Social, Environmental and Scientific Education: History

Transcription

1 PRIMARY Social, Evirometal ad Scietific Educatio: History Guidelies for Teachers of Studets with Severe ad Profoud Geeral Learig Disabilities

2 Cotets SESE: Itroductio 3 History: Itroductio 6 History: School plaig 7 History: Classroom plaig 9 Exemplars 14

3 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY SESE: Itroductio This aspect of educatio has always bee regarded as a extremely importat part of the curriculum i schools caterig for studets with geeral learig disabilities. SESE offers opportuities for the itroductio of a broad rage of experieces that will greatly erich ad ehace the studet s uderstadig of their familiar ad wider surroudigs. This area of the curriculum ivolves uderstadig ad relatig to the eviromet i a way that is real ad meaigful for each studet. It ecompasses history, geography ad sciece ad eables studets to explore ad ivestigate actively the atural, huma, social, ad cultural eviromet i which they live. It helps studets to develop a sese of what part these aspects of life play i the wider scheme of thigs. History History is cocered with kowledge of the lives of people i the past ad how this is iterpreted. For studets with severe ad profoud geeral learig disabilities, persoal experieces ad elemets of family history will be to the forefrot. The history curriculum also seeks to eable the studet to make sese of the passig of time. It aims to familiarise him/ her with the ability to gather evidece about thigs that happeed i his/her ow eviromet, to examie that evidece, ad to draw simple coclusios from it. This ca provide the studet with a isight ito the way i which historias go about their work. Geography Geography ecompasses the study of the Earth, its ihabitats, ad the relatioships betwee them. It is particularly cocered with themes of place, space ad the eviromet. For studets with severe ad profoud geeral learig disabilities, this begis with gaiig a awareess of oe s ow place ad the place of familiar people i the immediate eviromet. Mobility aroud the school ad the local eviromet is a critical eed for may studets. The Geography curriculum has much to offer i this respect. The curriculum also places a emphasis o observig ad explorig the richess of the immediate eviros of the school ad home, ad seeks to foster a sese of idividual ad commuity resposibility for evirometal care.

4 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Sciece Sciece is cocered with eablig the studet to gai kowledge ad uderstadig of the physical ad biological aspects of his/her eviromet. The curriculum emphasises the importace of startig with what is familiar to the studet i the everyday eviromet. As his/her skills of observatio ad ivestigatio are developed work ca be broadeed to iclude the wider eviromet.

5 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY I am a studet learig to uderstad ad relate to the eviromet, whose teacher is usig these SESE guidelies What ca I lear through history? What ca I lear through geography? What ca I lear through sciece? I ca egage activities to help me to uderstad the passig of time throughout the day/ week/year. I ca lear to associate special evets with particular times of the day/week/year. I ca develop ways of rememberig meaigful evets ad be helped to uderstad that they happeed i the past. I ca work o strategies to help me to use the patter of routie evets i the past i order to aticipate future patters of evets. I ca lear to use skills of ivestigatio to fid out about past evets. I ca work o projects to help me develop a sese of my ow persoal history. I ca participate i outigs to eable me to experiece the ambiece of buildigs ad places associated with the past. I ca gai a isight ito my role as a member of differet groups. I ca develop a awareess of the variety of homes i which people live. I ca work o projects that help me to uderstad the roles of people who are familiar to me i my eviromet. I ca improve my uderstadig of my ow positio i my immediate eviromet. I ca participate i activities to help me fid my way aroud my familiar daily eviromet. I ca participate i activities to help me to take a iterest i ad make sese of ufamiliar eviromets. I ca work o projects to help me become aware of weather ad seasoal chages. I ca lear how to take care of the immediate ad the wider eviromet. I ca explore ad experimet with a wide rage of materials. I ca icrease my awareess ad uderstadig of plats i my eviromet. I ca fid out about aimals i my eviromet. I ca participate i activities to help me make sese of sources of eergy aroud me. I ca participate i experimets to alert me to the chages that occur i materials ad food whe eergy is applied to them. I ca icrease my awareess ad uderstadig of chages i my eviromet. I ca become aware of all the differet ways i which I ca use my eviromet.

