Independent Living Skills

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National Curriculum - Purpose of study

The OCR Life and Living Skills suite of Entry Level qualifications provide learners with high quality, national recognised qualifications. They are credit based qualifications that provide valuable opportunities for individuals to develop skills, gain underpinning knowledge and understanding and offers opportunities for learners to progress to higher level units in the suite or to achieve units at the same level, where progression to a higher level is not possible.

National Curriculum - Aims

The suite of Foundation Learning qualifications has been developed to offer a range of ‘bite-sized’ units which learners can use to build flexible and relevant qualifications, geared to their individual interests and skills.

These qualifications contain units suitable for learners working at different stages of the Entry 1 Achievement Continuum. The qualifications provide the oppurtunity to build an individualised, rich and varied learning programme based around a wide range of skill areas that will suit individual learner’s skills and interests.

Year 7

Brief overview
Keywords:
Careers statement:
Independent Living Skills Scheme of Learning
Year 12
Group A and B
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC 1.1-recognise some of the risks that they might face when out and about.
1.2-demonstrate how they might deal with a situation in which their safety is threatened.
1.3-demonstrate that they can travel safely and independently to an unfamiliar destination using public transport.
Exploring life and Citizenship
M32
Personal safety in the home and the community. / 1.Understand how to keep themselves safe when traveling about / IWB
Access to internet
Whiteboards
Relevant websites
(Road Safety, Traveline, Thamesdown transport)
Relevant worksheets
Transport key words
Sixth Form & Orbital Centre address
Relevant worksheets
Glue, scissors /
  • Class discussion about how we keep safe when we are out – mind map on board.
(Green cross code/ using crossings etc)
  • Complete relevant Green Cross Code worksheets
  • Class discussion about what risks they might have when out and about.
-run over
-stolen phone/wallet
  • Work thorough games on road safety website-
  • Watch ‘Kerr’s story’ video and complete relevant worksheet
  • Look at a range of scenarios, in pairs/groups come up with how they might deal with those situations.
  • Discuss ideas as a class
  • Complete relevant worksheets
  • Mind map on board students ideas on how to plan a journey
-where to find bus times
-what information they need (arrival and destination point)
-reading a bus timetable
-how to use a bus (bus pass/money for ticket/phone etc)
  • Students to use laptops to plan a journey from Sixth Form to Orbital Centre.
-provide them with a start time
-students to find the best route (give reasons why)
-cost of journey
  • Students to use ‘using a bus’ worksheets to sequence how to use a bus.
  • Students to undertake journey with member of staff
EXTENSION- create a step by step guide of journey with annotation / SEMSC / Manners, queuing, social skills, safe strangers
IT / Keeping safe videos/green cross code/
Traveline/Thamesdwon websites
website
ILS / Personal safety, road safety, Time management, organizational skills, problem solving skills
Numeracy / Reading bus timetables, using 24 hour clock
Communication / Speaking and listening,
Speaking to members of the public (safe strangers)
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC 2.1--identify safety rules for use in the home.
AC 2.2- demonstrate safe practises when carrying out household activities.
M32
Personal safety in the home and the community. / 2. Be able to demonstrate ways to keep themselves safe when in the home. / IWB
Whiteboards
Poster making resources
Laptops
‘What’s the hazard’ worksheets
Paper
Pens/crayons
Laptops
Internet
Cleaning equipment
Hoover
Camera /
  • Introduce topic to class, comparing home safety rules keep us safe at home as the Green Cross Code keeps us safe when we cross a road.
  • Students to write a safety rule they use at home on whiteboards.
  • Mind map ideas on board.
  • Students to complete ‘What’s the hazard’ worksheets.
  • Complete a safety poster/check list for 1 or 2 rooms in the home (kitchen, bathroom).
-using ICT or paper.
  • Students to undertake a household activity (tidying a room, cleaning kitchen after making a snack).
  • Discuss with students about what equipment they may need for the task.
  • Students find and select the equipment needed for the task and put away in the correct place once completed.
Can create a picture board to identify the risks they need to consider. E.g use a ladder to reach high places rather than a chair. / SEMSC / Social skills,
IT / Creating a poster
Research household safety posters
ILS / Following safety rules, personal home safety, risk awareness and responsibility.
Using cleaning equipment independently, identifying how to keep safe, awareness of their own surroundings.
Numeracy / Reading the quantities of cleaning products.
Communication / Speaking and listening skills. Question and answers, listening to instructions, reading instructions on cleaning products, group discussion.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC 1.1-identify possible options for travelling to and from their destinations.
AC 1.2-Choose the most appropriate option for traveling.
M33
Getting to a destination safely and on time. / 1.Know about options for travelling to and from a specific destination.
2. Be able to plan and carry out a journey to arrive at a destination safely. / Paper
Pens/crayon/pencils
Whiteboard
IWB
Map of local area
Internet
Laptops /
  • Group discussion about where students go and how the students travel around (school, destination (Coate shops, family’s house, leisure).
  • List the different forms of transport there are (cars, bus, trains, taxi etc).
  • Students to write down what they like/dislike about the transport they use.
