Session 2 Rostrata Primary School Year 6 Kristy Nita Brown and Maryia Konig
WARM UP:
To begin, I introduced myself and my creative practice of writing and independently publishing children's books. I used a PowerPoint presentation followed by a brief discussion. I also provided copies of my books for the class to read if they wished.
Next, with Maryia’s support, I took the students outside to the basketball court for a team-building newspaper activity. Students were asked to collaborate and construct a large newspaper wheel, then climb inside it and work together to move it forward. I set a challenge to complete this task within five minutes. After the time was up, Maryia and I decided to extend the time by three more minutes to allow students to improve and complete their designs.
Once the time ended, all the students lined up at the starting line, and we held a race. Some teams worked together extremely well, while others struggled or gave up. It was fascinating to observe the different ways students approached the activity. Maryia and I encouraged all students to persevere, even when things didn’t go as planned, and we gave them room to experiment with the rules. Out of five or six teams, only one successfully reached the finish line. Despite this, many students had a big laugh, and the activity served as a great icebreaker.
After cleaning up the newspaper and returning to the classroom, we reflected on the activity’s successes and challenges. Both Maryia and I were surprised and impressed to hear that the students wanted to try the activity again in the future. They even suggested alternative materials they could use next time.
This warm-up activity ran over time.
MAIN ACTIVITY:
Prior to this session, Maryia and I brainstormed ideas based on the students' interests and looked for a project that would support their personal development while connecting to the United Nations Sustainable Development Goals. We decided on a project where students would design more sustainable toys and toy packaging.
I led a Gallery Walk activity to introduce the topic. Students moved around the room, writing down their thoughts on how the project should run, what they wanted to learn and research, what materials and ideas they already had, and suggestions for next steps. The students were enthusiastic and surprised to hear how toys can contain harmful chemicals, require fossil fuels to produce, and contribute to environmental pollution when discarded.
By the end of the activity, the butcher’s paper was filled with student ideas, suggestions, and comments. I’m looking forward to continuing this project with the students and seeing how their ideas develop further.
REFLECTION:
I introduced the Five Habits of Learning and explained each one in detail. I discussed how collaboration was a key habit demonstrated during the warm-up activity. I then proposed the idea of completing a weekly arts and crafts activity to help us explore and visually represent the habits we use each session—highlighting which habits were most evident and how strongly they were applied through creative expression.
The students responded enthusiastically and suggested several creative ideas, such as friendship bracelets, feathers, and origami. Maryia will continue this discussion with the students and facilitate a pitch and vote process to decide which activity they’d like to use for reflecting on the habits. She will inform me of the outcome ahead of our next session. Starting next session, students will also unpack and identify the Habits they use.
PLANNING WITH THE TEACHER:
At this stage, we haven’t finalised a term plan, as we're still in the early phase of collating student input to help guide the shape of the project. Our approach is intentionally student-led, allowing time for their interests and ideas to emerge before locking in a formal plan. Maryia and I are working closely together to ensure the planning process remains responsive and meaningful.
Maryia shared that today’s session felt very natural and well-paced, with a good balance of listening, interacting, movement, and focus. She noted that the atmosphere was positive and welcoming, and that elements like the introduction, my personal story, and the group dynamic contributed to this. For next time, I suggested name tags and a warm-up activity where students can introduce themselves and share something about who they are, to help further build connection.
WORKING WITH THE STUDENTS:
Persistence and a willingness to try again in order to succeed or improve are emerging as key skills students are actively developing.
There’s strong engagement around the idea of designing and making a toy, particularly when linked to the opportunity to showcase their creations in a presentation, exhibition, or show.
Students are showing genuine curiosity about the environmental and health impacts of toys. They're asking thoughtful questions about how toys are made, what materials are used, and how these choices affect both people and the planet. This area of inquiry is proving to be a meaningful entry point into broader discussions around sustainability.
One consideration that’s emerged is the classroom environment during high-energy activities. While excitement during warm-ups is generally positive, one student expressed discomfort with the noise levels. This is something I’ll be mindful of in future sessions to ensure all students feel comfortable and included.
IDEAS MOVING FORWARD:
Moving forward, Maryia and I plan to do some additional research to determine where to take the students next—exploring opportunities for research, design, and prototyping around sustainable toys or toy packaging. Once we’ve gathered more input and explored practical considerations, we’ll work together to shape a term plan that supports creative exploration while aligning with curriculum goals. We are also planning a trip to REmida.
