- The School of Life | Big Ideas for Curious Minds | Philosophical Questions for Curious Mind
- The School of Life | Happy, Healthy Minds
- The School of Life |What are you Feeling?
The BoyWho Sailed theWorld by Julia Green & Alex Latimer
Looshkin by Jamie Smart
David Fickling Books
Kofi and the Rap Battle Summer by Jeffrey
Boakye
| PB
| PB
Faber
About the book
His whole world was the sound of the speakers, the records, and the fun he was having in this place that he never even knew existed. He looked up as he came to the end of the verse and Linton was giving him the thumbs up. Kofi’s grin stretched from ear to ear.
Kofi has discovered a secret radio station in a place no one will ever look. It doesn’t take him long to think he can make something out of it. He and Shanice get a load of kids interested in taking part and having their moment on Clipper FM . . . But when the radio station vanishes overnight and one of Kofi’s friends is accused of stealing, then the whole beautiful plan starts to fall apart . . .
Can Kofi and his best mate Kelvin unravel the mystery, stay out of trouble and do their homework – all without mum and dad spotting anything – before teatime?
Kofi and the Secret Radio Station is the second music-making adventure in Jeffrey Boakye’s debut fiction series.
About the author
Jeffrey Boakye is an author, broadcaster, educator and journalist with a particular interest in issues surrounding race, masculinity, education and popular culture. Originally from Brixton in London, Jeffrey has taught secondary school English for fifteen years. He is a senior teaching fellow at the University of Manchester and has been awarded an honorary doctorate from the University of Leicester.
Jeffrey’s books include: Hold Tight: Black Masculinity, Millennials and the Meaning of Grime; Black, Listed: Black British Culture Explored; What is Masculinity? Why Does it Matter? And Other Big Questions; Musical Truth: A Musical Journey Through Modern Black Britain; and I Heard What You Said. He is also the co-presenter of BBC Radio 4’s double award-winning Add to Playlist. Jeffrey now lives in Yorkshire with his wife and two sons.
A letter from Jeffrey Boakye
Hello!
First things first – Kofi is BACK! As you can see, I’m so excited for the publication of Kofi and the Secret Radio Station, following up on his first big adventure, Kofi and the Rap Battle Summer.
So what’s new?
There are three words that describe this book really well, and they all start with ‘M’: Music, Mischief and Mystery . If you’ve spent any time with Kofi at all, you’ll know that his mind is like a spinning firework of creativity, always looking out for opportunities to make a little money and have a lot of fun, and of course, his best friend Kelvin is right there by his side, equipped with his amazing memory and his incredible rapping skills.
There’s a lot to discover in this book. Hidden pasts, new friends, family fun, old secrets and big shocks, all set to a soundtrack of music that Kofi, Kelvin, Leroy and his friends at school love so much. When I sat down to write this one, I wanted to make it big and exciting – to expand Kofi’s world and take the reader (that’s you) on a journey. I also wanted to have even more music and rapping than in the first book, so get ready for some serious bars all the way through.
But more than that, I wanted to shape a story of a boy growing up through a magical childhood, even though everything I’ve written is super realistic. Set in 1995, this book takes us back almost thirty years to a time of no internet, no mobile phones, and no social media, where you had to buy magazines and record songs off the radio on to cassette tapes.
Radio. That’s where the magic begins. The sound of bass drifting through the estate . . . A secret world, ready to explore . . . A mysterious new guide for Kofi and his friends . . . I remember, as a kid myself, tuning through the radio stations to see what I might find and hearing all sorts of music, sometimes from radio stations only a few miles from where I lived. The radio was where you enjoyed music and made connections. It was where my sisters and I would go to hear the latest tunes from America, the Caribbean, Africa, or other parts of the UK. It was a whole world.
That’s what Kofi and the Secret Radio Station is all about, and I can’t wait to see what you make of it. I’m so proud of this book and I know it will leave people laughing, gasping, rapping and maybe even wiping a tear or two from their eyes. Yes, it’s that deep!
Thank you so much for reading this far. Make sure to pick up a copy when it lands – you won’t be disappointed. In the words of Kofi himself: Trust me.
Until next time,
Jeffrey Boakye
DISCUSSION QUESTIONS
Before reading
Take a look at the book title and cover. What do you think the book will be about?
Do you ever listen to the radio? If so, which radio stations or shows?
What sort of music do you most enjoy listening to?
Have you ever written a song of your own?
Kofi and the Secret Radio Station is the second book in a series. Have you read the first book Kofi and the Rap Battle Summer before?
After reading
Did the book match up to what you expected? Were there any surprises?
What was your favourite moment in the story?
Did you have a favourite character? Why did you like them?
Kofi comes up with a lot of money-making schemes, but they often end in disaster. Why do you think that is?
Would you want to perform live on air if you found a secret radio station? Why or why not?
Can you remember any specific songs or musicians that are mentioned in the book? Have you listened to any of them before?
The book is set in the 1990s. What differences did you notice between then and now? How has technology changed?
Do you think there was any moral to the story in Kofi and the Secret Radio Station?
Have you learned anything new about the world after reading this book?
The Houdini Inheritance by
Emma Carroll
Faber
Can you unjumble the letters of these secret code words?
Harry Houdini’s TOP SECRET magical activities TOP SECRET
Houdini needs your help to unlock his suitcase of magic tricks! Follow the maze to find the right key.
Houdini’s pet dog ERIC has escaped! Colour in all of the squares below that contain the letters of his name (E, R, I and C) to follow his paw prints and find a clue about which tent he’s hiding in. Once the clue is revealed, circle the correct tent.
Harry Houdini’s TOP SECRET magical activities
Draw your own poster for Houdini’s MARVELLOUS magic show in the box below!
What Happened toYou?
by James Catchpole
Learning resources
Level: Years 2, 3 & 4
Learning Resources for What Happened to You?
Reading Guide
Follow Up Lesson Plan
Approximate time: 30 minutes each Materials: book, anchor chart, markers
Level: Year 2, 3, & 4
Teacher’s Note: Not to expect or pressure any disabled children in the classroom to share their experiences for the class during this lesson. Also, some children may not choose to identify as ‘disabled,’ and that’s up to them.
Overall Learning Objectives
● As a mirror: for disabled children to understand that they are entitled to have boundaries, to protect their own privacy, and to expect respect from their peers and those around them. Any information they wish to share about their experiences or medical condition is at their own discretion and comfort.
● As a window: for non-disabled readers, to see how asking intrusive questions can be upsetting and othering to disabled people, and indeed, to anyone. Do not ask people, especially strangers, personal questions about their body.
● Disabled means your body or your mind works differently from other people’s.
● Disabled people have to work out their own ways of doing things, and that’s fine. But being singled out as different isn’t fine.
Essential Background Knowledge
There are many different kinds of disabilities. Some are visible, which means that we can see them when we look at the person, and some are invisible, which means that we can’t see their disability. Either way, a disabled person’s disability is normal for them.
Specific learning points that may naturally arise during reading and follow up lesson:
- It is normal to have questions and be curious when you see someone who looks different from you, but save those questions for later and ask a trusted adult to help you learn more about it.
