The Island Project: Week 4
Workshop leaders: 2/3
Participants: 20 - 30
Location: Hall/garden
Duration: 1 hour
After making their masks, the children now use them to become characters either arriving on an unknown island for the first time or finding a stranger in their midst. This session will explore what our feelings are as a stranger and towards strangers, how we can communicate without language, and how we can promote inclusion and support through our behaviour to others.
This session meets Key Stage 2 Teaching Requirements in the following ways:
Citizenship, Taking Part
Enabling children to show their understanding of effective listening through increased awareness of body language; to offer ideas in a group, and agree on a simple response as a group.
Citizenship, Choices
Enabling children to recognise positive and negative peer influence and identify how they can support friends in decision-making.
Citizenship, Living in a Diverse World
Enabling children to know that as humans we all have basic needs and rights, and give examples of these; demonstrate respect for difference and communicate this to others; to begin to develop a sense of empathy and commonality with people in other places; to begin to consider the feelings and points of view of others, both in their own community and the wider world; to begin to recognise and respect the similarities and differences between people in different places.
Citizenship, Children’s Rights, Human Rights
Enabling children to know that their actions affect themselves and others; to be able to see things from others’ points of view; to show that they have the skills to challenge teasing, bullying and discrimination, and know how and where to seek help.
Citizenship, Moving On
Enabling children to identify different points of transition and recognise that preparation can help individuals cope with change more effectively; to know that some points of transition occur at about the same time for everyone, eg starting school, and that others do not, eg leaving home, getting a job; understand that although some transitions are positive, others may be negative; it is usual to feel apprehensive, but many changes have a positive outcome; to understand that there are some issues that many of the class are concerned about, and others that may just concern certain children; to show respect for other people’s concerns and feelings; to know how to use assertive behaviour to respond to incidences of bullying, and who to go to for help when bullying occurs.