wom1 teachers guide rev

Transcription

Contents
Section 1
2 - 5
•
Episode 3: All at Sea
1. Synopsis of story
•
Message from Sally and Bob Dowler
•
Milly’s Fund – Our Vision
4
2. Key personal safety issues
•
Introduction and overview of teaching resource
5
3. Example lesson activities
Section 2 - The Characters
2-3
6 - 9
•
Episode 4: Viewing It
Amy
6
•
Stanley
7
•
Zoe
7-8
•
Joe
8
•
Claire
9
•
Alan
9
•
Tina
9
•
Erin
9
•
Episode 5: Moving On
Acknowledgements
•
Episode 1: Watching
27 - 29
•
Section 3
22 - 26
30 - 33
1
34-35
10 - 33
10 - 13
•
Episode 2: Two’s Company
14 - 21
© MDC Publishing Ltd
Watch Over Me l
“When Milly first went missing we had to consider what could possibly have
happened to her, every single scenario… your brain works overtime going
through all the possibilities that there could be.
2
Message
We assumed she must have some how got into a car. We thought why would
she do that? Because ultimately when we’re asked was she the sort of girl
that would get into a stranger’s car, the answer is no.
But one policeman told us a story of how a man bought a puppy, then drove
along the road until he saw a girl. He stopped the car and he broke the legs
of the puppy. The puppy was crying, he then got out of the car with the
puppy in his arms and he went up to the girl and said the puppy’s hurt itselfcan you help me take it to the vets?
When we heard this story we were so sickened at the lengths someone
would go to, that really made us think about issues surrounding teenage
personal safety. And when eventually after six months they found Milly’s
body, it just seemed appropriate to set up a charity aiming at personal
safety for teenagers.
The challenge for us has been to find an innovative way of helping teenagers
to learn to be independent, learn about potential risks to their personal
safety and yet not to be too frightened to enjoy their lives.
We met with Sharon Doughty Of missdorothy.com who together with John
Hoggarth, associate Director of the National Youth Theatre conceived the
idea of a ‘soap style drama’. The project has proved to be extremely
exciting, demanding and rewarding for everyone involved!
Milly’s fund has received tremendous support from both the local area and
the wider community both in the UK and overseas.
Schools, clubs, businesses and many different organisations have supported
the Fund. We hope that this video based resource together with the
teaching pack will benefit young people and teenagers in all communities.
We believe that teachers, Community Police Officers and Youth
Workers will have a resource that is easy to use, adaptable and should
create a powerful stimulus for group discussion.
Finding an innovative way of delivering the message is the excitement
of doing this project.”
THE RESOURCE
The learning pack is designed to provide teachers with cross-curricular
ideas to deliver vital messages of personal safety within Citizenship and
PSHE.
3
Teachers are encouraged to add their own ideas to those in the pack
and adapt lessons and teaching techniques to the needs of particular
pupils. The activities in the pack are provided as suggestions and
guidelines, to help teachers ensure that a student-centred approach is
taken.
Within the pack, ideas have been collated and colour-coded to facilitate
the learning process over various curriculum subjects. It is vital that
students feel they are contributing to ‘group and exploratory class
discussions’* from their own experience and knowledge, so they can
learn to ‘recognise and mange risk and make safer choices about healthy
lifestyles, different environments and travel’#
*KS3 programme of study for citizenship #KS3 Programme of Study for PSHE
Our vision
“To increase a young person’s understanding of feeling
safe and to explore and promote behaviours which will
contribute to personal safety and development strategies
for dealing with risk.”
Milly’s Fund 2002 - 2005
Watch Over Me l
Milly’s Fund – Our Vision
OBJECTIVES
4
Our Vision
To:
•
Encourage young people to develop strategies for staying safe
•
Help young people to identify risks
•
Help young people identify their own personal safety support network
•
Develop levels of self esteem and confidence in young people
•
Enable young people to explore and express their feelings
•
Inform young people of their right to feel safe at all times
•
Inform young people of the law relating to personal safety strategies
•
Encourage young people to seek help and support
•
Explore how choice of behaviour can affect the feelings of others
•
Explore how choice of behaviour can have legal consequences
OUTCOMES
The ‘Watch Over Me’ personal safety soap helps young people learn to
express and understand their feelings, make choices and solve problems.
It enables young people to develop a strong sense of themselves and an
ability to express their wants and needs.
‘Watch over Me’ helps teenagers to identify ways in which they can make
their views known and how they can contribute to making rules and policies
in their school and wider community (schemes of work for citizenship at key
stage 4)
‘Watch over Me’ helps young people recognise why laws are needed and how
the process of making laws can be consultative (schemes of work for
citizenship at key stage 4)
‘Watch Over Me’….
“This project would not have been possible without Sharon Doughty and her team
who have worked tirelessly on our behalf to produce this fantastic resource.
The combination of their imaginative ideas, never ending energy and sheer hard
graft have resulted in enabling our vision to be fulfilled for which we are extremely
grateful.”
Sally and Bob
Introduction and overview of teaching resource
The accompanying video has been produced in the form of five episodes
of a soap opera. Each episode contains incidents based on extensive
research in secondary schools in England and Wales. The scenarios were
devised from real life events experienced by young people. Each episode
is intended to form a stimulus for classroom debate and open questions.
The drama itself does not attempt to set examples of the best
practise, but rather engages the audience in such a way that they can
empathise with the characters and begin to recognise that the personal
safety issues depicted apply to them directly.
After viewing each episode it is vital that the audience is afforded the
opportunity to analyse the action. Valuable learning comes from pupils
applying their own judgement and experiences to given situations.
Rather than suggesting ‘one size fits all’ solutions, the drama aims to
make all individuals in the case realise the issues raised are specific to
them. The drama can form an effective and appropriate stimulus for all
young people. By encouraging student-centred learning it will help them
make the all-important connection that… “this applies to me!”
The missdorothy.com foundation (known as the Kids Taskforce since
2007) is a registered UK charity (reg. no:1082100) approved and
established under UK charity regulations to raise funds for specific
projects and to direct all gifts, donations, covenants and other
revenues into these projects as efficiently as possible.