  • Identify a chosen local area (Coate Water, Lydiard Park, Orbital Centre).
  • List possible ways to get there (bus, taxi, walk).
  • Once they have chosen their selected destination-work out which is the best route to get there.
  • Think about
-where they need to go,
-is there a bus stop near by
-can they walk there
-how much would it cost
  • This can be done in groups or independently depending on level of support needed.
  • Use relevant internet websites such as bus companies and Google Earth to help.
  • Why was this the most appropriate option?
  • Present work either aurally through questions by group or written presentation.
/ SEMSC / Social Skills.
IT / Research bus routes from local destinations.
Research local destinations and how to get there.
Google Earth, relevant websites (bus companies etc),
Power point presentations, internet for research.
ILS / Being aware of local destinations, awareness of different forms of transport, thinking about pro’s and con’s of different modes of transport. Thinking about becoming more independent with traveling.
Planning journey’s, problem solving skills,
Numeracy / Reading bus timetables, bus routes, time management.
Budgeting for transport, reading time tables, working out times.
Communication / Speaking and listening skills. Reading websites, leaflets, speaking and listening skills, different forms of writing.
Group discussion, speaking and listening skills, information finding. Reading and writing different formats and styles.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC 1.3-Identify an alternative option to use if required.
M33
Getting to a destination safely and on time. / 2. Be able to plan and carry out a journey to arrive at a destination safely / Paper
Writing equipment
Whiteboards
Flash cards
IWB
Internet /
  • Discuss and identify situations where an alternative route/method may be used eg. No buses running due to road works/bad weather, running late and so missed the bus, transport hasn’t arrived.
-has this ever happened to them?
- what options do they have? (call a taxi, walk, ask for a lift –link to real life situations.
  • Can use role play to create simulations or flash cards with images of broken down bus/mobile left at home.
  • Watch any relevant online transport video’s.
/ SEMSC / Social Skills.
IT / Internet-transport websites, you tube for relevant videos’,
ILS / Problem solving, understating things can go wrong, linking to past experiences, forward thinking, using transport, being aware of surroundings, organizational skills (bring money, phone, watch etc) and personal safety.
Numeracy / Telling the time, working out times and duration of other journeys, budgeting, making phone calls.
Communication / Speaking and listening, asking safe strangers for help, using a mobile/phone.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC 1.4-Identify who to contact if they are going to be late or unable to go.
M33
Getting to a destination safely and on time. / 2. Be able to plan and carry out a journey to arrive at a destination safely. / Laptops
Paper
Writing equipment
Internet /
  • Students to discuss who they would/could contact in any of the above situations.
-who could they ring
-is anyone there to meet them
-when should they contact them
  • Use Google Earth to locate safe places/landmarks on a familiar journey or near their house/destination.
  • Create their own individual contact list
-input number into their own mobile
-create their own address book/contact list
  • Use role play to identify these factors:
-Why is it important to contact someone?
-What would happen if they didn’t? / SEMSC / Social Skills.
IT / Create a contact list/address book. Google Earth
ILS / Problem solving, personal safety, emotional-wellbeing, using - telephone.
Numeracy / Reading and writing telephone numbers.
Communication / How to make a telephone call, speaking and listening skills, describing locations, landmarks.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC 2.1-Plan a safe route and the time needed to complete their journey
M33
Getting to a destination safely and on time. / 2. Be able to plan and carry out a journey to arrive at a destination safely. / Internet (Google Maps, Thamesdown websites, Stagecoach websites, Traveline websites)
Laptops
Writing equipment /
  • Students to be provided with a local destination.
-start location being Sixth Form.
  • Students to create a realistic journey plan that they will actually carry out, either individually or in a pairs. This can be presented in any way (written list, pictorial).
  • Must include:
-start location
-transport used
-start time, end time and length of journey.
  • Use relevant transport websites, google maps to find out bus time and routes.
/ SEMSC / Social Skills.
IT / Route planning, journey planning, google maps, relevant websites.
ILS / Planning a journey
Numeracy / Reading timetables, reading time, working out journey durations.
Communication / Reading information in different formats, extracting information, presenting work in different formats.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC 2.3 - make a journey using their chosen travel option to their destination safely.
AC 2.4- arrive at their destination on time.
M33
Getting to a destination safely and on time. / 2. Be able to plan and carry out a journey to arrive at a destination safely and on time. / Internet-check travel websites for updates
Laptops-create journey plan
Camera
Phone (mobile) /
  • In small groups, carry out the relevant journey following the plan they have created.
  • Identify how they are travelling safely (seat belt on in car, using pedestrian crossings, not taking short cuts etc).
  • Allow reasonable time to arrive at their destination.
-read timetables/ watch with or without relevant support.
  • Feedback on how they thought the plan went
-what went well
-what didn’t go well
-what they would change / SEMSC / Turn taking, behaving in a public place, social skills, patience, following social rules.
