“Personal, social and health education (PSHE) and citizenship help to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, and responsible citizens. Pupils….learn to recognise their own worth, work well with others and become increasingly responsible for their own learning….”
Framework for personal, social and health education and citizenship at key stages 1 & 2 DFEE 1999
The National Curriculum Handbook includes guidelines for PSHE & Citizenship and these aspects of the curriculum are developed at Royal Cross through designated theme days as well as within everyday classroom teaching.
Helping our pupils develop a positive self identity as Deaf people is central to enabling and empowering our pupils to fulfil their potential and learning to make choices.
This scheme of work for Deaf Studies thus forms part of the whole school curriculum and supports and supplements the general knowledge, skills and understanding delivered through PSHE and citizenship.
Some aspects of the Deaf Studies curriculum will be integrated into other lessons (Language, History, Integration, PSHE and citizenship) whilst other aspects will be allocated designated teaching time (both within individual class groups and whole school Deaf Studies Theme Days).
The scheme of work is divided into four broad themes which will contribute to the development of the skills our pupils need to fulfil their potential
· Personal & Cultural Identity
· Language
· Technology
· History
|
Age |
Aspects Targeted
(Skills, Knowledge, Attitudes and Understanding) |
How it will be
delivered |
Teaching context |
|
Key Stage 1 |
i. Strategies for communication (sign, speech, drawing) |
· Through natural interaction in meaningful contexts across the curriculum |
· Through the whole curriculum · Deaf Studies |
|
ii. Differences in communication between Deaf and hearing people (eg attracting attention) |
· Using role play to demonstrate effective ways of attracting attention and communicating · Through contact with a range of deaf and hearing people · Setting up the home corner as a Deaf person’s house following a visit to deaf and hearing person’s house |
· Deaf studies (role play) · Integration · Whole school curriculum through interacting with a range of people · Structured opportunities for play |
|
|
iii. BSL stories and rhymes |
· Story telling from a range of deaf adults both live (school staff and invited speakers) and on video · Incorporate Deaf awareness into presentation of familiar stories and nursery rhymes |
· Literacy
hour & Theme Days/Deaf Studies · Literacy hour |
|
Age |
Aspects Targeted
(Skills, Knowledge, Attitudes and Understanding) |
How it will be
delivered |
Teaching context |
|
Years 3 to 4 |
i. Use and understand the terms BSL and English |
· Through discussion and demonstration |
· Literacy Hour · Deaf Studies (to develop BSL) |
|
ii. The role of an interpreter |
· Exposing them to the role of through visitors and role playing different situations |
· Planned use of interpreters in different contexts particularly assemblies and for visiting speakers · Deaf Studies (role play) |
|
|
iii. Communicate effectively using BSL/SSE |
· Through whole curriculum |
· Through the whole curriculum · Deaf Studies (structured communication games) |
|
|
iv. Identify and use BSL features (eg classifiers, role shift) |
· Structured activities and games including comparing deaf adults and children telling stories |
· Deaf Studies |
|
Age |
Aspects Targeted
(Skills, Knowledge, Attitudes and Understanding) |
How it will be
delivered |
Teaching context |
|
Years 5-6 |
i. Recognise and use BSL and different modes of English (SSE, SE, spoken English, written English) |
· Discussion of word order and what is signed/spoken · Comparing information presented in different BSL/English using Deaf and Hearing staff |
· Literacy
Hour · Deaf Studies |
|
ii. Will now begin to control the communication environment |
· Discuss situations and use role practice different strategies. · Use opportunities that arise (eg within integration session, visitors) to provide pupils with the chance to use strategies in real situations (with prompting if needed) |
· Deaf Studies · Integration |
|
|
iii. BSL word order and grammar |
· Discussing and looking at videos in BSL |
· Deaf Studies |
|
|
iv. The role of an interpreter |
· Discussing and comparing the role of an interpreter and other professionals (eg teachers) · Inviting an interpreter to talk to the children about their work |
· Deaf Studies |
|
Age |
Aspects Targeted
(Skills, Knowledge, Attitudes and Understanding) |
How it will be
delivered |
Teaching context |
|
KS1 |
· Use/experience everyday technology (eg television, video playback, video camera, camera) |
· These resources will be used to support learning across the curriculum. Pupils will be encouraged to control the equipment eg turn on the television and select channel, put in a video and play, rewind etc. |
· ICT across the curriculum |
|
· Use/experience Deaf related alerting technology (ie flashing door bell/telephone, alarm clock/vibrating pad, smoke detector |
· The children will visit a hearing and a deaf member of staff’s house and use/compare different equipment · Following this visit they will turn the play corner into a Deaf person’s house for structured play |
· Deaf Studies visit · Structured play |
|
|
· Everyday management of hearing aids |
· Pupils will learn to put in their own hearing aids and turn them on. |
· On-going as and when needed |
|
Age |
Aspects Targeted
(Skills, Knowledge, Attitudes and Understanding) |
How it will be
delivered |
Teaching context |
|
Years 3 to 4 |
· Awareness and use of Deaf related communications technology ie video phone, minicom, radio aid, subtitles, fax |
· Visit the NDCS Listening bus · Invite a representative from NDCS to visit school with a range of equipment · Arrange opportunity to use a video phone · Focussed session on using a minicom |
· Deaf Studies |
|
· Everyday management of radio aids (turning/putting on, changing frequency etc) |
· How to change batteries and clean moulds. · Children will be shown how to use the radio aid. They will put them on and take responsibility for ensuring staff have the microphone in assembly and any other relevant lessons |
· Deaf Studies (to demonstrate use) · Reinforcement
of skills on-going |
|
Age |
Aspects Targeted (Skills,
Knowledge, Attitudes and Understanding) |
How it will be
delivered |
Teaching context |
|
Years 5 to 6 |
· Know and use the conventions for using a minicom · |
· Work in pairs to practice and develop skills/knowledge (using internal phones) · |
· Deaf Studies · |
|
· Experience using Type Talk |
· Use Type Talk to telephone parents from Dukes Barn |
· Residential
trip |
|
|
· How to use a video camera to record others and self |
· Use a video camera to make a video letter for a pen pal (using Write Away scheme) · Set up and use a video camera to record stories/interviews with deaf people |
· Deaf Studies/Language · History/Language |
|
|
· How a radio aid works |
· Use monitoring equipment on the computer to demonstrate the benefit of using a radio aid over distance |
· Science/Deaf Studies |
|
Age |
Aspects Targeted
(Skills, Knowledge, Attitudes and Understanding) |
How it will be
delivered |
Teaching context |
|
KS1 |
i. Deaf people, like hearing people, do different jobs, have different interests. Some are famous. |
· Invite familiar Deaf people to come to talk to the children (eg staff seen at Deafway, Deaf parents of RCPS pupils, ex pupils) · Watch videos including famous Deaf people eg Clive Mason, Gerry Hannifan, Wendy Daunt |
· Deaf Studies |
|
ii. Technology changes over time |
· Look at hearing aid collection and see how they have got smaller as battery design has improved · Talk about the fact that things change over time. Use the digital camera to take pictures of deaf people coming into school and compare to a picture of them from the past. Compare technological aids now with what happened in the past through talking to deaf visitors |
· Science · Deaf Studies |
|
Age |
Aspects Targeted
(Skills, Knowledge, Attitudes and Understanding) |
How it will be
delivered |
Teaching context |
|
Years 3 to 4 |
i. Name and locate some schools for the deaf in UK ii. Know some are oral and some use sign |
· Talk to deaf visitors about where they went to school · Make a display map of schools for the deaf around the country now – contact them for information/look on the internet |
· Deaf Studies |
|
iii. Deaf people, like hearing people, do different jobs, have different interests. Some are famous. |
· Talk to deaf visitors and ask them questions. Think about their own interests and what they would like to do when they grow up. · Talk about different famous Deaf people and why they are well known |
· Deaf Studies |
|
|
Years 5 to 6 |
i. Begin to consider changing attitudes to deafness and communication |
· Study the history of Royal Cross. Look at historical artefacts and compare what they show with the current school. · Interview past pupils · Raise awareness of different viewpoints |
· History |
This underpins the whole curriculum and should predominantly be developed through the whole educational experience. Our educational environment should promote the development of a positive self-identity as Deaf/deaf people. Our educational ethos should be giving the message
· Its OK to be Deaf
· Deaf people are different from but equal to hearing people
· British Sign Language is a language in its own right and of equal status to English
· Deaf people should have the same opportunities and access as hearing people
|
Skills, Knowledge and Understanding |
|
· Recognise/identify deaf and hearing people · Develop a repertoire of strategies to communicate effectively in different contexts with deaf and hearing people · Have the confidence and skills needed to begin to control the communication environment to ensure successful communication and access to information · Be familiar with the range of terms used to describe deaf people (eg Deaf/deaf, hearing impaired, partially hearing/deaf etc.) · Understand what an audiogram means · Know about some Deaf organisations (local and national) · Know that some Deaf children have Deaf parents. Most have hearing parents. · Talk about that some Deaf people prefer to identify with other Deaf people. They have different experiences and customs from hearing people. This is called the Deaf community. |
Personal and Cultural
Identity continued
|
Age |
Aspects Targeted |
Teaching context |
|
All |
· Contact with deaf and hearing people |
· Through whole school curriculum including Deaf Studies and Integration. |
|
Years 3 to 4 |
· Use role play to talk about and try different strategies to support communication in an integrated setting. |
· Provide opportunities for pupils to practice in supported contexts (eg within role play, within a group of familiar hearing children such as during integration, with visitors in school) · Role play session in Deaf Studies |
|
· Deaf drama – use silent films to promote mime and D/deaf comedy |
· Deaf studies |
|
|
Years 5 to 6 |
· Look at an audiogram and explain what it means. · Discuss terms used to describe hearing loss (Deaf, deaf, hearing-impaired, partially deaf/hearing, hard-of-hearing) and introduce idea that individuals can choose |
· Science/Deaf studies/Language |
|
· Introduce the children to Deaf organisations (local and national). |
· Deaf Studies |