I Wish Classroom Pack | For Primary Schools

ABOUT THE UNICORN

WE CREATE INNOVATIVE PRODUCTIONS THAT ENCOURAGE CHILDREN TO QUESTION AND EXPLORE THE WORLD.

WE CREATIVELY COLLABORATE WITH CHILDREN IN SCHOOLS AND COMMUNITIES. WE MAKE OUR WORK AS AVAILABLE AS POSSIBLE.

WE ARE REDUCING OUR IMPACT ON THE PLANET.

WE BELIEVE IN EQUALITY, DIVERSITY AND INCLUSION.

The Unicorn is the leading pupils’ theatre in the UK, offering bold, innovative and thrilling theatre experiences for pupils aged up to 13.

We welcome over 65,000 families and schools every year, and thousands more through our Unicorn Online programme. With inclusivity and accessibility at its heart, Unicorn Online is our streaming platform offering free digital theatre experiences to a wider and more diverse audience.

All our work is rooted in the principles of curiosity, respect and courage. We believe that young people of all ages, perspectives and abilities have the right to experience exciting, entertaining and inspiring theatre.

We offer subsidy to groups in need, ensuring their ability to attend our productions, and partner with schools and community groups from our local boroughs and across London to ensure that young people have a voice in shaping our shows. We maintain a strong commitment to representing diversity in our audiences, as well as on our stages, and we prioritise accessibility and inclusion across our organisation.

INTRODUCTION HOW TO USE THIS PACK

Welcome to this I Wish Resource Pack, which has been developed by the Unicorn Theatre with Year 2 pupils at Oasis Academy Johanna in Lambeth.

These teacher resources focus in on the last song in the play, The Power of A Fairy (lyrics on page 6), which reflects on Effie’s wishes, having the power to grant wishes and the potential of a collective ‘We Wish…’

In the pack we explore wider themes around wishes and wishing – taking a fantasy concept associated with fairy tales and moving it towards themes of ‘activism’ or collective wishes which achieve change.

The activities are designed so that they can easily fit into KS1 PSHE time and are the perfect accompaniment to your work on KS1 History: Civil Rights and Social Activists. They aid the development of literacy and oracy skills, along with fueling creativity, self-expression, and imagination. The activities have been designed to enable full class involvement; stretching above expectations pupils, while also encouraging pupils who may need additional support.

We always recommend all schools look at our Conversations Starters (on page 7), as a simple reflection session after you’ve seen the show.

Activities 1 and 2 can be delivered on their own, or you could choose to deliver all four activities as a series – this will introduce pupils to the idea of activism, develop self-expression and celebrate their collective power. If you are doing this you might want to encourage them to focus on their classroom, school or local community space – somewhere they could influence change.

Our thanks once again go to the Year 2 class at Oasis Academy Johanna and their teacher Rebecca McLean.

If you have any questions you can always contact us at engagement@unicorntheatre.com

SUMMARY OF THE PLAY – FOR TEACHERS

In many a fairy-story there are wishes granted and fairy-tale endings – but what if your wishes come true in surprising ways?

In I Wish we are introduced to Effie, a Fairy Godmother who explains that if you are ever feeling like you need a bit of magic in your life, you just need to call ‘I Wish!’ and Effie shall appear to grant you one wish!The story begins as we are shown what happened to the characters who have made wishes to Effie before. The wishes we see are: ‘I wish to be beautiful’, ‘I wish to go to the ball’ or ‘I wish I could fly and live forever’.

Effie is then given the opportunity to come up with a wish of their own. At first, they choose to make someone the richest person in the world! But the narrator quickly points out that anything Effie wishes for one person, will have consequences for everyone else!

Effie becomes annoyed and chooses to go back and visit the characters they have already granted wishes to, in order to prove that all their lives have become better.

We discover that the wishes Effie has granted in the past have not all gone to plan. The Princess who wished to be beautiful is now a self-centred Queen, the girl who wished to go to the ball uses a wheelchair, which Effie had failed to notice, and she never enjoyed the ball after all because Effie did not build an accessible ramp. We also discover that the boy who wished to fly and live forever has now realised that the consequence of being above everyone and living forever is that he never experiences the natural changes of life. He is also now cursed with the ability to witness the changes happening to the earth but is powerless to do anything about it!

