Can I Build Another Me?

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Created to fit the new DfE and PSHE Association statutory 2020 /21 guidelines, the lesson includes a detailed PowerPoint, all editable with accompanying tasks and worksheets.

In telling these stories, what you are needing to do yourself, and what you are encouraging in the kids, is the ability to spin a good yarn – to speak humorously or with pathos, to be able to pre-empt the reactions it might get and to withhold certain information until the very end, to be able to identify the key parts of the ‘plot’ and to tell it appropriately.The lesson includes a ‘What can you see?’ starter activity, a story with accompanying questions, a set of activities linked to the text, and a plenary task. Being able to tell a story, in the form of anecdote, is a valuable social skill, a form of confidence building, and it is also supportive of an understanding of storytelling more generally. Soon, Kevin realizes that he is the embodiment of all his younger selves and although he was made by two parents, he created his own history and developed his particular characteristics. “I leave traces of me”, Kevin admits, thinking of how his parents identify his mess or how his peers recognize his belongings.

I am really looking forward to teaching this with three classes who I think will really ‘get it’. I will share some of their work throughout January/February. What is shared may or may to be quite personal, but crucially, that decision is made by the children. Some children are more than happy to wear their heart on their sleeve, whereas others may be much more reticent. Often, the fact that some children are willing to share does prompt other children to be a bit more confident to reflect and share. A few months ago I read Yoshitake’s It Might Be An Apple, a beautiful piece on perception and first impressions and now I am happy to have read Can I Build Another Me?, as Yoshitake’s reflection on individualism and the importance of building strong selves is a delight. This is a wonderful picturebook about the nature of individuality, perfect fo r building a classroom or school culture where the uniqueness of each person is celebrated. Bursting with imaginative illustrations, this thought-provoking book offers an engaging and enjoyable experience that not only sparks discussion but also serves as an ideal catalyst for exploring the concept of each person’s distinct uniqueness. Teachers could use this book as an icebreaker discussion to enable a new class to get to know themselves and others, for thoughtful artwork based on the fun labelled diagrams in the book or for PSHE lessons about expressing and celebrating individuality.

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We can then move onto another area, perhaps the eyes. I could share about how when I was in school, I saw somebody get bullied for wearing glasses, so when I was told that I needed glasses, I felt super anxious and would take them off in the corridor. What Happens Next? – What Happens Next? follows a child’s hilarious, wildly inventive train of thought following the death of his grandfather and the discovery of his journal, in which his grandfather had jotted his thoughts about life after death and the ideal heaven. Created with a view to being delivered in the first PSHE lesson of the year, this hour-long, fully resourced lesson is a perfect introduction to the KS1 PSHE curriculum.

To get what I mean, think about one of your classes: you will have a couple of children in there who can capture the attention of everyone in their class when they are telling even a quite objectively boring and uneventful anecdote, and you will have some children who, even if something truly remarkable has happened to them, haven’t got the capacity to tell it well. Then the children can share their hand stories. Some kids might point out birthmarks or scars, some of them might talk about trapping their fingers, or about a special piece of jewellery they are wearing, or why they are wearing mehndi at the moment. The book invites readers on a whimsical journey that follows a young boy’s desire to create a robot clone of himself. However, before he can bring his cloned self to life, he must embark on a quest to uncover the essence of his individuality. What is it, exactly, that makes him who he is?

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A vital closing part to this session should be the opportunity for children to share their work with each other in the class, perhaps randomising it in some way so that they are not necessarily just sharing with their best friends. The time should be given for the children to add detail to their stories, when telling them – time for embellishment and questioning. EC Resources are the top TES PSHE providers and are a group of teachers who work together to create easy to use, high quality and editable lessons and units of work. We have created lessons for The Children’s Commissioner, The Bank of England, MACS Charity, Tes, LikeToBe Careers, the Criminal Cases Review Commission (UK Gov) and have also completed PSHE and Citizenship commissions for schools across the UK. The robot agrees but to build up his new identity, he needs to know all about Kevin. The boy lists everything that comes to his mind, from details about his family and particular features of his body, to many of the things he likes and dislikes.