Ethos Education

Hoppers: Why Rules?

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ASSEMBLY OBJECTIVE

This assembly uses clips from “Hoppers” to explore why rules exist and why they matter. Pupils will be encouraged to reflect on how rules can feel restrictive but are often necessary, and why different situations may need different rules. They will explore how rules can help keep people safe, create fairness, and enable communities to live well together. Through considering a relevant Bible passage, pupils will explore the Christian belief that good rules are built upon the underlying principle of love.

FILM CLIPS “Hoppers” (Disney Pixar) Certificate: U

1. Special Look (45sec) (Play from the start and stop at 45sec straight after “That was intense”.)

2. What are the Pond Rules? (54sec) (Play the whole clip.)

BIBLE

  • Matthew 22:37–40 (NIRV) “Jesus replied, ‘Love the Lord your God with all your heart and with all your soul. Love him with all your mind. This is the first and most important commandment. And the second is like it. Love your neighbour as you love yourself. Everything that is written in the Law and the Prophets is based on these two commandments.'”

SUPPORTING VALUES EDUCATION

This assembly explores the rule of law by considering the importance of rules for ensuring safety and fairness in a community. It explores mutual respect and tolerance by considering differences between rules in different contexts. It explores individual liberty by considering how freedom is accompanied by responsibility.

OPENING ACTIVITY “Rule or No Rule?” (See the bottom of this page for alternative options)

  • I am going to read out some situations. If you think rules are needed, put your hand up. If not, keep your hands down.
  • (Teacher note. Draw from the examples below as appropriate to your pupils. These are deliberately paired to contrast situations where rules seem to be needed with situations where more personal freedom is appropriate. You can mix up the order if pupils start responding automatically rather than thinking carefully.)
    • Should there be rules when playing a sport?
    • Should there be rules about what sport you want to play?
    • Should there be rules when getting your lunch from the canteen?
    • Should there be rules about what food you like to eat?
    • Should there be rules about what time you go to bed?
    • Should there be rules about how you decorate your bedroom?
    • Should there be rules about where you play loud music?
    • Should there be rules about what music you like?

SCRIPTED TALK (See the bottom of this page for Headings/Bullets version)

  • Today we are thinking about rules. Not just school rules, but rules in every part of life. Do we need them? Do they stay the same everywhere?
  • I am going to show you a couple of clips from the film “Hoppers”. It is about Mabel, an animal lover, who gets her mind transferred into a beaver robot so that she can save the animals who live in an area that she used to visit with her grandma.
  • (Play Special Look from the start and stop at 45sec straight after “That was intense”.)
    • If you cannot play this YouTube video, instead display the Hoppers Why Rules PowerPoint and use the following script:
      • Slide 1: In the film “Hoppers”,
      • Slide 2: a young girl called Mabel is in a science lab where a new technology has been created.
      • Slide 3: This Hoppers technology allows a person to enter the body of an animal robot so they can understand the animal world.
      • Slide 4: Mabel tries this technology and her mind is transferred into a beaver robot.
      • Slide 5: She suddenly finds herself in a completely different world, the animal world.
      • Slide 6: She can hear the animals speaking, and they think she is one of them.
      • Slide 7: But Mabel must be taught the rules of this new world.
      • Slide 8: Very quickly, things become confusing and intense.
  • So, Mabel has entered a completely different world. Everything is new. Everything is unfamiliar.
  • Now let’s see what the rules of this world are.
  • (Play What are the Pond Rules? Play the full clip (54sec).)
    • If you cannot play this YouTube video, instead display the slides from the Hoppers Why Rules PowerPoint and say:
      • Slide 9: After arriving in the pond, Mabel is welcomed by the King Beaver called George. She is told that if she wants to live there, she needs to learn the pond rules.
      • Slide 10: The king explains that the animals all follow certain rules to help their community work.
      • Slide 11: The first rule is “Don’t be a stranger”, everyone should know each other’s names.
      • Slide 12: The second rule is “When you’ve got to eat, eat” even if it means eating other animals.
      • Slide 13: The third rule is “We are all in this together” and should look out for each other.
      • Slide 14: These rules might seem unusual to us, but they help the animals survive and live together.
  • So now we can see. This world has rules.
  • Can you remember any of the rules they mentioned?
    • (Draw out: Know each other’s names. When you’ve got to eat, eat. We’re all in this together.)
  • Some of those rules might feel a bit surprising and strange to us.
  • Why do you think those rules exist in that world?
    • (Draw out: To survive. To keep things working. To help the animals live together.)
  • Slide 15: Different situations often have different rules.
  • Slide 16: The rules in a playground may be different from the rules in a classroom. The rules at school may be different from the rules at home. But here’s the big question… Does that mean that all rules are different? Or are there some rules that should stay the same, wherever you are?
  • Slide 17: Christians believe that underneath all rules, there is something deeper. Jesus was once asked, “What is the most important rule?” He said the most important rules are to love God and to love your neighbour as yourself. Christians believe that all good rules should be built on this underlying principle of love.

REFLECTION

Slide 18: Think for a moment about the rules you follow every day at school, at home, or when you are with your friends. Which rules help keep people safe? Which rules help make things fair? Are they built on the underlying principle of love? What could you do today to demonstrate love for other people?

PRAYER

Dear God, thank you for the rules that help us live safely and fairly together. Thank you that Jesus said that the most important rules are to love God and to love others as we love ourselves. Please help us to care for one another, to make good choices, and to make our school a place where everyone can live well together. Amen.

YOU WILL NEED:

OTHER OPENING ACTIVITY OPTIONS

Option 2: “Desert Island”

  • Imagine that you, and a group of younger children, are suddenly shipwrecked on a desert island. There are no rules there, but you could make some if you choose to.
  • Would the island be fun with no rules at all?
  • Would everyone be safe and happy?
  • Would you make some rules? What might they be?
  • (Draw out rules about sharing, about safety, about fairness.)
  • Even when rules don’t exist, we often create them. Because rules can help people live together well.

HEADINGS AND BULLETS

  • Slide 1: “Hoppers” tells the story of Mabel
  • Slide 2: New technology
  • Slide 3: This Hoppers technology means you can transfer your mind
  • Slide 4: Mabel becomes a beaver
  • Slide 5: Mabel enters a new world
  • Slide 6: It is new and unfamiliar
  • Slide 7: She doesn’t understand the rules
  • Slide 8: Different worlds have different rules, which can be confusing
  • Slide 9: Mabel is welcomed to the new world
  • Slide 10: She is told the pond rules
  • Slide 11: Know each other
  • Slide 12: Eat when you need to
  • Slide 13: All in it together
  • Slide 14: Why rules matter (safety, fairness, helping things work)
  • Slide 15: Different worlds different rules
  • Slide 16: Are all rules different?
  • Slide 17: Or is there one thing that stays the same? (Jesus’ teaching: love God, love your neighbour)

Copyright. Film clips, images, posters, and other promotional materials remain the copyright of their respective rights holders and are used here for educational purposes in connection with study and discussion related to the film. Film materials are reproduced here, and provided for use in educational establishments, under relevant UK educational copyright exceptions (Sections 32 and 34 of the Copyright, Designs and Patents Act 1988) and/or fair dealing provisions where applicable.

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