6 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY History: Itroductio I order to recostruct ad iterpret the past the studet must have a uderstadig of the passig of time. This ca be a difficult cocept for may studets with severe ad profoud geeral learig disabilities. History for studets with severe ad profoud geeral learig disabilities aims to foster a uderstadig that thigs chage over time ad that these chages affect the life of the studet ad the life of others. The iitial emphasis is o each studet s ow persoal ad family history, with visual represetatios of such history beig used i class. This presets a ideal opportuity for collaboratio with parets ad other sigificat adults ad childre i the studet s life. The history curriculum offers valuable opportuities for studets to develop a sese of time by drawig attetio to routies ad the times associated with them. The studet begis to recogise sequeces of daily ad weekly evets ad lears to use time to make sese of the patter of the day ad the week. History also eables the studet to develop a appreciatio of the sigificace of special evets i his/her life, his/her family, the school, ad the local commuity. Historical evets of atioal importace are also ackowledged ad celebrated. Skills of historical ivestigatio are developed i a practical ad meaigful way. Clues about evets that happeed i the recet past are used to build up iformatio about what happeed. Advatage may be take of icidetal opportuities, such as a visitor accidetally leavig somethig behid, or situatios ca be structured so that clues are available for ivestigatio. As the studet progresses he/she is give a isight ito the more distat ad less familiar past. The ivestigatio of school, commuity or local history may be meaigful for some studets; local historical buildigs ca offer woderful opportuities for ivestigatig the past o a sesory level.

7 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY History: School plaig Plaig sectios i the Primary School Curriculum: History, Teacher Guidelies give advice o school plaig for history, some of which will be applicable whe plaig for studets with severe ad profoud geeral learig disabilities. The followig sectio outlies some additioal aspects that may eed to be cosidered whe plaig for these studets. Curriculum ad orgaisatioal plaig Additioal issues that may eed to be discussed as part of the school s plaig for history iclude the followig. The purpose ad ature of history i the school Some parets/guardias, teachers ad other staff members may be sceptical about teachig history to studets with severe ad profoud geeral learig disabilities. A discussio about how history ca be made meaigful ad relevat to studets at this level of learig may serve to promote awareess of the valuable part history ca play i the studet s educatio. It is geerally recogised that these studets ofte have particular eeds i the areas of developig a sese of self ad developig a sese of belogig. They also eed to be eabled to develop a sese of daily routies ad evets ad ca ofte miss out o the excitemet of lookig forward to ad rememberig importat social evets because of a lack of awareess ad comprehesio. Usig evidece ad clues to make sese of thigs that have happeed ca cotribute to the studet s ability to solve problems. Awareess of what ca be achieved through history will eable staff members ad parets/ guardias to make the best possible use of routie ad special evets.

8 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Persoal ad local history As the curriculum places a heavy emphasis o persoal ad local history, parets/guardias, other relatives, ad local people with a iterest i history will be valuable resources. Teachers will eed to treat persoal ad family history with great sesitivity, always ivolvig sigificat adults i the plaig process i order to esure trust ad cofidece. Elderly people i the locality may be delighted to sped some time showig items from the past or helpig to idetify local places of historical iterest. The local library could be used as a resource, ad the libraria might be iterested i displayig studets work relatig to local history. This would ehace two-way commuicatio betwee the studets ad the commuity. Relatives ad local people could also be ivited to the school to view displays or help with projects. A broad ad balaced history curriculum The amout of time spet o history will vary accordig to the stregths ad eeds of each studet, but time spet outliig the value of history i the overall educatio of the studet will eable teachers to see how history ca help to meet the idividual eeds of each studet. Learig will take place through active participatio ad exploratio. Therefore, the broadest possible curriculum should be offered to each studet, egagig him/her i ay activity at his/her ow level ad with his/her particular eeds i mid.

