Tutor Time — Lesson Plans

BV W1 · Democracy — My Voice Counts

Having a fair say · deck: WB_W1_Democracy.html

Objective: pupils can answer “Where did YOUR voice count today?” — and evidence it.

Flow: Settle (One word: how does it feel when someone really listens to you?) → Sparks (What democracy means; Where you already use it) → Everyone-plays interactive (live class vote with growing bars) → Talk (Standard: With a partner: agree one thing in school that pupils should get a vote on, and why. / Supported: Point to the picture card of something you'd like a vote on. An adult scribes your why.) → Lundy → Check-out → Evidence slot.

Lundy loop (VOICE): The class decides — for real — The winning idea from our vote goes to staff this week. Your voice, actually counted.

Evidence: Captain photo + caption “Today we used democracy: we voted on ___ and the result was ___.” · Launch extension: one pupil writes the 'why it was fair' line under the photo. · tracker: photo/caption/Lundy V-A-I/launch + staff sign.

Resources: whiteboard + the deck; talk-task cards (Supported: picture cards); tracker (print, online or spreadsheet).

BV W2 · The Rule of Law — Fair for Everyone

Why rules protect us · deck: WB_W2_The_Rule_of_Law.html

Objective: pupils can answer “Name one rule that protected you or someone else today.” — and evidence it.

Flow: Settle (Thumb check: rules — mostly helpful, or mostly annoying?) → Sparks (What the rule of law means; Rules that protect YOU) → Everyone-plays interactive (click-to-sort scenario cards (word+symbol buckets)) → Talk (Standard: With a partner: pick the one rule you'd keep above all others, and defend it in one sentence. / Supported: Choose the rule picture that keeps you safest. An adult scribes your because.) → Lundy → Check-out → Evidence slot.

Lundy loop (INFLUENCE): Our class charter line — Together we write ONE new line for our class charter — and it goes on the wall this week.

Evidence: Captain photo + caption “Today we found that the rule ___ protects ___.” · Launch extension: a pupil signs the new charter line as its author. · tracker: photo/caption/Lundy V-A-I/launch + staff sign.

Resources: whiteboard + the deck; talk-task cards (Supported: picture cards); tracker (print, online or spreadsheet).

BV W3 · Individual Liberty — My Choices

Free to choose, safe to be me · deck: WB_W3_Individual_Liberty.html

Objective: pupils can answer “What choice are you proud of today?” — and evidence it.

Flow: Settle (Name one choice you made today before 9am.) → Sparks (What individual liberty means; Liberty has edges) → Everyone-plays interactive (click-to-sort scenario cards (word+symbol buckets)) → Talk (Standard: List three choices you truly own — and one place a choice meets an edge. / Supported: Pick 'my choice' cards from the deck; place one on the 'edge' mat with an adult.) → Lundy → Check-out → Evidence slot.

Lundy loop (AUDIENCE): Proud-choice spotlight — Volunteers share ONE choice they're proud of — the class receives it with a two-clap salute. Passing is fine.

Evidence: Captain photo + caption “Today we practised individual liberty: I chose ___.” · Launch extension: pupil adds one line — 'a choice I'm working towards is ___'. · tracker: photo/caption/Lundy V-A-I/launch + staff sign.

Resources: whiteboard + the deck; talk-task cards (Supported: picture cards); tracker (print, online or spreadsheet).

BV W4 · Respect & Tolerance — Different and Equal

Mutual respect · tolerance of different faiths and beliefs · deck: WB_W4_Respect_and_Tolerance.html

Objective: pupils can answer “Who showed you respect today — and how?” — and evidence it.

Flow: Settle (One word for how you like to be treated.) → Sparks (Mutual respect; Tolerance of faiths & beliefs) → Everyone-plays interactive (click-to-sort scenario cards (word+symbol buckets)) → Talk (Standard: Script a 20-second respectful disagreement with a partner ('I see it differently because…') and perform it. / Supported: Choose the respectful reply card for each scenario picture with an adult.) → Lundy → Check-out → Evidence slot.

Lundy loop (AUDIENCE): The respect ripple — Every respectful act the class names adds a ripple to the counter — watch how far one lesson reaches.

Evidence: Captain photo + caption “Today we showed respect: ___.” · Launch extension: pupil writes one curious (kind) question they could ask about a belief. · tracker: photo/caption/Lundy V-A-I/launch + staff sign.

Resources: whiteboard + the deck; talk-task cards (Supported: picture cards); tracker (print, online or spreadsheet).

BF W5 · Ready · Respectful · Safe — Our Code

What good looks like, in our room · deck: WB_W5_Ready_Respectful_Safe.html

Objective: pupils can answer “Which code word did you nail today?” — and evidence it.

