Medium term planning for ‘Going for Goals’ SEAL/CPSHE & Drama

Drama learning objective - Reflect on how working in role helps to explore complex issues

PSHE/Citizenship links – To recognise their own worth as individuals by identifying positive things about themselves and their achievements, and setting personal goals

Session / Intended learning outcome / Drama techniques / Introductory game / Activity
1 / To know the skills and attributes of an effective learner
To try to develop these skills / Role on the wall
Mime
Meeting
CIR as superhelpers / Good try – see green booklet page 5. / Read the story. Ask the children which son they would like to be then split the class into groups and do ‘role on the wall’ for the fourth son. Ask the children to consider the story, focussing on the fourth son and what evidence there is that he is a good learner.
Hold a town meeting where a traveller/mayor wants to find out about the ‘good learner’ that they have in the town. Children in role as superhelpers advise about what makes a good learner.
Following this discussion identify the six most important pebbles of learning and create them for a display.
2 / To know the skills and attributes of an effective learner
To be able to be a critical friend to others and myself / CIR
Mantle of the expert / Rocket launch – see yellow booklet for – on page …. / The children need to understand that they are going to teach something to another child. The teacher will need to discuss with them what it might be suitable to teach at school, during a lesson and with the resources that we have available.
In order to plan the lesson the children will need to consider:
What they are going to teach
How they will teach it
Different learning methods – pebbles
Resources they will need
Any technical vocabulary that they will need to use and therefore will need to explain
Who they are teaching (not necessarily a specific person but they need to consider the skills that this person might already have)
Remind the children that they will need to bring in any resources from home that they know we do not have in school.
3 / To know the skills and attributes of an effective learner / CIR
Mantle of the expert
Role on the wall / Ask children to remind you what makes a good learner. Say that they are going to need these / Ask the children to consider that as well as being good learners today they are also going to have to be good teachers.
Use role on the wall with two outlines (one good and one bad) and ask the children to quickly add what a good or bad teacher might say, do, think etc.
Focus on the things that they have written around the good teacher and
Session / Intended learning outcome / Drama techniques / Introductory game / Activity
3 cont/d / To be able to be a critical friend to others and myself / attributes as you are going to teach them a new game called ‘Sevens’ – Teach them, play the simple version, discuss what attributes of a good learner they used. / state that you are expecting to see these going on today.
Allow the children a few minutes to remind themselves of what, how etc.
they are teaching and to get their resources ready if they need to.
Set up the pairs so that children are being taught skills that they do not already possess.
Allow time for one child to teach and the other to learn, then swap.
Ask the children to discuss in their pairs if they thought they were good learners and which of the attributes of a good learner they thought they showed. They should consider if they were effective as a teacher and/or a learner.
4 / I can set myself a goal or challenge
I can recognise and celebrate my own achievements
I know what some of the people in my class like or admire about me / Rumours
Meeting
TIR
Hot Seating / “I’m so happy I could……” (In a circle one person says the above completing the sentence e.g “clap my hands” and does the action. Then everyone in circle claps hands and repeats the sentence. Then next person repeats above, but with different idea. Continue round the circle trying to have a new idea each time.)
“Yes and… “ Played in pairs, each person takes it in turn to start a sentence with “Yes and….” Trying to build on and respond to previous idea / Variation on the ‘Role Model’ section to get the children thinking about a range of qualities and attributes different people have before they think about themselves in ‘Hall of Fame’
Rumours -chn make up and listen to each others’ rumours about a famous person that they might know about and think of as a good role model commenting on their qualities and attributes: David Beckham; Tony Blair; your school HT;
Hold a Meeting – TIR as journalist – asks the meeting what ‘learning skills/pebbles (from previous sessions) did the characters use to help them achieve their goals?
‘Hall of Fame’ – Discuss idea of creating a Hall of Fame (see Green Bk p7) and how it will display/be a record everyone’s achievements.
Children to ‘hot seat’ Class Teacher with questions to find out 3 or 4 achievements that you are proud of. Have 4 cards with key words: WORK, LEARNING, FAMILY, FRIENDS, these are the areas that the children can ask you about. Model the type of answers you want the children to come up with later.
Then, in groups of 5/6, provide each child with a prepared blank certificate (a blank piece of paper will suffice) with a space for a photo/picture of the person. They each choose a different person in the group and write a positive comment (this might need emphasising), something they like or admire. Pass the papers around for each person to write on, ending up with the person who it is about to add on something different of their own.
Session / Intended learning outcome / Drama techniques / Introductory game / Activity
5 / I can recognise and celebrate my own achievements
I can set myself a goal or challenge / Time machine – Mime
Freeze Frame
Sculpture
Thought tracking
Narrator
Still image / “Sausages” – in pairs children as each other questions to which the answer is always ‘sausages’ (or some other equally obscure but amusing word you choose!)
“Fruit Salad” – number chn 1,2,3 in the circle. Then all ’3’s’ for example, have to change seats travelling across the circle towards a chair, but knowing something is ‘on’ the chair. Chn have to use Drama faces, bodies and voices to show how they feel towards the ‘something’ e.g. a spider; chocolate; (As the chn’s reactions will be different depending on what is on the chair, this is good for emphasising that being different is ‘okay’. / Remind chn of their Hall of Fame certificates, they can add photos or pictures of themselves whilst they are thinking about what their certificate says about them now.
Explain are going forward in time. In pairs, discuss what they may achieve in the future or what their future goals are?
Set the scene:
In groups, using space music (Holst’s The Planets?) chn mime putting on space suits, helmets, bracing for take-off, rocking and rolling as rocket begins to move.
Freeze frame in group Sculptures and Thought track how chn feel. Continue with journey, then using Drama faces and bodies, mime the landing and create another sculpture once landed. Thought track again if you want.
TIR as Narrator leads the drama into 50yrs on in the classroom etc. (See Green Bk) and children notice their certificates.
Remind chn are now 50yrs on, what else might they like to have achieved by 50? Chn take up a pose to show a still image of something they hope to have done. Thought track what achievements they are demonstrating.
Do this several times to cover the areas of work, learning, family/friends.
To finish, they can write their goals on the back of their certificates.
6 / I can apply what I have learned.
I can tell you what I need to learn / Mirroring
StoryTheatre
Forum theatre
Thought tracking / Mirroring – 2 chd sit and face each other. ‘A’ slowly makes pattern in air with one hand. ‘B’ must mirror action exactly, Call ‘Change’ and action must continue uninterrupted but ‘B’ leads. Aim is to not be able to distinguish leader from her reflection so leader must try not to trick or lose partner. Requires concentration and cooperation. / Refresh with the six most important pebbles of learning that you have as a display from first session and which of the attributes of a good learner they thought they showed when they taught/learnt in lesson 3.
Using StoryTheatre (Technique for telling stories in drama. The story may be told by a narrator, with others acting it out with dialogue, or through mime; the narration may also be provided by those who are acting out the characters, animals, or inanimate objects.) get children to look at the goals they wrote on back of their certificates, choose one, and act out a way they can achieve that goal.
Allow each group to perform their play but explain that you may call out ‘Freeze’ and either ask a member of audience to step forward and become a ‘thought shoulder’ and express what a person is feeling about where he is with regards to achieving goal or to completely replace character. (forum theatre.)
Link this Scheme of work with approaching parents evening and get children to reflect and create a goal within school to improve their learning that can be part of individual targets for term.

All units of work emailed to Sarah by 1st October

HIAS healthy schools website: SEALM Ward 1