Citizenship at key stages 1 and 2    (Year 6)

• Establish with the children what the word 'transition' means.
• In pairs or small groups, the children identify and consider points of transition and change that they have already experienced in their lives, eg starting school, changing classes, moving house. Ask the children to share their views. Encourage them to think about the choices involved in these changes, and what influenced the decisions that were made. Point out some of the differences that exist between points of transition in different countries, eg the school starting age varies throughout Europe. What other transitions do they think they will make during their lifetimes, eg having a new baby in the family, leaving school, getting a job, getting married? Ask the children to identify which changes involve celebrations. Are there changes they look forward to? Changes they find worrying?

• 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.

• Ask the class to make a list of all the groups and communities they belong to, eg school, family, sports team, out-of-school club, religious community. What is our school community like? List the different experiences children have had of their school community. Identify those that are positive and those that are negative.
• Produce or update a 'welcome' booklet for children joining key stage 2. If this involved a change of school, the school prospectus and other relevant documents could be used. Children could draw on their experiences of transferring to key stage 2. The work could be coordinated by a class publishing group, with the roles/jobs of the group being advertised and applied for. Children could hold a consultation on the content of the booklet with children in other classes, and the school council could also be involved.
• The class explores additional ways of helping others with change, eg setting up a 'buddy' system for newly-arrived children. Children could develop a job description for the role of playground buddy. Those wishing to apply could complete an application form and attend interviews, eg with a panel made up of both staff and children.

• Use a story or text that focuses on friendship to explore the notion of 'best friends' and different types of friendship. The children carry out a 'draw and write' activity about a good friend. Ask them to discuss the activity in pairs, making sure they take turns describing what they did and listening to their partner. As a class or in circle time, discuss the key elements and responsibilities of being a good friend. Develop a 'code of friendship' or 'friendship tree'.
• As a class, discuss what could happen if close friends are transferring to different new schools. What could they do to keep in touch? In groups, the children could use role-play to rehearse what they say to each other in this type of situation. Each group presents its ideas and strategies to the class for discussion.
• Ask the children about stories/rumours they have heard, about what happens to 'new kids' at their next school(s). Are these fact or fiction? The children work in small groups to devise strategies for what they would do if this type of situation arose. Make sure they know who to go to for further help.
• Using an appropriate text, explore the emotions that surround bullying. Ask the children to consider and talk about different types of behaviour, eg passive, aggressive, assertive. How can assertive behaviour be used to negate bullying?
• The children think about scenarios they feel they may have to face in the future. Use the scenarios to produce a set of role-play cards. Small groups of children act out each scenario, perhaps showing assertive behaviour such as saying 'no'. Those observing say whether they thought assertive, aggressive or passive behaviour was being used in the role-play.

• In pairs, the children discuss three things they are looking forward to about moving to their new school, eg making new friends, learning new subjects, taking part in new sporting activities, and three things they have learnt about or can do to help them with the change, eg finding out about their new school, developing strategies for dealing with bullying, knowing who to go to for help and advice. These points could be recorded in their citizenship portfolio.
• As a class, the children draw up a list of suggestions as to how they might celebrate leaving their old school/class and moving to a new one, eg making a friendship book with messages/pictures, organising a class party or an event for parents and other members of the school to share their achievements.