Teaching sequence

Work through this resource material in the following sequence:

15 minute

Tune In: Change is coming

25 minute

Find Out: What can I control?

15 minute

Take Action: Support network web

5 minute

Reflection

Learning intentions

Students will:

recognise that change is inevitable and includes both positives and challenges
understand resilience as learning, adapting and moving forward through challenges.

Success criteria

Students can:

distinguish between what is within their control and what is outside of their control
identify their own resilience attributes and trusted sources of support when facing difficult change.

Tune In: Change is coming

Step 1

Introduce the focus of the lesson by highlighting that change is a normal part of life and that the transition to high school is 1 example of a significant change.

Invite students to reflect silently on the following prompt: What changes are coming next year?

Ask students to record their ideas in their workbooks. Encourage them to think broadly about different types of change, such as

new environments
new people and friendships
increased independence
different routines or expectations.

Once students have created their list, ask them to consider how they feel about each change and identify whether each change feels

positive (something they are looking forward to)
challenging (something they feel unsure or worried about)
neutral (something they do not have strong feelings about yet).

Point out that some changes may fit into more than 1 category.

Step 2

Outline that change can bring a range of emotions, often at the same time.

Create a scale across the room from 1 to 10, with 1 (not at all) on 1 side and 10 (very strongly) on the other, and the space in between representing the range of responses.

Explain that you will read aloud some statements (listed below), and that students must stand along the scale in a position that best represents how they feel. Encourage students to choose a position that feels right for them, and remind them that there are no right or wrong answers. Allow time between each statement for students to move and observe:

I feel excited about starting high school.
I feel nervous about starting high school.
I feel confident about making new friends.
I feel unsure about what high school will be like.
I feel ready for the change.
I feel worried about getting lost or not knowing where to go.
I feel positive about having new opportunities.
I feel unsure about the increased expectations and workload.
I feel comfortable meeting new teachers.
I feel anxious about leaving primary school behind.
I feel curious about what high school will be like.
I feel supported as I prepare for this change.

Prompt students to look around after each statement and notice where others are standing.

Step 3

Bring the class back together and invite a discussion by asking:

What did you notice about where other people stood?
Was there a range of responses?
Did anyone feel more than 1 emotion at the same time?
Did anyone notice that they felt both excited and nervous?

Point out that change can often bring mixed emotions, such as excitement and nervousness at the same time. Highlight that this is a normal part of experiencing change.

Reinforce that change is something everyone experiences in life and it is okay to respond to it in different ways. There is no single ‘right’ way to feel about the transition to high school.

Step 4

Explain that change cannot always be controlled, but how people respond to it can make a difference. Outline that the rest of this lesson will explore

how to manage change
what can and cannot be controlled
how to build resilience and use support when challenges arise.

Find Out: What can I control?

Step 1

Build on the idea that change can feel unpredictable and different for everyone. Explain that students will take part in a short team challenge.

Divide the class into small groups of 4–5 students. Provide each group with:

4 x A4 sheets of paper
1 metre of masking tape
scissors.

Explain that in this challenge, groups must create the longest possible paper chain within the time limit given. Remind students that they will need to

plan how to use their materials
cut and construct their chain
work together efficiently.

Step 2

After 2–3 minutes of groups working together, introduce a change. Choose 1 of the following options based on how groups are working

teams can no longer use scissors
teams must work in silence for 1 minute
teams can only use 1 hand each.

Allow students to continue.

Step 3

After a few more minutes, introduce a second change. This one must be teacher-directed:

Mix up all groups so students are placed into completely new teams.

Allow students to continue working in their new teams for a brief time, then stop the activity.

Some students may have strong or visible emotional responses when there are changes to the rules or team makeup. This may be frustration, disengagement or heightened energy. Acknowledge that these reactions are a normal response to unexpected change, and reinforce that the purpose of the activity is to notice and learn from these responses, not to get it right.

Step 4

Bring the class back together.

Before asking questions, highlight that the changes introduced during the activity were intentional to help students experience what it feels like when things are outside their control.

Invite students to reflect on the experience by asking:

What did you notice when the challenge changed?
How did it feel when the rules or materials changed?
How did it feel when the groups were changed?
What helped you adapt to the changes?
What made it more difficult?

Elicit a range of responses and record key words or phrases on the board (e.g. frustrated, confused, flexible, calm, annoyed, problem-solving).

Summarise the activity by outlining

there was a range of responses across the class; these reactions are a normal part of experiencing change
while students could not control the changes, they could control how they responded.

Step 5

Build on the discussion by introducing the concept of resilience. Explain that resilience is the ability to learn, adapt and move forward, even when things are challenging or unexpected. Address any misconceptions and point out that resilience

does not mean things are easy
involves trying different strategies
can be developed over time.

Invite students to connect this back to the activity by asking: Where did resilience appear in the team-building challenge?

