Active citizenship: Activity 1

  1. Explain to students that they will identify problems that sometimes occur outside the school. Using an interactive whiteboard or a data projector, show students Charter for outside the school (TLF-Learning Object L6354). How can students make sure that everyone takes better care outside the school?

    Students are shown a series of after-school scenarios such as the following.

    • A slow rider is blocking your way on the bike path.
    • Classmates are waiting to be picked up after school. They see the parent waving to them on the other side of the road.
    • Students are pushing in line whilst waiting to board the bus.
    • You are waiting to be picked up. There are lots of cars along the road. You cannot see the person who is supposed to be picking you up.
    • A friend is struggling with a very heavy school bag.

    Students will be asked to choose the most appropriate action to take from three possible responses.

    • Can students recognise the most appropriate action that needs to be taken in each scenario?
    • Can students explain why other actions are unsafe/irresponsible?
    • How might the unsafe/irresponsible actions lead to a conflict?
    • How do appropriate/responsible actions avoid conflicts/lead to a solution?
  2. Ask students to make a list of problems that sometimes occur outside their own school. Students can share their list of problems with a partner and then share the problems with a small group to make a combined list. As a class, categorise the problems under major headings.

    Strategies for sharing possible solutions to problems, such as inside/outside circles, can be used to promote discussion between students. Inside/outside circles involves students sitting in two circles – an inner circle and an outer circle. Students on the outer circle suggest a solution to a problem to the students in the inner circle. Students on the outer circle then rotate one position to the right. Alternately, students in the inner circle can suggest a solution to the students on the outer circle, and then rotate one position to the left.

  3. In small groups, students can dramatise one of the scenarios listed. Students can either improvise or write a short script for their scenario. The role-play needs to include:
    • the problem as it is currently occurring (that is, without intervention)
    • an ‘actor’ who steps into the scene and provides three possible solutions
    • a conclusion where the most appropriate resolution is acted out.

    The dramatisations can be videotaped and used as a resource for teaching younger students about recognising responsible actions and personal safety issues in public places.

Introduction | Activity One | Activity Two | Activity Three