The National Youth Theatre of Great Britain (reg. no:306075) was
founded in 1956 by Michael Croft, the company’s director until his
death in 1986. The NYT has an expanding programme of community
work and projects with ‘at risk’ groups, most notably young offenders.
Each year 3000 young people are auditioned across the UK.
Section 1
‘WATCH OVER ME’ SOAP DRAMA
5
6
The Characters
Section 2
Watch Over Me l
Amy Grainger:
Amy is fourteen years old. She is an only child and her parents Alan and
Julie separated about a year ago. They are in the process of finalising a
divorce… as a result the house where Amy and her Mum live is up for sale.
Amy is a bright and engaging girl. She considers herself to be ‘pretty
normal’, sometimes she feels happy and content with her place in the world,
sometimes it feels like the whole world is against her.
She is popular at school, has some good friends, one in particular, Stanley
Rabbit, is in the throes of a major crush on Amy. Unfortunately Amy likes
Stanley, but only has eyes for an edgy looking lad called Joe in the year
above. He is the brother of one of her classmates.
Amy is willing to learn and eager to try new experiences. She is passionate,
strong and wilful.
When we meet Amy her whole life feels like it is changing… her body doesn’t
look like it used to, her home carries a for sale notice, her Dad is having a
new baby with his new girlfriend, and she can’t stop dreaming about Joe.
The Characters
Section two
allows him to be whoever he wants to be without ever being questioned.
He’s creative and always ready to offer help even when it isn’t needed.
Jack Bennett aka Stanley Rabbit:
7
How did Stanley Rabbit get his name?
Stanley Rabbit has found the last couple of weeks very exciting. He
has been put into a group with the love of his life… Amy Grainger.
They’ve been instructed to make a short film about their homes and
families. To be honest the excitement has all been a bit much and he
can’t resist using the opportunity to take some secret and candid
footage of Amy… he figures she won’t mind when the final product is
put together.
His feelings for Amy have overcome his natural strategies for safety.
He’s well known for his inventive methods of keeping himself and his
possessions safe. He’s so desperate to be the cameraman on the film
project that he’s taken his father’s video camera without permission.
Stanley is a bit of a dreamer… he rejoices in the fact that he is a bit
different and the cruel comments some people make never seem to
penetrate the world he’s created. Nowhere is his imagination more
effective than on the internet where his expertise on the computer
Zoe Taylor:
Zoe is in Amy’s form at school, her brother Joe is the edgy looking lad
that Amy has fallen for. Zoe is struggling at school, everybody thinks
she is weird… she pretends not to be bothered, they wouldn’t
understand anyway.
Despite her unpopularity, school is something of a release for Zoe… the
other pupils might call her names but they don’t beat up her Mum.
Zoe’s home is a place she can’t let anyone see, her Dad has been beating
her Mum for as long as she can remember.
If Zoe had her way everybody would just disappear… she does
everything she can to avoid a confrontation, she tries so hard to please
but things are beginning to get out of hand.
She’s been put into a school project group with Amy, Claire and
Stanley… they’ve been asked by their teacher to make a film about
Watch Over Me l
The Characters
8
Section 2
their homes and families. The film is to be a documentary, a fly on the wall
look at home life and Zoe is terrified of letting them near her house in case
they discover her secret. To make things worse her brother seems to be
showing signs of repeating their father’s aggressive behaviour. Zoe loves
Joe and doesn’t know what to do for the best, but she knows things are
going to have to change.
Joe Taylor:
Joe Taylor is 16 and is beginning to feel it’s time for him to take some
action about the situation at home. Joe has been watching his father beat
his mother since he was a boy and he’s hurting badly inside, full of guilt at
his inability to make things better.
At school he sees his sister Zoe being bullied and does nothing because he’s
afraid of looking foolish and at home he sees his mother being beaten and
does nothing because he’s frightened of his father. Should he be doing
more to protect his mother and sister?
A week ago Joe tried standing up to his Dad for the first time… he got a
smack across the mouth for his efforts. Recently Joe hasn’t really cared
what people think of him, life makes him feel angry and if people are not
prepared to listen to him, then why should he bother behaving respectfully?
The Characters
Section two
Other characters in Amy’s life:
Alan Grainger
Alan Grainger still likes Amy’s mother, he simply doesn’t love her any
more. They’ve both accepted that they’ve grown apart, but it’s been
much harder for Amy to accept. Alan now lives with his new girlfriend,
Tina, who is soon to have his baby, but he’s doing all he can to reassure
Amy that he still loves her and to find a place for her in his new life.
Tina Car: Amy’s new step mum
Claire Stubbs:
Claire is Amy’s best friend… they have been best friends for some time
now and although they have the odd falling out, they pretty much tell
each other everything.
Claire likes everyone to think she is confident and because she reads
magazines, is an expert on life. But she isn’t quite as confident as she
makes herself out to be… she has a tendency to be jealous of Amy and
can make hurtful remarks without thinking. Sometimes Claire doesn’t
intend to be spiteful, but rarely thinks about how her comments might
make other people feel.
Claire loves her television and celebrity gossip… some may say she is
interested in modern media, others may call her shallow.
Claire can be very insensitive at times, but she has a good sense of
humour and her relationship with Amy is important to her.
Tina Carr has fallen in love for the first time since she had a baby at
the age of 17 and was left bringing her up after the father walked out.
Since that time she has built a strong relationship with her daughter
and in many ways they are more like friends than mother and daughter.
Tina seems to find it easy to accept Amy and is excited about her new
family.
Erin Carr:
Erin is sixteen going on twenty-five. She is the only daughter of Tina
Carr and will soon become Amy’s step sister. Erin is an independent and
mature girl who’s finding success in life and the only fly in the ointment
is her mother’s new boyfriend and all the ‘baggage’ he has brought into
their lives… i.e. Amy.
Erin tries to make Amy feel comfortable, but sometimes gets
frustrated with the sudden burden of a ‘younger sister’.
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Watch Over Me l
Episode 1: Watching
EPISODE ONE: WATCHING
Synopsis: Amy’s Mum has had to leave early for work. She left Amy to get
herself up and make her own way into school. Mornings have never been a
great time for Amy and this particular morning is no exception.
