Lesson 14: Your Future, Dreams and Plans
- Students start thinking about the future and feel empowered in being able and allowed to have dreams and make plans;
- Students learn how to achieve their goals their goals in a practical way;
- Students identify those who will help to make their dreams come true by filling in their Me ‘n My World Map.
- State that every person has the entitlement to dream of bright future and to build up a good life
- State that they have the entitlement to get support from other people to realize their goals
- State that all people are different, that nobody is perfect, but that everybody has something to be proud of
- Describe their dream of the future and explain a plan of action to realize this dream
- List two physical, personal and social strengths specify two ways of improving themselves and explain that the choices they make now have a big impact on their future
- Explain that, to a large extent, it is up to themselves to make their dreams come true
- Explain that they need a plan of action to make their dreams come true
- Indicate, in an action plan, which goal can be achieved in what way and with whose support
- Provide a scenario for requesting assistance of people who can help in achieving their own goals
- Envisage themselves in the future and how they would like to live
- Distinguish between what they can and cannot control
- Show they are proud of their characteristics and strong points and show awareness of their points for improvement;
- Emphasize that it is important to have dreams for the future, even if it will take a lot of effort and strength to achieve them;
- Show motivation to support other people in achieving their dreams and to support them in achieving these dreams.
Today, we focus on the students’ future, dreams and plans. In the previous lessons, students have learned about many different aspects relating to their personal well-being and issues of sexual health. Now is the time to focus on the future and how all these issues come together in a practical way. Students do three exercises. The first exercise is to remind themselves of their strengths and weaknesses, the second is about setting goals, and the third is to complete their Me ‘n My World Map by adding their dreams.
In this lesson the teachers and learners will use different active learning methods.
- Method 1
Delivery of this lesson will be done with minimum requirement that discussed in the following steps.Delivery Method
Ask a few pupils to tell something about their reflection activities from the previous lesson.
2.Warm up: I am …. (5 mins) Aim
- Pupils exercise presentation skills
- Pupils overcome shyness
Step 1. The group is seated on a line of chairs with a wide-open space in front of them. This wide-open space
becomes a stage. Each student in turn must go to the side of the stage and then walk to the centre of the stage
while being observed by their fellow pupils sitting in front of them. When they reach the center, they must
stop and face their audience, make eye contact with them and then say in a loud voice ‘MY NAME IS…’,
pause and then exit the stage.
Step 2. Say some small words of encouragement to the students, especially those who are shy. Remind them that
standing up before a group is a nerve-racking experience for most people. The students will be braver for
succeeding. If you have extra time, you could have every pupil go a second time and add a positive aspect
of them, saying, for example:
‘I am good at …’ Now that the pupils have loosened up, they might perform better.
3.Let’s Focus on my Positive Points (30 mins)
- Pupils identify their own characteristics and are proud of them;
- Pupils identify changes they themselves have to make to improve themselves.
Step 1. Explain that, in order to have a good and healthy life, pupils should first of all be able to
identify their strengths. Give each student one printed exercise file. Or let the pupils write in their notebooks.
Step 2. Ask some pupils to present their positive points to the group.
Here are some questions you could ask pupils who are presenting:
How does it feel to think about personal qualities you are pleased with?
How does it feel to talk about personal qualities you are pleased with?
What do you think of other people when they talk about personal qualities they are pleased with?
Do you know someone who is perfect, without any weaknesses?
Draw conclusions, such as:
- We differ from person to person, but all of us have something to be proud of and be pleased with
- it is nice to be self-confident, have self-respect, and not to feel timid or inferior
- the important thing is to know how to develop our strengths and overcome our weaknesses so we can improve ourselves
- we should also respect other people: other people may have different characters but all of them
- certainly have interesting aspects to be proud of
4.Setting goals (20 mins)
- Pupils practice setting goals;
- Pupils get a sense of planning and realizing goals.
Step 1: Ask all pupils to pick a goal; this can be a short-term, mid -term or long-term goal. The pupils then
develop a plan to achieve this goal. Use Handout 2 for this exercise.
Step 2: Some students are invited to present their goal to the group; other students can ask questions, comment
and propose additional ideas.
Discuss and summarize all the goal-setting steps and emphasize:
- you have the right to dream of a bright future and plan to build up a good life. You have the right to realize your goals!
- you have the right to receive support and assistance from family, friends, peers, the community, local authorities and social organizations to realize your goals;
In order to realize your goals, you should:
- set up a plan for a specific period of time;
- identify the advantages, constraints and solutions to overcome the difficulties you
- anticipate; identify those who can provide you with support and assistance;
- commit to realizing your goals and know how to get support and assistance from responsible people.
5.Do the Me „n My World on paper Guidelines for making Me ‘n My World on paper (See the lesson 4 example at the end of the pupils book)
- have a big sheet of paper to work on and are instructed as follows
- place an image of yourself – a drawing or a picture – in the middle of the page
- write your own name, bottom middle
- draw two big circles around yourself
- fill this space to make a ‘map’ of your world: place six figures around you to represent the six people
you have named as being closest to you. The middle ring is for those who are closest to you and so on
- write their names under each person
- draw an arrow to connect you to this person like a diagram and write who they are: mother, brother, friend
- add a thought bubble for each person or group of people; write in this bubble how you think these people
see you, what they think of you as a person
- add a speech bubble to yourself and write about the person or group of people to explain how they
influence your life and the way you live. What role do they play in your life and what role can they play in
your future? Examples include: breadwinner, love, role model, someone to talk to, to share problems, to have a laugh with,
music, fashion, teaches me new words, influences my attitude towards the opposite sex, influences my
attitude towards learning or school, influences my attitude towards your parents
or grandparents and influences my future dreams.
Choose your own categories, but be as specific as possible. Although there is always more to say, you have
to keep it short due to available space.
Pupils have set a goal for themselves and have identified which difficulties they foresee and who they can ask
In the time before the next lesson, pupils can:
- spot opportunities to realize their goal in the next few days
- request the assistance of someone they mentioned as a possible source of help to assist them in achieving this goal