- An example of not asking people we don’t know personal questions about their bodies: Can you think of a grown-up man you know who has lost most of his hair? Imagine you saw a bald man you didn’t know, in the street. Would you go up to him and ask: ‘What happened to your hair?’
- Your disabled friends may eventually wish to tell you about their disability but it is up to them if, when, and how they tell you, and once they do tell you, it is not your story to tell other people.*
- How to be an ally: Not asking ‘what happened to you?’ is a good start, but we can also choose to step in when we see other children surrounded in the playground, being asked intrusive questions about their disability.
- Take action by asking them if they are okay, and telling the other kids what they’re doing is rude.
- Standing in the mob and listening while other kids ask questions is not okay.
*When is it okay to tell someone something a friend told you in confidence? For instance, if your friend is being hurt by someone or in danger, you should tell an adult you trust like a teacher. But you don’t go around telling everyone in the class. It’s the same with all personal confidences, including those around a friend’s disability.
Success criteria can look like
● Students participating and sharing respectfully in discussion.
● Students asking relevant questions.
● Students coming back to look at the book later.
Further resources to support this discussion:
thecatchpoles.net
Article: ‘How to Talk to Your Child About Disability’ For more recommended picture books with disability representation see James and Lucy Catchpole’s selective list:
● Students with vision or hearing impairment should be given a spot closer to the book.
● Students who require a stimming aid should have access.
● Students should be given the opportunity to look at the book independently later.
1 Minds on:
Pre-Reading
Begin with a class brainstorm: ‘What is a disability and what do we do when we meet someone who is disabled or looks different?’
Gauge how much background discussion you need to support understanding of this reading.
2 Read: What Happened to You?
Questions during reading: ‘How do you think Joe feels?’
On anchor chart paper brainstorm the meaning of ‘Disability’
Point out facial cues and discuss what emotions they indicate.
3
Post-reading Questions
- ‘What could these kids have done differently?’
- ‘What did the kids do that was right?’
- ‘If you saw a bunch of kids asking a disabled child questions like this, what could you do?’
You could go in and tell them to leave the kid alone and ask the kid if they want to play with you or if they’re okay.
- ‘Why do you think we didn’t find out why Joe only has one leg?’
Because it’s none of our business.
Depending on attention span choose one or more of these questions, or pause for opportunity for kids to move around before continuing.
Their thoughts should be recorded on the anchor chart for follow up lesson discussion.
Mama Car by Lucy Catchpole
Mama Car by Lucy Catchpole illustrated by Karen George www.thecatchpoles.net
Mama Car by Lucy Catchpole illustrated by Karen George www.thecatchpoles.net
Created with the author
by Katie Renker with Lucy Catchpole
A Wheelchair Journey Around London
Mama Car
We the 15 I love Channel 4’s Paralympics advert. But we can’t all be superhumans
You’re SO Amazing
by James and Lucy Catchpole
Teacher’s notes
Not to expect or pressure any disabled children in the classroom to share their experiences for the class during this lesson. Also, some children may not choose to identify as ‘disabled,’ and that’s up to them.
Specific learning points that may naturally arise during reading and follow up lesson
• Disabled children and adults should be given space to go about their business without having people stare at them, ask them questions, or make a fuss about them participating.
Essential background knowledge
• There are many different kinds of disabilities. Some are visible, which means that we can see them when we look at the person, and some are invisible, which means that we can’t see their disability. Either way, a disabled person’s disability is normal for them.
This is an opportunity to mention some of the many nondisability-specific tools used by all the characters in the story.
• It is normal to have questions and be curious when you see someone who looks different from you, but save those questions for later and ask a trusted adult to help you learn more about it.
� The little girl stands on a stool to reach the table
Accommodations & modifications
� The family use a car to travel a bigger distance to the park
� Daddy uses a bucket to hold the water to wash the car
• This story functions as a window for non-disabled students to empathize with what their peers may be experiencing and consider how they might be more inclusive and welcoming on the playground.
Help them make the connection that mobility aids are just tools disabled people use to make their lives easier.
• Partially sighted or d/Deaf students should be given a spot closer to the book.
‘What tools do you use every day to make your lives easier?’
• Students who require a stimming aid should have access.
• This story functions as a mirror for disabled students to see their own experience and lets them know that their challenges are valid, and shared by others.
You’re SO Amazing!
• Students should be given the opportunity to look at the book independently later.
During reading
When reading out loud, stop to clarify and to check for understanding.
And as the story goes on, encourage empathy by asking students if and how their own experiences relate to Joe’s.
• Joe and Simone play “Doctor Crokchops vs Senor Sharkface Pirate Grudge Fight”. Have you ever played a similar imaginary game? What was it?
• Has anyone ever said something about you that sounded like a good thing, but which made you feel uncomfortable? What was it? (a good example might be if kids have been called ‘cute’)
• Joe stops playing his game with Simone. Why? (people keep interrupting to tell him he is amazing)
• Later, when Joe is hiding, someone calls him something different. What does he say? (“Poor kid”) Why does he say that? (he thinks Joe must be feeling left out and he feels sorry for him)
This is an opportunity to mention some of the many non-
• Have you ever been called amazing? How did you feel about it? (likely answer: it felt GOOD!)
• But how does Joe feel about being called amazing? Why? (he’s just doing ordinary things and can’t understand why everyone thinks he’s being amazing – so he feels uncomfortable)
• Is he right? (NO! Joe was just hiding and it was his game.)
• So Joe’s game gets interrupted again, first by people telling him he’s amazing, and then by someone feeling sorry for him. And what do these interrupting people have in common? (they all treat him differently and single him out from the other kids, because he has one leg - because he has a disability)
• But here’s the thing. Joe is just like all the other children - he’s just like you (students). The only difference is that he has one leg.
During reading
(continued)
When reading out loud, stop to clarify and to check for understanding.
And as the story goes on, encourage empathy by asking students if and how their own experiences relate to Joe’s.
• We all have things that make us different. You can give examples of things that make you different or made you different as a child, perhaps something you felt self-conscious about. Then you can ask students for examples from their own experience.
• You can explain to the class that just like Joe, you felt bad, embarrassed, angry when people pointed out that difference.
• And finally, why is Joe happiest with his friends? (for them, he is normal: he’s not Amazing Joe or Poor Joe – he’s just Joe)
This is an opportunity to mention some of the many nondisability-specific tools used by all the characters in the story.
• Then Yui comes along and invites Joe to play football. Why does he start to feel happy again? (because Yui doesn’t call him amazing – he just plays with him just the same as with any other kid)
� The little girl stands on a stool to reach the table
� The family use a car to travel a bigger distance to the park
� Daddy uses a buck
Help them make the connection that mobility aids are just
After reading
Comprehension: Summarising/ identifying the main ideas
• Students complete Story Map independently and answer questions:
Use this example map template, or create your own:
• Ask and discuss with the class, ‘why did Joe not like being called ‘Amazing?’. How can this story affect how we treat other kids we meet on the playground who are disabled?
Sharing ideas and follow-up discussion
• Students who wish, can share their story maps with the class.