10
Section 3
Outside the house a delivery van pulls up with a package for Amy’s Dad. We
may not have noticed but for the fact that Stanley Rabbit has been doing
some secret filming of Amy for the school project.
Should Amy open the door? Eventually she decides not to and after a
serious debate on what to wear to school she leaves her house and catches
the bus. Quick as a flash Stanley is on his bike and racing to beat her to
the school gates.
On the bus Amy has met up with Claire, exchanged words with Zoe and
furtive glances with Joe. Everything seems fine until Amy finds herself sat
next to a large man with personal space issues. Claire finds the whole thing
hysterical while Amy is left feeling awkward and self-conscious.
Once at school Amy and Claire make their way through the usual gang of
lads to get to the bench where the girls catch up on latest events. Today
Emma, (cool and popular), has received a message from her new boyfriend.
We may not have been party to all the excitement of new love were it not
for the over-zealous filmmaking of Stanley Rabbit.
Stanley is finally confronted about his voyeuristic tendencies by Zoe. She is
made to pay for her intervention, however, when the camera is turned on
her. We hear what Amy, Claire and Stanley really think about their
classmate as Zoe makes her lonely way into school.
KEY PERSONAL SAFETY ISSUES
1. Home alone:
•
Arriving home to an empty house
•
Dealing with phone calls
•
How much information do you give?
•
Do you take calls at all?
Episode 1: Watching
Section three
•
Dealing with unexpected visitors
•
•
5. Bullying:
•
Do you answer the door?
•
Can be physical but not always
•
Words are more powerful
•
Not always just one incident – can be many
Feeling safe on public transport
•
Talking behind someone’s back usually gets out
•
Possessions – mobile phones, personal stereos
•
•
Dress – target or free choice
Different people can handle different things – but does this
make it okay?
•
Other passengers’ behaviour
•
Can’t hear what others are doing (using personal stereos etc)
What could happen if being home alone becomes public
knowledge?
2. Travelling:
•
•
6. Personal Choice:
•
Do our choices increase dangers in some instances?
Walking/cycling:
•
What to wear
•
•
To be filmed/or not
General road safety
3. CCTV:
•
Dangers through bullying
How does CCTV keep us safe?
OTHER CURRICULUM ISSUES
•
Always right to use
1.
Divorce and separation
•
Being filmed by an individual, the difference
2.
Moving house
•
Removal of personal choice
3.
Friendships
4.
Independence
4. Self image:
•
How self-esteem and body image can affect personal safety
•
How what you wear can affect your personal safety
•
Should we wear different clothing in different situations –
school, travelling, home etc?
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Watch Over Me l
Episode 1: Watching
EXAMPLE LESSON ACTIVITIES
SUBJECT: ENGLISH KS3
LEARNING OBJECTIVE:
To recognise and manage risk to make safer choices when alone at home.
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Section 3
ACTIVITIES:
1. Recall and discuss the main features of Amy being alone at home.
Identify the major elements of what is being said.
How? Whole class discussion.
10 mins
2. What do we know about Amy’s circumstances, and how can this impact on
her personal safety? Pointers: card from Dad indicating he is no longer
around very much, plus Amy telling the delivery man that he no longer
lives there: Mum telephoning.
Questions: Should Amy have opened the door to the delivery man?
What, if anything, should she have said to the delivery man? When would
you open the door? Why should Amy have answered her Mum’s telephone
call?
How? Discuss in groups, then present ideas to the class.
15 mins
3. Dialogue of telephone conversation between someone home alone and a
caller wanting to speak to a parent.
How? Two students to act out in front of class, then dissect.
•
Monologue of person arriving home alone to empty house.
How? One student to act out and describe their arrival home to an
empty house. What are they doing? What are they looking out for?
How are they feeling? Class to dissect.
•
Group theatre of how information about a person known to be home
alone at night might be interpreted.
Episode 1: Watching
Section three
How? Start with one person telling someone else that they will be
home alone. Allow the information to spread through the class and
allow conversations to develop about this piece of information. Class
to dissect.
20 mins
4. Final class discussion:
We generally think of home as being a safe place to go to and be in,
so why do we sometimes take risks with our personal safety in the
one place we can usually rely on?
5 mins
How? Whole class discussion
How? Small groups role playing situations and various outcomes
20 mins
3. What can we do if we find ourselves in a dangerous situation? Are
there ways we can help ourselves to get to safety? Is it possible to
always be safe? What can we do to maximise our safety?
SUBJECT: CITIZENSHIP KS3
LEARNING OBJECTIVE:
13
To recognise and avoid or deal with potentially dangerous situations.
ACTIVITIES:
1. Identify the greatest dangers facing the pupil age group and
establish why young people sometimes take risks. What dangers are
specific to the area in which we live and what dangers are
experienced everywhere? Does age affect the dangers we are likely
to face?
2. Pupils to think of four dangerous situations that they could
encounter (eg being mugged, being hit by a car, attacked in an alley,
intruder at home). What could the victims have done differently in
each situation to have kept themselves safe?
10 mins
How? Small group discussions on how to effectively avoid/deal with
dangerous situations
15 mins
4. What five golden rules could people of this age group follow to help
keep them safe?
How? Final class discussion
How? A written assignment for homework
5 mins
Watch Over Me l
14
Section 3
EPISODE TWO: TWO’S COMPANY…
!
SENSITIVE SCENE – STANLEY TAKES KNIFE TO PROTECT
HIMSELF
!
SENSITIVE SCENE – ATTEMPTED ABDUCTION
Synopsis: Amy, Claire, Stanley and Zoe have been placed in a group
together to create a documentary on their homes and families. Zoe does
not want to take part.
Stanley has taken the project far more seriously than the others, taking
every opportunity he can to film Amy. He has even decided to bring his
Dad’s expensive video camera into school. He soon wishes he wasn’t quite so
eager as he catches Amy batting eyes at another man – Joe. Devastated by
her apparent rejection he aims to prove himself a man.
His first attempt is to blind her with science. He taps into the school
computer and manages to get full access on the internet. Meanwhile Zoe is
increasingly put under pressure to get properly involved with the project.
