Choices Y6 Resource Hub

Session 3:

Finding our way

Session overview

Session Three builds on discussions pupils had during Session Two, drawing out the notion that, during times of increased pressure or anxiety, our basic human needs can lead to legitimate responses to us 'cope' with an increased sense of vulnerability. These responses often alter the choices they might ordinarily make for reasons such as a desire to fit in or belong. Often, this can lead to changes in behaviour that appear extreme and is particularly acute during times of change or transition. The move from primary to secondary education, in particular, can be a tumultuous time developmentally. What's more, it now brings even more significant upheaval as digital technologies permeate the lives of young people with greater intensity than ever before. Increasing independence frequently leads to greater access to technology, often without understanding the heightened risk such access can cause or having the appropriate safeguards to protect against it.

The story of Kwan explores the nature of such risk. Although risk and challenge have always been a necessary part of the developmental process, the advent of technologies can amplify or intensify this, leaving young people more susceptible to being identified, targeted and accessed than ever before. The session examines how we answer our needs for self-worth and belonging through the events that unfold in the story. This distancing technique enables pupils to reconcile why poor decisions are sometimes made, recognising that the impact of pressure or change can drive us towards choices that are not our own. Such lessons are essential regardless of where the risk manifests but have even greater pertinence online, where the dangers might not be so obvious.

Ultimately, the end goal is to help pupils take what they have learned so far and apply this to the specific challenges of Year 6, with its greater focus on academic tests and the preparation for transition to secondary school, both of which can trigger fear and anxiety.

A. Session aims & objectives

Encourage pupils to think about the motives some people may have in trying to appear in a particular way.
Explore why it might be that some people may choose to act differently in certain situations.

B. Learning outcomes

I understand that circumstances might cause me to behave in ways I usually might not
I can explain how different pressures might affect how people feel and behave

C. Terminology introduced

Example definitions of key terminology are included but, wherever possible, use pupils' agreed descriptions, as per previous sessions.

VULNERABLE: Exposed to the possibility of physical or emotional attack or harm, or being tempted to do something against your better judgement.

SELF-ESTEEM: How much you appreciate or like yourself.

CONSEQUENCE: Something that happens as the result of something else, often unpleasant or unwelcome.

IDENTITY: Who a person is, the qualities that make them similar to and different from others, the things that make us unique.

D. Resources required

❏ Pupil handheld devices with Kwan's story set-up
(either via app for iPads or via Lime Portal for non-iPad devices)

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

Session title
Learning outcomes for Session Three
Starter Activity - Definition pairs 2
Activity 1 - Who is Captain Quantum?
Who is..?
Captain Quantum
Activity 2 - Who is Kwan?
Kwan
Who are they?
Activity 3 - Kwan's basic needs
Kwan's basic needs
Plenary - Feeling vulnerable
Self-esteem
Definition of self-esteem
Vulnerable
Definition of vulnerable
Consequence
Definition of consequence
Recap learning outcomes for Session Three

❏ Resource Sheet 2a: Word pairs cards from the previous session

❏ Resource Sheet 3a: Who is...?

❏ Resource Sheet 3b: Kwan's basic needs

E. Assessment opportunities

Activities 2 and 3 offer an opportunity to test the sophistication of pupils' thinking about how they currently make judgements about people, i.e. are their responses the result of 'face value' or a deeper understanding of a person? Use their reactions to generate discussion that broadens pupils' thinking about how they might react to people in future. Additionally, compare pupils' responses to Activity 3 in this session with what they said in Activity 3 of Session Two to ensure understanding of 'basic needs' is building.

Starter activity - Definition pairs 2

The programme takes pupils through three stages, the first requiring them to build or deepen their knowledge by introducing essential vocabulary, some of which may be new to them. The game is designed to challenge pupils with new words that build knowledge and understanding. The second stage encourages them to apply that knowledge by creating opportunities to explore real-life scenarios or contexts and further develop their skills.

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 are going to add some more keywords to our game cards. You may remember them from last time.

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

Each table should have a complete set of cards. These feature the words and definitions from last time plus some additional ones:

Identity
Influence
Basic need
Basic need: Survival
Basic need: Power
Basic need: Love/belonging
Basic need: Freedom to choose
Values
Hopes
Fears
Morals
Beliefs

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 turn.
The game should continue until all cards have been correctly matched and examples have been given in each case.

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

Note: You may want to retain the cards as you could build upon them in subsequent sessions.

Activity one: Who is Captain Quantum?

Captain Quantum is Kwan's online persona in the game Alien Slayer 3030, which may not be immediately apparent to pupils. Throughout the session, they will consider the differences and similarities between how Captain Q acts online and how Kwan behaves offline, arriving at a point where they understand that they are the same person while highlighting that people sometimes behave very differently online.

SHOW:

Slide 4: Activity 1 — Who is Captain Quantum?

EXPLAIN:

Last time, we started to think about identity and how we make decisions. In this session, we'll get to know some of the characters and what makes them who they are — i.e. their identities. We'll also look at the things that influence them. Remember, understanding this is helping us make better decisions.

