Pathways

Rationale
Pathways and associated choices become increasingly evident as children grow from 5 to 11 years. Recognising pathways, the choices presented and their consequences, is of particular relevance in the upper primary and teenage years, but merits consideration throughout our lives.
Title
“Pathways”
Aim
SENSING VALUES, SENSING MEANINGFULNESS 
Children will recognise that each of us is on a journey through life, that some choices will lead to specific pathways, that some pathways lead to hard choices.
Objectives
Pupils will:
* By following a specific and perhaps unusual path to the assembly venue, recognise that we are all on a pathway through life
* Recognise that at times we have specific choices to make about which path to follow… truth or lie, share or keep
* Recognise that our choices can be influenced by others [peer pressure] who may not have our good at heart
* Understand that these choices determine the pathway we then follow: video game/maze scenes
* Experience following a labyrinth pattern set out by someone else
Link with 5–14
Personal search; PSD  Circle time
Link with ACfE
Confident individuals 
Responsible citizens
Is this part of a series
Masks, Rituals and Tribes; Barriers; Pathways
Introduction
This assembly outline is designed to be delivered to a departmental group. It is also suitable for whole school/stage/single class assemblies. [The labyrinth activity would be completed by the class at another time.]
* Walking a specific and new pathway… set out with markers, signposts, a paper trail, footprints… to get to assembly hall
Stimulus
* Video of pathways [prepared by pupils] ; known paths to shops, new path within a wood, footprints along the shoreline
*  ‘Maze’ video footage to emphasise importance of each decision along the pathway
* ‘Game boy’ (computer game) scenario with signposts showing options; good/bad voices offering ‘advice’ re choice to be made – what will be lost, what gained for each choice
* Filmed drama where children respond to real life pathways scenario e.g. Red Riding Hood in an urban setting
Guided Reflection
[Scripted, to be delivered with appropriate images and/or appropriate music]  We are already on a pathway through life; the signposts may not be obvious but choices cannot be avoided; choices may mean a change in pathway; consider before you choose
Response
* Walk the set labyrinth in silence / with Gregorian chant or reflective Celtic music playing quietly
* Labyrinth can be set out… in chalk /sand /stones in playground, spray painted onto grass, set up using chalk/stones in a class or hall… and used over a period of weeks
* Signposts [carpet/paper roll inners, decorated high-jump stands] can be displayed in school hall /foyer/classroom; these would show relevant options – truth or lie, share or keep, ignore the rules or obey, be cruel or be kind 
* Class Circle time or drama/dance/art/music lesson can investigate one pair of options
Evaluation (a)
Observation of  pupils during assembly; discussion with pupils post assembly.
Evaluation (b)
Discussion with Staff Consultative Committee and with whole staff group at appropriate points in school quality assurance process.

Pathways
Running Order

Running time
Mins
Activity
Personnel
Resources
Action
0-7
7
Walking a specific and new pathway… set out with markers, signposts, a paper trail, footprints… to get to assembly hall
Direct classes into gathering
Prepared pathways, one per class; instructions issued to class teachers

8-12
5
Video 1 of pathways [prepared by pupils] running on loop while classes gather and until all present and settled; known paths to shops, new path within a wood, footprints along the shoreline

Prepared video

13-14
2
Reading of pupil prepared/accessed piece related to ‘which way?’ pathways decisions; truth or lie, share or keep, ignore rules or obey them, speak hurt – speak kindness; can include response refrain
Selected P7 pupils
P7 pupils prepare and present written piece

15-17
3
‘Maze’ video footage to emphasise importance of each decision along the pathway  OR ‘Game Boy’ scenario  OR videoed pupil drama such as Red Riding Hood in an urban setting


Prepared video/DVD piece

18-22
5
Guided reflection
We are already on a pathway through life; the signposts may not be obvious but choices cannot be avoided; choices may mean a change in pathway; consider before you choose [can be interspersed with response refrain ‘RIGHT or LEFT, I must choose’]
Assembly  leader 
Music selection
Visuals – lifted from video/DVD or re-run of video/DVD

23-30
8
Walk the set labyrinth in silence / with Gregorian chant or reflective Celtic music playing quietly 

Led by class teacher
Labyrinth;
Music; CD player; 

Learning and Teaching Scotland — Religious Observance Template		

Submitted by The Church of Scotland 2007