Effie becomes upset and realises the consequences of her wish granting. Effie realises that they are not helping people in the way they had hoped. Instead of granting simple wishes, Effie realises that the real power of a Fairy is to help people grant their own wishes and change the world around them!

We end on a rallying call, that we are not alone, and together we have the power to change ‘I wish’ into ‘WE Wish!’

THE POWER OF A FAIRY – LYRICS

EFFIE: Why is it always “I wish”?

Why do we always wish alone?

Why do I have the magic?

Who on earth put me on this throne?

So few get their wishes granted, So many can’t,

So what if you didn’t have to wish?

What if you were

The one who could grant?

What if my magic

All got split

In a brumblefillion tiny pieces And everybody got one little Bit!

What if you all had magic?

What if it’s what your heart is for?

And you could all grant wishes, Even if they’re titchy small.

[-] What if the world changed, Would that be so scary?

What if everyone, every single, little one had one Brumblefillionth of…

The power of a fairy!

EFFIE: The power of a fairy!

Now I’ve shown you several many things Not to do;

I guess the power of granting wishes is Up to you.

And Fairy magic is crazy powerful

So listen well!

Your little share won’t do much

If you keep it

All to yourself. But!

But look for others that you Trust, hold them up and help them Glow, mix your magics together and then (wooh!) Watch you go!

Cos you all have a bit of magic,

That is what your hearts are for!

You can all grant wishes, Even if they’re titchy small.

But if you wish together, You’re not alone and life’s less scary, Everyone, every single, little one has one Brumblefillionth of

The power of a fairy!

The power of a fairy!

NARRATOR: If all of us had magic

We could change our lives in little ways, Without needing to wait for someone

To grant our wish,

We could turn our magic mirrors

Into windows to the world; Even Wicked Queens could learn true beauty (I mean… ish).

And people locked out of great big doors

Could bust them open wide

With the biggest, sparkliest ramp There’s ever been, and

People scared of the future Would feel a bit more in control, So even John Pan, with a deep breath, Could land.

EFFIE: You get magic! You get magic! You get magic! You get magic!

Everybody gets the magic to cast Tiny spells!

I wish…

I wish…

I wish you well!

We all have a bit of magic, That is what our hearts are for! We can all grant wishes, Even if they’re titchy small. But if we wish together, We’re not alone and life’s less scary, Everyone, every single, little one has one Brumblefillionth of…

The power of a fairy!

The power of a Fairy!

NARRATOR: And so our Effie gave it up, EFFIE: Cos it’s not down to me!

NARR: For “I Wish” to really work… BOTH: Let’s turn that little “I” into A “We”...

EFFIE: We wish! We wish! We wish! We wish! Let the magic free Let’s turn that little “I” into a “WE!”

ACTIVITY

SIMPLE CONVERSATION STARTERS

TIME: 20 minutes

RESOURCES: Optional whiteboard to view production photos

SUBJECT AREA: Drama, English, Speaking & Listening

LEARNING OBJECTIVES: To reflect on the play and discover the big ideas and why they matter to us.

LEARNING OUTCOMES: By the end of the activity, pupils may be able to:

– Articulate their response to the play

– Consider different responses from their peers

– Begin to think about the purpose of theatre

CONTENT:

This activity begins by engaging students with a brief discussion on their initial response to the play. It then moves to deepen comprehension, encourage critical thinking and apply moral reasoning.

Arrange the students in a large circle to facilitate a whole class discussion. You might want to display the questions on the board where all pupils can see them easily. We often use a talking piece to support listening and equal contribution.

Reflecting on the Production:

– What was your favourite moment in the play? Can you describe it to me?

– Can you recall what the stage or costume looked like? What colours did you see?

– How did the music and songs in the play make you feel?

– Did anything in the play confuse you or make you curious? Can you tell me about it?

– What part of the play did you find most exciting? Why?

– If you could change one thing about the play, what would it be? Why?

