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• The images on Slides 1-6 show photos of family, friends, formal groups, etc.
• Explain to children that they need to be “Relationship Detectives” and work out who the people in the photos are, and what their relationship to one other is. (E.g. a family with a Mum, Dad, twins and a dog)
• There are no right or wrong answers here; simply invite children to explain their answers.
• Extension. You could ask pupils what the people in the photos might feel about each other.
To play the Relationship Detective Board Game:
• Distribute one pack of Relationships Cards (Appendix 1) and one Relationship Game Board (Appendix 2) to every group.
• In groups, pupils must sort the Relationship Cards into categories of Family, Friend or Other.
• You may make this a timed competition if you wish.
When completed, discuss the similarities and differences between the different groups. For example, you might highlight that you know the names of everyone in the Family and Friend groups but not in the Others group. Or you might highlight that people in Family and Other groups are often in charge, but that rarely happens in the Friends group.
As an example, pick one card from each of the packs and ask children what they might talk to them about; by doing this, pupils should explore how we relate to people in different groups in different ways. For example, would you say “I love you” to the postman?
The key point is to identify that we relate to different people in different ways.
In this section, we return to the characters of Sophie and Aidan (read by pupils) and AJ (on screen) who we first saw in Module 1.
This section runs as follows:
1. AJ introduction (film)
2. Sophie and Aidan – Family script (Appendix 2)
3. AJ response (film)
Ensure that the two pupils playing Sophie and Aidan are ready to read their parts when prompted by AJ on the film.
In this sequence, we explore different family models.
Click to play.
Handout one worksheet (Appendix 3: Family Circles) to every pupil. Introduce the activity as follows:
• This activity is called Family Circles and it is an opportunity for you to think about your family!
• On the inner circle, you should write the names of the members of your family who live in the same house as you.
• On the outer circle, you should write the names of the members of your family who live elsewhere.
• The words on the screen will help you remember who some members of your family are.
After the pupils have completed the activity, if you have time you might like to invite one or two to share their Family Circles with the class.
Use the suggestions below to facilitate a discussion with your class:
• Do we have control over who is in our family?
• What about friends?
• Is any family better or worse than any other? Or are they just different?
Once again, we return to the characters of Sophie and Aidan (read by pupils using Appendix 2) and AJ (on film) to introduce our discussion about friendship. The order of the sequence is as follows:
1. Sophie and Aidan – Friends script (Appendix 2)
2. AJ on film
In this sequence, AJ gives some advice on the qualities of a good friendship.
In this section, pupils develop a base understanding of the different qualities of friendship discussed in the film. On each click, a different ‘quality’ will appear. Discuss each one with the pupils (a) What the word means? (b) An example of how the quality might be shown.
Help the children identify times when relationships might go wrong for others and themselves, and discuss how to develop strategies to cope with this.
• Good friendships show qualities such as kindness, honesty, trust, patience forgiveness etc. But we know that none of us are perfect and we will make mistakes that can make our relationships go wrong.
• Look at the four images on screen. Ask children to be Relationship Detectives again and imagine what has gone wrong in each photo. Discuss in pairs and share with the class.
o In your discussions, introduce the word ‘clique’ and explain what it means (a small close-knit group of people who do not readily allow others to join them).
• Then offer the following general examples of how relationships might go wrong:
o We might say something nasty to hurt someone
o We might be selfish and not listen to others
o We might feel jealous when a friend does well and make fun instead of offering encouragement
o We might tell a lie instead of the truth
o Ask children to think: Have they ever done any of these things? Have they ever experienced these things being done to them? Any other things that might go wrong in relationships?
• Ask children if they think relationships can be fixed when things go wrong? How?
o Say sorry when you’ve not been a good friend.
o Offer forgiveness when someone is truly sorry.
o Ask for help and advice from a trusted adult.
o Know the qualities of a good friend and try to develop those qualities, and encourage them in others.
o *If someone keeps on and keeps on acting like a bad friend, consider whether they are actually a friend at all. Sometimes we have to distance ourselves from people that hurt us, but that doesn’t mean we should be nasty to them.
*Depending on the dynamic of friendships within your class, decide whether it is appropriate for your class to hear this.
Using the prompts below, facilitate a time of personal reflection. You might like to play music to encourage focus.
• Ask children to close their eyes and think about whether they’re proud of the way they act in school and at home.
• What do they think of the children who behave differently to them?
• Ask children to remember AJ’s recipe for a good friend: Kindness, Listening, Honesty, Trust, Patience, Forgiveness, Encouragement, Respect, Loyalty, Fun
• Do they show these qualities to their friends? How?
• Do they see these qualities in their friends?
Remind children that the word ‘relationship’ is used to describe the connection between family as well as friends.
Using the bottom half of Appendix 3, children should complete the following sentences:
• In a good relationship I should expect…
• Three good relationships I have include…
• These good relationships make me feel…
• If I want to be a good friend I should…
• Sometimes things will go wrong but I know that I can…
Extension. Ask children to write their own ‘recipe for friendship.’