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Stolen Lives is a learning resource featuring an illustrated comic book. It builds upon extensive research into the use of visual content and mental exploration to aid learning as well as employing the principles of transformative learning techniques.

The accompanying teaching and learning resource (available separately) was developed in partnership with children and teachers as a modular programme. It is suitable for use with a whole class or smaller, targeted groups and includes material to explore the attitudes and opinions of young people, specifically around peer pressure. The activities develop over several sessions enabling themes to build and issues to be investigated in depth, with plenty of opportunity for reflection on personal experiences.

The programme was commissioned in response to an increasing awareness of the challenges that young people face during the transition from primary to secondary school and the huge impact that inadequate preparation can have on their lives. It’s design brought together a range of partners including local authorities, health and police services.

Ultimately the programme aims to increase resilience among primary school pupils by helping them to understand and develop strategies for better-informed choices when faced with negative pressures from their peer group.

Following a successful pilot in one area of the UK there are now plans to broaden the range of content and themes included in the programme. During that pilot 80% of the pupils who took part rated the materials as ‘very good’ or ‘excellent’.

Teachers, schools or other organisations wishing to use the accompanying resource materials and lesson plans or interested in taking part in future pilots should get in touch with us directly to discuss their specific needs.

What teachers said:
“Literacy skills are incorporated the whole way through the scheme (reading, writing, speaking and listening and drama skills)…and the project fits in well with existing PSHE and Citizenship schemes of work.”
“Difficult topics can be addressed in an open and non-threatening way.”
“The materials are cross-curricular and can be incorporated easily into any school’s PSHE and Citizenship curriculum…there is room to be flexible with how and when it is taught.”
“Awareness and early intervention are key to helping children make positive life choices as they grow into young adults. This resource is an ideal way of preparing children for situations they may encounter as they become more independent.”

What pupils said:
“I have felt more confident about talking about things that have happened”
“Wished we could have done more”
“…The best activity was role playing different endings”
“...really good because it had a cliff hanger ending which made you think”
“It really helped me with bullying problems”
“Brilliant, would read it over and over”

What teachers reported their pupils had learned:
* How to seek out advice for themselves or friends
* Co-operation
* Confidence to make decisions
* Knowledge of gangs and typical behaviours
* Looking at issues from different view points
* To express themselves in a positive way through the activities
* Learnt to reason why some people join or create gangs
* To make good decisions