Junk Food Science Role-Play: Effective KS2 Lesson Strategies

1. Junk Food ScienceRole Play KS2 Lesson CPD Slides

2. Outcomes • Be aware of the Junk Food Science Project videos and associated curriculum and CPD resources • Be aware of the Junk Food Science Role Play KS 3 and 4 Lesson videos and associated curriculum resources • Planned how you will use the Role Play resources with your class

3. Project Team • Teachers TV • Centre for Science Education, Sheffield Hallam University • Illumina

4. Project Aims To support the teaching and learning of Food and Healthy Eating through the use of innovative contexts, curriculum and CPD videos and resources

5. Resources • Student Classroom Videos • Teachers’ Notes • Classroom PowerPoints • Classroom paper-based resources • CPD videos • CPD PowerPoints

6. Role Play KS2 lesson resources • ‘News Report’ - www.teachers.tv/videos/news-report • Role Play KS3 and 4 Lesson Teacher Notes – download these at www.teachers.tv/junk-food-science • Presentation for use in class – ‘Role Play KS3 and 4 Lesson Sample Slides’ – download this at www.teachers.tv/junk-food-science • CPD Video – ‘Teaching the KS2 Role Play Lesson’ - www.teachers.tv/videos/teaching-the-ks2-role-play-lesson Download these resources from the Teachers TV website to use in this session

7. Benefits of using role play • it explores view points • is highly appropriate for dealing with controversial issues • the view of the student role is studied and not the actual student • students learn to control feelings and emotions • learning is both very active and interactive • promotes group learning and cooperation • relates to real issues • highly motivating • develops speaking and listening • helps focus on problems and their solutions

8. Role play process • Any successful role play follows the following five phase process • Preparation • Briefing (getting into role) • Action • Debriefing (in role) • Follow-up (out of role)

9. Preparation • consider the role play objectives • decide on the type of role play • consider what stimulus you will use, e.g. video, audio tape, magazine, newspaper, quote, letter, case study, questionnaire, script from play • decide whether you need a short, warm-up activity • identify and clarify the issues involved, raise awareness and consider different perspectives • supply students with necessary knowledge and understanding - try using small group discussion or active reading and writing for this • use warm-up activities to establish views and knowledge, e.g. value continuum, or statements game • introduce the role play gradually, perhaps using questions such as, ‘can you give me an example of …?’ or ‘What would the person do or say?’ • Prepare the classroom • allocate roles

10. Briefing • get students to write or rewrite their role briefs • involve all the students • allow adequate time • if role cards/briefs are given out, students build up a better role picture if they: • underline views held by the character • rewrite brief in the first person • devise questions on the back of the role card to help develop the character • ‘work-up’ characters in pairs • each person interviews the other • a list is made of how characters might feel or react in the situation

11. Action • students should be fully briefed and in role • continuity is ensured only if there is thorough advance preparation • students need to be fully ‘in-role’ • use a suitable room and surroundings • create a sense of occasion, particularly if using a grand scenario, or public inquiry approach • generate an atmosphere of reality - use props but keep them to a minimum, e.g. name tags, telephone, tables, posters • initiate the action and step back • leave responsibility with the students • if you need to step in again, try to do so in-role

12. Debrief • debriefing should be done while the students are still in-role (this way only the character or role is under attack, and not the student) • debrief in small groups (pairs, fours) particularly when exploring personal feelings in anticipation of a whole group discussion • summarise what has been learned from the role play as you go • orchestrate the discussion rather than saying too much yourself • establish the facts and any decisions which have been reached

13. Follow-up • Once students have been debriefed, and are out of role, get answers to the following questions: • what do students think happened? • how do they feel about their role and other peoples’ roles? • what decisions were taken and what do they think about these? • what do students think they were trying to achieve? • had they changed their views? • Also follow-up with regard the issue in an active and balanced way probably through active writing to consolidate the learning

14. Starter • Watch the ‘News Report’ - www.teachers.tv/videos/news-reportvideo • What were the arguments for and against the ban

15. CPD video Read the Teacher’s Notes, ‘Role Play KS3 and 4 Lesson Sample Slides’ PowerPoint and then Watch the CPD video (www.teachers.tv/videos/teaching-the-ks2-role-play-lesson) Discuss the following questions • How did the teacher prepare the students for the role play? • What did the students do to get into role during the briefing phase? • What did the students do during the action? • How did the teacher debrief the role play? • What did the students do to follow-up the • role play? • What aspects of the curriculum are • covered by the lesson? Plan how you will carry out this lesson with your students

16. Additional Activities and Resources • There are range of additional ideas provided in the Teacher’s Notes to help you develop a cross-curricular topic on Healthy Eating, including • Extension work, • Additional activities • Science upd8 activities • Links to other Teachers TV videos • How would you use these additional ideas?