Amy thinks she is spoiling it for no good reason and Claire continues to wind
her up. Soon it all becomes too much for the team of four… they can’t
settle their differences… Amy and Claire walk home together, Zoe and
Stanley go off in their own directions, both upset.
We see glimpses of Zoe and Stanley as they make their way home… both
face danger. Stanley is the first to walk into trouble. He is confronted by a
group of lads who are keen to have a closer look at his video camera.
Instead of handing it over he tries to resist and gets his bike damaged. The
camera is passed from hand to hand amongst the lads and finally ends up in
the possession of Joe.
Meanwhile Zoe is walking home close to the roadside, a car pulls up beside
her and she is asked for directions. It looks like she might be persuaded to
help him. The man in the car seems reasonable enough.
Section three
We pick up again on Joe, he is now in possession of stolen goods…
Stanley’s camera.
AREAS TO EXPLORE:
Back to Zoe who is now sitting inside the car. How did he manage to
persuade her to get inside the vehicle and why does he need to lock the
door? Suddenly Joe arrives and sees what is happening, and asks her
what she is doing… Zoe gets out and the moment of danger passes. The
driver moves off quickly.
•
How can we tell who is at the other end of a chat room
conversation?
•
What are the rules that will keep me safe online?
•
How might my personal safety be affected by online conversations?
Stanley wheels his bike back with buckled wheel. Joe returns home
with Zoe but they are reticent about going inside. Stanley returns
home, he doesn’t want to talk to anyone and feeling upset, indulges
himself by looking at some of the cards and tokens he has been given by
Amy over the years. Lying under the cards is a penknife. What is going
through Stanley’s mind?
2. SAFETY IN SCHOOL
ISSUES:
3. MOBILE PHONES
Text bullying
Street robbery – gang culture
How might somebody be persuaded to get in a stranger’s car?
Is the internet safe when I don’t give personal information?
1. INTERNET
•
Is it ever acceptable to bring valuable possessions to school?
•
If you were feeling lonely is there a place you would go?
•
What do you think of Stanley’s tactics to avoid his bike being
stolen?
•
How might we keep each other safe in a school environment?
•
What are the advantages/disadvantages of mobile phones regarding
personal safety?
4. SAFETY TRAVELLING HOME
•
What are the differences when travelling at night?
•
What is your strategy for dealing with large and intimidating groups?
•
Is it a good idea for Stanley to arm himself?
15
Watch Over Me l
THINGS TO LOOK OUT FOR:
It only takes a moment for Craig to decide that Stanley’s camera is worth
the gamble.
Stanley uses several profiles online… if he’s doing it, who else might be
pretending?
16
Section 3
Family in denial – Zoe and Joe.
Key Personal Safety Issues –
1. Stealing:
•
What issues relating to personal safety does stealing expose you to?
•
The law
•
To impress/fit in
•
Peer group pressure
2. Loneliness:
•
How do we react to being lonely?
•
Do our reactions make us less safe?
•
Vulnerable
•
Take chances
•
Do things to get noticed
•
Questions often lead to difficult answers
•
Rejection
3. Internet:
•
Full or restricted access to the internet
•
Chatrooms – dangers to your safety
•
•
How do you know who you are talking to?
•
In too deep, consequences for personal safety
•
Keeping secrets and keeping safe
What rules can keep you safe online?
Section three
4. Bullying:
•
Stay together
•
Being yourself and being safe
•
Are there differences travelling at day or night?
•
Being different from the crowd
•
How to react/strategies
•
Is it right that ‘individuals’ are often targets?
•
Should you just hand things over?
•
How do you remain an individual and safe from bullying?
8. Carrying a knife:
•
5. Safe in School:
•
•
Personal safety
•
Law (both inside and outside school)
•
Turned on a person carrying it
•
Aggressive or defensive
Possessions, valuables in school
•
Is it a good idea for Stanley to carry a knife?
•
Stealing
•
What else might be going through his mind?
•
Bullying
•
Who to talk to
Being lonely in school – where to go, who to see
(If at this point students start exploring issues of self-harm then
there is a need to ensure the lines of communication within school,
society and home are fully explored).
9. Mobile Phones
•
One of the crowd
What are the advantages/disadvantages of mobile phones
regarding personal safety?
•
Avoid being different
•
Text bullying
•
Expectations of the gang
•
Travelling safely
•
Involved in things you don’t want to do
•
Let people know where you are
•
Theft of phone
•
Access to others’ information stored in phone
How do gangs pose a threat to your safety?
What strategies can keep you safe when dealing with a gang?
7. Travelling
•
•
•
6. Street Crime – Gang Culture:
•
What personal safety issues confront anyone who carries a knife
•
Choices that affect your personal safety
Other Issues
•
Choice of route
a. Domestic violence
•
Talking to strangers
•
Being persuaded
17
Watch Over Me l
SUBJECT: DRAMA KS3
18
Section 3
Activities:
1. Warm-up/starter. Give each member of the group a letter, either A or
B. All circulate around the space on their own at random. A’s try to
make and maintain eye contact with people as they pass, B’s make fleeting
eye contact and then look down. Reverse letters. Invite students to
choose letter. Identify what kind of person it made them feel like,
whether positive or negative (e.g. A’s can be seen as confident or
arrogant).
How? Whole group movement exercise then discussion
10 mins
2. Still images. Groups of six or so. Each group makes a still-image of the
moment when the group of lads confronts Stanley on his way home with
his bike and his Dad’s video camera. Each member of each group then
gives a spoken thought on the situation.
How? Members of each group enter the image one by one, having looked
at the picture created by those who went in earlier. Groups leave their
image one at a time to view the other images. Each person says their
spoken thought when the teacher taps them on the shoulder.
15 mins
3. Thought tunnel on Zoe’s decision on whether to get into the car.
How? Students form two lines facing each other. One character playing
Zoe walks very slowly between the two lines and as she passes each
person they whisper as the voice of her conscience. At the end she
decides whether to get into the car. Repeat with different students
playing Zoe.
15 mins
4. Forum theatre on conversation between Zoe and car driver.
How? Two play out the scene. Rest of class advise on how to play the
scene, or take the place of one or the other actors.
20 mins
Section three
5. Whole group discussion on issues raised. Under what circumstances
might Zoe be tempted to get into the car?
