12-13 Years (MY2)

2020-24

Respect
Language Arts
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Contents
Contents 2
Entry Point 3
Learning Goals 8
Big Picture 9
Language Arts Task 1 11
Language Arts Task 2 13
Language Arts Task 3 16
Language Arts Task 4 19
Language Arts Task 5 22
Language Arts Task 6 26
Journaling Questions 29
Exit Point 30

2
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Entry Point

The IMYC Process to Facilitate Learning

Each unit begins with an Entry Point. This is an exciting event or activity that sets the context for the
learning that is to follow.
In the structure of the IMYC, the Entry Point is not specifically designed to achieve any of the Learning
Goals. It is an activity that sets the context for the unit and it is intended to be engaging enough so that
students will begin to think about the Big Idea before they begin their more structured and focused
studies. In responding to an Entry Point, students’ brains begin to create a framework around the Big Idea
on which the later learning can be placed.
The Entry Point takes place before any of the ‘formal’ work begins. Consider activities outside of the box,
outside of your classroom and possibly outside of your school.
The Entry Point was designed to support the following needs of the adolescent brain:
3
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

The need to link their learning. Taking part in the Entry Point activities should remind the students of
what they already know and give them a strong link to the Big Idea.
The need to be active and engage with their learning. The Entry Point is an opportunity for students
to engage with the new Big Idea, be active, and even take risks.
The need to learn with their peers. This is an opportunity to engage in a fun activity with other
students in the class.
Entry Points can typically last from one hour to a full day, depending on the activity and the school. Many
schools use assemblies or phase functions to stage the Entry Point for a unit. Sometimes Entry Points are
‘big occasions’ and sometimes they only take an hour.
Ideally, teachers will also plan for Entry Points together to develop the habit of collaborative planning and
create a creative environment for the upcoming weeks that will be spent on the unit.
Entry Points can be designed around a specific subject and shared by all students at the same time or be
more general in nature.

Shorter Entry Point Suggestions (one class or half a day)

Respect Around the World
Materials: Computers for research
Introduction: Every culture shows respect in different ways. What is respectful to one group of people
might be disrespectful to another. In this activity, students will learn cultural awareness by looking at
signs of respect around the world.
Tasks: Introduce the Big Idea of Respect to the students and discuss what it means to show respect for
people and things. How do we respect a tree, a child or a train? People around the world show respect
differently, and what might be a respectful thing to one person might be considered rude to another.
Why is it important to learn about what is considered respectful in other countries? How can being
culturally aware help us get along better with others?
Divide the students into groups of three and assign each group a country (or two) to research. They
should find information about what is considered to be respectful or disrespectful in each country. They
can search for information about showing respect for elders, dining etiquette, social greetings and hand
gestures, student behaviour in school or other cultural etiquettes. The groups should create a short
presentation about the information they discover and share it with the whole group.
Conclusion: Compare and contrast the different forms of respect around the world. How are they similar
to or different from respectful behaviour in your country? How can learning about what is considered
respectful or rude to another culture help you understand more about them? Why should we respect the
traditions or behaviours of others even if we do not agree with them?
Qualities of Respected People

4
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Materials: Video, multimedia presentation (such as PowerPoint), poster paper, art supplies
Introduction: Respect is something that is given and received. We often say that you must earn respect
by acting in an honourable way. There are many traits that highly respected people have. In this activity,
students will explore the qualities of people that garner respect from others.
Note: Using the article 7 Qualities of People Who Are Highly Respected, create a multimedia
presentation with a slide about each quality.
Task: Play the video Respect Rap (5:09) for the class and ask students to guess the Big Idea of the unit.
Discuss some of the ideas mentioned in the video and brainstorm ideas about what they think respect
means. How do we show respect? How do we earn respect from others? Create an idea web on the board
with the students’ answers to illustrate the many ways respect plays a role in our behaviours.
Next, share a presentation about the qualities of highly respected people. After each slide, discuss how
the behaviour described will help someone earn respect. Ask students to share experiences about each
quality as well. After, divide the class into seven groups. Assign each group one of the qualities discussed
in the presentation and give them a full-sized poster paper to work with. Their task will be to create a
poster about the quality that combines images and words. This poster should be neat, well-designed and
colourful. Remind them about the design principles of a good poster. The words should be large enough
to read, but the images should be eye-catching and prominent.
In addition, each group must write a skit that demonstrates characters showing the respectable behaviour
they were assigned. To make it interesting, their characters might not show respectable behaviour but
learn from their mistakes. Give the groups time to practice their skits before performing them in front of
the whole group.
Conclusion: Create a ‘Respect’ gallery with the students’ posters by hanging them around the classroom
or in the hallways. Throughout the unit, remind students that when they make mistakes or show
disrespectful behaviours, they should review the qualities described in this activity.