You’re SO Amazing!
conclusion
• Read the letter from James and Lucy at the back of the book to help students understand the authors’ intention.
• What is the main idea in this book? What do you think James and Lucy Catchpole wanted you to
• understand?
Further resources to support this discussion:
• thecatchpoles.net Article: ‘How to Talk to Your Child About Disability’
• For more recommended picture books with disability representation see James and Lucy Catchpole’s selective list:
There was no way out. Or was there? The sobs finally ceased and rational thoughts started to work their way back into Charley’s brain. Dad had always said she was a good thinker. A solver of problems. A getter outer of a tight spot.
Use the space below to write your own play that begins with an escape from somewhere horrible:
The Secret of Golden Island
by Natasha Farrant
Faber
Explore themes of:
✔ The power of friendship: Discover how Skylar and Yakov’s partnership becomes a source of strength. Explore how their shared goals and support enable them to overcome obstacles and work together towards a common dream.
✔ Challenges for child refugees: Learn about the struggles child refugees face when adjusting to a new country. Discover the difficulties of adapting to a new culture, language and finding a sense of stability after leaving their home.
✔ Recognising and responding to medical emergencies: Through Skylar’s grandpa’s experience, learn how to recognise the signs of a stroke and the important steps to take, to respond quickly and to provide help and support.
✔ Resilience in the face of adversity: Follow Skylar and Yakov as they confront their fears and uncertainties. See how their determination and bravery help them face the difficulties in their lives and their quest for the island.
Subjects: • English • Geography • PSHE
About the book:
What will two children do to win an island?
Golden Island sits like a fortress in a swirling sea . . .
Yakov has fled to England to escape the war at home. Skylar’s beloved grandfather is unwell.
When the two children meet, they recognise something in each other: a reckless desire to change things up for the better . . .
Then a competition is announced. To win a nearby island!
Yakov and Skylar are convinced the island will make everything better, but the odds are stacked against them.
An action-packed adventure from the Costa Award-winning author.
About the author: Natasha Farrant
Natasha Farrant is the author of the SundayTimes Children’s Book of the Year, The Rescue of Ravenwood; Costa Award-winning novel, Voyage of the Sparrowhawk; best selling novel, The Children of Castle Rock; the acclaimed Bluebell Gadsby series and Carnegie-longlisted and Branford Boase-shortlisted young adult historical novel, TheThingsWe Did for Love. She lives in London with her family and a small black cat, and would love nothing better than to have her own tiny island.
Activity Sheet 1: A Bird’s Eye View
Your Task: Create a map of Golden Island based on the description provided. Use the prompts below to guide you!
Imagine Golden Island from a bird’s-eye view. How might it look from above?
Decide on the overall shape of the island. Will it be circular, jagged or another shape?
Where will you position features such as the house, beach, cove, gully, jetty and sea cave?
Which natural details, such as trees and birds, will you include on your map?
DISCUSSION QUESTIONS
1. What is happening in the football game in the first extract? How does Yakov help his team win?
2. Even though Yakov’s team is celebrating his winning goal, what is he feeling like on the inside?
3. Why does Yakov have to leave his home and move to England?
4. How long has the war been going on in Yakov’s home country?
5. Who does Mama say Yakov will live with when he arrives in England?
6. Imagine arriving in a new place without your family like Yakov did. How would you feel?
7. When Yakov thinks about his family and friends back home, what do you think he misses the most?
8. What big changes does Yakov’s family have to deal with because of the war? How does the war affect their lives?
9. Do you think Yakov will find it easy to adjust to his new life in England? What kinds of challenges might he face as he settles in?
10. With conflicts and wars happening around the world today, how do you think young people like Yakov, who are forced to leave their homes because of these crises, are helped and supported?
Activity Sheet 1: Diary of a Refugee
In this activity, you’ll write three diary entries from Yakov’s perspective.
Imagine yourself in Yakov’s shoes as you describe his feelings and experiences at different points in his journey. Use your imagination and empathy to explore his thoughts and emotions.
Diary Entry 1: Leaving Home
(How doesYakov feel when he learns he has to move to England alone,without his family?What worries or fears might he have?)
Diary Entry 2: Arriving in England
(What makes it hard forYakov to adjust to life in a new country?What challenges does he face?)
Diary Entry 3: Scoring the Winning Goal
(Even thoughYakov scores the winning goal,what emotions does he have inside?Why does he feel this way?)
ABOUT THE BOOK
A brand-new novel about first times from Carnegie Award-winning, global sensation, Jason Reynolds.
Seventeen-year-old Neon is about to have sex with his girlfriend, Aria, for the first time. In 24 seconds to be precise. He’s hiding in the bathroom, nervous, wanting to do everything right . . .
Rewind. To 24 minutes earlier where Neon rushes from work, taking the gift of fried chicken to Aria’s house.
Rewind again. To 24 hours earlier when Neon’s big sister has advice about sex which makes him think he probably shouldn’t be listening to his friends.
To 24 days earlier. To 24 weeks earlier. To 24 months earlier, when he and Aria first met.
This tender, sweet, wholesome piece of fiction discusses how to approach first sex, how to respect women, how to be gentle, how to make it about love. It shows us a refreshingly different side to male sexuality.
ABOUT THE AUTHOR
Jason Reynolds is a multi-award-winning writer and poet. He has been a Number 1 New York Times Bestselling Author many times and he was US National Ambassador for Young People’s Literature. He has won almost every major award in the US and the UK, including the Indie Book Awards, the Yoto Carnegie Medal, the Kirkus Prize, the Edgar Award, the Walter Dean Myers Award and the NAACP Image Award. He is a Newbery, Printz and 5-time Coretta Scott King Honoree.
He wrote Long Way Down, All American Boys, Oxygen Mask and the Run series, amongst others. His books have sold over 9 million copies worldwide.
PART 1 – THEMES
Use this ‘theme sheet’ to record ideas as you read. How is each theme explored in the novel? Which are the most important? Why? Try to add themes of your own.
Theme Notes
Sex
Love
Intimacy
Respect
Masculinity
Empathy
Family Friendship
Young Adulthood
PART 2 – READING QUESTIONS
RIGHT NOW . . .
• What is happening to Neon ‘right now’? Why do you think the author, Jason Reynolds, chose to start the book in this way?
• What do you notice about the structure of the book? What is the effect of telling Neon and Aria’s story in this way?
• What is the significance of the dog in the first section of the book?
• ‘Tonight is for our first time and will be our first time.’ What does Neon mean when he says this?
• How does Neon feel about what is about to happen? Why? Pick out key words and phrases that help you to understand his emotions.
• How does Neon feel about Aria? Does he have a respectful attitude towards her? How can you tell?
JUST TWENTY-FOUR SECONDS AGO . . .
• Neon wants to do ‘the right thing’. Can you find examples of this?
• What does Neon mean when he says he doesn’t want to ‘focus on something for too long’ because it ‘would turn Aria into a body’?
• What is Aria’s relationship with her mother?
• How is Neon and Aria’s experience different to what we might see in the movies?
AND TWENTY-FOUR MINUTES BEFORE THAT . . .