5 mins
3. Choose key characters around the public area where the knife was
dropped.
What issues have been raised by this incident?
SUBJECT: DRAMA GCSE (episode 2 or 3)
How? Hot seat individuals/feedback
LEARNING OBJECTIVE:
Plenary
To understand a specific strategy an individual may use to protect
him/herself.
ACTIVITIES:
Starter: Using the image of Stanley with the knife to reflect on the
thoughts going through Stanley’s mind. What do we know about his
character? What are his intentions?
How? Circle discussion
5 mins
Discuss how they feel/feedback
b) Which drama strategies were most effective? Why?
c) It is more dangerous to carry a knife – even for personal safety –
than not to carry a knife at all? Discuss.
19
SUBJECT: DRAMA
LEARNING OBJECTIVE:
ACTIVITIES
Discuss through the whole group – sound collage
Key thoughts
15 mins
Starter: Using a still picture of Zoe in the car with the driver pointing
to a map. Use whole class as an audience. What is happening? Might it
have happened?
How? Whole groups suggestion/discussion
2. Small groups. The knife accidentally falls out in public.
Where might this happen?
10 mins
1. In pairs students act out Zoe getting into the car. Conversation
that took place extending that which we see in the video. Feedback.
What would different people’s reactions be?
How? Small group work/feedback
a) Who shone for you in today’s lesson?
Understanding why young people put themselves at risk.
1. Students pair off. One of them has the knife.
How? Pair work/feedback
10 mins
10 mins
How? Pairs/flashback/feedback
15 mins
Watch Over Me l
2. Small groups. What could have happened if Joe had not been passing?
Act out and develop possibilities. Feedback.
How? Small groups/feedback
15 mins
3. Whole group. What issues have been raised?
Why did it happen?
20
Section 3
5 mins
Plenary
Students play the role of Zoe – explaining her feelings after the event
How? Individuals
5 mins
LEARNING OBJECTIVE:
Recognising not to keep problems ‘bottled up’.
(chapter 2)
1. Stanley gains full access to the internet on the school computer. What’s
wrong with this? Are there dangers just from using the internet?
In pairs – discuss – feedback to whole class
10 mins
2. Role play: in pairs (a) is Zoe (b) is a friend (not involved with the
documentary).
In your role play you need to be aware of the following:
• How Zoe is feeling after the pressure put on her by the group
• How a friend who is uninvolved with the situation can help
Feedback outcomes to whole class
20 mins
Section three
Imagine Zoe keeps a diary – what sort of things would she write
about her conversation with her friend (and the day’s events)?
Write her diary entry for today.
10 mins
3. What’s the point of keeping a diary – or of talking through your
problems to someone – neither of these can help. Can they?
•
Write this question under your diary entry.
•
Make a list of arguments for and against this statement
•
Share these ideas with a partner
10 mins
21
Watch Over Me l
22
Section 3
EPISODE THREE: ALL AT SEA
!
SENSITIVE SCENE – UNDERAGE DRINKING
!
SENSITIVE SCENE – UNWANTED SEXUAL ADVANCES
SYNOPSIS: Amy is going to visit her father in Bognor Regis. We see her
travelling on the train. We see her greeted by her Dad and his new family.
Amy is introduced to her Dad’s pregnant girlfriend and her sixteen-year-old
daughter, Erin.
We see Erin and Amy together in Erin’s bedroom; it is quite a contrast to
Amy’s. Erin is sixteen going on twenty-five. Erin is struggling to find the
hospitality to welcome her new young stepsister.
We see Amy and Erin having taken a break from their shopping. They go to
meet Erin’s friend in a café. Erin recognises an old friend from school, he’s
a little older, has left school, got a job and just moved into his own flat.
Amy becomes more uncomfortable with the day. Erin tells her they will go
out that evening… she knows a good bar on the front.
They get refused entry to the bar. Erin blames Amy. Amy is desperate to
prove she is old enough to handle the situation… she doesn’t want Erin to
think she is a freak. Erin, Amy and Karen sit miserably in a shelter along
the sea front.
The guy that they met earlier comes along and asks them if they want to
come to his flat warming, they think it might be fun.
The flat: when they get there it is a pretty disappointing affair, lots of
lads drinking beer and playing video games. At least there is plenty of booze.
Erin takes on the role of mother during the next scene. Karen drinks far too
much. Amy also drinks more than she’s ever drunk before. Amy gets very
comfortable with one of the older guys there. Karen eventually has to go
upstairs to be sick. Amy is left alone with Sonny, one of the boys, who
begins to take things too far too quickly.
Just as it looks like she might be in real danger, Erin and the others
discover her. Time for home. Erin is angry with Amy but orders a taxi to
get them home.
Section three
Back at home Erin goes straight to bed. Amy finds herself in the
bathroom. She looks in the mirror and notices the necklace her Dad
bought her has broken, after a bad day it is enough to bring her close
to tears. Suddenly, Tina comes in, uncomfortable with the pregnancy…
realising Amy’s upset, she talks to her. Amy goes to bed feeling a whole
lot better.
KEY PERSONAL SAFETY ISSUES –
1. Travelling
•
On your own – on train, bus, at station
2. New Situation/Holidays
•
5. Trying to Impress
•
Living up to expectations of others
•
Looking older
•
What personal safety issues can age differences bring?
•
Being led by older sibling
•
Going into situations you don’t want to go into
•
How can older people help younger people protect themselves?
•
Is personal safety affected by getting older?
6. Alcohol
•
Underage drinking
Do new situations or holidays make us take chances with personal
safety we otherwise wouldn’t?
•
Physical dangers
•
Law – ages, limits, etc
•
Relaxed
•
Short and long term damage
•
Dangers seem divorced from reality
•
What is acceptable
•
Having a ‘good time’
•
3. Domestic Violence
How does alcohol affect personal safety issues?
•
Lack of control
•
Seen as a way to settle an argument
•
Reckless
•
Seen as acceptable
•
Physical dangers
•
How do you know what you are drinking?
4. Body Image
•
Does how we see ourselves affect our personal safety?
•
Advertising
•
Acceptable – size, shape, etc.
