Session 2 EXPLORE Humility in everyday life
- To recognise what qualities are needed to be humble
- To be able to identify everyday situations when we might show humility
- To be able to role play real life scenarios to explain humility
- To be able to explain the challenges involved in showing humility
Learning Activity 1 When and how do we need to show humility?
What qualities do you need to be humble? When do you show humility in different situations?
What is difficult about learning to show humility? What does it mean to be proud or boastful?
Discuss situations in life when humility is needed. Introduce the idea that role-play can help us identify and explore real – life situations, think through and communicate about these. Examples of real-life situations might relate to:
- your family –
- your friends – e.g. not excluding others from games, conversations, spending time, including others in activities, going without, caring and helping others not wanting something in return, think of others before yourself.
- humility role models e.g celebrities, interest group leaders (scouts, brownies, sports or dance coaches)
Set up a safe space for pupils to share ideas and improvise. Seat pupils in a horseshoe with the open end as a stage. Ask pupils to work in fours to improvise a real life ‘virtues’ situation through role– play in different areas of the room. You can give a different scenario to each group or ask them to choose as a way of discerning their experience and viewpoints.
Return to the horseshoe to share outcomes with the whole class. Pupils in groups record the role-play examples of humility from their everyday lives and role models and write each idea on post-it notes/
Virtues Journal: Consider what new knowledge and understanding has been gained from each example.
How can we learn to be humble ourselves and show humility to others?
Ask the question: What qualities do you need to develop in our characters to show humility?
Introduce the idea of needing to develop other qualities or aspects of our characters to help develop virtues for example: trust respect, self-sacrifice, faith, patience
Learning activity 2 The Ideal Humble Person
Give pupils in groups of three or four a list of qualities which include those needed for being humble. Encourage discussion about which qualities are needed and why. Draw round a child on a large piece of paper and fill the middle with pupils’ ideas about qualities needed on post-its or written in felt-tip pen (inside the outline)
Encourage pupils to think about importance of each part of the body – mouth use of words, eyes and ears to sense or notice, hands to help, feet to choose to act.
Learning activity 3 Humility acrostic
Reflection: Write an acrostic using the word ‘Humility’. The starting letter for each line to link with a quality image of acrostic poem outcomes can be included in humility PowerPoint or read acrostic in assembly
What can be difficult about showing humility?
Learning activity 4 Humility role-play
Ask the question: What is difficult about showing humility? Consider opposites: What does it mean to be proud or arrogant?
Seat pupils in a horseshoe with an open end as a stage and break out space for small group drama around the room. Support pupils in identifying the challenges involved in showing humility. For example: encouraging and serving others, being unboastful about your own gifts and talents.
N.B. The key questions in the first two activities and pupil responses can be used as a starting point to creating improvised drama scenarios of everyday situations to illustrate their ideas – for example to contrast examples of qualities in showing humility and the challenges. Pupils in pairs identify the challenges involved in showing humility to others, ourselves and in situations and report to whole group, using conscience alley exercise.
Learning activity 5 Make a ‘Virtuesometer’ (needs diagram)
Aim: identifying how humble we are being everyday
- Draw two large circles inside one another on an A4 piece of card, leaving a gap of 3cm in between each one.
- Draw a line across the middle of the two circles out the edges of the card.
- Write the virtue around the centre of the inner circle large circle in the semicircle.
- On the outer drawn circle write qualities and challenges related to the virtue in two separate colours on one half of the semi-circle and the other.
- Create a pointer or arrow and attach with a split pin.
- The finished ‘Virtuesometer’ could be used in circle time or intervention groups to reflect on pupil engagement with virtues.