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6-9 themes 10-11 time to go 12 poetry workshop KS2 worksheets
session 10: ’time to go, time to leave.‘
Brenda leaving school
Objectives:
Resources:
Input:
Look closely at the shots of the teacher telling Brenda and her father that she must change school.
Stills of Brenda leaving school
Movie clips:
Time to go, time to leave - Brenda in the classroom.
Choose large movie or small movie.
Time to go. Time to leave.
Choose large movie or small movie.
Ask the children to brainstorm in pairs/ small groups how Brenda feels.
Ask the children to say how film language shows these feelings, eg. type of shot, colour, sound etc.
Activity: Ask the children to reflect on their own experiences of starting school and joining a new community. What can they remember? How did they feel? Did their feelings change after they had been at school for a few months?
Working in groups or using circle time, create a class mind map of feelings associated with change.
Display and discuss each point and feeling raised. In groups, the children devise a role play to illustrate different feelings associated with starting school, both positive and negative.
Work with the children to identify their main concerns and hopes about moving to the next school, and their feelings about leaving this school.
Discuss their hopes and fears.
Using the prospectus or welcome booklet of each of the new schools, ask the children to research practical information relating to their new school, e.g. Where is the school located? What are the uniform requirements? What does the timetable include? What does the induction of new pupils involve?
Invite year 7 tutors and/or former pupils to a question and answer session about the new schools.
It could be helpful to have an anonymous 'any questions' box, where children can ask about anything that worries them. The questions / concerns could be discussed during circle time, or answered / solved by the class using group problem-solving skills.
Ideas for plenary:
Draw out the key issues and fears that have arisen from your discussion. Discuss feelings of apprehension and relate to children’s past experiences e.g. learning to ride a bike, move house etc. Talk with them about changes which have positive outcomes but we don’t always know them in advance.
You could write an acrostic poem about CHANGE to draw the discussion and the children’s feelings together.
Brenda in the classroom
session 11: ’but I never got anywhere anyway’
Objectives:
Resources:
Input: Show the opening credits of the film. Explain that ‘Winter, spring, summer, fall’ is often used to describe the stages of our lives. Mention that the petals on the stone are from flowers from different seasons
Autumn - Hydrangea/ sage ‘A Film by Nicola Williams’
Winter - Heather/ alpines ‘Based on a poem by Brenda Cook’
Spring/Summer - Anemones/magnolia ‘The Wrong Flowers’
See Making the film planning section on purple flowers.
Activity:
Ask the children to draw a timeline in their project book detailing significant events in their lives so far and the times that they hope to e.g. drive a car, get a job, get married, have children.
Ideas for plenary:
