Curriculum
E-ngagelive activities meet many aspects of the curriculum - both UK and international. During an activity children are involved in real communication both verbally with each other as they discuss the unfolding scenario and in written form with the officers in the control room as they ask questions and make suggestions. Many aspects of English - reading, writing, spelling and communicating - are clearly covered, not in an abstract or academic form but in a live real-time environment.
E-ngagelive activities also focus squarely on large parts of Citizenship and PSHE. Many teachers find these two subjects difficult to teach and E-ngagelive offers an unparalleled opportunity to confront relevant issues head on.
And of course, ICT skills are also being developed and these include working with text, images, sounds and video and well as real time collaboration using Internet technologies.
The following notes give more detail about how E-ngagelive activities meet Citizenship and PSHE and are taken directly from the National Curriculum website.
Citizenship
Developing confidence and responsibility and making the most of their abilities
1) Pupils should be taught:
a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society
c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action
d. to recognise, as they approach puberty, how people's emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way
e. about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future
Preparing to play an active role as citizens
2) Pupils should be taught:
a. to research, discuss and debate topical issues, problems and events
b. why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
c. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities
d. that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other
e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences
f. to resolve differences by looking at alternatives, making decisions and explaining choices
g. what democracy is, and about the basic institutions that support it locally and nationally
h. to recognise the role of voluntary, community and pressure groups
i. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
j. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
Developing a healthy, safer lifestyle
3) Pupils should be taught:
d. which commonly available substances and drugs are legal and illegal, their effects and risks
e. to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable
f. that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong
g. school rules about health and safety, basic emergency aid procedures and where to get help.
Developing good relationships and respecting the differences between people
4) Pupils should be taught:
a. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view
b. to think about the lives of people living in other places and times, and people with different values and customs
c. to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships
d. to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help
e. to recognise and challenge stereotypes
f. that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability
g. where individuals, families and groups can get help and support.
Breadth of study
5) During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:
a. take responsibility [for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school]
b. feel positive about themselves [for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take]
c. participate [for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting]
d. make real choices and decisions [for example, about issues affecting their health and well-being such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities]
e. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]
f. develop relationships through work and play [for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children in other countries by satellite, e-mail or letters]
g. consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]
h. find information and advice [for example, through helplines; by understanding about welfare systems in society]
i. prepare for change [for example, transferring to secondary school].
PSHE (personal, social and health education)
(Note that PSHE is not a statutory subject and the following are the relevant non-statutory guidelines for Key Stage 2.)
PSHE covers a wealth of content which we would all want for our children. However, it is difficult to cover it all whilst delivering the full English National Curriculum. E-ngagelive offers an unparalleled opportunity for children to take part in activities which actively engage them in all the of items below. Note that these include almost the entire PSHE curriculum although not all of the statements are covered in every activity.
Knowledge, skills and understanding
Developing confidence and responsibility and making the most of their abilities
1) Pupils should be taught:
a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society
c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action
e. about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future
Preparing to play an active role as citizens
2) Pupils should be taught:
a. to research, discuss and debate topical issues, problems and events
b. why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
c. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities
d. that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other
e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences
e. to resolve differences by looking at alternatives, making decisions and explaining choices
f. what democracy is, and about the basic institutions that support it locally and nationally
g. to recognise the role of voluntary, community and pressure groups
h. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
i. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
j. to explore how the media present information.
Developing a healthy, safer lifestyle
3) Pupils should be taught:
d. which commonly available substances and drugs are legal and illegal, their effects and risks
e. to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable
f. that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong
g. school rules about health and safety, basic emergency aid procedures and where to get help.
Developing good relationships and respecting the differences between people
4) Pupils should be taught:
a. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view
b. to think about the lives of people living in other places and times, and people with different values and customs
c. to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships
d. to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help
e. to recognise and challenge stereotypes
f. that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability
g. where individuals, families and groups can get help and support.
Breadth of study
5) During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:
a. take responsibility [for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school]
b. feel positive about themselves [for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take]
c. participate [for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting]
d. make real choices and decisions [for example, about issues affecting their health and well-being such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities]
e. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]
f. develop relationships through work and play [for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children in other countries by satellite, e-mail or letters]
g. consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]
h. find information and advice [for example, through helplines; by understanding about welfare systems in society]
i. prepare for change [for example, transferring to secondary school].
| ICT |
|
| Key stage |
2 |
| Programme of Study |
1c,e, 2c,e,f,j, 3e,f,g, 4a,c,d, 5f,g,h,i |