Schools_Worker

Plan, deliver and reflect on learning Plan 1: CSI Jerusalem Film & Workshops SESSION PLAN: CSI JERUSALEM (1hr 15mins) | CLASS/ES: KS2 | DATE: 21/3/13 | LEARNING OBJECTIVES:Educate the young people on:‐ The characters documented in The Bible surrounding the death of Jesus‐ The story of Jesus’ death and resurrection‐ Explore the Christian themes of sin, forgiveness and reconciliation‐ Allow young people to reflect on things they’ve done wrong and what the Story means to them. | RESOURCES REQUIRED: * CSI Jerusalem film * Laptop, Projector and speakers * Quiz on power point * Tissues/Bin Bags * Chocolate mini Easter Eggs | SESSION OUTLINE | ACTIVITY | WHO | CONTENT | Intro & Brief (2mins) | Andi | Play TrailerWelcome and set the theme | What is Easter'(5mins) | Andi and Teachers | In small groups discuss words associated with Easter (eggs, bunnies, chocolate, Jesus etc)Then ask for each group to feedback one or two answers. | Who killed Jesus'(3minutes) | Andi | Ask the who group who is responsible for killing Jesus from their understanding of the Easter story'(Judas, Pilate, High Priest, Roman Guards etc) – Hands up for sharing answers.Then share how we will look at answering the question through the film. | DVD(30mins) | Volunteer to set up and play. | The DVD explores all the characters involved in Jesus’ death and then leads to the finale of Jesus’ resurrection and confession that He went freely to the cross because He loves us and wanted to make a way for us to have a relationship with God by taking our ‘wrong doings’ on and putting them to death with him. | Who Killed Jesus' – Revisit(5minutes) | Andi & Volunteer | Ask the group are they happy with their first answer of who was responsible for killing Jesus or whether they’d like to change it.Get the group to stand up and go stand by who or what they feel was responsible for killing Jesus’ (signs around hall with each character from the film, Judas, Pilate etc and Sin)The plan is all YP should stand by sin.Those who don’t ask them to explain their view and respect it.Round up with our belief on the topic (Sin) | Quiz10minutes | Andi and Volunteer | Alternate between questions on the prepared power point quiz.Explain Easter egg prizes for the correct answer.Looking for hands up for correct answers. | Tissue Demonstration(10minutes) | Andi(Volunteer/Teachers to hand out tissues) | Ask what tissues are used for. (blowing nose, cleaning mess up etc)Explain once that mess is out we get rid of it, don’t keep it.Get the group to wander around the space and when stop is shouted to pair up and share one thing that has messed up a relationship, that they may have done.Do the same again this time one thing they’ve done that they know was wrong.Then get the group to stand in a circle (representing the world). Ask the group to put their hand up in their partner shared something. (all hands should go up, if not try a few other examples of sin, telling a lie, hitting a brother, sister etc).Explain how “as Christians we believe everyone does wrong (sin) and because of this we can’t have a relationship with God (use 3 people to demonstrate, 1 God, 1 Man and One sin). Then introduce a 4th who is Jesus. Explain He dies on the cross (4th person puts arms up to form a cross) to get rid of sin (move person playing sin out the way and move person playing Jesus in the gap) to form a way in which we can have a relationship with Jesus if we choose.” | Tissue Reflection(5mins) | AndiVolunteer and Teachers to hold bin bags | Explain that if we choose to we can get rid of the mess in our lives by asking Jesus.Give young people (quiet) time to reflect and if they wish to say sorry to God.Finish the session and say to young people as they leave if they want to they can put their tissue in the bins provided as a way of saying sorry to God and accepting forgiveness, and saying to God they will not do it again. | Reflection on delivery of the session: During this project we wanted to follow Kolb’s learning cycle giving the opportunity to get students to express what they feel Easter means to them, then watch an account of what Christians believe Easter is about whilst also informing them a quiz is going to follow so incorporating thinking into the watching. Then after providing an opportunity for thinking through the delivery of answering question in the quiz, then lead to physical activity of the Tissue demonstration, which then brings them back to reflect how they feel. I feel that this cycle of learning was extremely effective and gave an opportunity for all learning styles and needs to be included with appropriate opportunities for students to learn for their selves and reflect on their own beliefs, views and values. It can often be difficult to gauge the learning outcomes, but we felt that given the response during the quiz and the accurate answers to all the questions the knowledge of the biblical account and this topic was greatly accomplished. We also felt that the opportunity to respond to the set of beliefs we presented through the tissue reflection was also high. Now again this can be hard to gauge given that some would put their tissue (sin) in the bin regardless of any spiritual act, or due to sense of embarrassment if they didn’t etc, but again a high proportion of young people did, and so therefore providing an opportunity to explore and act out a spiritual response to what had been presented to them. If and when doing this again we may wish to explore the theme of sacrifice in a bit more detail as this was skimmed by. A good demonstration for this is to perhaps ask those who won Easter egg prizes to sacrificially give it up to someone else in the group, and in replace of those who choose to do so, give another egg, and explain how Jesus benefits in having a relationship with us as a result of ‘sacrificing himself’. Overall a great success and all aims met, with good understanding of topic from young people. Plan 2: LISMORE ISLAND PROJECT – ‘YOUR VOICE’- 4/3/13 Lesson Plan. Times | Activity | Detail | 2 minutes | Introduction to the project | Recap on what’s been covered so far and state how we will use our voices to communicate problems and solutions. | 2 minutes | Powerful voices video clip | Set the scene of how powerful communication is, and our voice being one way in doing this. | 3 minutes | Voice Pairing activity | Using the cards provided each child is given a card with a word. The cards have been paired with opposites (e.g. yes card and No card, Light card and Dark card). Using their voices they must communicate to find their pair all at the same time | 2 minutes | Reflection | Reflect on what was easy and difficult. State that we sometimes need to listen as well as having our say to be effective, and perhaps it would be easier if only one person was speaking. If one person found out what each person’s card was then perhaps the pairing would be more ordered and effective. | 3 minutes | Problem solving explanation | Each Year group has