KS2/KS3 PUPILS HAVE THE OPPORTUNITY TO LEARN:
In PSHE and Citizenship…
BEFORE YOU VISIT:
Download our pre- and post- lesson plans. With three hours’ worth of content students will explore the media, fake news, and celebrity culture. This resource will stretch students' English subject knowledge by delving into the complex world of the media and developing their critical literacy skills. Download here.
We would recommend students be prompted to complete ‘learning checkpoints’ or discussion points/tasks as they walk around the attraction; this will help guide and structure their learning through the various interactive and exciting zones.
Just pick your theme and start exploring some example talking points on how your pupils learning experience could unfold!
Example discussion point 1: Children should consider the definition of fame. Would they like to be famous? Why/why not?
Example task 1: To review a list of some of the celebrities in the attraction and order them from most famous to least famous, giving reasons for choices. Who is on the A-List and who is on the B-List? How does it help children to define what we mean by ‘fame.’
Example discussion point 2: When children walk in they are immediately met with ‘the paparazzi’ – they should be asked to consider the role of the paparazzi – what is its purpose? What is its effect?
Example task 2: To ‘stage’ or ‘act out’ the process of being stalked by paparazzi in the entrance hall. Pupils should take it in turns to act as the famous person, while others take photographs with their iPhones. How does the situation make them feel?
Example task: To empathise with a famous movie star (like Marilyn Monroe) by ordering a set of given emotions or writing new ones on blank ‘emotion cards’; how do they feel when they are surrounded by people taking photographs? What impact does it have?
Example discussion point 1: Ask children to consider what we mean by ‘celebrity culture’. What is our current celebrity culture? What role does the media play in this culture? Can we say that the media controls and defines this culture?
Example task 1: To imagine/create a private dialogue between two celebrities in A-List. What would they say to each other? What would they have in common? Pupils should write an inner monologue for one or more of the celebrities, expressing how they really feel about the pressures of their celebrity status.
Example discussion point 2: Pupils should pause at the wax figure of Kim Kardashian and consider how she represents modern celebrity culture. How does her wax figure show the relationship between celebrity/fame and the media?
Example task 2: To create a selfie with a wax figure in A-list. What are the pressures when trying to create the perfect selfie? Why do people feel motivated to do it? How does it make them feel?
Example discussion point 1: Pupils should consider the impact of social media. How does it play an important role in their lives? What effects does it have on self-worth and identity?
Example task 1: To write a list of positives and negatives for each of the different social media types (laid out for children in a corresponding activity sheet/table).
Example discussion point 2: Children should discuss the positive impact of social media. What are the features of a successful social media channel like Zoella’s?
Example task 2: To create a mini-vlog in the vlogging booth about their experiences in the attraction, and to provide critiques for their classmates.
Example task 3: To market their own YouTube channels by writing appropriate profile text – including a biography, information about the channel, and why people should follow it.
Example discussion point 1: Pupils should consider what it takes to be in the limelight as a fashion model, in front of millions of people. What personality traits are required? What are the challenges of this job?
Example task 1: To walk down the runway and record the different sensations of the experience using descriptive language and sensory description: sight, sound, touch, taste, smell.
Example discussion point 2: While children take a short break, they should watch how other visitors are interacting with the wax figures in the attraction. What do they notice?
Example task 1: To record observations of how members of the public interact with the attraction. What do they find interesting? What sorts of things do they do? What do they enjoy? Why do they enjoy it?
Example discussion point 1: Ask children to consider the term ‘fake news’. What does it mean? What different types of fake news are there?
Example task 1: To analyse a variety of news stories about one or more of the celebrities in the attraction (written/compiled specifically for the exercise) and to assess whether they think it is real or fake, picking out textual evidence to back up their decisions.
Example discussion point 2: Pupils should think about a recent election in the USA or the UK. Did fake news play a role in the election? How? Why is fake news dangerous when it comes to politics?
Example task 1: To write either a fake or a real headline in the style of a newspaper headline and swap it with other members of the class. Who is the best at spotting the fake news?
Example discussion point 1: Pupils should consider how fame has changed over time. How has the media contributed to these changes?
Example task 1: To analyse the fame experienced by The Beatles in the 1960s compared to the fame experienced by One Direction today. What is the same? What is different?
Example discussion point 1: Pupils should be prepared before entry to the 4D cinema to consider how the experience engages them physically, mentally and emotionally – and why this is effective.
Example task 1: To create a new type of media for the future inspired by the experience in the 4D cinema.
In addition to English & PSHE, teachers can also support their visit with a variety of other curriculum links though our free downloadable resources in Art & Design, Design Technology, History and Business Studies, providing tasks and activities for before, during and after a trip – you can download the resources here.