Amber’s story

Primary Resources > Health and Well-being (Wales) 8-11 | Iechyd a Lles 8-11

Summary of the film

This film is about Amber, a year 6 pupil who lacks confidence and has many fears and anxieties. In the film, Amber is about to go on an adventurous camping trip with school which will mean trying activities, like rock climbing, and meeting new people. She has many fears about the trip, and the film conveys how she feels about the challenges she faces, as well as how she learns to cope with new situations.

Teacher notes

Ideas for the classroom:

• Positivity jar to celebrate pupils’ kindness and achievements. If a pupil or a teacher sees someone doing something positive – they could be encouraged to write the action witnessed on a piece of paper and place it in the jar, eg I saw Tom tidy the yard/I saw Meg help another child. The notes could be read aloud at the end of the day to celebrate positivity in the classroom.

• Fixed mindset/growth mindset: Pupils could work in groups to change ‘fixed mindset’ phrases to ‘growth mindset’ in order to create positive sentences, eg:

They could either devise their own pairs of sentences, or match the ‘fixed mindset’ with the corresponding ‘growth mindset’ above.

• Role play: Pupils could work in groups of 4 on different scenarios, eg:
  • Sam is self-conscious because he is so much taller than everyone else in his football team
  • Ela's friends leave her out of the game and she sits by herself
  • Idris is anxious, and finds it difficult to mix with other children
  • Charlie hates running and feels shy in sports lessons

Each pupil in the group could receive a character and they could be asked to think about their characters’ feelings and either write them down or express them verbally. Then, the rest of the group could think of advice for each character in order to hold a discussion about feelings and how to overcome challenges, eg who can they talk to? What would the pupils do in their characters’ shoes? This could lead to an activity asking pupils to create a poster for their characters with images and useful phrases to help their feelings.

• Spinning wheel: The spinning wheel could include positive words, eg:

organised, ambitious, inspiring, kind, caring

and the pupils could spin the wheel and try to put the word the wheel lands on into a sentence, eg I feel organised today because I packed my school bag. Then, pupils could put this sentence into a special self-esteem box.

Language, literacy and communication ideas:

• Pupils could discuss key phrases from the poem after watching the film, eg “Every door is a path to a new adventure” / “Life is good when you are on top of the world” and draw images to coincide with the phrases, eg an open door to highlight the concepts of ‘opportunity’ or a ‘new start’.

• Pupils could be asked to create an acrostic poem taking some of the themes that are discussed in the poem, eg bravery, strength and confidence to reflect their own feelings.

Learning outcomes and curriculum notes

• Learn more about developing self-confidence, social skills and a group of friends
• Develop knowledge about changes – to the body, hormones, emotions and moving to secondary school
• Develop mindfulness strategies and how to recognise strengths
• Learn how to celebrate achievements and take responsibility

Area of Learning and Experience – Health and Well-being

How we process and respond to our experiences affects our mental health and emotional well-being.

Progression Step 3

• I can self-regulate my emotions in a healthy way using strategies that I have developed.

• I can recognise the benefits of being able to focus attention on my perceptions and thoughts and know that I am developing my self-awareness.

• I can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.

Our decision-making impacts on the quality of our lives and the lives of others.

Progression Step 3

• I can recognise that some decisions I make will have a long-term impact on my life and the lives of others.

• I can understand that decisions can be made individually and collectively, and that they can be influenced by a range of factors.

Area of Learning and Experience – Languages, Literacy and Communication

Expressing ourselves through languages is key to communication.

Progression Step 1

• I can communicate by making marks, drawing symbols or writing letters and words in a range of contexts.

Progression Step 3

• I can adapt and manipulate language and make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.

Where next?