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Included in this section are 6 workshops to support Unit 2. They are intended to assist in the contextualisation of the curriculum,
through 'snapshots' of the care settings in which Healthcare professionals work. The activities provide a context for learning, to actively illustrate aspects of the health care environments.
The workshops were researched and written by teachers of Health & Social Care from across Berkshire. Each has visited the health care environment selected and experienced, first hand, a typical day and typical encounters. From this knowledge they have developed a sequence of case studies for the students to explore in groups and to research further. |
HOW TO MAKE USE OF THE WORKSHOPS |
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The workshops are intended to enable the students to work actively and interactively, to develop an insight into health care professionals' roles, issues and care values etc.
The workshops are also intended to provide examples of how health care professionals and teachers could structure interactive activities with students. Workshops can be developed about any other health care setting using devices such as role play, presentations, case studies, group work, debate, research, circle time, directed activities related to text (DARTS) etc. The emphasis is that the activities are child-centred. The learning is done through activities that the students do. To best enhance the activities in these workshops we suggest that a speaker be invited to talk to the students from the relevant healthcare profession. Talk to your local EBP to arrange this. |
| THE WORKSHOPS ARE INTENDED TO BE USED IN VARIOUS WAYS: | |
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The workshops can be used in a
conference setting (see section on conference planning) when students are working directly with health care professionals and/or teachers.
Within the class room, with the teacher or the health care professional. The teacher and the health care professional may choose to co-teach the workshop or the health care professional may take on an advisory role. Interactive work with students/speakers should be well supported by teachers or EBP professionals. It is an easy mistake to make to assume that speakers (ie people from a non-teaching role) would either want to or be able to develop successful interactive activities with the students. Teachers or EBP professionals should discuss in detail the structure of the workshop with the health care professional well in advance. |
| RUNNING THE WORKSHOP | |
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The session should start with very clear introductions and name labels for everyone involved. Depending on the size and nature of the group everyone could introduce themselves and describe where they are from. You may wish to use
an introduction exercise (ice breakers) eg find three things out about a person and describe them to the group. Obviously, if they are a whole class working with their teacher this is
completely unnecessary.
It is good practice to first ask the group what they know, think, feel or have experienced about the health care setting. This will greatly inform the facilitator of the workshop of the level that the group are working at. Randomly mix the group into working groups using numbers or perhaps fruit names. This is important in developing communication skills and confidence in working with others. It is important that the group size does not exceed 4, in most cases, as it is essential that all the students are given as much opportunity to participate as possible. The group may need a break. Depending on the activity, expecting the students to stay on task for more that an hour at a time may cause problems. This will also give you the facilitator, an informal opportunity to chat with the students and answer questions or to assess the success of the workshop. Tasks within each workshop should be used selectively depending on the time, space and level of the groups involved. They have been written with a mixed ability GCSE group in mind. |
| WORKSHOP STRUCTURE | |
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Each workshop will be presented in the following format
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