness: we discuss what we are going to do and sometimes we
compromise.
© Cambridge University Press and Assessment 2024 1
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE LOWER SECONDARY WELLBEING STAGE 7-9: LESSON PLAN 8.14
Timing Planned activities Resources
Main activities Ending a friendship
15 minutes Explain that sometimes friendships fade as people grow and change. However,
sometimes people find the need to end a friendship because they are no longer
enjoying spending time with that friend or perhaps there has been some kind of
betrayal. Whatever the reason to end a friendship, the end can be managed in a
positive way, bearing in mind the characteristics of a healthy relationship. Read
out this scenario to learners, who are now working individually:
Jan and Jett have lived next door to each other all their lives. They were best
friends at primary school. They are now in their second year of secondary
school. Jan enjoys sport and being outdoors whereas Jett has developed a keen
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interest in reading and playing board and online games. Jan wants to join
some sport clubs and make new friends. However, presently Jan spends most
of her free time with Jett, with whom they appear to have less and less in
common. Ask learners:
• What should Jan do?
•
Tell learners:
•
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How can Jan end their friendship with Jett in a positive way?’
Jan needs to communicate honestly with Jett, treating Jett with respect,
whilst being fair to themselves.
Set learners the task of writing out what Jan should say to Jett.
Putting it in to practice
Organise learners into pairs. Learners take it in turns to take on the role of Jan
and read out what they want to say to Jett.
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Losing a friendship
Then ask learners to consider the impact of the end of the friendship on Jett.
Still working in pairs, ask learners to recap the five stages of grief. Losing a
friendship, however it ends, is a form of grief and people will manage it in
different ways. Ask learners to think back to the self-care strategies which have
been suggested to manage grief, and to list those that might be helpful here.
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Assessment ideas Ask learners to refer back to the characteristics of a healthy relationship.
Then to take what they have prepared for Jan to say to Jett. Ask learners to:
10 minutes
• Check what you think Jan should say against the list of characteristics of
a healthy relationship.
• Will Jan be able to end their friendship with Jett in a positive way?
• How can Jett manage their loss of friendship to ensure their mental
wellbeing?
Reflect and set Ask learners to reflect upon their own friendships. Ask learners to imagine if
actions they needed to end a friendship, how they would do that in a positive way,
and set themselves 3 actions.
10 minutes
© Cambridge University Press and Assessment 2024 2
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