Exploring Wishes:

– Can you remember any of Effie’s wishes – were they good wishes? (I wish I was beautiful, I wish I could go to the ball, I wish I could fly and live forever, I wish I was the richest person in the world)

– Is it ok to be granted a wish by a fairy godmother, or is it better to work for it?

• At the end of the play Effie asks:

“Why is it always “I wish”? Why do we always wish alone?”

What do you think happens if people have the same wish – can they work together to make it come true?

Note for teachers: It’s perfectly acceptable to welcome all responses to this activity. Children may perceive Effie’s wishes differently, some might consider them great wishes, while others may feel they didn’t turn out as expected. Encourage students to express their thoughts openly and respect diverse perspectives during the discussion.

PLENARY

Read the children this verse from the closing song, The Power of a Fairy. Ask them to reflect on whether they might have the power of a fairy.

We all have a bit of magic, That is what our hearts are for!

We can all grant wishes, Even if they’re titchy small. But if we wish together,

We’re not alone and life’s less scary, Everyone, every little single one has one Brumblefillionth of…

The power of a fairy!

NOTE FOR TEACHERS

DISCUSSING GENDER REPRESENTATION

Gender Expression – a definition from the NSPCC

Gender expression is how someone chooses to express their gender identity. This could be through the way they dress, speak or act. How someone looks or dresses doesn’t always reflect their gender identity. Children and young people will feel comfortable expressing their gender identity at different ages and in different ways.

By the age of 3 children may be aware of gender stereotypes. Some children might have a very strong sense of different expectations for girls and boys, e.g. this is a toy for boys. Children will also have different experiences of gender expression in their own lives. Media, such as books, TV/Films and theatre can often be a useful tool to interrupt traditional gender representation. This includes the move away from gender stereotypes in films for children.

Whilst I Wish is not a play about gender, some children may ask about the representation of the performer and ask questions about gender – e.g. is that a man or a woman? Our experience is that children are content with a simple factual answer. You might find the following useful:

“In theatre, performers express themselves in lots of different ways, including experimenting with costume and makeup and glitter.”

“The performer is a man who wears makeup and beautiful costumes. The role of Effie was created by a man who often wears makeup and beautiful costumes.”

“Sometimes what we see on stage is completely imagined and not real and sometimes performers bring in parts of their real life”

Government guidance for schools on Relationships, Sex and Health Education can be found here. It includes guidance on discussing gender and gender representation.

This conversation is relevant to KS1 PSHE: Respectful Relationships: Respecting Others and Stereotypes

I Wish is a celebration of self expression – if you would like to explore this further these are some books we like for 3-7 year olds:

Julian is a Mermaid and Julian at the Wedding by Jessica Love – a story about being seen for who we are by someone who loves us.

The Boy With Flowers In His Hair by Jarvis – a story about kindness, creativity and being there for someone

The Dress in the Window by Robert Tregoging – an uplifting story about love, acceptance and being true to yourself.

The Spectacular Suit by Kat Patrick – a celebration of individuality, identity, and dressing to suit yourself

Bodies Are Cool by Tyler Feder – a heart-warming book which embraces difference and celebrates every type of body that exists in the world.

Giraffes Can’t Dance by Giles Andreae – a triumphant book about finding your own tune, and your own confidence.

Frog is Frog by Max Velthuijs – a story about discovering your talent and being comfortable in your own skin.

ACTIVITIES: WARM UP & COOL DOWN

In our lesson plans, we consistently incorporate simple warm-ups and cool-downs to guide children into and out of creative activities. This approach proves invaluable for sparking their imaginations at the outset and then gently transitioning them to a focused state as we move on to other learning objectives.

Ensure you have a clear space available, such as the carpet in the classroom. If you are using a classroom, please push the tables and chairs back to create room. Alternatively, you can utilize a hall or the playground for the activity.

WARM UP:

BUZZY BEES

TIME: 10 minutes

This activity helps students sharpen their focus, improve concentration, and become more present in the moment, which is essential for effective participation in drama activities.

