Who Killed Simone Valentine?

Working with the Equal Shares for All Development Partnership

Please note that these resources were developed for the DELLS-Dysg Key Skills Support Programme Cymru.They are crown copyright. The resources may be used for educational purposes as long as credit is given toDysg and they are not used for commercial purposes. These resources do not represent the views of theWelsh Assembly Government.

Council for Education in World Citizenship-Cymru/Cyngor Addysg mewn Dinasyddiaeth Byd-CymruTemple of Peace/Y Deml Heddwch • Cathays Park/Parc Cathays • Cardiff/Caerdydd CF10 3AP

www.cewc-cymru.org.uk • Tel/Ffôn 029 2022 8549 • Fax/Ffacs 029 2064 0333 • E-mail/E-bost [email protected]

Who Killed Simone Valentine?

Developing Key Skills through citizenship themes

A resource for 11-18 year olds,developed by CEWC-Cymru as part of its Inclusion project

These lessons require a copy of the film Who Killed Simone Valentine?.

To receive a free DVD copy of that film,please e-mail [email protected].





Who Killed Simone Valentine? – introduction

These sessions are designed to develop Key Skills through Citizenship themes. Theycan be delivered in weekly lessons, or as a blocked activity over 2 days, withsessions 1-4 being run on the first day and sessions 5 and 6 taking place on thesecond day. If you have limited time, you may wish to shorten some sessions by onlyrunning selected activities.

The sessions have been accredited by the WJEC as part of their Firstskillsprogramme. Please send any films made during the course of running this project,and we will upload them onto our website, www.cewc-cymru.org.uk.

This resource uses the film Who Killed Simone Valentine? as stimulus material.The film is based on a real-life story charting the progress of a 14-year-old girl wholeaves school because she is bullied, gets involved in drugs and crime, andeventually dies. It is a powerful stimulus to get young people discussing issues suchas children’s rights and negotiating solutions to problems.

The sessions have been developed to include a citizenship element as shown below.

Title of session Citizenship Theme DVD chapter number

1. I Am Simone Valentine Being an individual 12. Who is Responsible? Children’s rights and

responsibilities2

3. Children’s Voices Participation 3

4. Negotiating Solutions Rights into practice 45. Preparing for Animation All of the above (Film not used in this session)

6. Get Animated All of the above 6

Key Skills

The material in this pack has been designed to meet Key Skills standards at level 1.During sessions 1-4, pupils develop and practise the Key Skills of Communication,ICT and Working With Others (WWO). In sessions 5-6 they have the opportunity todevelop portfolio evidence for accreditation; this evidence will provide one of thenecessary two examples in ICT and WWO, and all of Communication except the“longer document” requirement. For information on Key Skills accreditation, contactKey Skills Support Programme Cymru at [email protected]. Withineach session’s learning objectives, Key Skills elements are denoted by (KS).

Where applicable, photocopiable resources are provided after the appropriatesession outline.

All sessions can be expanded to explore the issues further, and a list of usefulwebsites is provided at the back of the pack.

Credits

This pack was developed by Kate Wolstenholme during the 2006-07 school year,and finalised in summer 2007. We are grateful for the support of John Glover and theother staff and students at Hillside Secure Unit, Neath, who tested out the sessionsand giving their honest opinions; and Katrina Kirkwood, who donated the template forthe “In My Shoes” worksheet and inspired this session.





Contracting In….

If you are running these sessions with a group of people new to you or new to eachother, it is important to establish group rules and dynamics. The students need toknow:

1) What they are doing2) Why they are doing it3) What’s expected of them while they are doing it4) What do they want to get from it?

You may want to draw up a contract with them, based on the students’ own list ofguidelines and expectations. These can be referred to at the beginning of everysession. If the group isn’t working to “contract”, work can be stopped and thestudents can work together to establish a solution to any problems. This furtheremphasises the communication and working together aspects of the Key Skillsprogramme.





Session 1

Session Title I Am SimoneValentine

Resources - Simone Valentine DVD- “Put Yourself in

Simone’s Shoes” and “InMy Shoes” sheets

- Felt tip pens- Crayons- WhiteboardOptional:- photos of a range of

people- Key Words Cards- Human Bingo sheets

Objectives • Students will use empathy

• Students will communicate with each other aboutthemselves (KS)

• Students will consider what it is to be an individualPSE CurriculumLinks

Attitudes and Values

• Show care and consideration for others and their propertyand be sensitive towards their feelings

Skills

• Communicate effectively their feelings and views

• Use a range of techniques for personal reflection

• Work independentlyKey Skills Communication

- One-to-one discussion- Group discussion- Writing a short document

Introduction (10 mins)

• Talk about every person in the world being different (if available, use photosto illustrate this).