Flow: Settle (Thumb check: which is easiest for you — ready, respectful or safe?) → Sparks (The code, decoded; Why a code helps everyone) → Everyone-plays interactive (click-to-sort scenario cards (word+symbol buckets)) → Talk (Standard: With a partner: pick the ONE code word our class is best at, and the one to grow — with proof. / Supported: Match each picture to READY, RESPECTFUL or SAFE with an adult.) → Lundy → Check-out → Evidence slot.

Lundy loop (VOICE): The class picks the focus — We VOTE which code word is our focus this week — the class's call, tracked on the wall.

Evidence: Captain photo + caption “Today our behaviour focus was ___: we showed it by ___.” · Launch extension: pupil writes the 'proof' line — what staff should notice this week. · tracker: photo/caption/Lundy V-A-I/launch + staff sign.

Resources: whiteboard + the deck; talk-task cards (Supported: picture cards); tracker (print, online or spreadsheet).

BF W6 · Repair & Restart — Fixing It Well

Restorative repair and fresh starts · deck: WB_W6_Repair_and_Restart.html

Objective: pupils can answer “Is there anything small you'd like to repair this week?” — and evidence it.

Flow: Settle (One word: how does it feel AFTER you've sorted a fall-out properly?) → Sparks (Everyone has wobbly moments; The repair steps) → Everyone-plays interactive (click-chips builder) → Talk (Standard: With a partner: role-play a 30-second repair using the script — both sides, then swap. / Supported: Point to the repair chips in order with an adult; practise saying one line.) → Lundy → Check-out → Evidence slot.

Lundy loop (INFLUENCE): Our script, our wall — The script the class just built becomes OUR official repair script — printed and used by staff too.

Evidence: Captain photo + caption “Today we built our repair script: '___'.” · Launch extension: pupil adds a 'restart' line — what a fresh start looks like here. · tracker: photo/caption/Lundy V-A-I/launch + staff sign.

Resources: whiteboard + the deck; talk-task cards (Supported: picture cards); tracker (print, online or spreadsheet).

KCSIE W7 · Pressure Points — Real Friends Don't Pressure

Spotting pressure, online and off · deck: WB_W7_Pressure_Points.html

Objective: pupils can answer “Who would you talk to if something felt off?” — and evidence it.

Flow: Settle (Thumb check: have you ever felt pushed into something? (No details — just thumbs.)) → Sparks (Pressure online; Pressure offline) → Everyone-plays interactive (click-to-sort scenario cards (word+symbol buckets)) → Talk (Standard: With a partner: agree your one-line pressure rule — how you'd say no and who you'd tell. / Supported: Sort the picture cards into OK / CHECK / STOP with an adult.) → Lundy → Check-out → Evidence slot.

Lundy loop (VOICE): The class pressure rule — Together we write ONE class pressure rule ('We don't owe anyone…') — the class's own words, on the wall.

Evidence: Captain photo + caption “Today we learned to spot pressure: our rule is ___.” · Launch extension: pupil writes the 'strength' line — why telling is strong, not snitching. · tracker: photo/caption/Lundy V-A-I/launch + staff sign.

Resources: whiteboard + the deck; talk-task cards (Supported: picture cards); tracker (print, online or spreadsheet).

Safeguarding: protective, pattern-level only; any disclosure follows the school safeguarding procedure — never investigated in session.

KCSIE W8 · My Trusted Five

My speak-up network, on one hand · deck: WB_W8_My_Trusted_Five.html

Objective: pupils can answer “Which of your Five could you reach TODAY if you needed to?” — and evidence it.

Flow: Settle (Hold up a hand: five fingers, five people who'd listen.) → Sparks (What a trusted adult does; Filling the hand) → Everyone-plays interactive (click-chips builder) → Talk (Standard: Draw round your hand and name your own Trusted Five — role and where to find them. / Supported: Build your hand with the role cards; an adult scribes.) → Lundy → Check-out → Evidence slot.

Lundy loop (INFLUENCE): The hand on the wall — The class Trusted Hand is displayed in our room all term — and every pupil's own hand goes home.

Evidence: Captain photo + caption “Today we built our Trusted Five: mine includes ___ (roles, not names).” · Launch extension: pupil adds when they'd use each one ('small worry → ___, big worry → ___'). · tracker: photo/caption/Lundy V-A-I/launch + staff sign.

Resources: whiteboard + the deck; talk-task cards (Supported: picture cards); tracker (print, online or spreadsheet).

Safeguarding: protective, pattern-level only; any disclosure follows the school safeguarding procedure — never investigated in session.