Choices Y6 Resource Hub

Session 2:

Our world changes

Session overview

Session Two has two key aims. Firstly, building on the work completed last time, the session deepens pupils' knowledge and understanding of the components that make up the 'Choice Framework' they have learned about and the factors that influence their decision-making. Secondly, it tests that framework by challenging pupils to think about how our capacity to make 'good' choices can come under considerable pressure during times of tension, anxiety or change. This approach is designed to develop their skills further while strengthening their understanding of the processes in play. Stretching their knowledge in this way will equip them to face and successfully manage the challenges immediately ahead and beyond Year 6.

In addition, Session Two offers an opportunity for pupils to consider and share specific concerns they might have. Articulating those fears presents a chance and sufficient time to work through and resolve them. The output from this session can be used as a baseline and revisited during the year to track progress and mitigate any concerns raised.

A. Session aims & objectives

Students understand the components of the 'Choice Framework' and factors that influence their decision making
Acknowledgement that some situations impact our capacity to make good choices

B. Learning outcomes

I understand the key things that make me who I am
I can talk about my hopes and fears for the year ahead

C. Terminology introduced

Example definitions of key terminology are included, but, wherever possible, pupils should be encouraged to develop their own agreed descriptions of the words used.

ETHNICITY: An ethnic group or an ethnicity is a category of people who identify with each other based on similarities such as language, society, culture, traditions or religion.

VALUES: The principles or standards of behaviour that individuals or groups believe are important.

BELIEF: An acceptance that something exists or is true, especially one without proof. Trust, faith, or confidence in someone/something.

MORALS: The lessons about right and wrong learned from a story or event.

CHARACTERISTIC: A feature or quality belonging to a particular person, place or thing that identifies them.

D. Resources required

❏ Slide pack for Session Two (note: some activity slides are blank for you to make use of as you wish)

1. Session title

2. Learning outcomes for Session Two

3. Starter Activity — Definition pairs

4. Activity 1 — Choice Framework

5. Key concept summary

6. My identity model map

7. Ethnicity

8. Definition of ethnicity

9. Values

10. Definition of values

11. Belief

12. Definition of belief

13. Morals

14. Definition of morals

15. Characteristic

16. Definition of characteristic

17. Activity 2 — Hope and fears

18. Who is Kwan?

19. Activity 3 — Kwan's needs

20. Plenary — Introducing Kwan's Story

21. Recap learning outcomes for Session Two

❏ Resource Sheet 2a: Word pairs (4 pages, print single-sided and cut along dotted lines to create cards. You will need 1 set per table)

❏ Resource Sheet 2b: My identity model map

❏ Resource Sheet 2c: Kwan's identity map

Starter activity: Definition pairs - Choices vocabulary

Establishing an agreed framework of understanding is vital. This activity should be linked to work completed in Year 5, which pupils revisited in the previous session. The purpose of this is to open the neural pathways, building on prior learning and refreshing knowledge around the fundamental concepts of 'influence', identity' and the 'basic human needs', all of which underpin the framework that pupils are developing to help them make 'good' choices.

Recap and review ground rules as a class. Discuss any rules that worked well and any that didn't - do they need to change? Make amendments if required. Ensure pupils are clear about why ground rules are used and why they are so important.

SHOW:

EXPLAIN:

We will look at some of the keywords used during these sessions. You may remember some of them from last time or previous work you completed in Year 5.

Hand out pre-prepared Resource Sheet 2a: Word pairs

Each table should have a complete set of cards, be careful only to include the following words and definitions:

Identity
Influence
Basic need
Basic need: Survival
Basic need: Power
Basic need: Love/belonging
Basic need: Fun/learning
Basic need: Freedom to choose

PLAYING THE GAME:

Start with all words and definitions face down. The cards should be shuffled and moved around to ensure no one knows which is which.
In turn, players should choose 2 of the face-down cards, turning them over to correctly match a word to its respective definition. If players agree that the cards turned over do not match, the turn ends, and the next player has a go.
When a player correctly matches a pair, they should then provide an example of where they observed a character displaying this particular need in Marcus' story (read last time). The aim is for pupils to demonstrate not just what the word means but their own understanding of that meaning in context. If they cannot go on to provide an example from the story, the cards are turned back over, the turn ends, and the next player has a go.
The game should continue until all cards have been correctly matched and accurate examples have been given in each case.

Circulate between the tables, helping pupils and testing their understanding of the words.

Note: Remember to collect all cards as these will be used in subsequent sessions.

Activity one: Choice framework

Pupils will learn about what contributes to our identities and how identity might define a person. You should help pupils identify some of the 'characteristics of identity' by applying these to someone other than themselves. Pupils should be taught that a person's identity comprises many different and complex elements. The unique blend of these contributes to how a person feels, chooses to behave and reacts to other influences.

SHOW:

Slide 4: Activity 1 - Choice framework

EXPLAIN:

We're going to start looking at what the next few years might have in store as we prepare to deal with new things. This kind of preparation will further help you to become better at making decisions.

SHOW:

Slide 5: Key concepts summary

EXPLAIN:

As part of that, we'll consider:

Who we are, our identities: the factors that make up our own unique selves and how this shapes our choices.
How influence can affect our choices: people around us and the groups we belong to can determine what we decide for ourselves.
How even our own needs can also affect our choices: we all have basic needs (to survive, belong, have power, be free, have fun and learn) and these can have a considerable impact on the course of action we take in any given moment.

