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Citizenship at key stages 1 and 2 (Year 6)
Unit 12: Moving on
Section 2: How can we prepare for change?
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Objectives |
| Children should learn: |
- to identify their own feelings about change and transition
- to create and sustain different roles
- to develop strategies for managing change
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Activities |
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Outcomes |
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Children: |
- Remind the children of the agreed ground rules for discussion. Ask them to reflect on their own experiences of starting school and joining a new community. What can they remember? How did they feel? Did their feelings change after they had been at school for a few months? Working in groups or using circle time, create a class mind map of feelings associated with change. Display and discuss each point and feeling raised. In groups, the children devise a role-play to illustrate different feelings associated with starting school, both positive and negative. If this work is being linked to work in literacy, discussion about the text being studied and the feelings of the characters involved in change may be useful here, to enable the children to talk about personal issues at a distance.
- Work with the children to identify their main concerns and hopes about moving to the next school, and their feelings about leaving this school. Ask them to complete a simple questionnaire about the move, ensuring they understand that they are completing it anonymously. The class could analyse the data. Organise an anonymous 'any questions' box, where children can ask about anything that worries them. The questions/concerns could be discussed during circle time, or answered/solved by the class using group problem-solving skills.
- Using the prospectus or welcome booklet of each of the new schools, ask the children to research practical information relating to their new school, eg Where is the school located? What are the uniform requirements? What does the timetable include? What does the induction of new pupils involve? Invite year 7 tutors and/or former pupils to a question and answer session about the new schools.
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- understand that although some transitions are positive, others may be negative; it is usual to feel apprehensive, but many changes have a positive outcome
- understand that there are some issues that many of the class are concerned about, and others that may just concern certain children
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Points to note |
- Appendix 5 in the Teacher's guide includes information about ground rules.
- Anonymity should enable the children to express themselves without fear of ridicule.
- Many schools have established links with secondary schools. The involvement of older children, ideally from year 7, would be useful here, as they could help respond to the issues raised by the year 6 children. This activity would need to be agreed with the secondary school(s) in advance. An e-mail link could also be established between schools to maintain contact. Some schools organise a one-day event for this kind of activity. Social activities also provide a useful way for children to establish links, eg inviting older children to the school play or summer fair.
- Link with English: En1 S&L 4a, En2 R 3a, 3c in the key stage 2 programme of study.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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