Longer Entry Point Suggestions (All day)

Respecting Elders
Materials: Computers, videos, field trip or planned event
Introduction: The elders in every culture hold knowledge that they have collected over many years. They
have experienced great changes throughout their lifetime and can offer insight and wisdom to help us
navigate our current world. In this activity, students will discuss how they can show respect to elders and
learn how different cultures show respect around the world.
Task: Ask students what they think of the phrase ‘respect your elders’. If respect must be earned, have the
older people in our society ‘earned’ respect from the younger generation? Why or why not?
Talk about the way the elders in your country are cared for and respected. Do children take care of their
elderly parents? Does the government help elderly people by providing services or money every month?
Where do most elderly people live, at home with their family or in a care centre?
5
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Ask students if they live with a grandparent or have a close relationship with an elder. How do they show
their older relative respect? What can they learn from their elder? How can talking with an elder make
both of your lives better? Allow students to share stories about their relationship with their own
grandparents. The way people treat the elderly says a lot about a culture and a place. The more respect
we show for the wisdom of the older generation, the more respect we have for ourselves.
Each country treats their elderly in different ways. Divide the students up into groups of three and assign
them a country to research. Countries like France, Japan, China, Korea, Native American tribes, the USA or
the UK have distinct and specific manners of respecting their elderly (or not).
Each group should spend a few minutes researching how the elderly are treated or respected in their
assigned country. They should also collect statistical data about the elderly population in that country.
When finished, each group should share their information with the whole group. Compare and contrast
your home country to the other countries that were researched. Do students think there needs to be a
law telling children they must care for their elderly parents? Do they think it is good for the elderly to
live in care homes? How should the government help the elderly? In some countries, there is a
pandemic of loneliness afflicting the elderly.
Watch the video What does it feel like to be lonely and alone? Discuss how the idea of respect is
connected to the video. How can you show older people we care (even if we do not personally know
them)? Who can help people who may be lonely?
Watch the video Amics de la Gent Gran about students who finally meet their elderly pen pals after
completing a year-long writing project in Barcelona, Spain. How are the children in the video showing
respect? How can young people get along with older people? What other activities can you do
together in addition to writing letters?
Next, watch the video called 57 Years Apart – A Boy and a Man Talk About Life. How can a
conversation show respect for another person?
Next, ask students to write down ten questions they would like to ask an older person. What do they want
to know about? Some questions could be about the following:
life in the past
secrets of life
advice for growing up
funny stories about their youth
For the second part of the day, take the students to an elderly centre or invite their grandparents in for
part of the day. Students and the elderly can have conversations, play games, have snacks and share
moments of mutual respect and understanding.
Conclusion: After the event, talk about the ways the students can continue to show respect for the elders
in their community, even if they are not in the same family. Would they like to start a pen pal program?
Would they like to organize another event with their new friends? This meeting could lead to a future
writing project such as a pen pal correspondence or a social event between young and old, sharing
lessons that can be learned across generations.
6
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Respect the Wilderness

Materials: Camping trip
Introduction: Being in the wilderness can be inspiring, educational, frightening or even dangerous. For all
of these reasons, people must learn to respect nature. In this activity, students will learn skills that will
help them better respect the wild environment.
Task: Ask students what it means to ‘respect the environment’. What can people say or do to show they
respect the natural world around them? What about if you go into the wilderness where no people live?
Should we behave differently in the wild?
Humans can have a strong impact on the nature around them when enjoying the outdoors. Disturbing
animals, destroying vegetation, and littering are among the common traces people leave behind when
camping or hiking. Therefore, to not destroy the home of wildlife, as well as to keep nature intact for
future visitors, outdoor enthusiasts should be aware of their impact.
There are several principles and projects that advise how people should interact with the wilderness.
Divide the class into pairs of two. Give each pair one principle from the two websites to summarize and
share with the whole group. Then, take the students on a field trip to a wilderness area. This might be a
full day or even an overnight trip.
Follow the principles earlier when hiking on trails, setting up a campsite, cooking or having a picnic, and
even going to the bathroom. While hiking, ask students to sit, observe nature and write field notes or
sketches about what they see. Consider having a wilderness guide that could point out important plants,
mountains or animals they might see. Have students practice survival skills like using a map and compass,
purifying water or starting a cooking fire.
Conclusion: After the trip, have students reflect on the principles of Leave No Trace. Was it easy to
adhere to them? Why should people strive to not leave an impact on the environment? How does this
show respect for nature and other people? What impact did the experience in the wilderness have on
their respect for nature?

