Students have been participating in Thrive activities each week throughout the school. Thrive focuses on stages students should know throughout life such as:

Interdependence – exploring Identity and Gender – strengthening my relationship with myself – navigating challenge and change -exploring the world creatively, through tasks and activities learning about…

• how to agree plans and meet deadlines,
• Persevere in the face of setbacks and disappointments,
• How to resist peer pressure; and can choose their own way
• The young person(s) will seek out and engage with opportunities for creative exploration.
• The young person(s) will feel confident about and enjoy tackling problems in their own unique way.
• Encouraging them to be proactive in conversations with others etc.

Skills and Structure – motivation for developing skills, developing morals and values and understanding the need for rules through tasks and activities learning about…

• How to enjoy trying new things and learn from their mistakes so they can carry out responsibilities satisfactorily.
• How to positively work and learn together with others. (Motivation for developing skills).
• How to be curious and excited about learning something new. (Motivation for developing skills).
• How to understand there are many ways that things can be done and how to identify the way that is ‘right’ for them and how they may need to adapt to other ways.
• Opportunities for the young person(s) to explore new friendship groups and make connections with others i.e., after school clubs, youth groups, events they can participate in, sports groups, or exploring their other hobbies and interests in and out of school.
• Being more independent in the community i.e. shopping, crossing roads safely and travel training (how to use a public bus or metro.)
• Careers opportunities through operating a school Tuck Shop and other enterprise opportunities i.e., operating a stall at the school fayre, and selling items to staff other students and members of the general public; making and selling cakes, bacon sandwiches to staff and students in school etc.

Thinking skills – Expressing a view – Learning about cause and effect – Feeling, thinking and Problem solving, through tasks and activities learning about…

• The young person(s) know when they need help and ask for this, before they get into difficulties (Learning about cause and effect)
• The young person(s) understands and anticipates the consequences of their actions.
• The young person can say when they do not know or when they have a problem.

Doing Skills – Exploring and Experimenting – Experiencing options – Initiating, engaging and doing through tasks and activities learning about…

• Making simple choices and learning to manage success or disappointment whichever occurs.
• How to enjoy repeating activities and learn from doing and trying out new things.
• The young person can ask for help when choosing.

Power and Identity – Developing Identity – distinguishing between Fantasy and Reality – Exploring Power with Responsibility through tasks and activities learning about…

• The young person(s) discovering their personal power and using this appropriately.
• The young person(s) taking responsibility for their part when things go wrong and is willing to talk with others to resolve the situation.
• The young person(s) understanding how to behave in different social situations.

Being Skills – To have a positive experience of being dependent and then being able to move on to make new relationships – being safe – having their needs met – being special …

• Giving students access to visual timetable and visual reminders of routines and rules to help support the young person with daily routines,
• Creating opportunities for the young person(s) to observe faces and notice different expressions.
• Describing what they see and make lings to sensations and feelings.
• Teaching regulation strategies, i.e., breathing into the belly, body scans etc.Using visualization or mindfulness to support the young person to slow right down, to sense in and notice feelings and sensations in their bodies.
• Give early warning that something is coming to an end.
• Notice any changes in body language, facial expressions, mood or tone from themselves and others. Be curious about their experience and respond with empathy.
• Staff to be available throughout the day for the young person(s) to check in with them if they need help or reassurance.
• For the young person to know they you are holding them in mind regularly by checking in with them throughout the school day in a way that feels ok for them.

THRIVE ACTION PLAN ACTION PLAN 848344
Activity: Resilience Road

Their target was to complete the ‘Road Awareness for Pedestrians’ unit which needed to be completed for their accreditation. We have been to Gateshead and the local  area to complete it and had taken several months of going to different places.