EXPLAIN:

Last time, we thought about our identities and specifically the values that are important to us. Whether we can live to our values depends, in part, on the people we surround ourselves with. We learnt in Session Three about social proof and how we all sometimes take our lead from others. Therefore, by carefully choosing who we spend time with and who we are influenced by, we stand a much better chance of keeping to those essential ideals.

As a whole class, we will begin to list the qualities we feel are important to us when meeting new people.

ASK:

• What makes a good friend?

• What are the qualities we look for in good friends?

Record a list of the qualities pupils come up with under the title 'What makes a good friend?' and keep this displayed for the remainder of the session.

SHOW: Slide 3

The circles of trust are a graphic way of representing the relationships we establish, placing the people we know in a series of concentric circles that differ from each other by the degree of trust, intimacy, attention and care we put into each of them. Therefore, the circles of trust express the type of relationship we establish with people and how close or far from us we perceive those relationships to be. We are in the centre of that circle. From that "self", we will create different concentric circles to place the people we know.

1. Intimate circle. This circle includes only the people we are closest with, i.e. those in whom we trust with our eyes closed, usually our partner, children, parents or siblings. The people we are likely to turn to when we have a big problem and to whom we entrust our biggest secrets, worries and concerns. When we get sick, these people take care of us, are by our side in the most challenging moments, and always watch over us.

2. Circle of medium trust. This includes those people with whom we have a close relationship. People we would ask a favour, those with whom we spend time, have fun and share our vision of the world. We can talk to them about many topics, even delicate or personal ones. This circle would usually include our friends and perhaps some relatives.

3. Circle of low trust. This circle includes people with whom we have relationships, but we would not usually tell them our secrets and would not dare to ask them for huge favours or confess specific details of our lives. Generally, these are people with whom we maintain circumstantial relationships, such as our wider school-mates, peer groups and more distant relatives.

4. Circle of little trust. This circle includes people we know because we have agreed with them on different occasions but with whom we have not established a proper relationship. It may be that neighbour we greet in the street, children at school in other year groups, people we know only on social media or someone in a shop or restaurant we regularly visit.

5. Circle of mistrust. Outside these circles of trust are the "others", unknown people with whom we have not established any relationship or with whom we have exchanged a casual but inconsequential encounter. Generally, these people generate a certain degree of mistrust or suspicion since we do not know them yet.

Now, in groups of 3, discuss the descriptions and then, on your own, using the circle of trust model as a guide, plot where people sit in your circles. It might be easier to start with your family.

ASK: (whole class):

• Is there a pattern to your circles?

• Do they include adults you can turn to?

Assign students to groups of 3 and either give each group a scenario to work with or allow them to choose one from the story.

EXPLAIN:

We will look at some of the scenarios Ella faced. Knowing what we have learned over the last three sessions and thinking about the activity we have just completed, we will try to do a couple of things. First, we'll think about the risks, applying a simple 'red' or yellow' alert classification to each particular situation. Second, we'll think about an alternative way that the character might manage that situation to achieve a different outcome. Working together, you should develop ways of approaching the scenario and then practice them with the other members of your group.

EXPLAIN:

We've thought about what friendship means, we've developed our circles of trust, and we've even practised some examples of using this trusted network as a helpful mechanism to guide our future decisions. Take a few minutes to note your reflections from today’s session.

SHOW: Slide 5

We are going to add a few notes into our Reflection Journals, remembering the 5Fs.

Prompt with the following questions...

Facts — What happened? What did I experience?

Feelings — What impacted me, and how did I feel?

Findings — What truths/assumptions did I have about the session/myself/the process? What can I learn?

Future — How would I like to apply my insights in the future?

Friends — Share reflections, learnings and actions with others

Now, thinking specifically about today's session, note whatever you think or feel about your circle of trust, where it might need some work and how it might impact decisions you have made.

Allow students five minutes to think about and write down their reflections from today’s session. Then, in groups of 3 encourage students to spend five minutes sharing their reflections.

Note: encourage student to take responsibility for what they share. Some things they will likely want to keep to themselves as ‘personal reflection’.