7
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Learning Goals
Students will:
4.01 Be able to critically analyse and interpret texts for different purposes
4.04 Be able to analyse the use of devices and techniques that influence what we believe in texts
4.08 Be able to analyse the main features, ideas, themes, events and information in a text
4.10 Be able to discuss the relationship between texts and the contexts in which they were created
4.11 Be able to find evidence that supports explicit and inferred meaning from texts
4.15 Be able to use spoken language that is appropriate to the situation and purpose
4.20 Be able to use a range of strategies and tools for planning, drafting, revising, rehearsing and
presenting
4.23 Be able to write in a range of different forms appropriate for audience and purpose
4.26 Be able to use writing in personal, creative and critical ways
4.39 Be able to respond to texts in personal, creative and critical ways
4.40 Be able to use a range of vocabulary and sentence structures to convey meaning
4.42 Be able to use dramatic techniques to create performances

8
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Big Picture
From Tennyson’s description of nature as ‘red in tooth and claw’ to Darwin’s bleak conclusions about the
struggle for survival and the brutal process of natural selection, the concept of a self-balancing natural
order has long been challenged by writers and philosophers. Nature, including the part of human beings
which can still seem wild and uncivilised, has been variously depicted as cruel and bewildering, and as
working in opposition to reason, morality and all of the behaviours and processes that human societies
honour as having proven merit.
Hobbes, writing in the 17th century, described the ‘state of nature’ as ‘the war of all against all’. In his
opinion, only the existence of authority, both secular and divine, kept us from inevitable further decline.
Hobbes saw the idea of Original Sin as essential to understanding our basic savagery. Without behaviour
and processes that have proven merit in keeping us in check, Hobbes believed that we would descend
into the full horrors of this ‘state of nature’.
This belief underpins the plot of William Golding’s 1954 novel, Lord of the Flies. When a group of
schoolboys become stranded on a desert island, they suddenly find themselves faced with complete
freedom from normal rules and social expectations: something they have never experienced before. With
no parents or teachers to make them honour the behaviours and processes that have always regulated
their lives, the boys are essentially cast into a state of nature. The novel explores the catastrophic
consequences of this total freedom from constraint, using the boys’ loss of innocence on their island to
pose fundamental questions about human nature, as well as the reasons why we should honour
behaviours and processes that have been shown to improve our lives and keep us safe.
Students will analyse the ways in which giving characters unusual levels of freedom is not only a useful
device for experimenting with plot but also a way of exploring how people might really behave if not
bound by normal rules and laws. They will focus on Lord of the Flies, identifying the ways in which central
characters respond to their new environment and lack of normal behaviours and processes, and how they
go about creating something new in its place.
Students will also look at the literary devices used by Golding to drive the plot forward, such as the way
in which he forewarns the reader of the violence to come.
They will then study the ending of the novel in-depth, contemplating the boys’ apparent return to normal
behaviour and processes after everything that has happened to them, and the implications this has for the
novel’s meaning and themes.
Note on Subject Tasks: Certain topics addressed in our units may be sensitive or not applicable to certain
countries. Tasks are suggested, not prescriptive, and they provide ways in which teachers can cover
Learning Goals through the Big Idea. If certain themes, scenarios, or examples may not be appropriate,
relevant or applicable to your local context, we encourage you to find suitable alternatives that can
address Learning Goals and their final outcomes within the unit.

Disclaimer
The IMYC is not responsible for the content of websites or videos listed in this unit. We cannot guarantee
9
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

nor accept any liability for the content or links of any websites or videos featured in this unit. For
safeguarding purposes, all websites and videos must be checked before being used in the classroom.
Many of the links will feature advertising, some of which may not be age-appropriate, and steps should be
taken when planning tasks to reduce the risk of exposure to unsuitable images or text. Due to the
increase in advertising in online sources, you may wish to explore a viewing platform to reduce the risk of
inappropriate content. Two such platforms are Videolink and Pure.
The websites and videos listed in this unit are not under the control of the IMYC. We have no control over
the nature, content and availability of those websites and videos. The inclusion of links to any websites or
videos does not imply a recommendation of, or endorse the views expressed within, those websites and
videos.
The IMYC takes no responsibility for, and will not be liable for, any website or video becoming
unavailable anywhere in the world.
If you find a link that does not function or no longer meets the intended resource need, please
email members@fieldworkeducation.com stating the unit title, subject, task and link.