• What makes somebody an individual? Think alone, then work in pairs, sharewith a larger group, then ‘mind map’ on the whiteboard.

• We are going to focus on one girl and how the events that happen around heraffect how she is as an individual.

Main Activity (40 mins)

• Watch chapter 1 of the DVD.

• Hand out the “Put Yourself in Simone’s Shoes” sheets. Ask students to thinkabout what it’s like to be Simone and write/draw this on her shoe in felt tip(you can lay out the Key Words Cards if this will help the students).





• Alternatively, make one big shoe for Simone and ask students to make agraffiti wall for her thoughts and feelings. This could be added to in futuresessions.

• Repeat exercise with the “In My Shoes” sheets: students now describethemselves and, using a crayon, make a rubbing of their own shoes over thewriting. (Note: use felt tip pens, as biro will not show underneath the crayon.)

• Provide Blu-Tack and make a ‘footprints wall’ tracking the individuals in thegroup.

Class Discussion (10 mins)

• Do we know everything about you and Simone now?

• What do you think will happen to Simone? Will her footprints change?

• People are all individuals and react differently to situations. We will exploreSimone’s reactions and also our own over the coming sessions.

Extension Activity

Try to find out more about people in your group by playing Human Bingo:• Hand out sheets and ask the students to find one person that meets each

criterion.• Alternatively, give out blank sheets and ask students to write their own criteria

in the speech bubbles.• Did they find out anything new about the people in the group?

• Is there more they’d like to know?

Thanks to UNICEF for the Wants and Needs cards activity.





Put yourself in Simone’s Shoes

Complete the sentence for Simone using a felt tip.

How do you feel? What do you want? What are you thinkingabout? What do you hope for?

If you were in myshoes you would…





In My Shoes…

What would someone feel like if they were in your shoes? What would theywant/need/hope for?

Once you have written your sentence or drawn a picture, use your shoe to make acrayon rubbing, then cut out your shoe to be stuck on the wall.

If you were in myshoes you would…





Key Words Cards

Want Hope Need Like Feel

Happy Sad Angry Hurt Confused

Ambition Hopeful Crazy Mad Stupid

Determined Lovely Friendly Alone Nervous

You wouldYou

couldn’tYou

wouldn’tYou’d Remember

Imagine Think Forget Make Run

Love Hate Miss Wish Stop





Human Bingo

Find someone who…..

… likes

Marmite

… likes

cricket

… shares a

bedroom

… knows

who the

First

Minister for

Wales is

… went on

holiday in

the summer

… watched

the same

programme

as you on

TV last

night

… knows who

Funky Dragon

are

… listens to

Radio 1 in

the morning

… can say

hello in

Welsh

… doesn’t

like blue

cheese

… would

choose

Indian food

over fish

and chips

… has

made a

Welsh

cake





Human Bingo

Find someone who…..





Session 2

Session Title Who isResponsible?

Resources - Simone Valentine DVD- Wants and Needs Cards

(1 set for every 2students)

- Copies of UN Conventionon the Rights of the Childleaflet (print copiesavailable from CEWC-Cymru, or download fromwww.cewc-cymru.org.uk)

- Box of objectsrepresenting variousrights (e.g. bottle of water,box of plasters, Bible,poster for a youth group)

- Large pieces of paperlabelled POLICE,TEACHERS, PARENTS,DOCTORS and SOCIALWORKERS

- Post-It notes- Paper and pens

Objectives • Students will find out about their rights and responsibilities

• Students will explore the roles of people who try to protecttheir rights (KS)

• Students will work together to match rights to responsibilities(KS)

PSECurriculumLinks


• Have respect for themselves and others

• Be disciplined and take responsibility for actions anddecisions

Skills



• Work co-operatively

• Make decisions and choices effectivelyKnowledge

• Have a developing awareness of contemporary issuesincluding human rights

Key Skills Communication

• Group discussion

Working with Others

• Agree task

• Negotiate way of working

• Produce priority list of Wants and NeedsGroup feedback and reflection






• Ask what rights are (a set of things you are entitled to) – collect ideas on theboard.

• Show students the UN Convention on the Rights of the Child. Explain thatnearly every country in the world has agreed that this is the way that childrenshould be treated.