To begin with, let's look at our own identities, using each heading to help us complete the following task about (teacher's or another person's) identity.

ASK: (open question to pupils by teacher):

Who would you say I am?

(Teacher to pose the question about themself or a person well known to pupils)

SHOW:

Slide 6: My identity model map

Briefly complete each of the six boxes.

Hand out Resource Sheet 2b: My identity model map

Using Resource Sheet 2b: My identity model map (also shown as slide 6) as a guide, suggest words under the headings provided to 'map' what makes up the teacher's identity. This resource is pre-populated with examples to prompt discussion but take care to seek out pupils' ideas too. You may need to explain some terminology, e.g. characteristics, morals, etc.

SHOW:

Slides 7-16: Definitions of ethnicity, values, beliefs, morals, characteristics if needed

ASK:

Which of these elements of our identity influence the choices that we make?

Draw out a discussion that encourages pupils to conclude that all aspects of our identities can lead to us becoming influenced in some way.

Activity two: Hopes and fears

In this activity, Kwan, the main character from the story, is introduced to renew and accelerate pupil engagement. Research shows that story characters can provide a valuable proxy for young people, enabling sufficient distance to objectively consider the situations and events while simultaneously appealing in a way that allows young people to identify with the characters and their challenges. This process helps to 'steer' young people, encouraging them to relate what they learn to their own lives.

As with the character of Marcus in the Year 5 story, pupils will empathise with Kwan, enabling honest discussion about his actions and choices. Specifically, they will consider their initial perceptions of him when he is also in Year 6.

SHOW:

Slide 17: Activity 2 — Hopes and fears

EXPLAIN:

We can all decide the type of person we want to be, but sometimes changes in our lives affect this, potentially influencing our choices. To better understand this impact, we will follow the story of Kwan and his friends, working through the situations they find themselves in and their decisions. Doing this will help us to look at how we can all make better choices when faced with challenges in our own lives.

SHOW:

Slide 18: Who is Kwan?

EXPLAIN:

Here is Kwan before we met him in Marcus' story. Forgetting for a moment about the scene in Marcus' story, this is Kwan as he might have been in Year 6. Let's try to map his identity.

Hand out Resource Sheet 2c: Kwan's identity map

Refer to:

Nationality, Ethnicity & Gender

EXPLAIN:

Kwan is British, with Chinese heritage, and he is a boy.

Next, refer to:

Beliefs, Values & Morals
Personal Characteristics
What do I value the most?
Events that changed me

ASK:

What do we know about the other elements of his identity?
Can we really tell anything about this, just by looking at someone?

EXPLAIN:

We know that, like you, Kwan has recently started year 6.

ASK:

How is he feeling?
What might his hopes and fears be at this point in his life (i.e. at the start of year 6)?

Record responses on the smart board.

Activity three: Kwan's needs

Pupils will deepen their understanding of the basic psychological processes that can impact how they feel in certain situations and the choices they subsequently make in those situations. This activity, therefore, focuses on the hopes and fears they pointed out during the previous task and how these might drive certain decisions. Wherever possible, pupils should be encouraged to apply their thinking to their own situations and choices.

SHOW:

Slide 19: Activity 3 - Kwan's needs

Refer back to the list pupils made during the previous activity (some examples of what pupils might have said are given below).

EXPLAIN:

We’re going to think about Kwan’s situation. Like you, he might have a mixture of hopes and fears about Year 6, so let’s think about why he might feel this way.

Example

Basic need

Now I am expected to walk home by myself
but I might forget my coat on a cold day

Survival

Now I get to walk home from school on my own,
I must set a good example to younger pupils

Power

I want to be in that group with my friends

Love and belonging

I hope to do well in tests / SATs

Freedom to choose

I will get (more) homework

Learning / having fun

ASK:

Which of Kwan’s basic needs might be influencing him?

Facilitate a discussion, drawing out how Kwan's needs might be influencing him at this point and whether this influence is positive or negative. Ultimately, the idea is for pupils to acknowledge their own hopes and fears for the year ahead to reassure themselves over subsequent sessions, identifying concerns and dispelling any myths. Teachers should record any references to basic needs for further discussion next time.

Plenary: Introducing Kwan's story

It's vital for pupils to feel comfortable talking about any concerns they may have, so Kwan is positioned as the 'proxy' through which those discussions can take place. In this last short activity, we glimpse Kwan's character. Pupils will identify with Kwan and understand that, just like them, he is facing a series of challenging situations as he moves through his school career. It will become evident in subsequent sessions that our decisions about managing such occasions can dramatically change the outcome, so it's essential to understand what drives those decisions.

SHOW:

Slides 20: Plenary - Introducing Kwan's story

EXPLAIN:

In today's session, we've looked at the essential elements of our identities and thought about how five basic human needs drive our actions and choices. We've also thought about how we might make decisions that we would not ordinarily want to, driven by those needs and how we must think carefully about what might be causing us to do so.

Next time we will start reading Kwan's story and discover how Kwan is influenced and what we can learn from his experiences—exploring how to help Kwan will also teach us to make even better decisions.

Here's a sneak preview of the story.