10
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Language Arts Task 1

Learning Goals
Language Arts
4.23 Be able to write in a range of different forms appropriate for audience and purpose
4.26 Be able to use writing in personal, creative and critical ways
4.39 Be able to respond to texts in personal, creative and critical ways
4.40 Be able to use a range of vocabulary and sentence structures to convey meaning

11
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Research activity
Divide the class into small groups and give each group a timetable of their week at school,
showing the different lessons and break times. Stick the timetable in the middle of a large
piece of paper. Ask students to annotate their copy of the timetable, showing the different
expectations made of the students in terms of how they should behave, and what processes
they have to observe throughout the school week. They should start with how they have to
arrive at school at the beginning of the week, what they should be wearing, what they need
to bring with them, where they should go at break times and what they should do in these
times.
Ask one group to present their annotated timetable. Ask other students to contribute any
additional information to produce a class version of the timetable.
Ask the class:
Are all of the behaviours and processes that you have identified written down? Are you
taught how to act on the first day or are some behaviours and processes acquired over
time?
How do behaviours and processes become part of school culture?
Why does the school insist on some of the behaviours and processes that you have
identified?
Which of the behaviours and processes that you have identified have proven to be
beneficial for the school?
Are there any behaviours and processes that you would change? Why?

Recording activity
Students will write an email to a new student joining the school. In their email they will
explain how they are expected to behave and what procedures they should observe to fit
into their new school culture quickly.

Reflection activity
Ask students to share their email with a partner and discuss the contents. How would it
make them feel to receive that email as a new student?

12
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Language Arts Task 2

Learning Goals
Language Arts
4.01 Be able to critically analyse and interpret texts for different purposes
4.04 Be able to analyse the use of devices and techniques that influence what we believe in texts
4.08 Be able to analyse the main features, ideas, themes, events and information in a text
4.10 Be able to discuss the relationship between texts and the contexts in which they were created
4.23 Be able to write in a range of different forms appropriate for audience and purpose
4.26 Be able to use writing in personal, creative and critical ways

13
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Research activity
Tell students that, in this unit, they will consider the ways in which authors have used an
absence of normal rules of behaviour and social processes to give their characters a
freedom that allows for the development of a better story. This is often true of stories
involving children. Children are subjected to all kinds of restrictions on their behaviour,
particularly from parents and in schools. In the first activity, the class identified rules and
regulations in their own school that limit their freedom. Developing an engaging story
within these restrictions could prove limiting for an author.
Read the following quote from J. K. Rowling, in which she explains her decision to make
Hogwarts a boarding school:
'Harry Potter has to be set in a boarding school for reasons of plot. How would it be interesting
if the characters couldn’t get up at night and wander around? You’re going to have them go to a
day school and trot home, and then break into school every night?'
Harry Potter would be less interesting if the characters were subjected to the normal
behaviours and processes of children living at home with their parents. Freeing characters
from normal rules and regulations enables authors to develop stories of fantastic
adventures, without having to worry about the conventions of a normal childhood. Read the
students Chapter 7 of The Coral Island, available on the following website:
https://www.gutenberg.org/files/646/646-h/646-h.htm – The Coral Island by R. M.
Ballantyne, 1858 (UK).
In this chapter, Ralph Rover explains that the three boys had made their ‘present abode’ on
their desert island ‘comfortable’ and then describes the adventures of a fishing trip and a
‘[h]orrible encounter with a shark’.
Tell the students that this book was first published in 1858 and became very popular. It was
aimed at boys:
‘…in the earnest hope that they may derive valuable information, much pleasure, great profit,
and unbounded amusement from its pages.
One word more. If there is any boy or man who loves to be melancholy and morose, and who
cannot enter with kindly sympathy into the regions of fun, let me seriously advise him to shut
my book and put it away. It is not meant for him.’
Ask students:
Why do you think this story was popular?
What other stories have you read that need the characters to be free from normal rules
and regulations?
Is it possible to develop an interesting story within normal behaviours and processes?

14
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Recording activity
Each student will write a short review of The Coral Island for a website like Amazon,
explaining the appeal of the book. In their review, students will give the story a star rating
and highlight phrases or sentences that could be used to help other readers decide whether
to buy the book. Collate the ratings and the reviews to produce a class version of the
‘Customer Review’ section of the site, using the following example:
http://www.amazon.co.uk/Tale-Two-Cities... – Review of The Tale of Two Cities, by
Charles Dickens, 1859 (UK).

Reflection activity
Ask students to swap reviews with another student and provide feedback to each other.
What works well in the review and what could be improved?

