Lesson Delivery and Activity Guidance

Transcription

1 Lesson Delivery and Activity Guidance Introduction to Police as people who help us Please be reminded that is NOT a standalone resource; it is designed as a toolkit to support teachers to deliver information specific to the Law and Personal Safety only. The resources in this tool-kit can be used over multiple lessons and can also be adapted for suitability to KS1 & KS2 Lesson Framework Base Knowledge -1 stage process: activity options range from 5 to 10 mins. Core Learning - 4 stage process: activity options range from 20 to 30 mins. Sign-Posting -1 step process: information of local and national support Knowledge Check - 1 step process: activity options range from 5-10 mins Home Learning: Optional resources to support follow-on learning Parent Notice: Optional parent home-link information Base Knowledge: Activity options: 2 available All activities used in this section can be re-visited at the end of the lesson to evidence learning: pupils can return to base work to add points using a different colour pen. Resources needed: A-board or white board suitable pens. Before & after Knowledge check (optional) print one copy per pupil from the link below: Before-After Knowledge Sheet Option 1: Class Graffiti Wall (5-10 min) Using an A-Board or white board, write POLICE in the middle and invite pupils to give information that they already know about the Police. Keep this on display throughout the lesson as visual reference. Can re-visit at the end of lesson to add things learned. Option 2: Before-After sheet: (10 min) Provide one per pupil Pupil to complete first section before lesson commences Second section to be completed at the end of the lesson. Move on to core learning activities 1

2 Core Learning: 4 Stages Stage 1: Exploring the Different Roles in the Police Meets learning objective 1: The aim of this stage is to build on the base knowledge by introducing the various roles in the Police service, exploring in brief what each of the roles do within the service and increasing pupils knowledge and understanding of the organisation and the different officers they may encounter in the community. Activity Options: 1 activity available with 2 versions options ranging from 15 to 25 minutes. Version 1 maybe more suited for KS2. Version 2 maybe more suited for KS1. When planning, teacher to decide preferred delivery option according to time; each version can be adapted according to need and ability. Links to materials are underlined below. Materials needed: Roles of the Police Activity Sheet consists of 12 photo cards and 12 role profile description cards for pairing. (24 in total) Version 1: Group activity Print one set of photos & role profile cards per group or divide one set between groups (i.e. 3 photos & corresponding profile card to 4 groups) Version 2: Class activity Print one set of photos and role profile cards to use for whole class Version 1: Roles of the Police - Group Activity (15-25 min) Arrange class into small mixed ability groups Provide each group a complete set of ready cut and mixed cards (24 pieces in total) or divide 1 set between groups as suggested (i.e. 3 photos & corresponding profile cards to 4 groups) Groups to work together to decide correct pairing of photo & role profile description. In turn, group to present or show their pairings to the class: 1. Where one complete set of cards was used by each group - in turn each group to provide 1 example to the class and open discussion/comparison to pairings made by other groups. 2. Where one complete set of cards was divided among groups in turn, each group to provide their pairings to the class for discussion. Conclude: Teacher to clarify to ensure correct if not achieved Suggestion: Pupils could stick the photos on a large sheet of paper and decorate it with police related words or the role description cards at the end of the lesson, creating a visual wall display. Version 2: Class Activity (10 15 min) 2

3 Print one copy of the photos and role profile cards for class activity. Decide whether to use all or just some of the photos according to need/time. Affix photos only on board/card/paper/wall and display for visual reference. Read a role profile description to the class for pupils to suggest what photo the profile matches; class to discuss what they think the role entails. Before moving on, select a pupil to affix the profile card to the correct picture. Continue until all cards are paired and affixed to the correct photos. Suggestion: If completed on a sheet of card or wall, this can be used as a class visual display for pupil reference. Move onto Stage 2 3

4 Stage 2: How the Police can help us Meets learning objective 2: The aim of this stage is to build on the base knowledge and learning from stage 1; to increase pupil s awareness of the various things Police can do to help them and the wider community. Activity options: 2 activities available according to need and ability ranging from 20 30min Option 1 maybe more suited to KS2 Option 2 maybe more suited to KS1 (scenario feed) Links to materials are underlined below. Materials needed: Option 1: Write a Short Story Sheet 1 per pupil. Draw a Short Story Sheet 1 per pupil. Option 2: I need help Police Short Story 1 teacher copy. Options 1: Write or draw a short story or scenario (20-30 min) Each pupil to be given a short story work sheet. Using the visual role cards as reference, each pupil to write or draw a short story/scenario where a person needed Police help, which units/officers were sent to help and how they helped. (i.e. beach incident = marine unit; lost/missing person = dog unit & response officers) Suggestion: If time permits, pupils to read out, summarise, or show their story to class. Consider displaying this work with some of the photos from stage 1 activity as decoration. Option 2: I need help Police Story Scenario (20 25 min) Read Ellie s story to class stopping at the critical advice and decision-making points to engage pupil responses, exploring choices/actions and focusing on dangers before solutions. Provide pupils with the relevant brief summary provided before moving onto the next stage of the story. Optional final questions provided to encourage pupils to think about what things could have happened to Ellie had she not listened to safety advice. Suggestion: If time permits, or for another lesson: Pupils to draw/paint a picture depicting a part of Ellie s story, a good safe choice she made, or maybe something that may have happened had she not listened to the advice given. These could be displayed in class as visual reminder/reference. Move onto Stage 3 4