9 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY History: Classroom plaig May excellet ideas are to be foud i the plaig sectios of the Primary School Curriculum: History, Teacher Guidelies. Possible additioal issues are referred to o the followig pages. Plaig ad orgaisatioal issues Possible additioal plaig issues to be cosidered would iclude puttig special emphasis o the start ad fiish of activities buildig some patter ad routie ito the school day ad school week ad fidig meas of presetig this to each studet i a way that he/she will uderstad chagig established routies purposefully to stimulate a reactio fidig ways of helpig studets to remember ad commuicate about evets that have take place establishig a system for daily/weekly commuicatio betwee home ad school so that iformatio is available to share with the studet about what happeed earlier or what will happe later co-operatig with parets ad other sigificat adults to gather items that will help studets to explore their past takig advatage of icidetal opportuities or settig up situatios that challege the studets to use available clues to solve problems about a past evet checkig places of potetial iterest for safety ad wheelchair access orgaisig extra help ad trasport to facilitate a visit to a local place of historical iterest.

10 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Listeig ad respodig Social, evirometal ad scietific educatio: History Uderstadig ad relatig to the eviromet through history Attedig Respodig Iitiatig The studet should be eabled to The studet should be eabled to The studet should be eabled to atted to clues about the start ad fiish of familiar activities, visual, auditory or tactile clues give to sigal routie evets (See Commuicatio ad laguage) atted to routies ad the passig of time throughout the school day drawig attetio to routie evets ad clues (as above) (if at all possible, most days should have a certai amout of routie to eable studets to lik certai evets with times of the day) experiece ad atted to the specialess of particular times durig the week swimmig time, home time, Friday afteroo, the day of the holidays experiece ad atted to the celebratio of special evets to do with him/herself or his/her ow family respod with aticipatio to clues give about the progressio of routie evets begi to recogise the correct sequece of routie evets clues give usig objects of referece/pictorial represetatio/gestures/ words react to chages i routie evets show by expressio, gesture or vocalisatio that he/she otices alteratios i routie show a awareess of the begiig ad ed of the school day show excitemet o arrival ad departure show pleasure durig the celebratios of evets related to self/family/class/ school/locality show a awareess of terms relatig to times of the day. equire by expressio, gesture or vocalisatio about the progressio of daily/weekly evets sequece daily ad weekly routie evets usig objects of referece, pictorial represetatio, gestures, or words make out persoal daily or weekly timetables, set out the sequece of a routie swimmig trip sometimes iitiate the start or fiish of activities aticipate the start or fiish of a activity ad prepare for it aticipate his/her favourite activities at home ad their times i the day/week commuicate ad become excited about special evets related to himself/herself/family/ class/ school/locality. 10 birthdays, weddigs, the arrival of a ew baby (photos ad videos take at these evets ca be used for later activities) experiece ad atted to the celebratio of special evets i the class/school/locality seasoal celebratios/ birthdays/a visit by a celebrity (Photos ad videos take at these evets ca be used for later activities).

