Independent Living Skills Scheme of Learning Year 12 and Year 13 Group C Weeks Key Learning Theme Resources Key Learning Marking and Assessment AC 1.1-recognise some of the risks that they might face when out and about. 1.2-demonstrate how they deal with a situation in which their safety is threatened. 1.3-demonstrate that they can travel safely and independently to an unfamiliar destination using public transport. life and M32 safety in the home and the how to keep themselves safe when traveling IWB Access to internet Whiteboards Relevant websites (Road Safety, Traveline, transport) Relevant worksheets Class discussion about how we keep safe when we are out – mind map on board. (Green cross code/ using crossings etc) Complete relevant Green Cross Code worksheets discussion about what risks they might have when out and about. -run over -stolen phone/wallet Work thorough games on road safety Watch ‘Kerr’s story’ video and complete relevant worksheet Look at a range of scenarios, in pairs/groups come up with how they might deal with those situations. Discuss as a class Complete relevant worksheets SEMSC Manners, queuing, social skills, safe strangers IT Keeping safe videos/green cross code/ Traveline/Thamesdwon websites website ILS Personal safety, road safety, Time management, organizational skills, problem solving skills Numeracy Reading bus timetables, using 24 hour clock Communication Speaking and listening, Speaking to members of the public (safe strangers)
the Laptops ‘What’s the hazard’ worksheets Paper Laptops Internet Cleaning equipment Hoover Camera Students to complete ‘What’s the hazard’ worksheets. Complete a safety poster/check list for 1 or 2 rooms in the home (kitchen, bathroom). -using ICT or paper. Students to undertake a household activity (tidying a room, cleaning kitchen after making a snack). Discuss with students what equipment they may need for the task. Students find and select the equipment needed for the task and put away in the correct place once completed. Can create a picture board to identify the risks they need to consider. E.g use a ladder to reach high places rather than a chair. cleaning equipment independently, identifying how to keep safe, awareness of their own surroundings. Numeracy Reading the quantities of cleaning products. Communication Speaking and listening skills. Question and answers, listening to instructions, reading instructions on cleaning products, discussion. Key Learning Theme Resources Key Learning Marking and Assessment AC 1.1-identify possible options for travelling to and from destinations. AC 1.2-Choose the most appropriate option for traveling. M33 1.Know about discussion about where students go and how the students travel around (school, SEMSC Social Skills. IT Research bus routes from destinations.
safely and on time. destination safely Flash cards IWB Internet - what options do they have? (call a taxi, walk, ask for a lift –link to real life situations. Can use role play to create simulations or flash cards with images of broken down bus/mobile left at home. Watch any relevant online transport video’s. organizational skills (bring money, phone, watch etc) and personal safety. Numeracy Telling the time, working out and duration of other journeys, budgeting, making phone calls. Communication Speaking and listening, asking safe strangers for help, using a mobile/phone. Key Learning Theme Resources Key Learning Marking and Assessment AC 1.4-Identify who to contact if they are going to be late or unable to go. M33 to a safely and on time. 2. Be able to plan and carry out a journey to arrive at a destination safely. Laptops Paper Writing equipment Internet Students to discuss who they would/could contact in any of the above situations. -who could they ring -is anyone there to meet them -when should they contact them Use Google Earth to locate safe places/landmarks on a familiar journey or near their house/destination. Create their own individual contact list -input number into their own mobile -create own address book/contact list Use role play to identify these factors: -Why is it important to contact someone? -What would happen if they didn’t? SEMSC Social Skills. IT Create a contact list/address book. Google ILS Problem solving, personal safety, using - telephone. Numeracy Reading and writing telephone numbers. Communication How to make a telephone call, speaking and listening skills, describing locations, landmarks. Weeks Key Learning Theme Resources Key Learning Marking and Assessment AC 2.1-Plan a safe route and the time needed to complete their journey SEMSC Social Skills.
