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ACTIVITY PLAN FORMAT

By Ricardo Myers,2014-03-20 14:09
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ACTIVITY PLAN FORMAT

    CITIZENSHIP EDUCATION FOR YOUNG PEOPLE WITH SPECIAL NEEDS

Community and Voluntary Groups

Overview

This unit develops awareness of communities through practical activities, visits and role-

    play.

Content at a glance

    Aims Section Summary

Section 1 To identify communities Pupils will:

     to which individuals ; take part in teacher-led discussion

    Where belong and familiar ; identify, sort and match photographs and do I communities within the pictures

    belong? group. ; take part in a role-play

     ; make visits around the school

    Section 2 To understand sensory Pupils will:

     awareness and how ; engage in sensory experiences

    Making some people overcome ; gain insight into the Hearing Dogs for Deaf things their disabilities with the People Association/Guide Dogs for the easier help of other Blind/Dogs for the Disabled

    organisations. ; take part in a role-play

    ; meet a dog and its handler who visit the

    school

    Section 3 To understand how we Pupils will:

     can help a community. ; actively help a chosen group

    What can

    I do?

Time

This theme could easily take a whole term. Alternatively, you could select parts of it for

    three lessons.

Keywords

Charity, community, disability, group, organisation, role, senses, volunteer.

Extra curricula and whole school issues

    ; Section 2 may involve a visitor coming to the school ; Section 3 may involve going outside the school

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CITIZENSHIP EDUCATION FOR YOUNG PEOPLE WITH SPECIAL NEEDS

Links to the rest of this resource

The content of this theme is similar to that of Groups and Identity. It may be better to do

    Groups and Identity first. It also links well with Diversity and Identity and section 2 of

    Global Community. The work in Section 2 on dogs links to the work on animal rights in section 1 of Rights and Responsibilities. Section 3 of Economy suggests raising money

    for a charity or other cause. Section 3 of Global Community is about international

    charities.

Useful organisations

    Community Service Volunteers (CSV), 237 Pentonville Road, London N1 9NJ, Tel: 020 7278 6601, www.newforms.co.uk/csv

    Dogs for the Disabled, The Francis Hay Centre, Blacklocks Hill, Banbury, Oxfordshire OX17 2BS, Tel: 08700 776 600, Fax: 08700 776 601,

    email: info@dogsforthedisabled.org, www.dogsforthedisabled.org

    Hearing Dogs for Deaf People, The Grange, Wycombe Road, Saunderton, Buckinghamshire HP27 9NS, Tel: 01844 348 100, Fax: 01844 348 101, email: info@hearing-dogs.co.uk, www.hearing-dogs.co.uk

    Girlguiding UK, 17-19 Buckingham Palace Road, London SW1W 0PT, Tel: 020 7834 6242, Fax, 020 7630 6199, www.guides.org.uk

    The Guide Dogs for the Blind Association, Burghfield Common, Reading, Berkshire RG7 3YG, Tel: 0870 600 2323, email: guidedogs@guidedogs.org.uk

    The Scout Association, Gilwell Park, Chingford, London E4 7QW, Tel: 020 8433 7100, Fax: 020 8433 7103, email: info.centre@scout.org.uk, www.scouts.org.uk

    World Association of Girl Guides and Girl Scouts, World Bureau, Olave Centre, 12c Lyndhurst Road, London NW3 5PQ, email: wagggs@wagggsworld.org,

    www.wagggsworld.org

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CITIZENSHIP EDUCATION FOR YOUNG PEOPLE WITH SPECIAL NEEDS

Section 1: Where do I belong?

Learning objectives

Pupils may:

    ; be aware of being part of a group

    ; show a response to being part of different groups

    ; indicate a preference for particular groups

    ; recognise and identify familiar personal groups, e.g. own class, family ; develop awareness of the range of communities to which they belong

    ; begin to recognise that different people have different responsibilities within a group

    or community, e.g. head teacher, team captain

    ; recognise and identify a range of groups and communities e.g. youth club, scouts,

    sports teams

    ; recognise that there are many reasons why groups and communities exist ; recognise the need for authority and rules

Activity A: Who are we?

Look in mirrors.

Take individual photographs of everyone in class.

    Teacher-led discussion: pupils identify themselves and other people in the photographs. (Non-sighted pupils explore or identify peers and staff in class through touch and/or sound or with the aid of personal referents). Pupils sort the individual photographs/personal referents into different groups e.g. staff/pupils, boys/girls etc.

Activity B: Roles

    Discuss how the class is a group and how they fit within the school community.

    Identify, visit and record (using photographs, audiotape, video, personal referents or objects of reference for the activity) other groups within the school community e.g. other classes, midday supervisors, senior management team, administration staff etc.

    Discuss the different roles and responsibilities of these individuals and groups (again using links with symbols/objects of reference).

    Role-play: pretend to be part of one of the groups or communities discussed earlier, e.g. midday supervisors, sports team, pop group. Take on a leadership role in a familiar activity and demonstrate the need for authority and rules.

Activity C: Groups

    Use Symbol Cards 1.1, photo or object/artefact activities to help pupils to develop understanding and to accept differences between people in a positive way by

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CITIZENSHIP EDUCATION FOR YOUNG PEOPLE WITH SPECIAL NEEDS

    recognising them as part of their community. Using Symbol Cards 1.1, name the different groups and why they are a group. Match individuals (Symbol Cards 1.2) to their group (Symbol Cards 1.1).

(If you do not intend to do the Groups and Identity theme, you might take material from

    Section 1 of it at this point.)

    (Non-sighted pupils name familiar people in the group, e.g. class, family, and identify to which groups familiar people belong.)

Activity D: Recognising and identifying groups

    Divide the class into smaller groups. Ask each group to find 4 photographs/pictures/ artefacts of different types of groups or communities using newspapers and magazine. Identify the group or community in the photo and report back to the whole class.

Resources provided with this pack

; Symbol Cards 1.1 showing groups

    ; Symbol Cards 1.2 showing members of groups

Resources provided by the school

; Mirrors

    ; Photos of different groups (e.g. sports teams, music groups) cut from magazines ; Personal referents of people in school

    ; Artefacts/objects of reference to represent different groups or their activity ; Digital camera

    ; Newspapers and magazines

    ; Optional: audio or visual recorder, access to the Internet

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CITIZENSHIP EDUCATION FOR YOUNG PEOPLE WITH SPECIAL NEEDS

Section 2: Making things easier

    Note: See Appendix 1 about guide dogs. Contacts for Hearing Dogs for Deaf People, Guide Dogs for the Blind, and Dogs for the Disabled can be found in useful organisations.