Agenda (times approx)

Notations/requirements:

Welcome/Introduction/Learning ‘purpose’ explained and on screen

Emphasize ‘play safe’ and ‘play fair’.

Ask pupils to organize themselves into 2 lines (Jan-June and July-Dec) down the room (cards indicating lines).

RULES: WITHOUT SPEAKING

Split pupils into 4 groups, with teacher, to allocate to 4 separate areas, around tables for ‘Your Hand Activity’ – see question sheet:

“Coaching Container Questions” – “Who are you?” “What are you?”

Pupils draw their hand on A4 paper

Spin the bottle; date of birth of person it stops pointing to; choose Q for their d.o.b., eg 4^th March, then choose Q4

For each question, pupils all write their answer – one word – along the space on finger/thumb, one answer per digit

In random pairs, in the group, try to find out a bit more about your partner’s answers, without using WHY

If time, cut out hands (or leave as A4) and put up on the wall behind group

Line-ups (IP³s):

Pupils, still in groups round table, are asked to consider each of the following situations (4x LINE-UPS – BELOW*) and line themselves up, AROUND THE ROOM in a horse-shoe shape according to each end of the scale, eg intuition vs direction. After the 4 line-ups, DEBRIEF why we are doing this (OHP) and ask pupils to go to the corner of the room they have the most ‘tendency’ for.

USEFUL TIP: If undecided, give pupils the scenario:

If you are going to the supermarket DO YOU:

Go in and see what takes your fancy to buy? (IDEAS PERSON)

Go in hoping to meet people to have a chat with? (PEOPLE PERSON)

Go in with a list – write it down and tick it off (PROCESS PERSON)

Go in and get what you need and come out again (PRODUCT PERSON)

QUESTIONS*:

Direction vs intuition: You have been asked, by a younger sister/brother to build a toy from a kit, or Lego. How do you go about the task? Do you LOOK FOR THE INSTRUCTIONS, or do you TIP ALL OUT OF THE BOX AND ‘GO FOR IT’?

Text vs graphic: If you have to give someone directions to get to your house, eg a new friend visiting for the first time, how do you prefer to give instructions on how to get there? DO YOU PREFER TO FOLLOW WRITTEN INSTRUCTIONS, OR DO YOU PREFER TO LOOK AT A MAP?

Ideas vs product: If you have chosen to take up a new activity, eg go to an art class this summer, think of you reason for joining. IS IT BECAUSE YOU – WANT TO MEET NEW PEOPLE? OR IS IT BECAUSE YOU WANT TO CREATE SOMETHING BY THE END OF THE COURSE?

People vs process:

When you are taking part in a group effort, to achieve something as a whole group, which is more important to you:

CONSIDERING LOTS OF IDEAS TO GET THE BEST IDEA, OR

GETTING THE JOB FINISHED AND ON TIME?

Place pupils in 4 corners, according to their GENERAL ‘type’ on the

IP³ scale (take care to stress that these are ‘fluid’ and change

over time). SELECTION: Each teacher (JW also advising pupil

combinations) chooses ‘X’ number from each group to form the

working groups for next week’s ‘Full Value Contract’ Challenge.

Explain/introduce concept of how next week’s Challenge will run.

(5 min)

(5 min)

(15-20 minutes)

(15 minutes)

DEBRIEF: Types of people (OHP) and the importance of having a good balance of skills/types for a group to succeed. (5 minutes)

Agenda (outline)

Notations/requirements:

Reinforcement/re-setting of groups required, or groups may need to be set for the first time, if not achieved last week.

Double carousel on what Full-Value Contract means:

Play/work:

SAFE

FAIR

HARD

On first Carousel (flip-chart sheets) titles:

“What will it look like/sound like in S2 when we PLAY and WORK:

1. fair?

2. hard?

3. safe physically?

4. safe emotionally?”

1^st round of Carousel: Pupils have 3 mins. at each point/station WITH NO TICKING to consider the questions

2^nd round of Carousel: 1 min. at each point/station – tick 2/3 of the most important on each sheet

Distil: to top 2 from each sheet (choose method for this)

Agree contract and write up/display

Agenda

Notations/requirements:

Group re-formation/reminder of Full Value Contract (5 min)

CHALLENGE: Reminder of the FVC Challenge last week.

Q: How do we tackle a Challenge? A: By breaking it down into manageable parts, ie CHUNKING the Challenge; and sharing out the tasks according to the skills of the group.

Script for Paper Towers – SEE NEXT PAGE

(30 min, including debrief)

Final de-brief – reminder of FVC on wall. Did your team apply those

rules?

Pupils given reminder of which Dept. they will be in on return in August.

 ADDITIONAL ‘CHALLENGES’ –

See separate sheets given out at previous (planning) Meeting

in May.

BALLOON MODELLING CHALLENGE –

See K Houghton for instructions.

OHP – agreed contract from last week, also copies on wall(s)

Challenge Outline +

newspaper, paper clips, masking tape, ‘egg’ (rubber)