1. Invite your pupils to move around the space, buzzing like bees (in a sensible manner, of course!).

2. Call out a number, and pupils then get into groups of that size. Pupils should be encouraged to get into groups based on the other pupils nearest to them, rather than searching for their friends

3 Call out a letter of the alphabet, and counts down from 10 as the pupils think of and make an image beginning with that letter using their bodies. After the countdown, all groups must freeze as a still image as you go around the groups to see what they have made.

If you want to make the game competitive, you can award points (or stickers etc.), based on which pupils made the most creative, funny or unusual image.

COOL DOWN: CHECK OUT

This allows students to consolidate their learning, share their experiences, and reinforce key concepts or skills covered during the session.

1. Bring pupils together in a circle

2. Ask them to come up with an action or sound to represent how they are feeling.

3. Take it in turns to share into the middle of the circle (a gesture to symbolise that this is where our emotions or thoughts about this activity are staying until we come back to it.)

Tip: Other fun ways to do this include asking what ice cream flavour or weather they feel like.

ACTIVITIES: FROM WISHES TO ACTIVISM

ACTIVITY 1: WHAT DO YOU WISH FOR?

POSTER MAKING

TIME: 35 – 40 minutes

RESOURCES: Coloured pens/pencils and paper

CURRICULUM LINKS: PSHE, Citizenship, English (Speaking and Listening), Understanding the World, and Art and Design.

LEARNING OBJECTIVES: To learn how we can make our school better by finding things we want to change and working together to make them happen

LEARNING OUTCOMES: – Find things we want to change at our school.

– Learn how to work together to make our school better.

– Talk about how we can make changes happen.

– Think about ways to make our school happier.

– Understand that working together can make our school better.

DISCUSSION: 10 minutes

1. Ask pupils to recall Effie’s wishes (I wish I was beautiful, I wish I could go to the ball, I wish I could fly and live forever, I wish I was the richest person in the world)

2. In pairs talk to their partner about what they like the most about their day/class/school/community space. This could be anything from school dinners, a particular subject, an area in the school, or playtime etc.

3. Share some of these back with the class. You might ask them to show hands in agreement.

4. Ask pupils to talk to their partner for two minutes about what they might wish for that would make their day/class/school/community space even better.

5. Proceed to the next activity without discussing the responses.

Note for teachers: In this activity, we are focusing on making positive improvements rather than identifying negatives. Think about how certain subjects, areas of the school, or lunchtime could be even better. Keep in mind that while some wishes may be more achievable within the guidelines of the National Curriculum and school attendance, others may be less so. Wishes might vary from the seemingly impossible, like ‘I wish for the school day to be just 1 second long,’ to the feasible, such as ‘I wish for the toilet to be a nicer space.

ACTIVITY: 25 minutes

1. Working independently (or with a teaching assistant if needed) ask pupils to chose one thing from their conversation that would make their day/class/school/community space even better?

2. Ask pupils to design or illustrate a poster communicating this.

Higher achieving pupils might have time to add captions explaining their poster

3. A few (or all, depending on class size/time) are shared with the rest of the class.

4. Ask for a show of hands for people who agree with the subject of the poster, ask them why. Does anyone respectfully disagree?

E.g. ‘I wouldn’t wish we had ice cream for lunch everyday’ as this would give them ‘brain-freeze’

PLENARY: 5 minutes

• Questions:

– Were there any popular topics for your class wishes?

– If you could change your wish to someone else’s which might you choose?

Note to teachers: Display the posters around the classroom for the remainder of the day or week. This allows students to admire each other’s work and serves as a reminder of the positive changes they wish to see in their day/class/school/community space.

OPTIONAL EXTENSION: Design Your Dream School

Organize a “Design Your Dream School” activity where students can work in small groups to create a visual representation of their ideal learning environment. They can use materials like cardboard, paper, and art supplies to construct models or drawings of their dream school, incorporating the improvements they discussed in the main activity. This extension encourages collaboration, critical thinking, and imaginative problem-solving skills.

ACTIVITY 2: WHAT DO WE WISH FOR?