15
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Language Arts Task 3

Learning Goals
Language Arts
4.01 Be able to critically analyse and interpret texts for different purposes
4.04 Be able to analyse the use of devices and techniques that influence what we believe in texts
4.08 Be able to analyse the main features, ideas, themes, events and information in a text
4.15 Be able to use spoken language that is appropriate to the situation and purpose
4.20 Be able to use a range of strategies and tools for planning, drafting, revising, rehearsing and
presenting
4.23 Be able to write in a range of different forms appropriate for audience and purpose
4.26 Be able to use writing in personal, creative and critical ways
4.39 Be able to respond to texts in personal, creative and critical ways
4.42 Be able to use dramatic techniques to create performances

16
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Research activity
Tell students that they are now going to study a very different novel, but one that was
written in response to The Coral Island. This is Lord of the Flies, by William Golding, 1954
(UK).
Explain that, at the start of the novel, a plane full of schoolboys has crashed on a desert
island. The pilot is killed, but the surviving boys get together on the beach. To begin with,
they look for familiar ways of ordering their lives, such as the adults who have always been
in charge and the everyday behaviours and processes that had, until their plane journey,
kept them safe.
Read the following brief biography of William Golding with the class:
http://www.nobelprize.org/nobel_prizes/literature/laureates/1983/golding-bio.html –
Biography of William Golding.
Ask students:
What is Golding’s experience of authority and order?
How might his experience have given him a particular insight into how schoolboys
might behave outside of normal expectations of behaviour and everyday processes?
Read the first chapter with the class. Ask students to use the table below to identify ways in
which the boys behave as they normally would, looking for processes that are familiar. To
begin with, discuss this example from the first page of the novel:
‘The fair boy stopped and jerked his stockings with an automatic gesture that made the jungle
seem for a moment like the Home Counties.’
Ask students:
Why does Ralph pull up his stockings automatically?
Why does a boy with his stockings pulled up seem more appropriate in the Home
Counties in England than on a desert island?
What does the phrase ‘pull your socks up’ mean?
Ralph will be voted the leader of the boys by the end of this first chapter. How does this
‘automatic gesture’ suggest that he has leadership qualities?

17
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Ask students:
Why does Ralph betray Piggy and tell the other boys about the nickname?
How do you think these different characters feel about the situation they are in?

Recording activity
Students will work in pairs to write an additional scene, as part of a script for an audio
version (or radio play) of the story. The idea will be that this could be slotted in before the
second meeting, at the beginning of Chapter 2.
The scene will include a conversation between two characters that we have met so far in
the novel. It could take place as the boys walk back down the hill towards the beach, or as
the boys are waiting for the second meeting to start after Ralph has blown the conch shell.
The conversation will include a reference to the ways in which the boys have responded to
their predicament so far and the different emotions they have experienced.
Once students have finished scripting their scenes, they will pair up and perform their work
to the class.

Reflection activity
Ask students to reflect on their scripts and performances, considering how successfully they
articulated their ideas for the additional scene through the script.

18
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Language Arts Task 4

Learning Goals
Language Arts
4.01 Be able to critically analyse and interpret texts for different purposes
4.04 Be able to analyse the use of devices and techniques that influence what we believe in texts
4.08 Be able to analyse the main features, ideas, themes, events and information in a text
4.10 Be able to discuss the relationship between texts and the contexts in which they were created
4.11 Be able to find evidence that supports explicit and inferred meaning from texts
4.39 Be able to respond to texts in personal, creative and critical ways

19
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Research activity
Note to teachers: This activity will need to be spread over several lessons and homework
tasks, as it involves reading the entirety of the novel of Lord of the Flies.
With the class, re-read the section at the end of the first chapter, that starts ‘They were in
the beginnings of the thick forest…’ when Jack almost kills the first animal they come across
on the island.
Tell students that this story ends with weeping for ‘the end of innocence, [and] the darkness
of man’s heart’. In the first chapter, however, we meet a group of schoolboys. Explain to the
students that when Jack almost kills the piglet, this can be seen as the first step that the
boys take, that brings them away from innocence and towards revealing what Golding calls
the ‘darkness’ of man’s (not boy’s) heart. This is also a step away from the behaviours and
processes that have always maintained an order and structure over their safe way of life.
Already, the boys on are a dangerous, frightening trajectory.
Now read the rest of the novel with the class. This will take several lessons, and you may
want to set part of this as homework tasks.
As students read the text, use the flow chart below to identify significant points in the story
when the boys step away from their ‘innocence’, by rejecting behaviours and processes that
have always kept them safe in the past. Some sample points are included on the diagram
below:

