M32 safety in the home and the themselves safe when traveling about Access to internet Whiteboards Relevant websites (Road Safety, Traveline, transport) Relevant worksheets Transport key words Sixth Form & Orbital Centre address Relevant worksheets Glue, scissors Complete relevant Green Cross Code worksheets Class 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 Mind map on students ideas on how to plan a journey -where to find bus times -what information they need (arrival and destination point) -reading a bus timetable -how to use a bus (bus pass/money for ticket/phone etc) Students to use laptops to plan a journey from Form to Orbital Centre. -provide them with a start time -students to find the best (give reasons why) -cost of journey Students to use ‘using a bus’ worksheets to sequence how to use a bus. Students to undertake journey with member of EXTENSION- create a step by step guide of journey with annotation Weeks Key Learning Theme Resources Key Learning Marking and Assessment AC 2.1--identify safety for use in the home. AC 2.2- demonstrate safe practises when carrying out household activities. M32 2. Be able to demonstrate IWB Introduce to class, comparing home safety rules keep us safe at home as the Green SEMSC Social skills,
safety in the home and the ways to keep themselves safe when in the home. Poster making resources Laptops ‘What’s the hazard’ worksheets Paper Laptops Internet Cleaning equipment Hoover Camera Cross Code keeps us safe when we cross a road. Students to write a safety rule they use at home on whiteboards. Mind map ideas on board. Students to complete ‘What’s the hazard’ worksheets. Complete a safety 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 about what equipment they may need for the task. Students find and select the equipment needed for the task and put away in the correct once completed. Can create a picture to identify the risks they need to consider. E.g use a ladder to reach high places rather than a chair. IT Creating a poster Research household safety posters ILS Following safety rules, personal home safety, risk awareness and responsibility. Using 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, group discussion.
to a safely and on time. journey to arrive at a destination safely Writing equipment Flash cards IWB Internet weather, running late and so missed the bus, transport hasn’t arrived. -has this ever happened to them? - what options do they have? (call taxi, walk, ask for a lift –link to real life situations. Can use role play to create simulations or cards with images of broken down bus/mobile left at home. Watch any relevant online transport video’s. ILS Problem solving, understating things can go wrong, linking to past experiences, forward thinking, using transport, being aware of surroundings, organizational skills (bring money, phone, watch etc) and personal safety. Numeracy Telling the time, working out times and duration of other journeys, budgeting, making phone calls. Communication Speaking and listening, asking safe strangers for help, using a mobile/phone. Weeks 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 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 number into their own mobile -create their own address book/contact list Use role play to identify these factors: -Why is it important to contact someone? -What happen if they didn’t? SEMSC Social Skills. IT Create a contact list/address book. Google Earth 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.
M33 to a safely and on time. 2. Be able to plan and carry out a journey to arrive at a destination safely. Internet (Google Maps, websites, Stagecoach websites, Traveline websites) Laptops Writing equipment Students to be provided with a local destination. -start location being Sixth Form. Students to create a realistic journey plan that they will actually carry out, either individually or in a pairs. This can be presented in any way (written list, pictorial). Must include: -start location -transport used -start time, end time and length of journey. Use relevant transport websites, google maps to find out bus time and routes. IT Route planning, journey planning, google maps, relevant websites. ILS Planning a journey Numeracy Reading timetables, reading time, working out journey durations. Communication Reading information in different formats, extracting information, presenting work in different formats. Weeks Key Learning Theme Resources Key Learning Marking and Assessment AC 2.3 - make a journey using their chosen travel option to their destination safely. AC 2.4- arrive at their destination on time. M33 to a safely and on time. 2. Be able to plan and carry out a journey to arrive at a destination safely and on time. travel websites for updates journey plan Camera In small groups, carry out the relevant journey following the plan they have created. Identify how they are travelling safely (seat belt on in car, using pedestrian crossings, not taking short cuts etc). Allow reasonable time to arrive at their destination. -read timetables/ with or without relevant support. Feedback on how they thought the plan went -what went well -what didn’t go well Turn taking, behaving in a public place, social skills, patience, following social rules. IT Create journey plan, Check relevant travel websites for updates. ILS Independent travel, road safety, bus safety, personal safety, team work, problem solving skills, making a phone call. Numeracy Bus timetables, reading time, money skills. Communication Speaking to others, speaking to safe strangers, asking for bur tickets, speaking and listening.
Phone (mobile) -what they would change Key Learning 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 forms with personal information. 2.Be able to review information for accuracy 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 Mind map as many different of forms on IWB (driving license, passport, gym membership etc) Learners to practice writing their personal details on worksheets. Then be given a range of forms from simple gym membership forms to more detailed forms such as passport forms (depending on levels). Ensure and highlight importance of following instructions on the form -block capitals correct pen colour Worksheets with mix and match abbreviations and their meanings. Peer assessment each forms to ensure the personal information is correct. -ensure blank spaces are filled -boxes don’t need to be ticked Show examples of which have been correctly and incorrectly filled in. Learners to be able to amend forms with correct information. SEMSC Social Skills Importance of filling in forms-passport/driving license/ marriage certificate etc IT Research different of forms/ how they are read by computers etc. ILS Form filling Learning personal information Numeracy Learning date of Class discussion-speaking and listening skills.