11 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Attedig Respodig Iitiatig The studet should be eabled to The studet should be eabled to The studet should be eabled to atted to chats about routie evets that happeed recetly, objects of referece/ photographs, audio or visual recordigs used to remid the studet about evets leavig home that morig, a trip to school i the car or bus look at ad feel items of his/her ow belogigs ow, from the recet past, ad from the more distat past shoes, clothes, buggy, wheelchair look at photographs of himself/ herself, his/her family, ad frieds ow, i the recet past, or more distat past. show a uderstadig of the ames of some days of the week react by expressio ad gesture to discussio about routie evets that happeed recetly react to auditory ad visual clues to jog the memory record, with help, special evets a pictorial caledar, photographs of places visited react to photographs of particular evets birthday, weddig, school outig show reactio to photographs of him/herself, family ad frieds from the recet or more distat past laugh or become excited by videos of himself/herself i recet or distat family outigs/ school tours show reactio to items of his/ her ow belogigs from the recet or more distat past. (See Attedig.) lik activities with particular times of the day idicate what activities take place i the morig/ afteroo use objects of referece, pictorial symbols or words relatig to times of the day morig, luch-time, home-time commuicate about ad ame some days of the week iitiate commuicatio about recet evets usig objects of referece/pictorial represetatio/words a jourey from home that morig, trips with the class or the family, celebratio evets idetify particular evets from photographs a birthday, a family holiday idetify, ask about, ad seek to show items of his/her ow belogigs from the recet or more distat past. 11

12 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Attedig Respodig Iitiatig The studet should be eabled to The studet should be eabled to The studet should be eabled to look at photographs/videos of particular evets birthdays, Christmas, school evets liste to talks about trips udertake recetly or trips beig plaed for the ear future look at/feel/smell real items or pictorial represetatio of clothes, people, buildigs, tools, toys, trasport from the past look at comparisos of old ad moder items or pictures liste to well-kow stories about the distat past ivolvig himself/herself stories about whe he/she was a baby stories about sigificat family evets that ivolved him/her (perhaps told by a paret/guardia/ gradparet) observe ad participate i ivestigatios of clues about past evets who ows a hadbag (deliberately left behid by a visitor perhaps), whe was it left? show iterest i plaig evets or outigs for the ear future show surprise or iterest i real or pictorial represetatios of cloths, tools, toys, or trasport from the past sort, with help, old ad moder items or pictures respod to stories about the distat past ivolvig himself/ herself by chagig expressio, gesturig or vocalisig (See Attedig.) respod whe give clues about past evets determie what studets wet swimmig by lookig at the swimmig suits dryig o the lie/examiig wet swimmig suits i studets bags. idetify by poitig, sigig or vocalisig, photographs of him/ herself, family ad frieds from the recet or more distat past ask for or operate idepedetly videos of himself/herself o family outigs/school tours ask by expressio, gesture or vocalisatio about old items or pictures whe show them with help from a paret/ guardia, look for ad brig ito school old items from home ask for stories about the distat past ivolvig himself/herself (See Attedig.) use clues to re-create ad speculate about evets that happeed ivestigate a half-eate birthday cake (deliberately kept util ext day to give clues about what evet took place ad whose birthday it was) examie photographs of evets to gai iformatio about them. 12

13 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Attedig Respodig Iitiatig The studet should be eabled to The studet should be eabled to The studet should be eabled to liste to stories about people, myths ad legeds from his/her ow locality liste to stories about people, myths ad legeds from differet cultures use the seses to absorb the atmosphere of historical buildigs o a trip with the family or the class a old church, a big old house, a museum, a old uiversity, a old tow hall, a old courthouse. show iterest i ad aswer questios about stories, myths ad legeds from his/her ow locality ad from differet cultures poit to pictures i book gesture or ask for more show reactio to the atmosphere of historical buildigs whe brought by the family or with the class look all aroud make echoes wrikle the ose to smell (See Attedig.) tell stories about the past usig objects of referece, pictorial represetatio, or words seek out ad ask for/tur o a recordig of stories about people, myths ad legeds from his/her locality ad from differet cultures explore historical buildigs whe brought by the family or the teacher examie thigs by touchig, shout to make echoes, ask about thigs i the buildigs. (See Attedig.) 13

14 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Exemplars Itroductio to history exemplars The followig pages outlie some ideas for developig themes ad topics i history for studets with studets with severe ad profoud geeral learig disabilities. No. Exemplar title Page 1. My birthday Creatig a persoal timelie Our class tour 19 14