GROUP OPINIONS (AND CONSEQUENCES EXTENSION FOR Y2+)

TIME: 30-40 minutes + Optional 20 minute extension for Y2+

RESOURCES: A clear space, this could be a hall or classroom with tables pushed back (you need a clear line from one side of the room to the other). Paper and pens

CURRICULUM LINKS: PSHE, English (Speaking and Listening) and Citizenship

LEARNING OBJECTIVES: To explore classmates’ wishes and understand different opinions

LEARNING OUTCOMES: – Talk about our ideas and why we agree or disagree with others.

– Think about what might happen if a wish comes true.

– Find out which wishes are popular in our class and talk about how we choose them together.

Preparation: Review the posters created in Activity 1 and select ten distinct wishes. If Activity 1 hasn’t been completed, allocate an additional 10 minutes at the beginning to discuss wishes with the class and choose 10 wishes together.

ACTIVITY: 25 – 30 minutes

1. Take a moment to reflect on their wishes from Activity 1 (or from their discussion)

2. Explain that you are going to present the wishes to each other and discover how the whole class feel about them – but they’ll do a warm up first.

3. All pupils stand in the centre – label one wall ‘Strongly Agree’ and the opposite wall ‘Strongly Disagree’ and ‘Not Sure’ in the middle.

You will make statements and pupils have to position themselves along the imaginary opinion line.

Start with some test statements – do they agree or disagree? Here is a selection you can pick from:

– Cats are better pets than dogs

– Rainy weather is the most fun to play in

– Chocolate ice cream is the best flavour

In between each statement, you can ask certain pupils for feedback about where they are standing – i.e. why are you in the middle?

4. Once they understand the activity, read out each of your pupil’s wishes – either from the papers or posters – and ask them to show if they agree or disagree on the line.

Explain to pupils that this is not a popularity contest, but a respectful discussion about what their wish is. If wishes are very similar and repeated, skip them.

4. Remember to ask pupils why they have chosen their position:

– Why did you choose to stand where you are?

– Can you tell us why you think that?

– Did anyone else’s idea change your mind?

– How do you feel about being in the middle?

– Did you change your mind after hearing from others? Why?

– What might happen if most of us think the same thing?

– Did you think of anything else before you decided?

– Why do you think it’s okay for us to have different ideas?

– What would you say to a friend who thinks differently?

PLENARY: 5 minutes

– Which wishes, or themes, were most popular in your class?

– Select the four most popular wishes. (This will lead to the next activity)

– Explain that we’ve been able to select wishes fairly based on their popularity (through the democratic structure of the Opinion Scale). Did pupils think this was a good way to select wishes?

Tip: Not all the wishes selected have to be the most achievable, it may be more interesting for future activities to have a diverse range of wishes selected so as to instil in pupils an understanding of what wishes are more likely to come true and why.

EXTENSION: CONSEQUENCES: 20 minutes (Y2+)

‘Are there any consequences of the wish?’

After discussing the wishes and their popularity in the class, encourage pupils to think more deeply about the consequences of these wishes. Provide each child with a blank piece of paper with the following prompts on the whiteboard:

– Choose one wish from the list of popular wishes in your class.

– Write down the wish you chose.

– Think about what might happen if this wish came true.

– Write down at least one consequence of this wish.

– Draw a picture that shows the consequence of the wish coming true.

Encourage pupils to use their imagination and think critically about the potential outcomes of their chosen wish. This extension task allows children to explore the broader implications of their wishes and encourages them to consider the impact on themselves and others.

Examples:

– A wish about the school day being shorter has the consequence of pupils receiving less education

– A wish about pupils having chips for lunch every day has the consequence of pupils becoming unhealthy

– A wish to do a certain subject more has the consequence that some other pupils may be unhappy as they don’t want to do it

ACTIVITY 3: CREATE A CAMPAIGN

REFINING AND STRENGTHENING OUR WISHES

This activity must be delivered after Activity 2. TIME: 45 minutes

RESOURCES: Paper & pens, whiteboard. Four most popular wishes from Activity 2

CURRICULUM LINKS: PSHE, English (Speaking and Listening) and Citizenship

LEARNING OBJECTIVES: To make wishes stronger and think about how they can come true

LEARNING OUTCOMES:

– Explain why my wish matters.

– Name who can help make my wish come true and how.

– Come up with ideas to make my wish happen.