• What are the family dynamics in Neon and Aria’s homes?
• Why did Neon and Aria choose Aria’s house for their first time?
• How does Neon feel about his work in the bingo hall?
• What is the significance of the chicken tenders?
AND JUST TWENTY-FOUR HOURS BEFORE THAT . . .
• What three words would you use to describe school for your own version of a digital yearbook?
• Consider the importance of different symbols in the story (for example the dog, the chicken tenders, the door knocker). How does the author weave these into the narrative? How do they show Neon’s love for Aria?
• How would you describe Neon’s relationship with the women in the story, for example with his big sister, Nat?
• It is healthy that Neon can speak openly to his sister about his relationship with Aria. Do you agree with this statement? Why or why not?
• How does Dodie speak about girls and sex? How does Neon respond to him?
• Who is ‘Little Connie’? Why did she have to ‘play herself to safety’? What happened to her?
• How can you tell that Neon has a lot of empathy for others?
• What reasons does Neon give for being nervous about having sex with Aria for the first time?
• What do you think of Nat’s advice to ‘say the things’? What does she mean by this?
AND TWENTY-FOUR DAYS BEFORE THAT . . .
• What sort of relationship did Gammy and Grandy have? What example does it set for Neon?
• Why is it important to be surrounded by positive relationships?
• What does Ma mean when she mentions ‘protection and consent’? What advice do you think she would give about these things?
• Are you surprised by Neon’s conversation with his Ma? Why or why not?
• Consider the different women in Neon’s life. What is his relationship with each of them? How do they help Neon to form positive attitudes towards women?
• What is Ma’s advice to Neon about pornography?
• What does Spank say about ‘respect’? How important is the theme of respect in the novel?
AND
TWENTY-FOUR
WEEKS BEFORE THAT . . .
• What does Neon talk about with his Dad? What sort of relationship do they have? Why are male role models important for young people?
• How does Neon hold Aria’s hand, according to his Dad? What do the words ‘intimate’ and ‘tenderness’ mean?
• How does Neon feel about approaching the end of the school year? Why?
• What do you think of Aria’s statement that ‘communication is the key to . . . everything’? Do you agree?
AND
TWENTY-FOUR
MONTHS BEFORE THAT . . .
• How are doors and doorways important in the novel? What does a doorway symbolise?
• What is the link between Grandy and Denzel Washington? Why is this significant?
• What does Neon learn about ‘sowing your oats’? What does the phrase mean? And what do Grandy and Neon’s Dad think about it?
• How does Neon meet Aria? What different elements and characters from the novel are brought together in this passage?
• Do you agree with Neon that: ‘this ain’t no movie. This is a mirror. This me. This her. This us. This real.’? How ‘real’ do you think Neon and Aria’s story is?
BACK TO NOW . . .
• What is the impact of Jason Reynolds’ choice of structure for the book? How do you feel coming back to the present moment after everything you have just read about Neon and Aria’s story? Can you plot important events on a timeline?
• What ‘three words’ do you think Neon and Aria say to each other?
• Which of Neon’s anxieties are resolved at the end of the story? How does the author, Jason Reynolds, tie everything together?
• How do you feel at the end of the book?
• What do you think the future holds for Neon and Aria? Does it matter?
• What are the important messages of the book? What do you think the author is trying to say to young people about love and sex?
• Jason Reynolds himself has said: ‘You deserve to be curious about [love], and to not feel shame for that curiosity.’ What does he mean? Why is it important to be curious about love and sex?
• How can adults, teachers and friends help young people feel supported to be curious about love and sex?
• How far does Twenty-Four Seconds From Now show a refreshingly different side to male sexuality and the experience of having sex?
• If you could ask Jason Reynolds five questions about this book, what would they be?
Your favourite superhero penguin and cat are back!
has an oval shaped body, with a curvy bo om!
a moody mouth!
a triangle shaped beak
a smile if you prefer.
big eyes. Make Peng wave instead if you like!
Atlas of Cats
DISCUSSION QUESTIONS
1. In Chapter 1, Heera says that her “full stomach is a heavy burden to bear” (p. 7) after eating the school lunch. What do you think she means by this?
2. The red-light district where Heera lives isn’t far from several of her classmates’ homes, yet their home lives are starkly different. In what ways do Heera’s classmates and their families distance themselves from the suffering that awaits girls like Heera? What are some reasons that community members might distance themselves from the brothels, rather than intervene? Use specific examples from the text to support your answer.
3. After Chotu’s death, Heera nearly resigns herself to giving up school and to being sold as a sex worker if it means her family will have enough money to afford more food and better shelter. What do you think of her reasoning? What eventually changes her mind?
4. Consider the meaning of womanhood in India, in the Nat community, and in Heera’s life specifically. What is her relationship with the concept of womanhood, both as it relates to physical changes and as it represents a role in her community?
5. Over and over, prostitution and the violence that comes with it are described as Nat girls’ destiny or fate. Where does this idea of inevitability come from? Who stands to benefit from this notion? How is it enforced, or what other beliefs or structures enable it? How does Heera push back against this fate and create other choices and paths forward for herself?
6. When she first visits Rini Di, Heera notices a photo with a caption that says “Courage Is Contagious” (p. 51). What does this mean? How is courage contagious in I Kick and I Fly? Use specific examples from the text as evidence.
7. Describe the relationships Heera has with the adult women in her life. Are they positive? Negative? What role does each woman play in Heera’s growth and development as a character? Use evidence from the text to support your thinking.
8. Rini Di tells Heera that “Self-esteem is essential to any battle. You have to know you are worth fighting for” (p. 53). What do you think of this statement? In what ways does Heera know she’s worth fighting for? When does that certainty falter, and how does she reclaim it?
9. What is control? Define it in your own words. What does control look like in Heera’s life? In what ways does Heera have or take control?
10. Choose two of the Bruce Lee quotes included in I Kick and I Fly. Describe
DISCUSSION QUESTIONS
what you think each quote means in your own words. How does each quote connect to Heera as a character, or to her story? How might you connect each quote to your own world and life?
11. Discuss what you know about the caste system in India from the text—research it further for more information. How does the caste system impact Heera’s life and story?
12. In Chapter 18, as she prepares for her second kung fu competition, Heera says both that “she is not a Nat girl” (p. 199) and that her excellent balance and flexibility are “attributes we learned as Nat babies” (p. 200). What do you think of these two seemingly contradictory statements? How does Heera reconcile the ways in which her identity as a Nat girl confines her with the ways in which it empowers her?
13. Why do you think Mira Di refuses the same help that she so strongly encourages Heera to take? What differences does Mira Di see between herself and her cousins?
14. What do you think of Heera’s plan to rescue Rosy? Why does she confide in Azra and ask for her help, but not Rini Di? Do you agree with her choices and reasoning? Why or why not?
15. Trust is a major theme in Heera’s story. What is needed for trust to develop between people? How does Heera begin developing trust, and with whom? How does Heera’s life change once she finds people she trusts?
16. After Heera performs in the final competition in the US, Master Yi tells her that her greatest opponent has always been herself. What does he mean by this? How does the statement apply to more than Heera’s journey with kung fu?
