Charlotte Wilkie (with thanks to Greg Dimeck) Class teachers P6D

The theme being covered comes under the 'Healthy and Safe Living' (Environmental Studies 5-14), yet many activities taught (whilst contributing to meeting the E.S. document strands) are English and Expressive Arts based, but include Mathematics skills. However, these lessons should not be viewed as isolated work because they contribute to:

1. the learning within that subject

2. development in 'Personal and Social Development; Religious and Moral Education and Environmental Studies.

3. the natural development and progression of the theme.

Although I attempted to include cross-curricular activities I had not planned them solely for the purpose of 'fitting with the theme'.

The activities planned enabled many different kinds of learning from skills in letter writing, to knowledge of the law and disease. From talking and listening skills (as well as non-verbal communication through posters, leaflets etc.), to respecting and valuing others rights and opinions, and from feeling confident enough to voice attitudes, understand what steps can be taken to make a situation better to following them through and awaiting an answer/reply/result.

The Activities included:

• >writing letters to:
  • The District Council
  • The Newspapers
• discussing the issues in class
• researching the area
• drawing graphs and mapping the number of dog poos in the desiganted area
• presentation of information to the local councillor.
• presentation of information to the Evironmental Committee at a District Council meeting
• designing and implementing questionnaires
• talking to the general public
• handing out leaflets and walking around the area with sandwich boards.
• designing posters and leaflets

The fact that the issue encourages co-operation and communication (even when activities are individual) has encouraged the less able, less confident members of the class to try their best and acknowledge their worth as a 'member of the team'.