15 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Exemplar 1: SESE: History Topic: My birthday Objectives The studet will participate i a celebratio of his/her birthday develop awareess that he/she is the cetre of attetio for this special day atted to the sesory experieces associated with the established traditios of a birthday celebratio develop awareess of the sequece of evets leadig up to a celebratio. Some studets will use clues to aticipate that somethig special ivolvig himself/herself is about to happe. Resources Suitable party decoratios ad food, a birthday cake, cadles, a camera or video, a tape recorder. Lesso Leadig up to the birthday Ideas for icreasig awareess leadig up to the celebratio iclude the followig: 15 Parets/guardias or other family members may ejoy beig ivolved i plas for a birthday party. They ca talk about it at home ad help to build up excitemet if this is suitable for the studet. Family members may also wish to provide some party fare ad may help to create a special feelig by makig sure the studet is lookig his/her best o the day. Other history activities, such as lookig at photographs ad stories from the past, might be worked upo as the birthday draws ear. I plaig for a birthday cake, the idividual prefereces ad eeds or the birthday girl/boy should be take ito accout. For example, some studets may ot be able to eat cake, so a mousse or block of ice cream might be a optio. Some studets might love chocolate while others may prefer a sharper flavour such as lemo. Decoratios ad birthday cards could be made durig the visual arts class. Ivitatio cards for family members or a select umber of studets from other classes could be made. The delivery of these offers may learig opportuities. A coutdow chart for the days leadig up to the birthday could be created, with objects of referece ad pictures to highlight what will happe each day. These could iclude sample decoratios/birthday cards/ ivitatio cards pied to chart, followed by pictures of presets, followed by a picture of a cake with a big picture of the studet beside it.

16 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Exemplar 1: SESE: History Lesso The birthday itself Ideas for alertig the studet to the sigificace of the day ad the sequece of evets o the day might iclude attractig the attetio of people o that day to assist i alertig the studet that it is a special day for him/ her, for example lettig the bus driver kow the day before, wearig a birthday boy/girl badge, sigig a birthday sog at assembly studets goig to other classes to brig frieds to the party opeig the door to people comig for the party ad helpig to welcome them acceptig small presets ad opeig them beig the cetre of attetio throughout the party, for example beig first to be served, sigig sogs with his/her ame i them, helpig to blow out cadles (i a darkeed room if possible), beig cetral to party games. After the party The followig day(s) ca be importat i eablig all studets to uderstad ad remember the birthday party. ideas could iclude examiig some birthday cake that was deliberately left over or ivestigatig decoratios that remai i place rememberig what happeed o the day rememberig whose birthday it was, ad how we kow rememberig what visitors were there (lookig at the ivitatio list/presets/birthday cards/digital photographs/video footage) gatherig all the ivitatio cards, birthday cards, etc. ad puttig them ito the studet s bag to take home puttig details of the birthday ito a booklet for the studet. 16

17 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Exemplar 2: SESE: History Project: Creatig a persoal timelie Objectives The studet will participate i creatig a persoal timelie about his/her life iteract with his/her timelie by lookig, feelig ad listeig participate i showig his/her timelie to others participate i sequecig the key evets i his/her life gai a uderstadig of key evets i his/her life. Resources Card to make a log, ope-out timelie or a large scrapbook/folder, a box to hold key objects, pictures to represet key evets. 17