17. What would justice look like for girls like Heera, Mira Di, Azra, and Rosy? Is there justice for them over the course of the events in I Kick and I Fly? Why or why not?
18. In the Letter from the Author at the back of the book Ruchira Gupta says she wanted to “share with you that someone somewhere of your age fought back and won.” What is something from Heera’s story that you don’t want to forget? How can you build on what you’ve learned reading the novel? What are some ways to “fight back” and/or “win” in your own life?
IMAGINE YOUR OWN ODDITORIUM
Bess adores all of the unusual exhibits in her grandfather’s peculiar museum, from the albino alligator, to a talking doll, to the whispering flowers. Imagine if you had your very own Odditorium. What sort of things could you find in there? List them here!
BESS’S HALLOWEEN BISCUITS
INGREDIENTS
• 100g/3½oz unsalted butter, softened at room temperature
• 100g/3½oz caster sugar
• 1 free-range egg, lightly beaten
• 275g/10oz plain flour
• 1 tsp vanilla extract
To decorate:
• 400g/14oz icing sugar
• 3-4 tbsp water
• 2-3 drops food colouring. Orange, purple and black are perfect. Or leave your icing white, if you’re making ghost biscuits!
METHOD
1. Preheat the oven to 190C/375F/Gas 5. Line a baking tray with greaseproof paper.
2. Beat the butter and sugar together in a bowl until combined.
3. Beat in the egg and vanilla extract, a little at a time.
4. Stir in the flour until the mixture comes together as a dough.
5. Roll out the dough on a lightly floured work surface to a thickness of 1cm/½in.
6. Using spooky-shaped biscuit cutters, cut biscuits out of the dough and carefully place onto the baking tray. Bake the biscuits for 8-10 minutes, or until pale golden-brown. Set aside to harden for 5 minutes, then leave to cool on a wire rack.
Now it’s time for the icing! Sift the icing sugar into a large mixing bowl and stir in enough water to create a smooth mixture. Stir in the food colouring. Carefully spread the icing onto the biscuits using a knife and set aside until the icing hardens.
INVENT YOUR VERY OWN SCARY SIDEKICK
From a ghostly cat, to a fruit bat, to ninja mice, the Train of Dark Wonders is filled with fantastical creatures. Come up with your own Halloween themed furry friend who can assist you on your mission!
CREATE YOUR OWN CARRIAGE IN THE TRAIN OF DARK WONDERS
Each carriage in the Train of Dark Wonders has its own different theme, to surprise and startle visitors. Taking inspiration from the book, why not have a go at coming up with your own carriage filled with whatever Halloween surprises you can think of!
YOU’VE GOT THE SCOOP!
HEADLINE
BYLINE
MAIN BODY
DRAW AN IMAGE HERE!
CONTINUE YOUR ARTICLE HERE
ONLINE SAFETY AND FAKE NEWS!
‘I couldn’t believe Lexi had said my full name and school on camera, and posted it online! Our teachers have told us we should never do that.’
Rani is often shocked at how irresponsible Lexi is when it comes to online safety. The internet can be a great place to learn new things but only when it is used safely. Using the computer template below, come up with three key ways to stay safe online!
1. 2. 3.
LEARNING MAURITIAN CREOLE
Using the glossary, have a go at finding some of these words in the word search below!
DOODLE A DODO!
feet. As it had no natural predators, it only laid one egg at a time.
The first humans to live in Mauritius were the Dutch, who came to the island in 1598. Along with the cats, dogs and rats they brought with them, they ate the poor dodo and its eggs to extinction in just 65 years.
Happyhead by Josh Silver
DISCUSSION QUESTIONS
1. In the novel, we see the dangers of toxic positivity extremified. What do you feel that this says about wellness culture in our society?
2. What were your gut instincts about the ‘Overalls’ at the start of the book? What early descriptions of them made you feel this way?
3. Those who follow the orders from the ‘Overalls’ and ‘fit in’ are rewarded. Do you feel that there are ways that you can relate to this? Make note of a few examples and discuss with your peers.
4. At HappyHead, access to devices and the internet are prohibited. How do you think social media perpetuates false notions of happiness?
5. Those who succeed in the programme are categorised as the ‘Elite’, while those who ‘fail’ at being happy, like Finn, are categorised as ‘Bottom Percentile’. In what ways do you feel that this is reflected in real life?
6. Performance is a key theme in the novel. Seb performs his sexuality, Eleanor performs happiness, the ‘Overalls’ perform their duty of care. What comment is this making about society generally?
7. Seb and Finn have to hide their sexuality in order to be accepted into the programme and succeed. How do you feel this reflects LGBTQIA+ relationships within our current society?
8. Make a list of all the songs referenced in the book. What are their similarities and differences? Why do you think the author decided to include these songs?
9. Look at pages 154-156, where Seb is asked if he likes himself. Do you believe that liking yourself is vital to happiness?
10. There was a time when I really wanted to be a Good Person. I thought it was our ultimate aim in life as human beings. Our Biggest Goal. And, once we reached it, we would be happy. Do you think that there is such a thing as being a good person? If so, do you think being a good person equates to happiness?
11. I feel sick. This is not what I want. I want to… go back to my strange white room and wait for the screen to tell me what to do. What does this say about Seb’s character? How does it reflect what he is hoping to achieve in the experiment?
12. The author describes his book as a cross between Love Island and Squid Game. Can you find three examples where this is apparent in the novel?
13. What did you think of the ending? What are you expecting from the second book?
14. In the author interview at the back of the book, Josh Silver is asked whether he believes if happiness is an illusion. Taking his answer into consideration, do you agree or disagree? Why?
murdle junior ACTIVITY SHEET
how to solve
DO YOU HAVE WHAT IT TAKES TO BECOME A DETECTIVE ? YOU DO ? THAT ’ S EXCELLENT NEWS ! FIRST UP , LET ’ S LEARN
HOW TO SOLVE A MURDLE PUZZLE SO WE CAN CATCH THE CULPRITS OF THESE DASTARDLY CRIMES !
1. get your assignment
R EAD THROU g H THE CASE DETAILS FOR SOME IMPORTANT BACK g ROUND INFO ON THE CRIME .
the who, where and why ...
EACH M URDLE INCLUDES A LIST OF SUSPECTS , AS WELL AS TWO OTHER CATE g ORIES , FOR EXAMPLE LOCATIONS AND OB j ECTS .
I N THIS CASE , EACH SUSPECT WOULD BE IN ONE LOCATION WITH ONE OB j ECT . B UT ONLY ONE HAS CO mm I tt ED THE CRIME !
3. clues, clues, clues
Y OU ALSO HAVE A LIST OF CLUES , BECAUSE WHERE THERE ' S A CRIME THERE ' S A CLUE ! USE THE CLUES TO FILL OUT YOUR DEDUCTION g RID .
W HEN YOU WORK OUT WHERE A SUSPECT WAS , PUT A TICK IN THE BOX . A T THE SAME TIME PUT A CRO ss A g AINST THE OTHER LOCATIONS , BECAUSE WE KNOW THEY CAN ’ T BE THERE .
