Teach Primary 18.8

Get to know your Year 6s better, with personality islands... KARL Mc GRATH www.teachwire.net | 19 We began by watching a clip from Inside Out and discussing the concept of 'personality islands' as introduced in the film. Each island represents an aspect of a child’s personality, such as hobbies, values, or relationships. Starting with my own model, I encouraged pupils to think about what makes them ‘them.’ We discussed things like family, sports, or art. The children were excited by the idea of visualising their personalities in a tangible way, which boosted engagement and offered a fresh way to get to know them. Once we had discussed possible ideas and interpretations, and the basic structures of their islands were drawn, the children started to add further details, such as symbols or colours that represented their interests or values. For example, pupils who drew Art Island often added paintbrushes or drawings, while Family Island would include pictures or representations of loved ones. The level of personalisation turned each island into a visual expression of a child’s personality, helping them reflect on what is most important to them, and worth cherishing. As this exercise was part of our transition days, it was the perfect lead-in to deeper discussions about the changes Year 6 will face. By understanding themselves better, the children were able to think more confidently about the challenges ahead. Moreover, as they learned about their peers' islands, the group dynamic began to solidify, which is key to forming a supportive and inclusive class environment. We have incorporated the same concept in different ways. Most recently, we used it to highlight our worldviews in religious education, where the islands represented each child's perspective. The final step of the activity involved sharing their islands with the class – if the children felt comfortable, as this task can be quite personal. However, it was an invaluable opportunity for children to communicate what makes them unique. Whether they shared their love for sports or a special connection with family, this step fostered a strong sense of community in the classroom. It also opened a conversation about how everyone’s personality islands are different but equally valuable. Next, the children were allowed to draw their own islands, or use a template I provided. They grabbed their pencils and started to sketch their ideas, which included various aspects like Family Island, Sport Island and Art Island. I encouraged the children to think hard about what they enjoy or love to do, and what is important to them. Their drawings didn’t have to be perfect, but needed to represent their unique selves. We shared examples of what these islands could be as we continued. A fter watching Disney’s Inside Out 2 , I was inspired to use this activity as an alternative to the usual ‘get to know your class’ activities with my Year 6s. The task was designed to help the children spotlight the core elements that make up who they are, just like in the movie. Through sharing and discussion, pupils explored their unique traits and hobbies, giving them a powerful tool for self-expression as they transitioned into a new school year. It also created a platform for meaningful conversations about identity, making this an activity that can be used time and time again, no matter the subject. Karl McGrath, a Year 6 teacher and curriculum task design lead at Benton Park Primary, develops curriculum- driven, engaging task design models. F EATURE S PA S TORA L @MRMICT