In this first session, we revisit themes first introduced as part of the Year 5 Choices programme. The purpose of this is to re-establish a framework of thinking, not only to help learners better understand the processes involved in making choices but also to provide them with opportunities to continue to develop and practice their own strategies for making good choices. In doing so, the Year 6 element partly provides pupils with a review of the essential concepts and ideas from the previous module. Moreover, it enhances vital thinking skills further to prepare young people for the range of challenges they may encounter, many of which can be amplified during times that bring on feelings of anxiety, such as school tests or the transition from primary to secondary education. 

Once again, the learning process is built around a story and a set of characters. Some of those characters will already be familiar to them from their Year 5 work. As the primary person guiding their learning, it might also be helpful for you to have some knowledge of those characters, which this session will provide. The characters and their relationships set a context within which complex ideas about change and transition can be explored while maintaining a 'safe space' to do so. This idea of safety is twofold: Firstly, the characters act as a proxy, enabling learners to explore concepts objectively — the focus is all about those in the story rather than the particular set of young people in the room. Secondly, the learning takes place within a moderated environment, providing a valuable opportunity to discuss, debate and reach a consensus on the optimum actions that lead to the best possible outcomes. Crucially, this happens in a way that enables young people to be more reflective and thoughtful about their choices without the added pressure of the moment or the influence of peers.

This initial session is about preparing pupils to be able to work well together but also building on the work that was completed in the previous year. This sets a framework for and revisits some of the key terminology around choice and decision-making. It should also generate new excitement about once again meeting some of the characters from the previous story and catching up with how things might have changed for them, just like pupils own lives. Once again the characters are used as proxies to explore situations and scenarios, providing a safe environment within which to explore a range of viewpoints and reach consensus on some of the best ways to approach the challenges that they will undoubted face during this critical year in their school journey.

Note: It's important to tell students that they will be better at making decisions by completing the programme. Research has proven that merely introducing such an expectation effect will improve their capability.

Ground rules are an essential element of any session where potentially sensitive issues are to be covered. They help to minimise inappropriate and unintended disclosures and negative comments towards other pupils, whether intentional or not. They are also an opportunity in their own right for pupils to hear and discuss different opinions, collaborate and reach consensus.

To be effective, pupils and teachers need to develop ground rules together and then 'test' them in discussion and group activities while remaining open and prepared to amend them as necessary. There is no 'ideal' for the number of ground rules, but you should ensure that there are not so many that the rules become ineffective. Maintaining a 'positive slant' on the ground rules is also essential, as too many 'No...' or 'Don't...' type rules can be negatively perceived. Finally, ground rules are most potent when they come from pupils themselves.

Teaching Tip: Ground rules can be linked to any existing relevant class or school rules, or wider school ethos.

Note: The class should revisit ground rules at the beginning of each and every session within the recap or lesson intro. Should the group decide, the ground rules may be added to or altered if some aren't working or more are required for a specific topic. This process is critical in ensuring that the programme reaches its potential.

Reviewing the previous story provides a valuable mechanism to underpin the key concepts introduced during the Year 5 programme. It also enables anyone that didn't previously take part to get to know the characters, concepts and context in which these were introduced. The 'Fill in the Blanks' resource sheet delivers a straightforward route back into the language, terminology and concepts necessary to the programme objectives.

Note: You may use this as an opportunity to review the five basic human needs featured in the Year 5 scheme of work. These are included as definitions in the slide pack, but you may also want to have your pupils research and come up with their own meanings.

Basic needs recap

Five basic human needs drive the way we act and the choices we make:

1. To survive

2. To have power

3. To love and belong

4. To be free to choose

5. To have fun and enjoy life for its own sake

Run through the final choices scene at the end of Marcus' story encouraging pupils to discuss reasons for their choices and relating these to the things they learned during the previous programme.

Pupils should be encouraged to start applying what they remember to the context of Marcus' story. This process will help them progress through the programme and reinforce the learning from the Year 5 module. In particular, they should try to pick out examples of good and bad decisions and identify how Marcus' identity, the influences around him and his own basic needs impact his choices.