– Think about how I can help make my wish come true.

– Share my ideas and listen to others in my group.

– Discuss how close my wish is to coming true.

ACTIVITY: 25 – 30 minutes

1. Divide your class into four groups – aim to include a mixture of ability and confidence levels in each group

2. Read out each of the four wishes and assign one wish to each group. While you’re reading, students can raise their hands if the wish is the same as or similar to their original wish. It’s beneficial to have a supporter for each wish within the group.

3. Ask pupils if they recall the theme of the final song in “I Wish”. (see The Power of a Fairy, p?). The fairy godmother encourages us to find our power. Discuss with students whether working together improves our chances of making wishes come true.

4. Explain that in their groups they are going to work together to make their wishes stronger and talk about how they might make their wish come true.

Add the following prompts to your whiteboard:

– Why are we asking for this wish?

– Who has to power to make this wish come true?

– How could this wish come true?

– What could you offer in return?

Talk through each prompt. Pupils should create a list of their thoughts for each prompt:

– Why are we asking for this wish?

Why do you think this wish is important for you? Why might other people like this wish? (e.g., if the wish was to do Art every day, we are asking for this as it will improve our mood or our imagination)

– Who has to power to make this wish come true?

Their teacher? The Head Teacher? The Prime Minister? Their friends? (or other?)

– How could this wish come true?

What would need to change? Would it cost money? Do we need to agree on some changes? Would anyone need to give up something they want?

Do we need to make any agreements or changes?

– What could you offer in return?

Do they need to raise money? Could they help prepare or tidy up?

ACTIVITY: 25 – 30 minutes

Each group shares back their investigative thinking to the whole class. After listening, do the class have any additional ideas/tips?

TIP: Pupils can verbally share their ideas and tips, and the teacher can record them on the board or a document for future reference.

PLENARY: 2 minutes

– Are they getting closer to feeling like an imaginary wish could become real?

OPTIONAL EXTENSION: Role Play

Challenge each group to create a mini-drama or role-play showcasing how they envision their wish coming true. Provide props, costumes, and a designated performance area. Pupils can take on different roles related to their wish, such as the wish-maker, decision-makers, and supporters. Encourage them to incorporate dialogue and actions that illustrate their proposed solutions. After preparing their performances, each group can present their skits to the class, fostering creativity, communication, and teamwork.

ACTIVITY 4: COMMUNICATING OUR WISHES PERSUASIVE SPEECHES

This activity must be delivered after Activity 3.

TIME: 50 minutes

RESOURCES: Work from Activity 3

CURRICULUM LINKS: PSHE, English (Speaking and Listening) and Citizenship

LEARNING OBJECTIVES: To improve our skills in asking questions and finding answers

LEARNING OUTCOMES:

– Ask questions to learn more about something.

– Explore different ideas to find answers.

– Work with others to find information and solve problems.

– Share what I find with my friends.

– Feel more confident about asking questions and finding out new things.

ACTIVITY: 30 minutes

Previously, to activate their wishes pupils identified who they should speak to, and what arguments they should present. For this activity pupils will work in groups to write a persuasive speech to their targeted ‘change-maker(s)’

1. Introduce the concept of ‘change-makers’ What does it mean to be a ‘change-maker’?

Change-makers work to make the world, or their community, a better place. They stand up for things they believe in.

Do they know any change-makers? Could they be change-makers?

2. Return to the groups they were in for Activity 3. Together, they are going to prepare a short speech, which presents their argument to make their wish come true.

3. Ask each group to look back at their notes from the last activity.

– Who do they need to hear their speech?

– What are the most important points?

4. In the groups, pupils take one point each and prepare a group speech. Each pupil should have a turn to speak.

If you have one particularly confident person in each group they could ‘host’ the speech, e.g. “Welcome, we are here to talk about XX and why it is important to us” They then ask each person in their group to share their argument.

Encourage pupils to think about how they use their voice to persuade their audience, e.g. do they need loud or soft voices?

5. Stop the groups. Tell them you’d also like them to think about how they might use their bodies to make sure people listen to them.

Count from 1-10 and ask them to move their body into a strong position by the time you reach 10.

