By Andrew Hammond
Contains CD-Rom
Tolerance and Empathy in ultra-modern lecture room is an activity-based teacher's advisor to fostering confident workforce interplay via imagined event and dialogue for kids elderly nine to fourteen.
In a sequence of interactive workshops, each offering a context, a state of affairs and an inventory of characters, scholars are invited to interact in dialogue, debate and negotiation to unravel difficulties and meet demanding situations.
The basic concentration is the advertising of tolerance, empathy and co-operation, as prescribed within the non-statutory framework for PSHE and Citizenship. Key transferable abilities in oracy, enquiry and problem-solving are brought and practised via each one role-play, with particular hyperlinks to the nationwide Curriculum attainment pursuits for conversing and listening, and recommendations for huge cross-curricular paintings.
Andrew Hammond is Head of English and KS2 Coordinator at St Andrew's university, Woking.
Read Online or Download Tolerance and Empathy in Today's Classroom: Building Positive Relationships within the Citizenship Curriculum for 9 to 14 Year Olds (Lucky Duck Books) PDF
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Additional resources for Tolerance and Empathy in Today's Classroom: Building Positive Relationships within the Citizenship Curriculum for 9 to 14 Year Olds (Lucky Duck Books)
Example text
Explain to the pupils the next step in the unit – each pupil is to prepare a formal letter, addressed to the Chair of the Friends Association, in which they express their views, clearly and persuasively, on the playground plans – sharing their own thoughts on how the money should be spent. The next workshop will be a ‘public meeting’ hosted by the Chairperson of the Friends Association (that is, the teacher) in which some of the letters be read out formally and then everyone will have the chance to speak or ask questions.
Each group member will have a turn to share their opinions and arguments in respect of the proposed plans. Pupils will need to listen carefully to each other’s views, noting down the names, roles and a brief two-line summary of the views of the other members in their group. Collect in the record sheets at the end of the session – and check against the original Character Profile cards. At the end of the session, hold a short plenary in which children are invited to report back to the whole class not on their specific views and arguments, but on the process of sharing opinions – was it helpful to find others with similar views?
Chairperson invites comments from the floor – this is an opportunity for other pupils to ask questions or express their views. Final vote – for this you will need to distil the different ideas into a shortlist of options. These might include: 1. Install speed bumps along Brookfield Street. 2. Install speed bumps on the short stretch of road outside the school only. 3. Explore alternative forms of speed control. 4. Have no traffic speed controlling system installed. Once the options have been established – all pupils vote for the one they would settle for.