• Ask what responsibilities are (what you have to do in order to protecteveryone’s rights) – collect ideas on the board.

• Today’s session is going to look at what our rights and responsibilities areand who protects them.


• Hand out the Wants and Needs Cards. (Note: there is a blank card for you toadd another right which you feel is particularly relevant to your class.)

• With students working in pairs, ask them to rank the Wants and Needs Cardsin terms of importance. Ask why they have put them in that order.

• Play the game again, but this time use the situation of a natural disaster, e.g.a flood or earthquake. For example, first they will need to think of whateveryone needs in order to survive.

• Explain that (if they have completed the activity successfully) the things theyhave chosen as priorities are rights protected by law.

• Bring out the box of objects and ask each group to pick an object from it thatrepresents a right. Now think of the responsibilities we have to protect thatright (e.g. bottle of water – responsibility not to waste or pollute water, and toshare it fairly).

• Watch chapter 2 of the DVD. Ask students to look for who is protectingSimone’s rights (police, teachers, parents, social workers).

• Bring out the sheets labelled POLICE, TEACHERS, PARENTS, DOCTORSand SOCIAL WORKERS. Ask students to place rights written on Post-It notesonto the appropriate sheet, i.e. recognise who protects which rights. (Thesecan be pre-written, or more able students can write rights onto Post-Itsthemselves.)

• Alternatively, divide students into 4 groups, and ask each group toconcentrate on a particular profession. They should write a “Rights JobDescription”, using the Wants and Needs cards or the UN Convention todecide which rights should be protected by that profession. If you run thesession in this manner, extra time will be needed for each group to providefeedback.


• Do you always feel that adults are protecting your rights?

• Is there anything you think should be a right that isn’t currently?

Extension Activity

• Work out personal sets of rights and responsibilities for home, school or youthclub.

• Design as a poster informing other students.





Wants and Needs Cards

The opportunity to practise your ownculture, language and religion Clean air

Clean waterEducation

Decent shelter Medical care when you need it





Protection from discrimination Protection from abuse and neglect

Nutritious food Playgrounds and recreation centres

The opportunity to express your opinionand be listened to Your own bedroom





A bicycle Clothes in the latest style

Internet access A personal mobile phone

A personal computer Money to spend as you like





A television Holiday trips

A video game





Session 3

Session Title Children’sVoices

Resources - Simone Valentine DVD- Pens and paper- Art resources- Internet connection

Optional:- Free gifts from Funky

Dragon and Children’sCommissioner

Objectives • Students will learn how to use their voices productively (KS)

• Students will produce a poster to show how they can make adifference to their school / community / Wales

PSECurriculumLinks



• Be disciplined and take responsibility for actions and decisions

• Be committed to practical involvement in the communitySkills




• Make decisions and choices effectivelyKnowledge

• Understand how individual citizens, public opinion and lobbygroups can contribute and have an influence and impact.

Key Skills Communication

• One-to-one discussion


• Writing a short documentICT

• ICT and non ICT based research

• Prepare document with text and image

• Present with text and imageWorking with Others

• Agree targets

• Negotiate responsibilities

• Gather researchPresent findings


• Re-watch the clip of Simone visiting the psychologist (chapter 3).

• Does Simone explain how she is feeling?

• Do you feel that you get a say in the things that happen to you?

• What are the things that frustrate you?

• Laws in this country are made with the Convention on the Rights of the Childin mind (e.g. Article 12: the right to have a say in decisions which affect you) –but how can you have a say in what goes on?






• Students to be split into 2 groups: 1 to look at the Children’s Commissionerfor Wales's website (www.childcom.org.uk) and 1 to look at the Funky Dragonsite (www.funkydragon.org). Each group should find out what theirorganisation does and how it gets young people involved.

• Feed back to each other.

• Design a poster, either letting other young people know how to get amessage across to Funky Dragon or the Children’s Commissioner, or lettingadults know how young people feel when they aren’t listened to.


• There are lots of people in Wales who are interested in your opinion and wantto pass it on to the Welsh Assembly Government and organisations that workfor children.

• If you work in partnership with people then your voice can be heard andyoung people can make a difference.

• Note: It might be relevant here to mention your school council or local youthforum.

Extension Activity

• Ask the group if there’s anything they are dissatisfied with in their localcommunity.

• What could they do about it?

• Plan a campaign strategy: letter writing, inviting an Assembly Member or MPto talk to students, organising a protest, notifying the Children’sCommissioner etc.





