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6-9 more discussion 10-11 time to go 12 poetry workshop KS2 worksheets
(page two of two)
session 8 “you’re different” part 3
Brenda in the caretakers shed
Objectives:
Resources:
Input:
Activity 1: Arrange the chairs in a circle. Choose six children to sit in a circle on the floor in the middle of the large circle. Give each child a gold star. Explain that they must give their star to someone else in the circle to praise them for something good that they have done, or a special talent that they have. They must look at the person they are praising. The person who receives the star looks at them and says only “Thank you”.
After all the stars have been given out, ask the children in the small circle to tell the larger group how it felt to give and receive praise.
Discuss this activity in the larger group.
Activity 2: Give each child a piece of paper. Ask them to write their name at the top.
Pass the paper around the class and each child should write down anonymously something that they think the named child is good at. They can agree (by ticking) with someone else’s statement. The papers are then returned to the named child.
The children should have time to share the comments or read privately, as appropriate.
Activity 3: Give each child a photograph of themselves to stick in their project book. Ask them to choose statements to write around their photo.
Ideas for plenary:
Ask the children to write one “I am…” Statement using the comments given to them by the other children. Display these around the class motto.
session 9 “the sharper voices" part 4
Objectives::
Resources:
Input: Discuss the term ‘sharper voices’. What does it mean?. Replay the section of the film in the school room. Who are the sharper voices in Brenda’s life?
Using a flip chart, brainstorm the people who are the ‘sharper voices’ in our lives; at school, at home, in the wider community.
Consider why we need voices of authority. Write up the word ‘control’ – Ask the question, ‘who controls us; at school / at home / in the wider community?’
Activity: (see table below).
Teachers - you can make up your own scenarios to suit the discussions you wish to have with your class. Adapt the table, or use it as it is, or create cards with the problem on one side and the answers on the other. Or create ‘choice’ cards, each with an alternative choice written on it in red, which can be used in the activity described.
In small groups using these scenario cards, or cards you have made, ask the children to identify who is in control, who makes the choice in each situation. What are the consequences of making difference choices?
Give each group one scenario for rôle play. When they perform, freeze frame the moment of choice. At this point the character making the choice could hold up a red “choice” card - the class could discuss and predict the choices.
| WHAT IS THE PROBLEM? | MAKING CHOICES | IS THERE A RIGHT CHOICE? | WHAT WOULD YOU DO AND WHY? |
|
You are with a group of friends and one offers you a cigarette. |
1.Say no |
yes |
1. Smoking is addicitive, illegal for under 16s, and can kill you. |
|
You suspect that one of your friends has been stealing from you |
1.Break friends |
yes |
2. Your friend might be innocent. |
|
You are at home with your friends and your parents are not there. One takes a bottle of alcohol. |
1.Take it away from them |
yes |
1. Alcohol is adictive, and too much will make you feel sick and depressed. |
|
Your friends start to bully a new pupil in your class. |
1.Join in to look like part of the gang |
yes |
3 or 4. Bullying is cowardly and unfair, and should be stopped. |
Ideas for plenary:
Discuss who influences our choices. Are these influences positive or negative?
Do we always make the right choices? Do adults always make the right choices?
Discuss the phrase: “You are who you choose to be” There is an excellent unit in the PSHE & Citizenship QCA SoW - Unit 2: Choices which expands on these ideas.