20
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Recording activity
Students will work in small groups to focus on one character that they have looked at during
their reading. They will plot a living graph to represent their character’s highs and lows at
significant points throughout the story. This means that when things are going well for the
character or they are enjoying status within the group, their graph will start to go up. When
things start to go badly for them or they begin to lose influence, their graph will go down.
Each point on the graph will be clearly annotated with very brief notes on:
What is happening at this point in the story
How it affects the character
Ways in which it makes things better or worse for that character.
Using different coloured lines, collate the different graphs onto one class graph. Each group
will present their line and explain the decisions that they have made, with reference to the
text.
Alternatively, students could explore how to transform these life graphs into infographics
with the use of the school computers (or their own). Use the following video and/or
websites to explore infographics further:
13 Types of Infographics and When to Use Them by Visme, 2021.
Best Infographic Design Apps and Websites by Common Sense Education, 2022.
10 Fun Infographic Examples for Students (And How to Use Them in the Classroom) by
Kayla Darling, 2016.
When presenting, the group that studies Jack, for example, could start by considering Jack’s
assumption of his natural authority over the rest of the choir as ‘chapter chorister and head
boy’, and the fact that he then loses the vote for overall leader to Ralph in the first chapter.
They could then consider the extent to which his character has changed from the boy who
says ‘We have to have rules and obey them. After all, we’re not savages’ in the second
chapter, to the boy who starts to feel ‘hunted’ by the island in Chapter 3 and who paints his
face to create a mask, ‘behind which Jack hid, liberated from shame and self-consciousness.’
Ultimately Jack chooses ‘hunting and breaking things up’ over ‘law and rescue’, leading a
group of savages who kill first Simon, and then Piggy.

Reflection activity
Ask students to reflect on the story and the Big Idea in their journals. They may use the
journaling questions to help them with this.

21
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Language Arts Task 5

Learning Goals
Language Arts
4.01 Be able to critically analyse and interpret texts for different purposes
4.04 Be able to analyse the use of devices and techniques that influence what we believe in texts
4.08 Be able to analyse the main features, ideas, themes, events and information in a text
4.10 Be able to discuss the relationship between texts and the contexts in which they were created
4.11 Be able to find evidence that supports explicit and inferred meaning from texts
4.23 Be able to write in a range of different forms appropriate for audience and purpose
4.26 Be able to use writing in personal, creative and critical ways

22
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Research activity
Note to teachers: In this activity, students will look closely at the scene in which Piggy is
killed. Please be aware that, in the original text and most subsequent editions, Piggy’s final
words are as follows: ‘Which is better – to be a pack of painted niggers like you are, or to be
sensible like Ralph is? … Which is better – to have rules and agree, or to hunt and kill? …
Which is better – law and rescue, or hunting and breaking things up?’ The choice of words
in this passage is obviously extremely offensive, particularly by today’s standards, and
students are likely to find this shocking. Before reading the section, you are strongly advised
to spend time discussing with the class the context of the book and the way in which
language use and social attitudes have changed over time, to avoid upsetting students or
distracting them from the book’s overarching meaning and themes.
Remind students that, by the end of the novel, at least three boys are dead: the boy with the
birthmark on his face, Simon and Piggy. The nameless ‘little ‘un’ is probably caught in the
out of control fire, early in the story. His death is a consequence of Piggy’s failure to take a
register and establish exactly who was there on the island. Simon is killed by the hunters,
faces painted and in a murderous frenzy, believing he is the ‘beast’. Piggy is killed when
Roger, ‘with a sense of delirious abandonment, leaned all his weight on the lever’ forcing
the great rock into the air towards Piggy and the conch. Piggy does not die as a result of
administrative oversight. Nobody on Castle Rock thought that Piggy was anybody other than
Piggy. However, all three deaths show what can happen when normal behaviour and
processes are abandoned.
Ask students to read over the two sections of the novel in which Simon and Piggy die. Use
the text to answer the following questions:
Why does Golding describe the boys as a ‘horseshoe’ and a ‘circle’ as they murder
Simon?
How many references to light are there in the description of Simon’s body being taken
into the sea? What do these references suggest?
Count the number of polysyllabic words in the description. The description of Piggy’s
death includes phrases with monosyllabic words like ‘stuff came out’. How does the
writing surrounding the two deaths reflect the differences between the two characters?
Why does Golding include the long, descriptive scene in which Simon’s body is taken
into the sea, whereas Piggy’s body was simply ‘gone’ into the water?
Ralph discusses Simon’s death with Piggy. Why is he ‘frightened of us’? Why does Piggy
say ‘It was an accident’?
Piggy shouts a series of questions at the boys before he is killed: ‘Which is better – to
be a pack of painted niggers like you are, or to be sensible like Ralph is? … Which is
better – to have rules and agree, or to hunt and kill? … Which is better – law and
rescue, or hunting and breaking things up?’ Why do these questions prompt the reaction
from Roger?
Is Ralph still ‘sensible’ by the end of the book?
23
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Explain to students that one interpretation of Lord of the Flies is that Golding is showing us
the consequences of removing constraints provided by behaviours and processes that we
would normally honour. His schoolboys do not have the kind of fun adventures described in
Coral Island, but rather gradually and perhaps inevitably lose their ‘innocence’ and move
towards a ‘state of nature’. The deaths of Simon and Piggy each demonstrate this decline.
Tell the class that, in the summer of 2011, rioting broke out across England. Many people
took to the streets, attacked property and looted shops. Normal behaviours and processes
were abandoned. Read the following article, entitled ‘Why respectable people turned to
looting’ from the New Scientist:
https://www.newscientist.com/...people-turned-to-looting/ – Article in the New
Scientist entitled: ‘UK Riots: Why respectable people turned to looting’.
Discuss the following questions with the class:
Why are a ‘millionaire’s daughter, a school teaching assistant and a life guard’ described
as ‘hardly the sort of people’ who would be expected to take part in criminal behaviour?
Why were these people involved in riots in 2011, according to this article?
Does this story suggest that Golding’s story is grounded in a genuine appreciation of
human nature?
Some people called for more powers to be given to the police as a result of the riots. Do
you think that Golding would agree with more rules and regulations to control people?
Do you agree that people need to have more rules and regulations rather than less?

