Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Watch the episode

15 minutes

Find Out: Building respect

20 minutes

Take Action: Play-based learning

5 minutes

Reflection

Teacher preparation

Learning intentions

Students will:

develop their social and emotional skills by exploring the capability of respect through imaginative play

Success criteria

Students can:

perform the roles of cashier and customer in a supermarket
use oral language that is appropriately formal or informal to their role
use oral language that effectively communicates their purpose
take turns
work together calmly to resolve disputes
responsibly manage their time.

Tune In: Watch the episode

Watch the Bluey episode Burger Shop with your students.

Bluey 'Burger Shop' (https://www.clickview.net/secondary/videos/35663058/burger-shop)

Burger Shop synopsis: It’s time for Bluey and Bingo to get out of the bath. But Dad has decided not to be a meanie parent or tell them what to do and gets roped into a game of Burger Shop.

Step 2.

Facilitate a class discussion about the episode using the following questions as prompts:

I wonder if Dad learned anything? Why do you think that?
I wonder if Bluey learned anything? Why do you think that?
I wonder what kind of dog Bluey is? What words would you use to describe Bluey, or Bluey’s personality?
How do you think Mum felt when Bluey and Bingo wouldn't get out of the bath?
How do you think Bluey felt when Dad wanted her to finish the game?

Step 3.

You might also display this prompt wall to inspire some observations.

Listening	Being nice to other people	Figuring things out	Sharing with other people
Looking after other people	Waiting quietly	Asking questions	Working together
Being friendly	Trying again and again	Following the rules	Doing the right thing

Prompt your students to finish the sentence stem:

In this episode, I saw someone......I saw this when...

Find out: Building respect

Play-based learning fosters respect through positive communication, attentive listening, and critical thinking. Various forms of play offer distinct advantages for students. For instance, role-play aids in personality development and sparks the imagination, active play enhances gross and fine motor skills, and collaborative play strengthens communication and socialization abilities.

Consequently, play-based therapy holds significant advantages for students grappling with social and/or emotional challenges. These activities establish a structured environment with well-defined rules, facilitating comprehension and practice of positive social interactions and self-regulated behaviours.

Find out more about play-based learning here.

Take Action: Imaginative play

Step 1.

Explain that the group is going to be playing a game of Supermarket. Some students will be the cashier of the store, whilst other students will be the customers shopping for groceries.

Step 2.

Divide a whiteboard into five sections, labelled 1 - 5. This will be your shop’s price list, with 1 representing $1 and 5 representing $5.

Step 3.

Present students with a picture of a particular grocery item, such as a banana or millk. Ask students how much the item should be worth. Encourage students to work collaboratively, to listen to each other’s suggestions, and to not talk over one another. Place the picture of the item in the agreed-upon price bracket.

Step 4.

Continue assigning prices to the grocery items. As the price list is filled, ask students to compare and contrast different items.

For example: “We said that a banana was worth $3. Do you think a box of cereal should be worth more or less than a banana? What should its price be then?”

The price of an item can be changed if the group agrees that the initial price was not appropriate.

Extension opportunity
Instead of working with prices from $1 - $5, older students may be able to skip count by twos ($2-$10) or even fives ($5-$25). Older students may be split into groups with their own whiteboard and pictures of groceries to complete the price list on their own once they have grasped the example. You could have different items at different stores, or the same items may end up being different prices between stores, encouraging shoppers to look for the more competitive deal.

Step 5.

Discuss the values of sharing and being polite and kind to one another while playing together, you could do this by discussing the language we might use in a supermarket. For example:

What might we say to people we see in the supermarket?
What might we say when we first go up to purchase our items?
What should our tone and attitude be?
What questions might we ask the cashier?
How should the cashier politely ask for the money?

Discuss the rules of the game and remind students how customers in a real supermarket can’t buy groceries if they can’t afford them. Remind students not to buy too much if they don’t have the money.

Step 6.

Assign some students to be cashiers for the store. Give the other students a handful of coins/notes/counters, and tell them they will be the customers. Explain that the cashiers don’t have to stay in that role for the whole game, and if they want to swap, or if a customer wants a turn at being a cashier, they should ask politely.

Students might buy one item at a time, counting out the appropriate amount of money by single digits, or they might buy multiple items, requiring more advanced numeracy skills.

The teacher might act as the bank, where customers can trade in their purchases for more money, and the items can be recycled back into the shop.

Allow students to discuss the rules of the game by debating and sorting it out together. Some students might seek to adapt the rules as the play progresses. This is fine - so long as everyone agrees. If they don’t, the game stops. If students want the game to keep going, they will work it out.

Resist being the point of resolution for any disputes. The purpose of this game is to enable students to effectively communicate verbally and to work together towards resolutions, building their skill of respect. That means the game can move fluidly as students find and follow the fun, just so long as they are practising pro-social behaviours. This article explains more about the value of bickering to socio-dramatic play.

Step 7.

Finally, tell students you are setting a timer for 20 minutes. When they hear the timer go off, they must pack up the shop completely, then go and read a book. Make sure students understand the responsibility they have been given. They should not keep playing after the timer goes off, even if they’re having fun and haven’t yet finished. They should also not just leave the shop a mess and go and read a book without helping to pack up.

Reflection

Invite students to reflect on the activity they took part in. Pose the following questions to students:

What do you think we were practising?
Why do you think that? When did you do this during the game?
What does it mean to be respectful?

Respect is about caring whether our words and actions have a harmful effect on other people, and seriously taking them into account before acting.

Respect - Supermarket Manners

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Summary

Learning intentions

Students will:

Success criteria

Students can:

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