Sharing the Project
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The assembly will work best if it is designed and written by the pupils. If this is done at the end of the project, they will have a wealth of material to share. Encourage them to think about what makes a good assembly. What are their aims? Do they want their audience to learn, laugh, both? Who do they want to invite?
Machynlleth Y6 primary pupils wrote, directed, and presented their own assembly. They decided to make a sequence of presentations, sharing what they’d learned. They began with an introduction into what a footprint is, with a world map and paper footprints. They continued with a comedy quiz in the format of a TV show in which the question master grilled the two teams with footprint questions. Each team began with three planets and was challenged to reach one. If they answered a question wrongly, a planet was added to their scoreboard. If they answered correctly, one was taken away. This was followed by a powerpoint presentation featuring photographs from the project activities, and key learning points from each topic. It ended with some bullet point advice and a prayer.
This is just one example of an assembly, but it is one that delivered it’s messages with clarity and humour, and with complete ownership of the pupils.
For the School Council and Eco Committee
Not all of the pupils in the school council and eco committee (if you have one) will be directly taking part in the project. But these pupils can take the key messages back to their class. You may also need to enlist their help, for example with preparing an open evening. Involving them will be key to ensuring the project is shared throughout the school.
You may choose to tell them about the project yourself, and present them with an activity such as ‘Where’s the Impact?’ or ‘Big Feet’ or the ‘Globe Game’. Or preferably, you could commission your pupils to do it, a couple of weeks into the project when they are feeling confident and inspired. Peer education will help get the message across, and it will help the pupils develop their communication skills.
The pupils could work with the school council to develop a programme of actions based on what experiences they have had during the project.
In order to share the project, pupils could hold an open evening in the form of an exhibition and seminar. The school hall could be set out in themed areas with displays of work and key learning points. Pupils could be divided into groups and in charge of engaging guests in activities. For example, one stall could have computers to encourage adults to find out their eco footprint from an on-line calculator. They could devise games or quizzes to get across key points, such as a large floor sized eco snakes and ladders, or a model of a house set up for adults to find out how much energy and money they could save by adding various efficient features.
Importantly, they could also provide practical assistance for adults to reduce their footprint at home – information about where to get household energy efficient surveys for example, or growing and cooking tips and demonstrations. The open evening could include seminars and presentations. In this format the pupils will be able to play key roles in a very ‘grown up’ environment.