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Encourage understanding of different perspectives and create a welcoming environment through activities and discussions. Develop problem-solving skills, discuss rights and responsibilities, and collaborate on a class charter.
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Favourites Wheel Fill in the outer rim with one thing you like in each category then………. find someone else who has the same favourite things and put their name in the same inner space.
Rounds I found out something good that I didn’t know about …….. this week. It is ……. One of the groups I belong to is ……..
L.O.1 I know how to make someone feel welcomed and valued at school. L.O.2 I know what it feels like to be unwelcome.
Q. What do you think the villagers thought of Polly and Digory? Q. Why do you think the villagers reacted the way they did to Polly and Digory? Q. Do you think they meant to be unkind? Q. Why do you think the village looked beautiful at the beginning of the story but not at the end? Q. Do you think that everyone agreed with the oldest villager?
You will need to be in a small group of 5 or 6. Practice for three minutes then be ready to act out the story of Polly and Digory. When you get to the part where Polly and Digory are walking away you will need to “freeze frame” (stop acting). Those of you being villagers can tell us how you think Polly and Digory feel.
In your group think of an ending to the story – either sad or happy. Now write an opposite ending to the one you have thought of.
Work with a partner. You will now need some paper to make a “lift the flap” book about the story. When each flap is lifted it should show how the characters feel inside at the different stages of the story.
L.O.1 I can use problem-solving activities to solve a problem.
You will need to be in a group of 5 or 6. Each of you is a villager and has a particular point of view about why Polly and Digory should or should not be allowed into the village and to share the food. You must hold a problem-solving meeting following the correct steps and come up with a plan to solve the problem. We shall then compare the plans from each group.
The new world might be a little like school: • When someone joins school do we make them welcome? • How do we do that? • What other things could we do to make them welcome? • Has anyone ever felt that they were not welcome?
Now we are going to hear and record the solutions each group has produced. Thinking about new worlds is fun but there is an important reason to do it. We want to work together to make our classroom a fantastic place to work and play in.
Would any of the solutions work in our classroom? • What would we need to do to make it work? • Is there anything in the class that helps us work and play together?
Some of the things which help us get on better with each other are: • School Council; • Befriending new pupils; • Class and school rules; • Learning about each other in circle time; • ? • ? • ? • ?
L.O.1 I can contribute towards making a class charter. L.O.2 I understand my rights and responsibilities in the school. L.O.3 I understand why we need to have different rules in different places and know what the rules are in school.
I am going to do an exercise with some of the class. The rest of you will just have to sit and watch!
Do you think that what I have been doing is “fair” ? Why / why not? Do you expect to be treated “fairly” by teachers? Is this a ‘right’ you have? A ‘right’ is something that everyone should expect when they are at school. It is how we would like things to be.
If we are to make our classroom a fantastic place EVERYONE must share. The classroom must be fair to all.
Let us list some of the rights we think we should have in our classroom:
We have a RIGHT to: Be treated fairly Be respected Be able to learn Enjoy coming to school and be safe Be included
With your RIGHTS there also come RESPONSIBILITIES! If, for example, we have a right to expect our things to be kept safe in the classroom then we also have a responsibility not to touch other people’s things.
Let’s see if we can balance RIGHTS with RESPONSIBILITIES. Rights Responsibilities
We are going to work in a group of 3 or 4 to produce our own class charter. Let us remember what we have discussed about ‘rights’ and ‘responsibilities’. When each group has finished ONE person will put forward their group’s ideas. They will then help to produce the class’s charter.
Usually there is a link between the class’s charter and the school’s rules. REMEMBER……. Rules are there to make sure that people’s RIGHTS are protected and that people do carry out their RESPONSIBILITIES.
You might like to remember and consider the rules you made last year and to think about if, or how, you have improved on them during your group discussions this year.
L.O.1 I know how to make someone feel welcomed and valued at school. L.O.2 I know what it feels like to be unwelcome.
You will need to be in a group of 5 or 6. Each group will be given a new child to look after for a day. Your child may have particular skills or problems. At the end of the day you will need to be able to tell the class how you got on. REMEMBER…not only do you have to show your child how things work at school but you must also show an interest in them and where they came from.
We are going to look at a poem to explore how children feel when they are left out of a group. Afterwards we will think about how it feels to be left out, how our actions may affect others and what strategies we can use to make sure everyone feels valued and included.
How do you feel if you are left out? How does what we do affect others? How can we make sure everyone feels included?
How many different ways do we know of saying “Welcome”? We are going to collect as many as we can.
L.O.1 I know how to join a group. L.O.2 I can predict how I am going to feel in a new situation or when meeting new people.
What happened when Polly and Digory tried to join a new group? We are going to look at how we feel when we have to join a new group and things we can do to make it easier.
Which new group have you ever joined? How did you feel? Were you excited? nervous? frightened? Why do you think you felt like this?
Sometimes we are not sure that people will like us in their group. No-one likes to feel rejected and we all want to feel we belong. Q. Have the fears we have felt in the past been real or imagined? Sometimes the “anticipation” is worse than actually doing something. When we have done it we usually feel satisfaction and relief.