5 Stage 3: How and when to call 999 for Police to help Meets learning objective 3: The aim of this stage is to build on the base knowledge and learning from Stages1 and 2 for pupils to know how and when it is appropriate to call for Police help, including the danger of hoax calling. Activity option: 1 activity available, 2 version options which are adaptable to time/need. Consists of 8 flash cards, suitable for both KS1 and KS2 When planning for time, consider using some instead of all (allow approx. 2/3mins per card). Recommend using a minimum of 5 cards used to include the 999 services introduction card, and the hoax caller card. NOTE: Child hurt and in fear card (optional): consider context or level of hurt/help to avoid distortion/misunderstanding, e.g. if they are hurt in the playground they can seek the help of dinner ladies, teachers, staff etc. Links to materials are underlined below. Materials needed: How and When Flash Cards - 8 x A4 colour cards with additional teacher answer sheet attached Version 1: 1 set of the flash cards needed Version 2: (maybe more suited to KS2). 1 set of flash cards divided between groups or 1 complete set per group. Option 1: How and When to call 999 for Police - Class Task (15 30 min) Cover all or at least 5 flash cards in this session as suggested above. Show class 999 services flash card 1 st to clarify all the services 999 can connect to Explain it is for use in an emergency only Proceed to show other flash cards one at a time. The question on each card is whether the example given is a 999 emergency matter or not (pupils to offer answers and discuss as a class) Before moving onto the next confirm, explain and discuss from answer sheet provided Option 2 Group Task (20 25 min) As above decide to use all or minimum of 5 flash cards. Arrange class into small mixed ability groups and explain 999 introduction card Give each group ONE flash card to discuss and decide the answer and reason or give each group a complete set of the flash cards to discuss and decide (10-15mins) In turn, each group to provide the answer and reasons to their given card(s) depending on amount used (10-15 min) Suggestion: Flash Cards can be made into a wall display. Pupils could draw or make their own example as a separate class task or home-learning task to depict when they should/shouldn t call 999 Move on to Stage 4 5

6 Stage 4: Arranging a Police Engagement Visit Following delivery of the resources in this tool-kit, a visit from the Police can be arranged to meet officers in person to bring the learning to life. This visit will not consist of delivering any education or key messages; the aim is for officers to be accessible to the children to build relations and promote familiarity with the organisation/uniform. It will involve officers bringing along uniform and equipment for children to dress up in and for officers to be approachable to children to answer their curious questions and myth-busting. This session is available as a class or year group and can be booked via the force mailbox link below: Please note: Officers will not be at hand to deal with any other matters during the visit. Such matters should be passed to local neighbourhood teams or the force central mailbox for a response and support. f this stage is to build on the base Please contact the Force Education Mailbox to enquire about booking a visit: schoolyouthengagement@hampshire.pnn.police.uk Independent Services option: The Inspiration Federation You may like to consider your school to participate in The Inspiration Federation Heroes Day Programme; for more information or to register your school visit: Move onto sign-posting pupils to support 6

7 Sign-posting to Support: Meets learning objective 4: The purpose of this section is to link the learning to raising awareness of relevant support services available to pupils in school, locally, and nationally; including how and where to access them. Options for providing this information to pupils are listed below; depending on the option of choice, you can print or send resources electronically. To ensure the information is available and accessible to pupils following this lesson, consider the following methods: Inform pupils verbally and visually of the support available to them in school and externally; (consider displaying the support services poster on a white board when speaking) Print a poster from this link Help and Support Poster to display in school, making sure pupils know where it is Place a link to access the poster electronically on school web-site Remind Pupils: 1. The Police are there to help you 2. Only call 999 in an emergency 3. Never make a hoax 999 call 4. If you feel worried, afraid, or upset about something - tell someone! Talking can help! 7

8 Knowledge Check: ranging from 5 to 10 mins As mentioned in the base-knowledge section, some activity options provided used can be re-visited here. Pupils can add points learnt to evidence their knowledge, understanding and learning journey. This is an opportunity to encourage peer-learning by sharing their outcomes with the class. Guidance below covers how to re-visit the suitable options. Activity options: 2 options provided Option 1: Re-visit Board Blast used at start (5-10 min) Pupils to offer additional points they have learnt about the police roles, help and support. Option 2: Second part of Before-After knowledge sheet (10 min) Having completed the first section before lesson commenced; pupils to complete second part to write/draw something new that they didn t know before about police roles, help and support. Move onto home-learning 8

9 Home Learning The aim of this section is to expand pupil learning wider, taking it beyond school into the home to family and among peers. The resources provided here are optional, designed to be used according to need and choice. Home Learning: Below are some short activities for optional home learning or as class room tasks. Some expand the thinking of the Police Introduction input and others are a fun reminder. The KS recommendations are a guide only. Links to materials are underlined below. Materials: Colour the Police Officers sheet (KS1) Colour the Police Car sheet (KS1 or KS2) Spot the difference sheet (KS1 or KS2) Police word search (KS1 or KS2) Phonetic alphabet activity sheet (KS2) Suggested ideas for use of the colouring sheets: Present completed sheets to local officers during visit to the school for display in the Police Station/locally (by agreement). Organise a colouring competition to be judged by local officers (prizes supplied) Contact mailbox for more information: schoolyouthengagement@hampshire.pnn.police.uk 9

10 Parent and Guardian Notice This notice takes the Introduction to the Police Service into the home to promote parent awareness and encourage parent support. It provides a brief summary of the value of the topic for the child, the aims of the lesson, and contains details of relevant support. The notice can be printed from the link below or sent home electronically via parent mail. Parent and Guardian Notice 10