•
Eating disorders
•
Depiction in magazines
•
Aspirations
•
•
Issues of alcohol and sex
•
Less control
•
More susceptible to peer group pressure
•
More open to suggestion
•
Strategies for keeping control
Alcohol and having a good time
•
Not necessary, protect safety
23
Watch Over Me l
7. Age Limits
•
How do age limits protect our safety?
•
Alcohol – legality
•
Sex – legal age
•
Available ID, cards, Connexions card, citizenship cards, etc
24
Section 3
8. Teenage Pregnancy
•
Issues of personal safety
•
Issues of sexual safety
•
Contraception
•
Being left alone
•
Alcohol
•
Law
9. Going with a stranger
•
Danger of anybody in an unknown situation
•
Let someone know where you are
•
Say no – strategies to protect your safety
•
You think you know them? Still a threat?
Other curriculum areas
a. New family situations – feeling uncertain/unsafe
SUBJECT: DRAMA
LEARNING OBJECTIVE:
Understand the consequences of behaviour.
ACTIVITIES:
Starter: Conversation between Amy and her stepsister on the way home
from the party. Played by two students with the whole class as the
audience.
How? Pair/Whole class audience
5 mins
Section three
1. At the party. Conversations between young people at the party.
Feedback of conversations/responses.
LEARNING OBJECTIVE:
How? Flashback/small groups
Feedback – single sex
10 mins
To think about how we find ourselves in vulnerable situations
(chapter 3)
2. Conversation between Amy and ‘the boy’ before ‘the kiss’.
Feedback
How? Pairs/Feedback male-female pairs
10 mins
3. The Kiss. Thoughts out loud from the rest of the class as Amy or
the boy. Individual students do monologues as Amy or the boy.
How? Still pictures/monologues from Amy
Still picture
2 mins
Monologues
8 mins
Plenary
1. It’s easy to give advice to others, it’s much more difficult to
recognise and do the right thing in a difficult situation:
Explore (discuss) the following:
Group 1:
Do you think you could find yourself in a situation like Amy’s (peer
pressure to drink; mixing with the ‘wrong’ people; being in a vulnerable
situation)?
Group 2:
a.
Hot seating – Amy’s Step Mum about Amy
b.
What have been the consequences for Amy?
Do you think everyone – children, teenagers and adults, find themselves
in vulnerable situations?
c.
What could have happened?
Group 3:
d.
What did happen?
How? Hot seating
5 mins
Teenagers find themselves more often in vulnerable situations than
younger children or adults. Discuss this statement.
Whole class discussion
5 mins
Group 4:
Some teenagers are very weak, they ‘follow the crowd’ and so it’s their
own fault if they end up in a difficult situation. Discuss the two sides
of this argument.
•
Each group should be sub-divided into smaller discussion groups
of 2-3
•
Each group feeds back their findings to the whole class
•
Encourage note-taking during the discussions
25
Watch Over Me l
(Discuss appropriate use of anecdotes before pupils share thoughts with
whole class – these discussions may lead to personal anecdotes being shared
in public which may be regretted afterwards).
Discussion
10 mins
Feedback
20 mins
26
Section 3
2.
Written thought tracking –
(a) Erin’s thoughts on this episode of her life – teacher to model this on
whiteboard or flipchart
(b)Amy’s thoughts on this episode of her life – pupil task
20 mins
ISSUES
Different environment impacting on personal safety – being away from home
Peer pressure – alcohol, trying to fit in
Why are there minimum age rules – for drinking, sex, smoking, working,
voting, driving?
Safe sex – dealing with petting
How does drinking remove inhibition?
How does the way we dress affect personal safety on social occasions?
Teenage pregnancy?
Family issues – fitting into new family – family position
EPISODE FOUR: VIEWING IT
!
SENSITIVE SCENE – DOMESTIC VIOLENCE
Synopsis: Amy is still with her Dad in Bognor, meanwhile Zoe and Stanley
are looking to bring about a change. Zoe has set herself the task of
cleaning the house, she starts in her own bedroom and moves through the
whole house. Joe doesn’t seem that willing to help her and is more
concerned about the whereabouts of their father, who has gone out and
hasn’t come back. Joe leaves Zoe cleaning and joins the lads for a lazy
Sunday in the precinct.
Stanley is on a little mission of his own. We see him standing in front of
the mirror preparing himself for the adventure ahead. Stanley has
decided to get his camera back. He makes his way to the precinct where
he knows the boys will be waiting and he confronts them in order to get
his camera back. In the scuffle that breaks out he attempts to get out
his knife. This act of aggression is enough to send the other boys into a
frenzy. A passer by shouts out and scares the boys off and Stanley is
left with bruises and broken pride. He is helped to his feet by the
stranger. He asks the man not to tell anyone.
Joe makes his way from the precinct. He somehow got involved with the
Stanley incident and now his blood is up. Zoe whilst doing Joe’s washing
finds Stanley’s camera hidden in Joe’s ‘hoodie’ sweatshirt. She presses
play and hears what her classmates think of her. Joe discovers Zoe in the
kitchen with Stanley’s video camera. He is suddenly forced into a corner
and figures the best way out is to fight and intimidate her. He gets into
an argument with Zoe and looks like he may become violent. Zoe, stronger
than we’ve seen her before, tells him to stop and goes to her bedroom.
The episode closes with views of the principal characters… Claire
watching TV, Amy travelling back home to her mum, Stanley curled up in
bed feeling miserable and finally Zoe listening to her Mum and Dad
arguing and recording it for the camera to hear.
1. Carrying a Weapon
•
Danger of carrying a weapon – effect on your safety
•
Aggressor or defence
•
Turned on you
•
False sense of security
•
Legality
•
You are as bad as them (or worse?)
2. Getting Involved
•
Right or wrong to get involved – threat to safety
•
Would you do it?
•
Dangers to you/them
•
Alternative course of action
3. Let someone know if you feel unsafe
•
Issues which threaten personal safety
•
Tell someone
•
Dangers of others knowing you told
•
How will telling someone protect you?
•
Dangers of not telling someone
•
Who can help? Who would you share information with?
•
Talking to a friend – what would you do if someone talked to you
about being afraid?
•
When is it a good time to share a secret?