an allocated real problem from Lismore Island. Communicate this to them and state that in groups of 5 or 6 (Teachers please sort these prior to the session) that they need to solve the problem considering who they need to get help from, how to communicate the issue effectively considering all the needs, opinions and thoughts of those in the group, and to feedback for no more than 1 minute after. This can be delivered in a form of drama, or poem, song etc. or a nominated spokesperson! | 10 minutes | Problem solving activity (drama) | Groups to work through their problem, Teachers to oversee. | 8 minutes | Present solutions (1 minute each) | Groups present in no more than 1 minute their solution to the problem, who can help and the best way to communicate the issues and solutions. | Notes for Teachers: Please note that this session is very tight on time for the children to accomplish the task, so punctuality is important as well as monitoring the group activity. If you could allocate groups of 5 or 6 prior to the session that would be most helpful. Perhaps large sheets of paper and pens will help the groups also. Please can we introduce the problem prior to the event to and perhaps let the group reflect on it a bit also. Many Thanks, Andi Norton Reflection on delivery of the session: I was approached to run this session to help with the geography boost project to help bring up the geography curriculum failing at the last Ofsted report. The school really wanted to take the geography project and incorporate the theme into other areas of the curriculum. My role was through PSHE and promoting young people to solve problems and nominate key people to be spokes-person on their and their group’s behalf. The aim of this project was measured through an assessment for the school did with students, who commented and rated the lesson. We have been informed that the session was ‘highly enjoyable, interactive and inclusive of all year groups’ through staff feedback. The main outcome was to form a school council on the back of the session, the final task was to get young people to allocate someone in their small group to be a spokes-person to speak on their behalf who they would need to trust to share everyone’s ideas, comments etc. This was done effectively in the group. As the group went back to their classes they were asked to them nominate one person from their class to feedback their solution to the ‘issue scenario’ at the presentation of the Island Project a week later. On attending the presentation of the Island project each class had nominated one person (2 in a year group) to share their solution to the scenario they were given, that their class had voted for, they concluded the full presentation with also assigning the voted candidate for the school council, 2 from each year group. Overall this was a great accomplishment that was built up of a variety of community groups, organisations and school staff providing a variety of activities, and our contribution accomplished what it set out to achieve, providing all children with the opportunity to communicate their opinions, views and solutions as well as a clear idea of candidate nomination and how councils are formed and operate. If we were to do it again, we may provide a little more time as the session was quite tight on delivery, it may have been good to also got the local councillor to come and work with the group also to provide the comparison between parliamentary councils and school councils. Assessing the impact Part of our regular and on-going assessment of the work and contributions we provide to schools that help us to shape future planning of resources and contributions is to ask a selection of teachers (including the Head Teacher) and also a panel of students to complete one of our questionnaires, which was done and for both of these sessions. Our questionnaires ask the school to comment on how educational the contribution were, how fitting with their current school focus, theme, curriculum teaching. Also how professional it was and how well delivered it was including all students needs and styles of learning were met through keeping their attention. Please see below for our evaluation questionnaire for schools: THE PACE TRUST Schools Work Evaluation Form In order for us to evaluate and improve our service to your school we would be grateful if you could please take a few moments to consider the questions below and provide us with your comments. Thank you for your support. Scoring Key | 1 = Outstanding | 2 = Good | 3 = Satisfactory | 4 = Unsatisfactory | How age relevant was the assembly theme' 1 --- 2 --- 3 --- 4 COMMENT: How relevant was the theme to your school curriculum' 1 --- 2 --- 3 --- 4 COMMENT: How well did the speaker communicate their message' 1 --- 2 --- 3 --- 4 COMMENT: How thought provoking/interesting was the assembly' 1 --- 2 --- 3 --- 4 COMMENT: Did the schools worker hold the attention of the pupils/students 1 --- 2 --- 3 --- 4 and control behaviour well' COMMENT: How educational was the content' 1 --- 2 --- 3 --- 4 COMMENT: How professional would you rate our schools worker' 1 --- 2 --- 3 --- 4 COMMENT: How creative are our schools workers' 1 --- 2 --- 3 --- 4 COMMENT: Did the worker show awareness of and respect for school policies' 1 --- 2 --- 3 --- 4 COMMENT: How useful are PACE's visits to your school' 1 --- 2 --- 3 --- 4 COMMENT: If you have any further comments, suggestions or encouragement to help us with future planning, please add these over the page. School ............................................... Signed ............................................... Position ............................................. Date ................................................ We also where possible meet with the staff, following the delivery of a session to debrief and discuss how useful the session was, to discuss future development or ways in which the resource could be expanding in their class learning. For example in the case of some session like the CSI Jerusalem session, many young people had questions related to my faith they’d like to have asked me, but time did not allow. In this case a conversation with the year leader about this need met that we were able to create a session in which I could come in and do a Q&A session with the year group who had lots of questions. These evaluations are collected and reviewed at the end of each term and help us with our future planning, any areas of weakness are strengthened, training is set in place, for example if a worker struggled to control behaviour, behaviour management training would be provided. These evaluations are discussed within team meetings and with the trustees to keep a close check on our effectiveness and quality of our schools workers but most importantly our resources hold the educational content required of the school, and this is often an area we are discussing with the schools we work with to help monitor we are meeting their expectations and needs.