IT / Create journey plan, Check relevant travel websites for updates.
ILS / Independent travel, road safety, bus safety, personal safety, team work, problem solving skills, making a phone call.
Numeracy / Bus timetables, reading time, money skills.
Communication / Speaking to others, speaking to safe strangers, asking for bur tickets, speaking and listening.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC 1.1-complete personal information following instructions on a form.
AC 2.1-review the information provided for accuracy.
AC 2.2-make required changes or amendments.
B19
Completing forms with personal information / 1.Be able to complete forms with personal information.
2.Be able to review information for accuracy /
  • Discuss what a form is?
-have they ever seen one, filled on in.
  • Discuss what information might be required on a form
-full name
-DOB
-address
  • Go through key words and the definitions
- ethnicity/ marital status
  • Mind map as many different types of forms on IWB (driving license, passport, gym membership etc)
  • Learners to practice writing their personal details on worksheets.
  • Then be given a range of forms from simple gym membership forms to more detailed forms such as passport forms (depending on levels). Ensure and highlight importance of following instructions on the form
-block capitals
-using correct pen colour
  • Worksheets with mix and match abbreviations and their meanings.
  • Peer assessment each other’s forms to ensure the personal information is correct.
-ensure blank spaces are filled
-boxes don’t need to be ticked
  • Show examples of forms which have been correctly and incorrectly filled in. Learners to be able to amend forms with correct information.
/ SEMSC / Social Skills
Importance of filling in forms-passport/driving license/ marriage certificate etc
IT / Research different types of forms/ how they are read by computers etc.
ILS / Form filling
Learning personal information
Numeracy / Learning date of birth
Communication / Class discussion-speaking and listening skills.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC1.1-Read time displayed in analogue format to the nearest quarter hour
AC1.2-Read time displayed in digital format
AC2.1-Read different date formats
AC3.1-Record date in different formats
J7
Reading and Recording time / 1.be able to read in different formats
2. Be able to read different date formats.
3. Bed able to record dates in different formats. /
  • Use relevant time worksheets.
Other activities could include;
-read the time displayed on a watch or a clock
-setting the time on an alarm clock to a ‘quarter’ time.
-have to race to set the time as instructed by the adults.
  • Reading the display on and being able to communicate what time it is;
-microwave
-mobile phone
-train station
-bus timetable
Be able to read a variety of different date formats;
-computer
-newspaper
-use by dates
Relevant worksheets
Visit local shop or around ILSC and see how many different dates they can find.
  • Learner to practise recording dates in different formats on relevant worksheets.
Fill in missing dates on items around ILSC.
-DOB (day/month/year)
  • -recording date in a letter/diary (6 August 2010 or Fri 6 Aug 2010).
/ SEMSC
IT
ILS
Numeracy
Communication
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC1.1-make journeys within their local community, whether on foot or by public or private transport
Environment and Community
C6
Going places / 1.Travel within their own community / Participate in journeys as a pedestrian to the local
shops by, for example, walking to buy a magazine;
food for a snack
• Participate in journeys using the centre transport
by, for example, using the mini-bus to go town or to WEX or travel training.
• Participate in journeys using public transport by,
for example, using the local bus to go shopping. / SEMSC / Queing for the bus, manners, social skills
IT / Finding bus timetables
ILS / Using public transport
Numeracy / Money skills
Reading timetables
Communication / Speaking to bus drivers/shop assistants
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / AC 1.1- identify items which need to be bought regularly for daily living requirements.
AC 1.2- identify shops to be visited to buy items for daily living requirements.
AC 1.3-decide on the order in which to visit the shops.
AC 1.4-give reasons for choice of mode of travel to the shops.
AC 1.5-state how much money would be needed.
Home Management
D12
Shopping for daily living. / 1.Be able to prepare for a shopping trip to buy items for daily living requirements. / IWB
Paper
Writing equipment
Flash Cards-different items to link with different shops (washing powder-Wilkinsons/ Chips Iceland) /
  • Discuss what they usually buy when out shopping
  • Mind map of what is an item for short term and an item for long term. (eggs and towels).
  • Plan a shopping list for items that they need on a regular basis
-deodorant, toothbrush, toothpaste,
-milk
-toilet roll.
  • Students to mix and match flash cards of items to the appropriate shop
(medicine and chemist, dog food and pet shop, stamps and post office)
  • Use their list to plan a visit to local shopping centre
-which shops will they get their items from?
  • Use the list and a map/ knowledge of the shopping centre to work out the order of which shops to go to;
-location (distance from bus stop and the other shops they have to go to)
-buy heavier items last
-frozen/ perishable items last
  • Put list into numerical order.
  • Learner to decide from a list of transport, which mode would be best to get them to the shops and state why.
  • Use online shopping, price list to work out the costing of each item and then a total for their shopping list
/ SEMSC / Social skills, using mode of transport, patience while queuing, manners, team work
IT / Research different shops
Price items online
Researching bus times and prices
ILS / Recognizing what needs to be bought for daily living (Food/personal hygiene/household items etc