4. CRACK THE CASE!
U SE YOUR DEDUCTION g RID TO WORK OUT WHODU nn IT AND FILL IN YOUR ANSWERS . g OOD LUCK DETECTIVE !
TURN OVER TO CATCH THE CULPRIT OF A PARTICULARLY FIENDISH CRIME... Earn your detective badge IN THE END, YOUR DEDUCTION gRID SHOULD LOOK SOMETHINg LIKE THIS:
the case of the circus cage
CLUES & EVIDENCE
Kid Khaki was under the big top, mildly entertained by the show.
Old Man Mint used a classic getaway van.
A crane wouldn’t fit inside the big top.
Mrs. Ruby was not in the hall of mirrors.
Orangutan Orange was locked in the cages when he was kidnapped.
A deadly executive decision
& EVIDENCE
A g ROUP OF DETECTIVES ARE IN HOT PURSUIT OF AN ESCAPED SUSPECT . THE Y HAVE BOARDED A j ET TO FOLLOW THE SUSPECT , BUT UNBEKNOWNST TO THEM THERE IS AN ACCOMPLICE ON THE PLANE AND THE PILOT HAS BEEN A tt ACKED ! SOMEONE NEEDS TO WORK OUT WHAT ' S g OIN g ON , q UICK !
A medium-weight weapon was indoors.
Executive Producer Steel was trying to take a phone call on the wing.
The shortest suspect was armed only with their wits.
A parachute was not in the passenger cabin (oops!).
The pilot was attacked while he was goofing off in the cockpit.
Alchemist Raven would definitely be running an alchemy lab, duh!
The person who loved studying weird animals wanted to live forever.
No alchemist is interested in total knowledge, only the here and now.
Studying potions seems like a good option if you’re after immortality.
Julius suspected it was a computer lab
the case of the overheard arrest
THE SACRED KIDNEY SCHOOL WAS ABUZZ AFTER A ROBBERY . THE TEACHERS AND STUDENTS WERE ALL q UESTIONED BY O ff ICER COOPER WHO WAS ON SITE TO INVESTI g ATE . THE I ss UE IS , IT WASN ' T CLEAR WHAT HAD BEEN STOLEN OR WHO WAS BEHIND IT .
MYSTERY ?
& EVIDENCE
Principal Applegreen has been waving around a letter he found.
Mrs. Ruby was heard saying that she was in the cafeteria just for a bite to eat.
Jake knew that the Sacred Kidney was always kept in the chapel.
The Sacred Kidney had been stolen! Okay, that’s a pretty big deal.
Illustrated by Sophie Beer
Scribe/Scribble
Plot
Join Banjo and his mum on what starts as a straightforward day out, only to have it upended by homophones (two words with the same pronunciation but with different meanings), turning the narrative into the delightfully absurd.
Kids and adults alike will love this joyful new wordplay extravaganza from debut author Mel Amon with illustrations by international superstar Sophie Beer. The hilarious wordplay combined with delightful illustrations have kids ‘in on the joke’ from the very beginning.
I brushed my hare and put on my new pear of shoes. Mum painted her nails before we set out for the day.
TEACHING NOTES
Good Morning, My Deer
Title Good Morning, My Deer
Author Mel Amon
Illustrator Sophie Beer
Publication September 2023
Category Picture book
ISBN 9781915590374
Themes Homophones
Early literacy Wordplay
Slice of life
Animals
About the creators
Mel Amon (author) lives on Garigal land with her husband, her long-board, and a 3-metre avocado tree she planted by accident when composting her vegetables. Although she initially trained as a primary school teacher, she threw in the chalk to become a clinical psychologist (and topped her cohort in the process!). Mel now spends her days helping people of all ages with their big feelings, and drinking a lot (but really, just the right amount) of tea.
Sophie Beer
(illustrator) is an awardwinning illustrator/ author living in Brisbane, Australia. She works primarily in children’s books, having published with Penguin Random House New York, Simon and Schuster New York, Walker UK, Scholastic UK, Hardie Grant, and many more. As an illustrator, she has worked with Disney/Pixar, Google, The Sydney Opera House, and has collaborated with Myer for her own line of children’s homewares. When she’s not illustrating and writing, she thinks a lot about plants, animals, music, books, and equality.
Discussion & activities BEFORE READING
Look at the title and the pictures on the cover. What do you think this book might be about?
There are some unusual objects floating around behind Banjo (the deer) on the cover. What do you think they are?
AFTER READING
Homophones are two words that sound the same, but mean different things. What was your favourite homophone in the book? How many can you spot throughout the story?
This book is all about Banjo having a nice day out with his mum. What do you like to do with your caregiver when you spend a special day together? Where would you like to go?
Activity 1:
FILL IN THE BLANKS
At the end of the book, there’s a handy guide to some of the visual puns in the book. On the bottom is how the word should be spelled for the sentence to make sense. At the top, can you write what the illustration is actually showing?
Activity 2:
DRAW YOUR OWN PUNS
Now that you’ve tried labelling the book’s homophones, what about coming up with your own? Draw three homophones that you might find in Banjo’s world.
Scribe/Scribble
PLOT
Step into a world of micro-tales that pack a mighty punch of humour!
Short Stories presents eleven hilarious encounters between unexpected animal pairings, each told with remarkable economy. From the unseen dangers of a hedgehog at a birthday party to the unexpected uses of a chameleon’s colour-changing abilities, these bite-sized narratives showcase the art of storytelling at its most precise and playful.
Silvia Borando’s masterful comic timing turns each page into a lesson in narrative craft. With just a few words and simple illustrations, she creates moments of surprise, irony, and pure delight that will have readers of all ages chuckling.
TEACHING NOTES
Short Stories
Title
Short Stories
Author
Silvia Borando
Publication
April 2025
Category
Picture book
ISBN 9781917189200 (HB) 9781917189217(PB)
THEMES
Wordplay
Humor
Comic timing
Identity
Differences
Creativity
Animals
Playfulness
ABOUT THE CREATOR
Silvia Borando graduated from the Politecnico di Milano with a degree in Communication Design. She works as a visual designer for Studio TIWI, where she loves to explore her great passion for colour. She also heads up (and creates bright, bold books for) minibombo — an Italian children’s publishing house dedicated to creating young, innovative, and graphic picture books.
DISCUSSION AND ACTIVITIES
Before reading
What do you think the title Short Stories means? What kind of stories might be inside?
Have you ever read or told a really short story? How short can a story be?
What does the word “short” mean? Can you think of different ways to use it?
Look at the cover—what do you notice about the characters? Does it look like a funny book?
After reading
Which was your favourite “short story” in the book? Why?
How did the illustrations help make the stories funnier or more interesting?
What are some other funny books you have read?
Can you think of any short funny stories, or jokes?
Drawing activity: Mini Comic Strip Draw a three-panel comic strip, and create a funny situation between two characters
ACTIVITY
Writing activity: Silly Short Story Challenge
Write a two-sentence story. Use humor, exaggeration, and wordplay. Take turns reading your stories to each other.