Hold this position – ask them to think about how it feels.

Relax. Suggest they can remember this feeling of being strong when they are talking.

SHARING: 15-20 minutes

Create an audience area and designate a stage space, then remind the class about the importance of listening attentively. Each group takes turns sharing their speeches, followed by asking the class what they liked and if they have any suggestions to make it even more convincing.

Optional: You may also want to invite other classes, teachers or members of the senior leadership team to make it feel more of an ‘event’

PLENARY: 3 minutes

Reflect on the progress made with their wishes. Encourage students to consider if they feel closer to achieving their desires. Prompt them to think about Effie and the Fairy and whether they believe they might possess the power of a fairy themselves.

OPTIONAL EXTENSION

This is a good precursor to the History topic, Civil Rights and Social Activists. We recommend these BBC Bitesize animations for KS1 which focus on historical figures and their accompanying game Astonishing Activists

ACTIVITY 5: WHAT NEXT...?

You could end their wishes here, or if they have a wish which could ignite real change perhaps the group could present it to the person with the power to help them make it reality – this could be the head teacher, school cook etc.

WISH WORKSHOP

If pupils have discovered a wish which you could easily activate you could transform the classroom into a “Wish Workshop” where pupils engage in hands-on activities related to their wishes. Provide materials and resources aligned with each wish, such as art supplies, gardening tools, or educational games. Pupils rotate through stations, working collaboratively to bring their wishes to life. For example, if a wish involves creating a school garden, students can plant seeds and design garden markers. This practical extension allows students to actively participate in realizing their wishes while developing teamwork and problem-solving skills. At the end of the workshop, pupils can showcase their creations and accomplishments to their classmates, celebrating their collective efforts.

APPENDIX

MODIFYING CONTENT FOR INCLUSIVE LEARNING EXPERIENCES

Differentiation is a powerful tool that allows us to meet the diverse needs of all learners in our classrooms. By tailoring instruction to individual students’ abilities, interests, and learning styles, we create an inclusive environment where every student can succeed. Whether it’s adjusting content, process, product, or the learning environment, differentiation enables us to provide targeted support and challenge to each student, maximising their learning potential.

Differentiation for EAL (English as an Additional Language) Learners:

• Provide visual aids alongside verbal instructions to aid comprehension.

• Simplify language and use concrete examples to clarify concepts.

• Offer bilingual dictionaries or language support tools.

• Pair EAL learners with a peer buddy for additional support during the activity.

• Encourage EAL learners to express their ideas through drawing or gestures if verbal communication is challenging.

Differentiation for SEN (Special Educational Needs) Learners:

• Provide individualised support tailored to the specific needs of each learner.

• Break down tasks into smaller steps and provide visual cues to support understanding.

• Offer alternative means of communication such as pictorial prompts or communication boards.

• Allow additional time and provide sensory support if needed.

• Adapt materials and activities to accommodate sensory sensitivities or physical challenges.

Differentiation for Gifted and Talented Learners:

• Offer extension activities or challenges to stretch their thinking and creativity.

• Encourage independent research or exploration of advanced topics related to the activity.

• Provide opportunities for leadership roles, such as leading discussions or peer tutoring.

• Allow flexibility in the format of their poster, such as incorporating multimedia elements or experimenting with different artistic techniques.

• Encourage critical thinking by posing open-ended questions and encouraging deeper analysis of their chosen topic.

LIFE’S NOT FAIR ( Y-TALES )

This pack has been written and developed by the Unicorn Theatre in consultation with Lower KS2 pupils at Oasis Academy Johanna, Lambeth.

Consultation facilitators:

Daniel de la Motte and Gabrielle MacPherson

Curriculum consultant: Chioma Anyanwu

The Unicorn’s Schools Partnership Programme is supported by: Albert R. Broccoli & Dana Broccoli Foundation, Christina Smith Foundation, Garfield Weston Foundation, The Portal Trust.

Production Credits:

Created by: Le Gateau Chocolat, Rachel Bagshaw and Seiriol Davies

Directed by: Rachel Bagshaw

Music and Lyrics by: Seiriol Davies