Recording activity
Students will write a considered response to the New Scientist article. This will present their
arguments regarding:
Why the riots took place
What they think this tells us about human behaviour
Where else this behaviour has been seen in literature and/or in life, including a
reference to the story of Lord of the Flies
Ways in which the riots relate to the Big Idea: It is important to honour behaviour and
processes that have proven merit.
Students will then post their response as a comment under the article on the New Scientist
website (if your school policies permit).

24
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Reflection activity
Ask students to read each other's responses and discuss the extent to which they agree or
disagree with them.

25
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Language Arts Task 6

Learning Goals
Language Arts
4.01 Be able to critically analyse and interpret texts for different purposes
4.04 Be able to analyse the use of devices and techniques that influence what we believe in texts
4.08 Be able to analyse the main features, ideas, themes, events and information in a text
4.10 Be able to discuss the relationship between texts and the contexts in which they were created
4.11 Be able to find evidence that supports explicit and inferred meaning from texts
4.23 Be able to write in a range of different forms appropriate for audience and purpose
4.26 Be able to use writing in personal, creative and critical ways

26
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Research activity
Remind students that Golding could be seen to have created a story in which the true
nature of human beings is revealed by the absence of normal behaviours and processes.
However, the last chapter of the novel can also be interpreted as having a more complex
message.
Re-read the final chapter of the book in which the boys are rescued. Ralph is the first to see
the symbol of behaviours and processes the boys have left behind them: as he approached
the beach, he sees a ‘huge peaked cap’ and then more trappings of the established order.
Immediately, he reverts to a boy, ‘conscious of his filthy appearance’, who might well have
been enjoying what the naval officer describes as ‘fun and games’.
Ask students to work together to create a freeze frame of the final scene of the book in the
classroom, as if it was a still taken from a film. Ask students to identify the characters that
should be included and position them according. Take a photo of the scene. Students should
then work in groups on their own copy of the picture to add the relevant details, either by
drawing onto the image or annotating this. They should show:
The names of the people included in the scene
Where the different characters are in relation to the interior of the island, the sea and
the beach
What they are wearing
What their expressions should be.
Discuss what this final scene could mean by asking the class:
Would Jack have responded to the appearance of the naval officer in the same way as
Ralph?
The naval officer says, ‘We saw your smoke.’ Was Ralph right all along to prioritise the
maintenance of a fire or is the rescue a coincidence?
Do you think there is any irony in the circumstances that have led to the boys being
found?
Has being sensible, having rules and agreeing, and following the law proved to be better
for everyone, as Piggy said it would be? Consider who has survived and who has been
killed or excluded by this point. Why has this happened?
The boys are rescued and appear to recognise and accept the order that they once knew
without question. Does this mean that the survivors can return to their normal lives
without being damaged by the experience? If we ignore behaviours and processes that
have proven merit when we can get away with it, and only honour them when we have
to, does this still have negative consequences?
Do we need the military to uphold the behaviour and processes that have proven merit
in our society? Bear in mind that the military exerts power over people through the
threat of violence, stated or otherwise.
27
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

When Golding wrote Lord of the Flies, much of the world was still recovering from two of
the most destructive wars in history. What does this suggest about the behaviours and
processes that the boys are to return to (and which are symbolised by a member of the
military, no less)? Can these behaviours and processes always be said to have merit?
Do you think this bodes well for the boys, who in the novel appear to honour whichever
behaviour and processes are most forcefully put to them?

Recording activity
Students will write a student counsellor’s report on Jack upon his return from the island. The
report should include Jack’s response to the following questions:
What is your version of events on the island?
How do you feel the experience on the island has affected you? Do you regret anything
that happened?
How are you finding the transition back to ‘normal’ behaviours and processes?
How did you try to behave and establish processes that were familiar on the island?
Why did your attempts not work?
What were the consequences of not having behaviours and processes that have proven
merit?