Drawing activity: My Funny Character
Draw their own funny character, look at all of the funny animals in Short Stories, and create one of your won that could be their friend.
ACTIVITY
Acting activity: Short Story Pantomime
Make a small group and choose a short story from the book. With your friends act it out in silence, while the rest of the class guesses what is happening.
Scribe/Scribble
PLOT
Making sure you get your rightful share in a family of five siblings is never easy. Everything must be carefully calculated and precisely measured to make sure no one misses out. How We Share Cake is a hilarious exploration of the timeless struggle for fairness and justice among brothers and sisters. This delightful story captures the very essence of family dynamics.
TEACHING NOTES
How We Share Cake
Title
How We Share Cake
Author
Kim Hyo-eun
Publication
October 2024
Category
Picture book
ISBN 9781915590855
THEMES Korea
Family Cake Together
Siblings
Teamwork
ABOUT THE CREATORS
Kim Hyo-eun studied illustration at Ibpil Future Illustration Research Institute. This is the second book that Kim has written and illustrated.
Here is a note from Kim: When I was young, I had to share everything, so much so that I developed the habit of dividing the food on the table according to the number of people.
Now, there are countless things that are completely mine that I don’t have to share.
But still, when I eat delicious food or see nice scenery while travelling, people that I want to share them with come to mind. Even today, there are so many things I wish I could have shared that I have let slip away. That is why I have the desire to share stories of all shapes and tastes.
DISCUSSION AND ACTIVITIES
Before reading
Why is it important to share with others? How does sharing make you feel?
When you have to divide something among friends or family, how do you decide how much each person gets?
How can we make sharing easier and more enjoyable for everyone involved?
Can you think of a time when working together helped you achieve something, or made the experience more fun?
Anote from the translator: I am Deborah Smith. I grew up in a small South Yorkshire town without a bookshop or books at home, never travelling. I read translations, learned Korean, then began to translate and founded Tilted Axis Press (publishing translations of writing from across Asia), all to learn, share, and support a more nuanced and equitable awareness of our mutually entangled lives.
After reading
Were there any characters who struggled with sharing? How did they overcome their difficulties?
Can you think of a real-life situation where you had to share something, similar to the story? How did you handle it?
Were they any situations in the book that were similar to your own life with friends or family?
What are some challenges you face when sharing in real life, and how can you use what you learned from the book to address these challenges?
Draw a picture of your family, from oldest to youngest. Maybe you have a small family, so you could include your pets, or your cousins, or anyone else that is special to you?
Drawing activity: a family portrait
ACTIVITY
My sibling: What’s Important to Them
Think about one of your siblings or friends and what they care about the most.
My sibling’s favorite activity is .......................................................................................................
My sibling’s favorite food is ............................................................................................................
One thing my sibling really enjoys doing is .................................................................................
Appreciation List:
List three things you appreciate about each of your sibling of friend. These can be things they do for you, qualities they have, or things they are good at.
Draw a comic strip or storyboard showing a day in the life of your sibling(s). Include their favorite activities and routines.
ACTIVITY
Share the Cookies: Draw and Colour
Colour and decorate the cookies below to make them look delicious, and special, for your siblings or friends.
Draw a line to divide the cookies into equal groups for your siblings friends.
Each friend gets ................................................. cookies.
Scribe/Scribble
PLOT
A vibrantly illustrated tale about finding light even in the gloomiest of times, How to Find a Rainbow will warm your heart — and give you a handy guide to making your own rainbow, too!
When Rekha spots a rainbow, she rushes indoors to tell her sister about it.
Reena will want to paint it, for sure!
But when the sisters go outside to find it, the rainbow disappears. Where could it have gone?
Reena hates rainy days. She hates the way the dark clouds make everything look so dull.
TEACHING NOTES
How to Find a Rainbow
Title
How to Find a Rainbow
Author
Alom Shaha
Illustrator
Sarthak Sinha
Publication
February 2024
Category
Picture book
ISBN 9781915590398 (Hardback) 9781915590404 (paperback)
THEMES
Backyard science
Natural world Sisters
Accepting difference
Red pandas Colour spectrum
Holistic
learning
Rekha loves rainy days. She loves the way the rain makes the earth smell.
Boom Boom by Jude Idada
Swift Press
BOOM BOOM
BY JUDE IDADA
Osaik and his dog Kompa love learning new words. Theyʼre sharing their favourites with you in a wordfind! Can you find the 19 words hidden in the scramble?
BOOM BOOM
DISCUSSION
NOTES
1. ʻA very intelligent dog you have. He ran into the room where I was, barked, ran to the door, looked out, ran back in, barked, ran out, looked back, ran back in and kept barking. I have a dog myself and I knew instantly that he wanted me to see something, so I left the patient I was seeing and came out.ʼ (p.99)
• Kompa is a helpful dog who can communicate to the adults when there is a problem with his behaviour. What kinds of ʻworkingʼ dogs do you know that are used to help people day-to-day?
2. ʻ“So HLA is an acronym?” I asked. “Acronym. Who taught you that?”ʼ (p.104)
• There are lots of acronyms in Boom Boom. What is an acronym? Can you find another example in the book?
3. ʻ“Well, she didnʼt go back to the cemetery, she went up into the sky. Like I told you before, sheʼs a star.”ʼ (p.110)
• When Osaik talks to his mum he talks to the stars in the night sky. Why do you think he does that? What stars can you see from your home? Are any of them part of a constellation?
4. ʻ“My name is Eghosa, but everyone calls me Eghe Boom Boom. Iʼm a warrior, which means I have sickle cell anaemia.”ʼ (p.123)
• Eghe Boom Boom calls herself a ʻwarriorʼ. What do you think she means by that? In what ways do you think she is like a warrior?
5. ʻI could not understand was why they stopped coming to my house to play with Kompa and me, or why, when they saw Eghe Boom Boom, they refused to touch her or playwith herʼ. (p.164)
• Why do you think the neighbourhood kids are reacting this way to Osaik and his sister? What would you do to help them understand about Sickle Cell Disease?
21 September 2023
For ages 9+ | £7.99
The School of Life
Emotional Literacy
With An Emotional Menagerie
overall aims / curriculum links:
1. Name, define and identify emotions
2. Build empathy by identifying emotions in others
3. Foster consideration and respect for others
4. Develop self-awareness and self-management
5. Promote positive behaviour and relationships
Supporting ideas for Teachers & Students
For use in the classroom or at home.
Suitable for ages 6+
An Emotional Menagerie: Feelings from A to Z
Children experience all sorts of emotions, sometimes going through several very different ones before breakfast. Yet they can struggle to put these feelings into words. An inability to understand and communicate their moods can lead to bad behaviour, deep frustration and a whole host of difficulties further down the line.
‘An Emotional Menagerie’ is an emotional glossary that is perfect for sharing with children and reading aloud together.
It includes 26 rhyming poems, arranged alphabetically, that bring our feelings to life – Anger, Boredom, Curiosity, Dreaminess, Embarrassment, Fear, Guilt, and more.
Filled with wise, therapeutic advice and brought to life through musical language and beautiful illustrations, ‘An Emotional Menagerie’ is an imaginative and universally appealing way of increasing emotional literacy.