•
Does not telling anyone protect you?
•
Other ways of letting people know you are afraid
27
Watch Over Me l
4. Domestic Violence
•
Is our personal safety only threatened by strangers?
•
•
Is the threat of domestic violence only physical?
•
28
Section 3
•
How often is it people we know?
Arguments, emotional effect, etc
Is what happens at home private business?
•
When does it stop being private?
•
Does the fact that it happens at home make any difference?
LEARNING OBJECTIVE:
We are all responsible for choosing how we act. Even if the choice is to do
nothing.
(chapter 4)
1. In pairs – make a list of all the difficult situations Zoe, Amy, Joe and
Stanley have found themselves in (whether it is their ‘fault’ or ‘by
accident’).
10 mins
2. Choose one of these situations.
Imagine that you are an ‘agony aunt’ in a teenage magazine. You receive a
letter outlining the problem and asking for your advice. You want to give
the best advice you can to help. Write your reply.
20 mins
3. Joe has Stanley’s video camera and Zoe finds it. He picks a fight with
her and becomes violent. He deserves the trouble he’s making for
himself. Do you agree with this statement?
Whole class discussion
10 mins
Section three
4. If you were Zoe what should you do? In pairs – talk about what Zoe
could do and where she could get help.
10 mins
How? Take characters in turn and ask them questions about their
feelings and what their role is
Remember: none of us does the right thing all the time. We can learn
to make the right choices though – sometimes this takes courage.
How? Involve whole group by allowing them to ask the ‘characters’
questions
10 mins
4. What three things could be set as ‘golden rules’ in an emergency
situation?
SUBJECT: CITIZENSHIP KS3
TOPIC: Emergency!
10 mins
LEARNING OBJECTIVE:
ISSUES
To learn how to cope in an emergency.
Is our personal safety only threatened by strangers?
ACTIVITIES:
Domestic violence – police/Home Office guidance website help
1. What are emergencies? What kinds of emergency might we face?
How do we feel in an emergency situation? How do people cope with
emergencies? (Different viewpoints)
10 mins
2. Emergency scenarios. Pupils to focus on three situations that could
be considered emergencies and mind map ways to deal with them.
What are the main points of action that a person can take in any
emergency?
How? Small group discussions
How? Groups to report their main points back to the whole class
20 mins
3. Emergency tableau – pupils to create a still frame image of an
emergency situation. Explore the emotions and feelings that can
happen in an emergency.
How? Several pupils to enact emergency scene
Childline addresses
Should Zoe have told someone what happens at home?
What would you do if somebody shared a secret about feeling afraid?
Should Stanley grass up his mates who beat him up?
Is Stanley a good citizen?
Is the passer by a good citizen?
Who would you go to to share information about something private or
worrying?
When is it a good time to share a secret?
Should families have private business?
29
Watch Over Me l
30
Section 3
EPISODE FIVE: MOVING ON
Synopsis: The final chapter sees the main characters returning to school
after their weekends. Amy is anxious to make amends with Zoe. Amy’s
experience over the weekend has forced her to rethink some of her
behaviour; Zoe doesn’t seem to be nearly as eager to reconcile things.
Stanley meanwhile has been summoned to the Head’s office to speak about
the events of his weekend. The police have got involved and the community
officer is in school. The arrival of the police has caused gossip to spread
like wildfire, suddenly the whole incident has taken on mammoth proportions.
Stanley and the boys receive a talking-to by the police… the cockiness and
arrogance is replaced with a much more shamefaced response. Stanley is
finally talked to alone by the Head.
Zoe has brought Stanley’s camera back into school, the camera now has
evidence of her reality at home… to give it back to Stanley is a huge
decision. The camera has little snippets of each of their lives. The film that
they thought they would never make is already a reality but at what cost?
Zoe gives the camera to Stanley and Stanley places the camera in front of
them all, what will be the consequences?
The action then moves on a pace and we jump forward three or four weeks –
what has changed? Amy is leaving the family home, her baby half brother
has been born. Zoe, Joe and their mum have moved out leaving the violence
for now. Claire, well Claire is pretty much where we found her, watching TV
and reading celebrity chat magazines.
1. Safety in School
•
•
Do events outside school have a bearing on your safety inside school?
•
What can be done?
•
What should be done?
Role of police in school and your safety
•
Authority of police and head teacher
•
Do school rules differ from the law?
Section three
2. Spreading Rumours
•
•
How do rumours affect personal safety?
SUBJECT: DRAMA
•
Of those they are about?
•
Of those spreading them?
LEARNING OBJECTIVES:
•
Exaggeration
To understand the concept of self-image and the relevance to personal
safety.
What would you do if you were told a rumour by someone?
3. Crime and Punishment
ACTIVITIES:
•
How does the law protect your safety from others?
Starter:
•
Is it right to punish?
What does an adolescent see when he/she looks in the mirror?
•
Does anyone feel happy with him/herself?
•
Do you expect the same rules in different areas of society?
•
•
In what ways do punishments fit the crime?
Different at home, school or on the street?
Police record – what effect does this have on your future?
4. Personal Choice
•
Building bridges enhances safety
•
Does someone who offers an apology deserve to be heard or
ignored?
•
Why do some people seem not to learn from their experiences?
5. Moving on
How? Whole class discussion.
10 mins
1. What is self-esteem, self-image? Amy looking in the mirror (student
produces a monologue as Amy looking in the mirror)
How? Monologue
10 mins
2. Amy looking in the mirror – and the mirror talking back
How? Pairs
10 mins
3. Amy discussing her appearance with Claire
Zoe looking in the mirror
Zoe and her brother discussing how they look
Zoe meeting students from the playground
Students to choose situations
•
Where do you expect to be in 6 and 12 months time and what
personal safety issues may you have to confront then?
•
What can you do to improve your own personal safety?
•
What can you do to improve the safety of those around you?
Plenary
•
Friends
Why is image so important to adolescents?
•
Family
What is the link between image and personal safety?
•
School
Why do adolescents put themselves at risk?
•
Local community
How? Forum theatre
How? Class discussion
10 mins
10 mins
31
Watch Over Me l
LEARNING OBJECTIVE:
Thinking about how our choice of action or behaviour help to form our
character.