18 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Exemplar 2: SESE: History Lesso Developmet The timelie ca start at ay poit i the studet s life, depedig o the eeds of the studet ad the availability of relevat iformatio ad materials to represet evets. For example, with the help of parets/ guardias the timelie could start early i the studet s life. Alteratively, it could trace his/her life sice eterig school or sice eterig his/her preset class. It should ivolve some elemet of fidig clues about the studet s past such as helpig to get iformatio from key adults, lookig for old photographs, lookig for old objects/items of clothig belogig to the studet i the past. The timelie should be tailored to suit the studet s methods of accessig objects ad ideas. For example, some timelies might be visually iterestig while others might focus o tactile access or auditory access. Log strips of card that fold like a cocertia might be suitable for some studets while a folder or scrapbook approach might suit others. Whe large objects are beig used, symbols for them could be placed o the timelie as they are beig stored. The key objects could be placed i a box to be used whe the studet is workig o or reviewig the timelie. Visual ideas Auditory ideas Tactile ideas Bright card for the timelie Pictures or photographs with a thick black border Bright or shiy represetative objects from the past Crikly material o the cover of the timelie Crikly material outliig key photographs Represetative objects with soud Recordigs of souds to represet key evets, for example, a baby cryig, a sog or hym from a key evet) Recordigs of a adult givig iformatio about key evets Corrugated card for the timelie Represetative objects of tactile iterest Items of clothig Pictures or photographs outlied with texture 18 Extedig the idea The ideas outlied above ca be adapted to create a daily timetable for the studet. They ca also be used to help the studet to aticipate favourite or key evets that happe o a weekly or mothly basis.

19 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Exemplar 3: SESE: History Project: Our class tour Objectives The studet will cocetrate his/her attetio o the class tour aticipate the class tour remember the class tour sequece the evets of the class tour be able to show/tell others about the class tour. Resources A camera, art materials for presetig a record of the tour, objects of referece/photographs/pictures to represet stages of the tour. Likage Geography Commuicatio ad laguage Visual arts Drama 19

20 Guidelies Severe ad Profoud Geeral Learig Disabilities / SESE: History / PRIMARY Exemplar 3: SESE: History Lesso Preparatio Preparatio for the class tour takes place by talkig about the plaed tour usig objects of referece, photographs, pictures, taped souds, or smells to raise studet s awareess of where he/she is goig. The proposed sequece of evets is outlied every day for at least a week before the tour with the aid of as may visual, auditory, tactile, ad olfactory clues as possible. The day of the tour O the day of the tour photographs are take of the sigificat stages of the tour. The studets should play a active part i takig the photographs ad each image should iclude some of the studets if possible. A video recordig could be take, but still images will be eeded for presetig a visual record of the tour. A auditory recordig of the sigificat stages of the day would be very useful. this should cocetrate o souds that lik with the photographs. The clues used i the preparatory sessios are used to stimulate aticipatio of each stage of the tour ad to facilitate uderstadig of what is happeig. For example, the studet s attetio is draw to the object of referece/taped soud/picture of the bus as it is about to arrive at the school. The taped soud of aimals could be played as the class arrives at the zoo, the attetio ca be draw to the souds of the real aimals as the studets move aroud the zoo. O a trip to a lake studets could dip their figers i a cup of water as they are about to arrive at the lake, ad the feel the real lake water. As the day progresses items ca be gathered that relate to the sigificat stages of the tour. These should be fairly strikig ad have as strog a sesory elemet as possible. Creatig a record after the tour Whe the photographs are ready (if at all possible the day after the tour) the day s evets are recouted, ad objects of referece (origials ad ew oes gathered) ad photographs take o the day are examied. Studets participate fully i this, give as much help as is ecessary, either by lookig, feelig, ad perhaps showig a reactio to the items as they are displayed. Objects ad photographs are sequeced. Video footage ad taped souds could be used to help with this process. Art work to represet the various stages could be created ad liked with the objects of referece ad photographs. The whole sequeced record is mouted o a backgroud strip of cotrastig card or fabric. A log, ucluttered wall or a corridor would be ideal for displayig the work. Each studet is give a meas of showig the record to parets/guardias, studets from other classes, school staff, ad ay visitors to the school. Some studets may be able to walk or wheel alog beside the presetatio, figer-poitig or eye-poitig to the various stages, ad receivig whatever level of promptig is ecessary. Aother studet might operate the taped souds usig a switch, possibly i co-operatio with a studet who is drawig attetio to the visual ad tactile display. 20