Reflection activity
Ask students to use the key skill rubric for 4.23 to self-assess their writing in this unit. Then
ask students to reflect using the journaling questions.

28
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Journaling Questions
In what ways can some behaviours and processes protect our safety as individuals?
Which of the behaviours and processes that have proved worthy of merit to you are
specifically developed/honoured by institutions like schools, and which are more
informally developed/honoured within different communities?
What are the attitudes of the characters in the texts you have studied towards the
behaviours and processes of society at home?
What conclusions have you drawn about familiar behaviours and processes as a result of
reading the texts you have studied?
Do you think that reading literature can help you to identify behaviours and processes
that are worthy of merit?

29
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

Exit Point
Each of the IMYC units is written to be completed in about six weeks. During the sixth week, teachers and
students come together in a final formal opportunity for students to demonstrate the understanding they
have developed through a project.
Over each year and for each IMYC unit within that year, students will conceive, design and produce an
Exit Point project. Students can work independently or in groups. Groups can be either prescribed by
teachers or spontaneous.
The hard work is in the thinking and planning which is at the heart of the Exit Point. Students choose,
plan, design and execute the project. They could be involved in:
Reviewing and reflecting on their personal learning in subjects, the personal meaning they have
made during the six weeks or about links in their learning to or around the Big Idea.
​Deciding how they can represent the meaning within the context of the particular project that is
being attempted. The Exit Point does not necessarily have to include the use of modern media such
as videos, podcasts, web documents or presentations; it could also be debates, dramas, extensive
writing projects, magazine articles or even cartoons. As long as it is an engaging hands-on opportunity
for students to demonstrate their learning and deeper understanding in any of the following:
In subject concepts
Through connecting subject learning through the Big Idea
To make personal meaning of their learning
To develop the ideas they have experienced in a particular subject or multiple subjects
Through any action that they have taken as a result of their learning.
We recommend that you plan for the time students need to design and create the projects but also
carefully consider the different opportunities that can be created for the students to present their work
to an audience. This is an opportunity to invite parents into school to share in their child’s learning.
Although the goal of the Exit Point is for students to demonstrate the understanding they developed over
the six weeks, we do not recommend assessing it. Instead, we strongly recommend that you thoroughly
plan for proper feedback to students from teachers, parents and very importantly, from their peers.

Exit Point Suggestions

Create a presentation about a respected figure or tradition that you learned about during this unit.
Dig deeper to find more information than was learned in your class. Give the background information
necessary to understand the context of the person’s importance or the tradition’s significance in the
world.
Create a podcast about respect and ask your classmates, neighbours or family members to explain
what respect means to them. Ask them to share stories about moments when they felt respected in
30
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.
 Respect: It’s important to honour behaviour and processes
that have proven merit.

their community, describe why respecting elders is important, or how they respect the traditions of
their culture.
Write an original song about respect and what it means to you. In your lyrics, describe what respect
looks like and how you feel when you give or receive it. Make a music video to go along with your
video. Remember that people can respect many different things, so be creative with your choice of
topic for your song.

Exit Point Suggestions with Sustainable Development Goals (SDGs)

Goal 15: Life on Land – Get involved with an organisation like Leave No Trace that raises awareness
about respecting the wilderness. Find out how you can help. If there is no organization like this in
your local area, consider ways you can raise awareness about respecting the wilderness when people
use it. Where should people camp, walk or swim when they are in a wild place? Make a poster,
presentation and small event to share your knowledge about respecting natural places.
Goal 4: Quality Education – Many children in the world are not able to get an education. If you feel
that you are getting a quality education and that your teachers respect you and care, you should show
that respect back to them. Organise a surprise for your teachers to show them respect. Research how
other countries around the world respect and honour their teachers. One idea could be to make a
video of the students thanking their teachers and how they have made a difference in their lives.
Another idea is to design large, personalised cards with respectful notes and photos from all the
students which could be displayed in a classroom or in the school hallways. If your school does not
already do so, you could plan a celebration for teachers with notes, gifts or an event or performance
on Teachers’ Day. The date for Teachers’ Day can vary in many countries and if your country does not
have an official day, could you designate a date for this in your school? One way could be to adopt
and plan an event for World Teachers’ Day to celebrate every October 5th.

31
Downloaded for use by Sekolah Cita Buana, Jagakarsa on 02 August 2022.
From Fieldwork Education, a part of the Nord Anglia Education family. © Fieldwork Education Limited. All rights reserved. Not to be reproduced without permission.