Suggested for curious minds aged 6+.
The School of Life
An Introduction to Philosophy for Children
With Big Ideas for Curious Minds and Philosophical Questions for Curious Minds
overall aims / curriculum links:
1. Develop confident, independent thinking
2. Encourage sharing and challenging of ideas
3. Encourage willingness to speculate, take risks and use imagination
4. Foster consideration and respect for others
5. Introduce important philosophical ideas
Supporting ideas for Teachers & Students
For use in the classroom or at home.
Suitable for ages 9+
Big Ideas for Curious Minds: An Introduction to Philosophy
Big Ideas for Curious Minds is designed to harness children’s spontaneous philosophical instinct and to develop it through introductions to some of the most vibrant and essential philosophical ideas from history. The book takes us to meet leading figures of philosophy from around the world and from all eras – and shows us how their ideas continue to matter. The book is filled with exercises and beautiful illustrations to bring the ideas of great thinkers vibrantly to life.
Suggested for curious minds aged 9+.
Philosophical Questions for Curious Minds
Children are born philosophers – but in order to fully bring out the best of their thinking, it helps to equip them with the largest and most thought-expanding questions. This is a pack of the very sharpest, based on the biggest conundrums of philosophy, and is guaranteed to generate lively, warm and fascinating conversations among families and friends. No prior knowledge is required; all that counts is a spirit of curiosity.
The pack includes questions like: Is it ever right to lie? When might freedom not be a good thing? What’s the difference between living and being alive? How does money make you happy – and when doesn’t it?
With these questions to hand, conversation will forever be profound and entertaining, and minds young and old will have a crash course in the joys and adventures of philosophy.
Suggested for curious minds aged 9+.
1. WHAT IS PHILOSOPHY? ............................................. 1
objectives:
Understand the definition of Philosophy; explore what it means to be ‘wise’.
2. ASKING ‘WHY?’ ........................................................ 5 with Socrates objectives:
Understand the importance of challenging assumptions; explore the process of asking ‘why?’.
3. BEING CURIOUS ........................................................ 9 with Philosophical Questions for Curious Minds objectives:
Understand the value of being curious; formulate questions to explore; evaluate the quality of questions.
4. THE MEANING OF LIFE ............................................... 13 with Aristotle objectives:
Explore what makes life interesting and good; identify personal and societal problems and how to fix them; set personal goals.
This Mini-Scheme of work can be used with children either at home or in the classroom. It includes material for between 4–6 lessons. The lessons can be completed in sequence or children can dip in and out of activities as they wish.
note:
It is advised that teachers, parents or carers read through this Mini-Scheme and complete any tasks before students, to ensure that everyone is comfortable with its themes and activities.
1. What Is Philosophy?
big idea / big question
‘Philosophy’ is a word from Ancient Greek: the first part, philo, means ‘love’. The second part, which comes from the word sophia, means ‘wisdom’. Philosophy literally means ‘the love of wisdom’. It helps us live wiser lives. But what does ‘wisdom’ mean?
start:
Wisdom is more than about just being ‘clever’ – it is also about being kind, calm and accepting of life.
1. The children reflect on a ‘wise (not just clever)’ person they know, including ‘wise’ things they said or have done, describing in detail.
2. They write a definition: ‘I think wisdom means…’
3. They share their ideas with a partner.
Thinking about abstract ideas is made easier by focusing on specific examples. To help the children improve their thinking skills, this activity begins with an exemplary person and specific things they have said or done before addressing an abstract question. It also distinguishes between ‘wise’ and ‘clever’, prompting the children to elaborate on this difference.
develop:
Ideas on ‘wisdom’ by reflecting on its opposite.
1. The children reflect on a ‘clever (but not wise)’ person they know, including ‘unwise’ things they have said or done, describing in detail.
2. They write a definition: ‘I think the opposite of wisdom is…’
3. They share their ideas with the group.
Thinking about what an idea is not helps to clarify distinctions. Making distinctions is a fundamental thinking skill, and this activity shows children how they can begin to practice this skill.
The School of Life
Relationships Education
overall aims / curriculum links:
1. Understand the importance of empathy in relationships
2. Foster consideration and respect for others
3. Define the characteristics of friendship
4. Explore the reasons behind bullying behaviour
5. Promote positive behaviour and relationships beyond the classroom
Supporting activities and ideas for Teachers & Students
For use in the classroom or at home.
Suitable for ages 8+
Happy, Healthy Minds: A Children’s Guide to Emotional Wellbeing
This is a guide designed to help children become more aware of their emotional needs and examines a range of topics that might give their minds difficulties, for example:
• When parents don’t seem to understand us
• When we are finding it hard to make friends
• When we feel angry, anxious or lack confidence
• When school feels boring or difficult
We explore a range of common scenarios encountered by children and talk about some of the very best ideas to help deal with them. By offering a sympathetic and supportive framework, ‘Happy, Healthy Minds’ encourages children to open up, explore their feelings and face the dilemmas of growing up armed with emotional intelligence.
Explore how bullies might also suffer themselves; develop empathy skills to tackle bullying behaviour.
4. BEYOND SCHOOL ................................................. 13 page reference: 82-85
objectives:
Understand the value of emotional intelligence; identify the markers of emotional intelligence.
This Mini-Scheme of work can be used with children either at home or in the classroom. It includes material for between 4–6 lessons. The lessons can be completed in sequence or children can dip in and out of activities as they wish.
note:
It is advised that teachers, parents or carers read through this Mini-Scheme and complete any tasks before students, to ensure that everyone is comfortable with its themes and activities.
The School of Life
2. Asking ‘Why?’– With Socrates
big idea / big question
Socrates was always asking people tricky ‘why’ questions. He was not being mean or awkward; he really wanted to have an interesting discussion.
start:
This task aims to show children that being ‘unwise’ does not necessarily mean lacking knowledge, but lacking curiosity or wonder.
1. Two students volunteer to role-play:
2. The Expert will talk about a topic they know.
3. The Non-Expert will only be allowed to ask questions, especially ‘What is…’ and ‘Why…’ questions.
4. The teacher may end the activity when the Expert begins to repeat their answers or the conversation goes around in circles.
This activity allows the group to see the type of conversations that Socrates had with the Sophists, and it aims to show that asking questions (not having answers) can really be a kind of wisdom. It may also show children that unlearning is just as important as learning when the Expert changes their mind in response to a particular question.
It is important to show children that this activity is about friends working together in search of truth, and that it is not meant to be a competition. This is because competition in this activity, with a ‘winner’ and a ‘loser’, will result in neither person learning about the truth.
ACTIVITY PACK
Supporting ideas for Teachers & Students
For use in the classroom or at home.
Suitable for ages 6+
These activities can be used with children at home or in the classroom. They can be completed in sequence or children can dip in and out of activities as they wish. QR codes are included in the resources simply point any device’s camera to it, to receive answers or links to relevant websites.
Teachers: A provision map is included at the back of this activity pack.
It is advised that teachers, parents or carers read through this booklet and complete any tasks before students, to ensure that everyone is comfortable with its themes and activities.