safely and on time. arrive at a destination safely and on time. websites for updates journey plan Camera Phone (mobile) Identify how they are travelling safely (seat belt on in car, using pedestrian crossings, not taking short cuts etc). reasonable time to arrive at their destination. -read timetables/ watch with or without relevant support. Feedback on how they thought the plan went -what went well -what didn’t go well -what they would change ILS Independent travel, road safety, bus safety, personal safety, team work, problem solving skills, making a call. Numeracy Bus timetables, reading time, money skills. Communication Speaking to others, speaking to safe strangers, asking for bur tickets, speaking and listening. Weeks Key Learning Theme Resources Key Learning Marking and Assessment AC 1.1-complete personal information following instructions on a form. AC 2.1-review the information provided for accuracy. AC 2.2-make required changes or amendments. B19 forms with 1.Be able to complete with personal information. Discuss what a form is? -have they ever seen one, filled on in. Discuss what information be required on a form -full name -DOB -address Go through key words and the definitions - ethnicity/ marital status SEMSC Social Skills Importance of filling in forms-passport/driving license/ marriage certificate etc IT Research different types of forms/ how they are read by computers etc.
link with different shops (washing Chips Iceland) (medicine and chemist, dog food and pet shop, stamps and post office) Use their list to plan a visit to local shopping centre -which shops will they get their items from? Use the list and a map/ knowledge of the shopping centre to work out the of which shops to go to; -location (distance from bus stop and the other shops they have to go to) -buy heavier items last -frozen/ perishable items last Put list into numerical order. Learner to decide from a list of transport, which mode would be best to get them to the shops and state why. Use online shopping, price list to work out the costing of each item and then a total for their shopping list Numeracy Understanding budget/cost of items/best price for items Communication Speaking and listening Class discussion Q & A Weeks Key Learning Theme Resources Key Learning Marking and Assessment AC 2.1-demonstrate appropriate behavior whilst buying chosen items. AC 2.2-use appropriate communication skills when buying AC 2.3-pay for items using cash up to £10. AC change accurately following instructions. D12 for 2. Be able to buy items for daily living at the shops Flash cards with a range of different Provide group(s) with a few different starting locations so enable differentiated feedback. -walk because starting point is near -took the bus because they have a wheelchair -took a taxi because of heavy items. SEMSC Social Skills, queuing, awareness of others, acceptable public behavior. IT ILS Using public transport, getting around a destination, locating items, paying for items,
daily living. according to the plan. items and shops. Shopping list template. Map of Swindon Town Centre Paper/pens etc. -took a taxi due to poor weather conditions. Learner can show how they can do the following by leading another student or adult; -find the tills/check out -wait patiently -pay for items and wait for change/ use out machines. At the tills, learner can show they can; -use appropriate eye contact to look at till assistant -use appropriate communication skills to and speak to till assistant. With appropriate support, learner can out required amount of money, number of pound coins or identify correct notes (£5 or £10). With appropriate support, leaner can and check their change before leaving Numeracy Time management, money, working out change, Reading aisle numbers, handling money, paying for items, using tills, counting money, checking change. Communication Speaking and listening, asking for help in driver etc Talking to shop assistants, eye contact, Weeks Key Learning Theme Resources Key Learning Marking and Assessment AC 1.1-identify areas that need cleaning. AC 1.2-identify the most important areas for cleaning. AC 1.3-identify cleaning needed in different rooms. AC 2.1-use equipment appropriate for the task in different situations. AC2.2-use equipment to rooms with different uses. AC2.3-complete the tasks by disposing of waste and putting equipment away. AC2.4-handle the equipment safely.
C7 in the 1.Know own community 2.Know ways of making positive contribution to the community the impact of individual on the community Class discussion about what responsibilities that have in the community. Can they think of any Community figures that they know? -Police officers -Religious leaders -voluntary group leaders Leaners use a list to highlight things they could do to make a positive contribution to their community. What could they do to have a positive impact on the school. Leaners can discuss the impact of how not acting responsibilities. Role play where choices are made to consider the consequences of irresponsible actions. Where could these actions lead to? -being anti-social -losing job -not getting good qualifications -getting arrested Produce a simple leaflet or poster to outline the benefits of acting responsibly in the community. Research local newspaper articles where someone has acted positively in the community. SEMSC IT ILS Numeracy Communication