Session 9:

Preparing for success

Session overview

In Session Nine, pupils will have an opportunity to reflect on what they have learned and how they might use this to help make the transition into secondary school life as positive an experience as possible. Throughout the programme, pupils have been encouraged to develop empathy skills and become 'emotionally literate'. Emotionally literate and resilient children are better equipped to manage change than those who are not. 

Session Nine uses the reflective practices built over previous sessions –reshaping the inner dialogue and adopting a positive frame of mind in dealing with new situations. Using this to plan the next stage of the educational journey provides a 'bridge' that utilises past experiences to help pupils adapt to conditions they will meet in the future.' This approach minimises the vulnerability that often stems from change, enabling pupils to take those next steps confidently.

A. Session aims & objectives

B. Learning outcomes

C. Terminology introduced

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

MENTOR — an experienced and trusted advisor or guide

PLEDGE –– solemn promise or undertaking

D. Resources required

❏ Kwan's story comic

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

❏ Resource Sheet 9a: Character profiles

❏ Resource Sheet 9b: My transition pledge

Starter activity: What is a mentor?

Using the inner friend construct, pupils will reflect on the different perspectives of people in Kwan's life to consider what they think he should do next. This activity aims to encourage pupils to evaluate alternative and wide-ranging viewpoints, reflecting not only on what is being said but also the possible motivation for saying it, before finally forming their own opinions and deciding on the best course of action. This approach also helps them look out for others and display the characteristics they previously defined as desirable in a good friend.

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.

EXPLAIN:

As a class, we will examine the story's last scene, where Kwan thinks about the different views of the people he knows.

SHOW:

Slide 4: Final scene from Kwan's story

Samira: "Have you even met Hannah?"

Kwan's Mum: "You don't know any of these people online, Kwan!"

Game character: "You're such a loser!"

Hannah: "Hey, handsome!" 

Ella & friend: "HaHaHaHa!"

Ella: "This is all I've ever wanted."

ASK: 

Briefly discuss and note pupils' responses, suggesting that the characters might genuinely want only the best for Kwan, but some people may also have other motives.

ASK: 

Briefly take feedback or come up with an accepted definition.

Teaching tip

Look back at the work we did in Year 5 around 'Circle of Trust'.

Repeat some of the activities if this is a helpful reminder for pupils.

EXPLAIN:

Having a mentor can help us through challenging life transitions, such as dealing with changes at home or becoming adults. It is often helpful to seek out a mentor you can trust if you find things challenging.

ASK: 

Activity one: Building empathy

As we learned in the previous activity, a mentor is someone who encourages and helps us to figure out the right things to do. This person is often someone we feel we can trust to help us, but the good news is that we can also mentor ourselves in particular situations. By finding the right frame of mind, setting realistic goals and tracking our progress, we can learn to be our own source of guidance and encouragement.

Assign one of the characters from the end scene to each table or small group. Each group should be set up as follows:

Hand out Resource Sheet 9a: Character profiles to help pupils understand each character's role.

EXPLAIN:

Imagine you are Kwan's trusted advisors. You will need to put yourselves in Kwan's place, think about what we know about him and consider why he might choose to listen to each of the other characters.

Think about what we learned in the previous activity, building on those discussions and thinking about the character you've been assigned and their motives in suggesting what Kwan should do next. In particular, consider why Kwan should choose to listen to you.

Teaching tip

This is a good opportunity to remind pupils of the work they did around identify and how a strong sense of identify can ensure they make decisions that are aligned to their values and beliefs.

Activity two: In the hot seat

Pupils will expand on the previous activity but will no longer benefit from having their 'trusted advisors' to guide them. Instead, they will use their judgement to role-play conversations with the characters from the final scene.

EXPLAIN:

Working in pairs, take turns to play the role of Kwan and each of the other characters. The idea is for 'Kwan' to weigh up what each character is saying and why before responding. Those playing the role of Kwan should come up with sentences that Kwan's inner friend might use to help him make sense of what everyone is saying.

The other characters are:

Use Resource Sheet 9a: Character profile to help.

Let pupils experience playing the role of Kwan and at least a couple of the other characters to help them develop their empathy skills.

EXPLAIN:

Like Kwan, there are times when we all must make up our minds about who we listen to and take steps to guide or 'mentor' ourselves. Doing so requires us to listen to our inner dialogue. Sometimes this will mean changing it to be kinder to ourselves when we achieve something and not too hard on ourselves when we don't.

Plenary: My transition pledge 

Evidence across various settings suggests that committing to act in a particular way can affect behaviour. Successful behaviour change efforts often ask a person to 'pledge' to undertake the desired behaviour. Typically, this involves getting them to sign their name to a promise, making them more accountable and thus more likely to follow through on the requested behaviour.

Looking back through the work completed during Session Nine, pupils should think of something they feel they can 'pledge' to change to help them get off to the best possible start at secondary school.

EXPLAIN:

We are going to pledge (you may need to explain this word) to each other around 'making positive change' in our lives in preparation for moving to secondary school. 

ASK: 

Remind pupils of the work they have covered during the programme and how this can help them become more independent and capable decision-makers as they get older.

Prompt them with examples from the following list:

Hand out Resource Sheet 9b: My transition pledge

Give them a few minutes to think of a response and complete their pledge card. 

Next, organise pupils into a circle so they can see each other. Go around the circle, asking pupils to share their pledges with the rest of the group. Use the pledge cards as a class display but ensure pupils take them home when they leave Year 6.

Note: Pupils should have the 'right to pass' if they can't think of anything at that moment or are uncomfortable talking about it with the group. 

SHOW:

Slide 10: Learning outcomes for Session Nine

Recap the key learning outcomes in light of today's discussions

Delivery resources

Lime 2021-22 Y6 S9 Checklist.pdf

Checklist

Lime 2021-22 Y6 S9 Resource Sheet(s).pdf

Resources Sheet(s)

Lime 2021-22 Y6 S9 Slides (PDF version).pdf

Slides (PDF)

Lime 2021-22 Y6 S9 Slides (PowerPoint version).pptx

Slides (PowerPoint)