Context for learning / curriculum area(s): Restorative approaches
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Collaborative learning, Role Play
Level/Sector: Fourth
Experiences and Outcomes (being contributed to): I know that friendship, caring, sharing, fairness, equality and love are important in
building positive relationships. As I develop and value relationships I care and show respect for myself and others.
Knowledge/Skills/Capabilities
/Attributes being developed:
-Compare ideas and opinions
-Recognise the value of
differing opinions when
listening, negotiating and
compromising
-Able to successfully
participate in a Restorative
conversation.
HWB 0-05a, 1-05a, 2-05a, 3-05a, 4-05a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
-We are able to participate in
conversations in a respectful manner
which allows all parties to speak
freely.
-Create and implement solutions
which are mutually acceptable and
beneficial for all involved where
possible.
Success Criteria: How will you
know/what are you looking for?
-Pupils will listen to each other and share
opinions effectively in a variety of situations.
-Pupils will apply their understanding of
compromise and negotiation in relevant
classroom situations.
-Pupils will apply knowledge of sharing by
acting as a mediator during a restorative
conversation.
-Pupils will compare solutions and modify
their behaviour to demonstrate a
compromising attitude.
Activities/Experiences:
-Group work task to give opportunity to
share opinions, negotiate and
compromise in a variety of situations.
(Say and Write)
-Show an example of a restorative
conversation and why this method is
used to restore and maintain positive
relationships. (Say and Write)
Recognise when a restorative
conversation should take place and be
able to justify this, through role play of a
scenario. (Say, write, do)
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
-Peer assessment (flip chart of ‘plus and minus’ points regarding group work)
-Self assessment of restorative skills
-Teacher observations of group work and role play
-Teacher Questioning to explore understanding of Restorative conversations.
Meeting Learners Needs:
SUPPORT:
-SFL input if needed.
-Mixed ability groupings.
IMPACT:
Challenge:
-Pupils able to have
restorative conversations
independently.
Application:
-Use learning in new
context or curriculum area.
Partnerships:
Community Health Partner
involved in developing shared
understanding.