Hand out Resource Sheet 3a: Who is...?

SHOW: Slide 5: Who is...?

Note: Pupils will have covered the term 'identity' in a previous session, but refer to the definition provided in your teacher notes if pupils need reminding.

ASK:

What are the main differences between these two characters?

Briefly take answers, then, as a whole class, read Kwan's story to the first check point (see below), taking turns to read aloud.

For pupils using iPads: the story will stop at the appropriate point and ask for check point 1 password (identity)

For pupils using non-iPad devices: the story will stop at the end of Episode 1

ASK:

Thinking about the character, Captain Quantum, what do we know about him?

Take a few examples from the class noting characteristics and features (physical and non-physical) of Captain Quantum that they know to be true. Use the left-hand side of the resource sheet to make notes.

SHOW: Slide 6: Captain Quantum

ASK:

What values and beliefs do you think Captain Quantum would have?
Why?

Activity two: Who is Kwan?

This activity will show that despite being the same person, with many shared characteristics, Kwan and his online alter ego sometimes act very differently. For example, Kwan is less confident than his online alter ego, Captain Quantum, who is assertive and decisive. This activity aims to explore why it might be that some people choose to act differently in certain situations or among certain people (e.g. when they are online).

SHOW:

Slide 7: Activity 2 — Who is Kwan?

EXPLAIN:

Let's look at the main character, Kwan.

In pairs, pupils should read Kwan's story to the second check point (see below).

For pupils using iPads: the story will stop at the appropriate point and ask for check point 2 password (influence)

For pupils using non-iPad devices: the story will stop at the end of Episode 2

ASK: (Considering what they saw of Kwan, not Captain Quantum)

What is Kwan like when not playing online games?

Pupils should discuss this in small groups, then - using Resource Sheet 3a: Who is ... - record what they know about his character / identity so far.

SHOW:

Slide 8: Kwan

ASK:

What are Kwan's values and beliefs?

Referring to both sides of the resource sheet, compare and contrast Kwan and Captain Quantum, discussing apparent differences between the two characters, e.g. confidence, assertiveness, behaviour, etc.

SHOW:

Slide 9: Who are they?

Using a Venn diagram, request feedback from the class, noting characteristics that Kwan and Captain Quantum share in the overlapping section of the circles.

Continue with a brief teacher-led discussion to tease out why Kwan might find it easier to be more confident in the game as Captain Quantum than he appears in real life.

ASK:

Are there any patterns in our observations? (e.g. are the observations attributed to Captain Quantum more about his physical appearance?)

Activity three: Kwan's basic needs

This activity explores why Kwan might have developed a persona such as Captain Quantum, encouraging pupils to think about some people's motives in trying to project a particular view of themselves. This discussion will help pupils consider their own online interactions and the need to keep themselves safe by recognising that things are not always as they appear.

SHOW:

Slide 10: Activity 3 — Kwan's basic needs

EXPLAIN:

We've seen that Kwan's character in the game somewhat differs from how he appears in real life—thinking specifically about that:

ASK:

What does Kwan get from playing the game?
(Try to draw out that, on some level, his basic needs are being met by playing the game, i.e. his need to belong)

SHOW:

Slide 11: Activity 3 — Kwan's basic needs

Hand out Resource Sheet 3b: Kwan's basic needs

In small groups, pupils should briefly identify examples where any of the five needs are being met (there are lots in the opening pages of the story that are either explicit or inferred).

Examples include:

To survive — making decisions during the game to 'survive' is a good metaphor for discussion about 'the things we do to survive'.
To have power — where Captain Quantum gives orders.
To love and belong — where the squad celebrates Captain Quantum's successful mission.
To be free to choose — Kwan feels less pressure when playing online games, which, research suggests, is a common feature in young people's digital lives.
To have fun — playing the online game with friends.

Poll groups for their responses and discuss them as a class.

ASK:

How might Kwan's situation affect the things he does, the way he behaves, etc.?
Should we act differently depending on whether we are interacting on - or offline? Why?

Compare and contrast these responses to those in Activity 3 from Session Two to establish a deeper understanding of basic needs.

Plenary: Feeling vulnerable

The examination of Kwan and the context of his alter ego, Captain Quantum, should lead pupils to realise:

Our feelings are often the driver of our behaviours, good or bad, and
During online interactions, we probably won't know what drives others to act in particular ways. This can be even more problematic as we don't know what their intentions toward us might be.

SHOW:

Slide 12: Plenary — Feeling vulnerable

EXPLAIN:

Kwan sacrifices his teammates in the game because he wants to 'win' (to survive?). We might say he is choosing to behave in a way he might not ordinarily.

ASK:

Why might Kwan be doing this?

EXPLAIN:

It may be because he wants to feel like the hero, or he perhaps wants to be popular with the group or to 'belong'; he perhaps wants to have a feeling of power. Any one of his needs could be influencing the way he acts. These are legitimate needs that we all might have from time to time, and they are often affected by the things happening to us. We might say that they impact our 'self-esteem'.

SHOW:

Slides 13-14: Self-esteem