Student responses may include

continuing after a rule change
adjusting to new team members
trying a different approach when something did not work.

Step 6

Explain that 1 way to build resilience is by focusing on what can and cannot be controlled.

Introduce the idea that not everything fits into just ‘can control’ and ‘can’t control’ – there is also a middle space.

Explain that this idea can be represented with 3 circles:

Circle of control (inside my control): things that you have full control over and can directly impact (e.g. attitude, effort, actions).
Circle of influence (things I can influence): things that cannot be controlled completely, but that can be impacted through actions, choices or communication.
Circle of concern (outside my control): things that are outside of your control and cannot be changed.

Emphasise that the circle of influence is different from the circle of control. Explain that things in the circle of influence do not always change straight away, and may not change at all, but actions can still make a difference over time. For example, a friendship cannot be controlled, but it can be influenced by being kind, including others and communicating clearly.

Display the Circle of Control Graphic as a guide. Ask students to draw and label the 3 circles in their workbooks.

Circle of concern (inside my control)
Circle of influence (things I can influence)
Circle of concern (outside my control)

Explain that the class will work together to decide where different examples belong. Direct students to record the class responses in their own workbooks.

Write the following list on the board, then invite students to suggest where each example should be placed in the 3 circles:

effort
attitude
choices
asking for help
friendships
group work
how others respond
school rules and structure
timetable
other people’s choices.

As students make suggestions, guide the discussion by asking:

Why does this belong in that circle?
Could this fit in more than 1 circle?
What makes something within control or outside of control?

Where needed, support students in refining their thinking and moving ideas if required.

Learning extension: Invite students to repeat this activity with another set of 3 circles, and independently create a list of 5–8 examples based on a real-life situation that they have or will encounter. Encourage them to consider challenges or uncertainties they may face, and once complete, ask them to identify 1 example from each circle and reflect on how focusing on what they can control might change how the situation feels.

Step 7

Link the 3 circles activity to starting high school. Ask students to think-pair-share:

Where does mindset sit?
Where does preparation sit?
Where do other people’s reactions sit?

Invite students to add their own additional examples to the 3 circles that relate to starting high school.

Highlight that focusing on what can be controlled, such as effort, attitude and preparation, can increase confidence and preparedness when facing change.

Step 8

Reinforce that resilience is not something people do alone. Ask: Who could support you when things feel challenging?

Highlight that support can include

friends
family
teachers
other trusted adults.

Explain that recognising and using support is an important part of being resilient, and that asking for help is a strength.

Connect resilience to the previous activity by highlighting that while some things cannot be controlled and others can only be influenced, seeking support is within students’ circle of control.

Take Action: Support network web

Step 1

Build on the idea that students already have experience with resilience. Ask students to think-pair-share a time when they faced a challenge or change. Guide their thinking by asking:

What was the challenge?
How did you feel at the time?
What helped you get through it?
Who supported you?
What strengths did you show?

Allow students time to think, discuss with their partner and record their ideas in their workbooks. Invite students who feel comfortable to share their experiences.

Reinforce that this reflection highlights that resilience is something students have already demonstrated.

Step 2

Outline that having support is an important part of navigating change.

Ask students to draw a representation of themselves in the centre of a page in their workbooks (a stick figure is fine). Then, around their representation, invite students to add people who can support them, such as

trusted adults
friends
family
school staff.

Encourage students to think about different types of support, for example, someone

to talk to
who can give advice
who can encourage them.

Step 3

Now, direct students to look at their support network and identify who could

help when things feel overwhelming
provide advice or guidance
offer encouragement.

Encourage students to make simple notes or connections around their support map.

Bring the class back together and facilitate a short discussion by asking:

Why is it sometimes hard to ask for help?
What might stop someone from reaching out?
How can asking for help make a difference in challenging situations?

Elicit a range of responses and acknowledge common barriers (e.g. wanting to handle things alone, feeling unsure, worrying about what others might think).

Reiterate the key messages:

Asking for help is not a weakness, it is a strength.
Resilient people recognise when they need support.
Using support can help people move forward more effectively during times of change.

Remind students that different people can provide different types of support, and knowing who to go to is an important part of navigating change.

Explain that understanding what can be controlled, recognising personal strengths, and knowing when and how to seek support can help people feel more confident when facing change.

Reflection

Ask students to reflect on the following question: How does focusing on what I can control help me feel more confident about change?

Support students’ reflections with prompts such as:

What are some things that can be controlled during times of change?
How can focusing on these things make a situation feel more manageable?
How might this thinking help when starting high school?

Direct students to discuss their thinking with a partner before inviting them to share their responses with the whole class.

To end the lesson on a high note, encourage students to share with a partner 1 thing they are excited about as they move into Year 7.

Navigating Change

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson

Navigating Change

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson