Transcript Slide 1

Functional Skills: In The Community
In the Community
Activity 1
Activity 8
Activity 15
Activity 2
Activity 9
Activity 16
Activity 3
Activity 10
Activity 4
Activity 11
Activity 5
Activity 12
Activity 6
Activity 13
Activity 7
Activity 14
Read the Code of Conduct for a local youth football team. Discuss with
your partner which are the five most important rules for young people
playing for the club. Feedback to the group and explain your decisions.
Why might a code of conduct like this persuade you to join a club?
Lesson 1 - Activity 1
Functional Skills: In The Community
Joining in!
Show Code
Hide Code
Back
Joining in!
Players
Lesson 1 - Activity 2
Functional Skills: In The Community
Summarise the code of conduct in the diagram below:
Parents
Back
Joining in!
APPLICATION FORM
Name:
Address:
Postcode:
Date of Birth:
Tel. No.:
Email:
Lesson 1 - Activity 3
Functional Skills: In The Community
Complete the application form to join the team, explaining your reasons
for wanting to join.
Doctor’s Name
and Address:
Reason (s) for
wanting to join
the club:
Back
FIRST
Cover the cut temporarily while you clean the
surrounding skin with soap and water and pat the
surrounding skin dry. Cover the cut completely
with a sterile dressing or plaster.
Lesson 2 - Activity 4 – First Aid
Functional Skills: In The Community
Accidents happen when playing sports so it is important to know what to
do if something goes wrong. Start by placing these steps in order for
treating minor cuts and scratches:
Cover any cuts on your own hands and put on
disposable gloves.
Clean the cut, if dirty, under running water. Pat
dry with a sterile dressing or clean lint-free
material. If possible, raise affected area above the
heart.
Wash and dry your own hands.
LAST
Back
Treat
What to do when someone is bleeding severely
Put
1. ______ on disposable gloves.
Lay
2. ______ direct pressure to the wound with a pad (e.g. a
clean cloth) or fingers until a sterile dressing is available.
Lesson 2 - Activity 5 – First Aid
Functional Skills: In The Community
Treating severe bleeding requires different treatment. Like most
instructions, these all begin with imperatives. Insert (drag and drop) the
appropriate imperative from the list provided:
3. ________ and support the injured limb. Take particular
care if you suspect a bone has been broken.
4. ______ the casualty down to treat for shock.
Apply
Dial
Bandage
Raise
5. ______ the pad or dressing firmly to control bleeding,
but not so tightly that it stops the circulation to fingers or
toes. If bleeding seeps through first bandage, cover with
a second bandage. If bleeding continues to seep through
bandage, remove it and reapply.
6. ______ for shock.
7. ______ 999 for an ambulance.
Back
Listen carefully to the advice from the nurse about nosebleeds. Make
detailed notes.
Lesson 2 - Activity 6 – First Aid
Functional Skills: In The Community
Notes:
(Click icon to play)
Explanation
Aims
Treatment
Caution
Back
Using your notes, write a leaflet for 10-11 year olds about nosebleeds.
Lesson 2 - Activity 7 – First Aid
Functional Skills: In The Community
Before you begin writing, sort the following features into two columns – those
features appropriate for this piece of writing and those features that would not
be appropriate. Discuss your decisions with your partner.
imperatives
formal language
bullet points
slogans
informal language
diagrams
headline
columns
similes
statistics
conditional sentences
opinions
pictures
facts
colour
Back
Lesson 3 - Activity 8 – Leisure Time
Functional Skills: In The Community
Read the advertisement below for a gym:
Label the following features of this advertisement by dragging the numbers to the relevant parts.
Photograph
Unity / Togetherness
Reassurance
Imperative
Rhetorical question
Positive language
Direct address
Sub-heading
Capitalisation
Additional benefits
Back
Using the examples you have identified, comment on how each of them
conveys meaning in the text:
Lesson 3 - Activity 9 – Leisure Time
Functional Skills: In The Community
Feature
Example from text
Effect
Back
Lesson 3 - Activity 10 – Leisure Time
Functional Skills: In The Community
In groups, plan a weekly schedule for a leisure centre that has a gym,
swimming pool, hall and cafeteria, which is open from 6 am to 10 pm. You
will need to include at least twenty different activities in your weekly
schedule; target different age groups (children, teenagers, adults,
pensioners); agree prices for each activity and any reductions; plan for
equipment/staff required for each session. Sessions could be classes, club
training, fun activities.
Next
Lesson 3 - Activity 10 – Leisure Time
Functional Skills: In The Community
Choose one of your timetabled sessions and present your ideas to the
class, explaining how you think the leisure centre should run this session;
who is targeted; how it will benefit the individual; how it will benefit the
community.
Extension
Write a community newsletter
outlining all of the activities scheduled
in the leisure centre to encourage local
people to take part.
Back
Match the advertisement to the type of charity it is:
Lesson 4 - Activity 11 – Schools in the Community
Functional Skills: In The Community
ADVERT
TYPE OF CHARITY
Aged
Animals
Disabled
Environment
Hospitals
Housing
Maritime
Next
Lesson 4 - Activity 12 – Schools in the Community
Functional Skills: In The Community
Discussion
• Discuss the purpose of charities, and why
so many people get
A
P involved with charity
work.
• What kinds of activities could your school
do to raise money for charity?
• What problems would there be in
involving the whole school in fundraising?
• How could these be solved?
Back
Lesson 4 - Activity 13 – Schools in the Community
Functional Skills: In The Community
You will be making a presentation to the group to persuade
them to support a charity of your choice.
Read the advice sheet about making successful presentations
and fill in the blanks:
How we take in information
Professor Albert Mehrabian did a lot of __________ into how we take
in information during a presentation. He concluded that _____ of the
information we take in is visual and only 7% is text.
• Use visuals (pictures, _________, tables, props) whenever you can.
• In a speech you are only using 38% of the communication medium.
• Ditch the bullet points.
audience
faster
nerves
55%
value
structure
graphs
support
illustrated
research
Next
Lesson 4 - Activity 13 – Schools in the Community
Functional Skills: In The Community
Rehearsing could make the difference
1. Plan to rehearse your presentation out loud at least 4 times.
Make sure that one of your rehearsals is in front of a really scary
_________ - family, friends, partners, colleagues, children. They will
tell you quite plainly where you are going wrong - as well as
providing you with the __________ that you need.
2. Rehearse against the clock.
If you have to give a presentation in a short period of time then try to
practice your presentation against the clock. You can add in parts
from the script or take them out to fit the time. Allow extra time in
your presentation for questions and watch out for ______ - this
could mean that you talk ___________ on the day.
In the actual presentation you could take in a clock or take off your
wrist watch and put it on the podium. This way you can see how the
timings can develop.
audience
faster
nerves
55%
value
structure
graphs
support
The impact of
lack of rehearsal
on an audience
illustrated
research
Next
Lesson 4 - Activity 13 – Schools in the Community
Functional Skills: In The Community
The Rule of Three - we remember three things
1. The audience are likely to remember only three things from your
presentation - plan in advance what these will be. Once you have
these messages, ____________ the main part of your presentation
around these three key themes and look at how they could be better
______________.
2. There are three parts to your presentation: the beginning, the
middle and the end. Start to plan out what you will do in these three
parts. The beginning is ideal for an attention grabber or for an ice
breaker. The end is great to wrap things up or to end with a grand
finale.
3. Use lists of three wherever you can in your presentation
Lists of three have been used from early times up to the present day.
They are particularly used by politicians and advertisers who know
the ________ of using the rule of three to sell their ideas.