32
Section 3
(chapter 5)
1. Move forward in time by 10 years. Discuss what kind of person each of
the main characters have become.
5 mins
Some teenage problems start with difficult family circumstances; some by
getting involved with ‘the wrong crowd’; or simply by making choices to
act in a certain way.
a. You are going to make a spidergram of the main characters
b. Make a colour code key of different types of problem roots, for
example:
Green for difficult family circumstances
Orange for peer pressure
Blue for an individual who has chosen to act ‘the wrong way’
Yellow for no fault – or ‘in the wrong place at the wrong time’
c. Add all the actions and problems faced by each of the characters,
over the course of the five chapters. Colour code these.
Start with Joe:
Receiver of
stolen goods
Joe
Threatening
violence
towards Zoe
25 mins
Section three
2. However problems start – it’s what you do about them that counts –
do you agree or disagree with this statement?
5 mins
3. Make outline plans (draft) for a poster aimed at teenagers in schools
‘hammering home’ the importance of personal safety. Show how
choices are made by individuals, which often mean the difference
between being safe and vulnerable.
15 mins
ACTIVITIES
•
Make a 10 point personal safety plan.
•
Make a personal safety poster.
•
Create a policy for Amy Grainger’s school to make it a safer
environment for pupils and teaching staff. Find out about your
school safety policies and why they were felt necessary.
ISSUES
How safe are we?
What can we do to improve our personal safety?
Crime and punishment – is it right to punish?
Does Amy’s apology deserve to be ignored?
How do school rules differ from the law?
Do you expect different treatment for things you do at home, school or
on the street?
Domestic violence – does the fact that it happens at home make any
difference?
How have individual characters changed over the period of the film?
How might our personal safety be affected by getting older?
Where do you expect to be in three months and what dangers might
confront you in that time?
What can you do to improve your own personal safety and the safety of
those around you?
33
34
Acknowledgements
Acknowledgements
Watch Over Me l
The ‘Watch over Me’ personal learning programme was commissioned by
‘Milly’s fund’, established by Bob and Sally Dowler, the parents of Milly
Dowler, in memory of their 13-year-old daughter who was abducted and
murdered in 2002. ‘Milly’s Fund’ sent a free copy of ‘Watch over Me’
materials to all secondary schools in the country which included five
episodes of soap opera, a teacher’s introduction to ‘Watch Over Me’ film and
a teaching guide.
Missdorothy.com ((known as the Kids Taskforce since 2007) the UK
Charitable foundation dedicated to child safety, education and human rights)
was commissioned by ‘Milly’s Fund’ to create teaching resources to raise the
priority of personal safety among young people. Sharon Doughty, the creator
of missdorothy.com, collaborated with John Hoggarth, Associate Director of
the National Youth Theatre, to devise and write a soap opera and the
comprehensive information in supporting materials. A host of individuals and
organisations concerned with raising the priority of personal safety among
young people also gave generously in time and resources.
Valuable financial support and expertise were provided by the Department
for Education and skills and the Home office. The Education Secretary,
Charles Clarke and the Home Secretary, David Blunkett, met Mr. and Mrs.
Dowler and offered personal support for their campaign to help young
people develop their own strategies for dealing with personal safety issues.
Detailed research and information was given by the National Children’s
Bureau (NCB) and the National Healthy schools Standard (NHSS) funded
by DFES and DH and hosted by the Health Development Agency (HAD). Gill
Frances, Director of Children’s Development at the NCB and Marilyn Toft,
Co-ordinator of the NHSS contributed to the development of the ‘Watch
Over Me’ teaching resources.
Other key advisers to the project include:
•
PSHE and citizen team, DFES
•
Alex Lahood, Crime Reduction Delivery Team at the Home Office
•
Anthony Wills, Borough Commander, Metropolitan Police
•
Tim Bonnett, Chief Inspector, Police Adviser to www.missingkids.co.uk
•
Sgt Gordon Barlow, Schools Liaison Officer at Hammersmith and Fulham
Acknowledgements
Acknowledgements
•
Ann Nelson, National Vice-chair of the Association of Citizenship
Teaching
Individual expertise on teaching personal safety to 13 to 16-year-olds
was provided by:
•
Anne Timothy, Head of Study Support at Durham County Council
•
Tony Hewitt, Head at Caedmon School, Whitby
•
Sandra Fletcher , DFES Attendance Adviser and Thurrock Welfare
Education Officer
•
Steve Hodnett, Deputy Head at Whitechurch lower school in Cardiff
•
Peter Dowd, Cabinet member for Education in Sefton
•
John Hoggarth, Associate Director of the National Youth Theatre
•
Andy Windsor, Head of St. Monica’s school, Bootle
•
Jan Goulstone, Inspector PSHE/Citizenship at Hammersmith &
Fulham
•
Mary Morrison, Deputy Head at Ockendon School in Thurrock, Essex
•
Duncan Taylor, Deputy Head (PHSE) at Caedmon School, Whitby
•
Jan Cartwright, Head at Fulham Cross School, Hammersmith London
•
Mary Morrison, Deputy Head (drama teacher) Ockendon School,
Thurrock
•
Victoria Hardie, Teacher at Fulham Cross School, Hammersmith
London
•
Bron Freak, Risk Education Consultant (HTI)
•
Wendy Watts, Missdorothy.com
•
Sheila Clarke, Education Consultant
•
Ann Elledge of Suzy Lamplugh Trust
•
Michelle Elliot of Kidscape
•
Maggie Turner of Childline
Initial research among young people and teaching staff was conducted
in five regions of the country. Highly valuable contributions were made
by students aged 13 to 16 in Yorkshire, Wales, Liverpool, Essex and
London.
The Executive Producer of the soap opera is Sharon Doughty. National
Youth Theatre actors perform the drama and leading characters in the
soap opera sing the ‘Watch Over Me’ title song. The film was produced
in collaboration with Thea Cole of BBC Broadcast and filming was under
the direction of Simon Li. Film crews and resources were provided by
Picture Canning Company, London. Editing services were supplied by
Oasis Television, London and Planet TV, Kingston-upon-Thames Surrey.
35

wom1 teachers guide rev

Transcription

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