"Friends, Romans, Countrymen lend me your ears" - William
Shakespeare
Stop, look and listen - Public safety announcement
audience
faster
nerves
55%
value
structure
graphs
support
illustrated
research
Back
Lesson 4 - Activity 14 – Schools in the Community
Functional Skills: In The Community
Identify the techniques used in the speech below by
highlighting using the highlighting tool and colours shown:
Emotive language
My presentation today won’t take up too much of your
time. I’ll only ask you to listen for six minutes; and by the
time I come to the end three more people in the UK will be
diagnosed with cancer. Every two minutes someone is
diagnosed with cancer in the UK.
Cancer can attack anyone, regardless of age, and given
that more than 1 in 3 people will develop some form of
cancer during their lifetime, you probably know someone
whose life has been affected. Look around the room and
try and guess which one in three of you will develop
cancer. Will it be you?
Evidence
Direct address
Rhetorical question
Unity
Cancer Research is the biggest cancer charity in the UK.
Their research has been at the heart of the progress that
has seen survival rates for cancer double in the last 30
years.
Repetition
But too many lives are still devastated by cancer. It's vital
that our work, funded entirely by the public, continues.
Superlative
Statistics
You have the chance to make a difference; you have the
chance to help Cancer Research; you have the chance to
save lives.
By working together, as a school, we can raise money that
could transform the numbers of cancer victims surviving.
Back
Lesson 5 - Activity 15 – Neighbourhood Watch
Functional Skills: In The Community
How does a Neighbourhood Watch scheme work?
There is no set structure for Neighbourhood Watch schemes. A scheme can be large, covering most of the houses on an
estate, or it might involve just a few houses. It depends on the area and what the members want.
A scheme is generally led by a volunteer co-ordinator, whose job it is to get residents together and ensures that things get
done. As well as the co-ordinator, there may be a small committee which meets regularly to plan the activities that the
scheme is going to undertake. Members will be able to let the committee (or the co-ordinator) know the issues that concern
them most and suggest ways to tackle these at regular meetings. By getting a picture of local crime, for example
by conducting a fear of crime survey, the committee can then form an action plan to tackle the problems.
NHW activity has tended to focus on the safety of the immediate vicinity of their homes, with members looking out for
anything suspicious in their street, helping each other as necessary. However, more and more schemes are broadening their
work to target a range of other problems such as anti-social behaviour, vandalism and graffiti. NHW is about looking out for
each other, building a community spirit and acting together as the eyes and ears of the neighbourhood and picking up on
anything that could cause concern or worry. It is not about being a nosy neighbour or interfering in other people's business,
but about being a good neighbour and caring for your community.
What is the purpose of this website?
How does this website persuade the reader that
‘Neighbourhood Watch’ is a useful scheme?
Highlight words or phrases to use as evidence.
Back
High
Who is the event aimed at?
When should the event be held?
What will be the main events?
Who needs to be involved in the planning of the event?
What health and safety concerns are there?
Lesson 6 - Activity 16 – Street Party!
Functional Skills: In The Community
Should there be a charge per person for the event?
How many people can attend the event?
How will we raise awareness of the event?
Is there anything else happening in the area when we have planned the event?
What needs to be booked for the event?
Who will take responsibility for each of the areas needing organisation?
What kinds of food/drink/entertainment will we organise?
Prioritise the prompts above for planning your street party/festival.
Which prompts are key concerns when planning your street
party/festival?
Low
Next
Look at the website for advice and then write a
letter to the council to ask permission to have the
street you need closed for your event.
http://www.streetparty.org.uk/road-closures.aspx
Lesson 6 - Activity 16 – Street Party!
Functional Skills: In The Community
There will need to be road closures to allow your
event to take place.
Notes:
Next
Now, in groups of three or four, start planning your street
party/festival. Will there be a theme, or something that will make
your event unique?
Lesson 6 - Activity 16 – Street Party!
Functional Skills: In The Community
Point agreed
Action needed:
By whom:
By when:
Next
Lesson 6 - Activity 16 – Street Party!
Functional Skills: In The Community
Task
The council have decided that they will only allow
one of the proposed events to be held and have
asked the community to vote for their favourite idea.
Put together a presentation to persuade your
community to choose your event.
Back