Session 4

Session Title Negotiating Solutions Resources - Simone Valentine DVD- 10 balloons- Small slips of paper- Pens- Paper- Scissors

Objectives • Students will practise negotiation skills

• Students will work together to find a solution for Simone (KS)PSECurriculumLinks




Skills

• Listen attentively in different situations and respondappropriately


• Appreciate, reflect on and critically evaluate another person’spoint of view.



• Make decisions and choices effectivelyKey Skills Communication

• Group discussionWorking with Others

• Agree targets

• Negotiate solutionsReflection and evaluation

Introduction

• The object of this activity is to find shared solutions to Simone’s currentproblems.

• We are going to work as a group to work out what her problems are and thentry to solve them.

Main Activity

• Before the lesson, insert blank slips of paper into the 10 balloons and blowthem up. These represent Simone’s problems.

• Watch chapter 4 of the DVD.

• Sit students in a circle with balloons in the middle.

• Ask what Simone’s problems are now.

• Write each problem on a balloon.

• Take each problem and ask the group to come up with possible solutions to it.





• When the group has agreed a solution, burst the balloon (or cut the end off ifsome students don’t like the noise) and write the solution on the slip of paperinside.

• Place solutions where the balloons were and link similar suggestionstogether.

• Explain that now we will be developing an ending to Simone’s story and someof these solutions/balloons might help decide what that ending should be.

Class Discussion

• Was this task easy or difficult, and why?

• Were there any balloons left unpopped? Why?

• Are you all happy with the group’s decisions?

Extension Activity

• Pick an issue in school that needs resolving, e.g. bullying.

• Ask students to develop solutions to this problem.

• If you have time, assign different groups the roles of teacher, parent, governorand student, and ask them to discuss the suggested solutions from the pointof view of those people.

• How useful is this type of meeting?

• Could you use it in school?





Session 5

Session Title Preparing for Animation Resources - “Storyboard” sheets- Paper- Pencils/pens- “How to Animate”sheets, or computer withinternet access

Objectives • Students will plan a storyboard and script for the animation(KS)

PSECurriculumLinks




• Be ambitious, adaptable and open to new types of learningand technology in a changing world

Skills

• Listen attentively in different situations and respondappropriately


• Appreciate, reflect on and critically evaluate another person’spoint of view





Working with Others

• Agree targets

• Negotiate roles and responsibilities based on ability andpreference

• Plan work with others

Introduction

• Your job is now to decide what happens to Simone and to create the lastscene of the film.

Main Activity

• Brainstorm possible endings to the story.

• Tell students that they are going to be making a film of the chosen endingusing plasticine animation.

• Give a storyboard sheet to each pair of students. Ask them to illustrate theirchosen ending as a series of still pictures.

• Once each pair has shared their ending with the rest of the class, askstudents to vote for their preferred ending (either with hands up or using asecret ballot).





• Provide input on animation techniques – see the “How To Animate” sheet orthe guidance on our website (go to the ‘Encouraging Participation’ section atwww.cewc-cymru.org.uk)

Class Discussion

When you are making a film there are lots of different roles – who is going to dowhich job? These are the available roles (see the “How To Animate” sheet andSession 6 for full details):

• Drawing/creating background scenery

• Creating plasticine characters

• Creating props





Storyboard

1 2 3

4 5 6

7 8 9





How to Animate

As well as plasticine and other art materials, you will need a computer, webcam,animation software and ideally a data projector and screen. The followinginstructions are based on the LogiTech Image Studio software, freelydownloadable from www.logitech.com.

1. Make your models no more than 10cm high.

2. The best models to animate have fat, stumpy legs – plasticine people willnever be sexy!

3. Any feature on your model that you want to animate should be made muchbigger than in real life. This may look silly off camera but will really help youwhen you come to make your model move.

4. Set the camera to stop motion animation and set it at 8 frames persecond.

5. Position the camera for the whole of the shoot – YOU MUST NOT MOVETHE CAMERA.

6. If you are making scenery, props or accessories, make sure that they are toscale with your models.

7. Set up each shot and then (making sure that everyone’s hands are out of theway) click capture frame.

8. Make a small adjustment to the characters before repeating step 7. If youwant a dramatic pause, take several shots of the same set-up.

9. When you want to check your progress, click playback. If you spot a mistakethen you can delete frames in this screen too.

10. In order to make your model bleed/vomit/wee:a) In the first picture put a small piece of plasticine where you want the liquidto emerge.b) In the next picture add to this small piece of plasticine.c) Add some to the floor and continue to extend first piece of plasticine.d) Gradually increase pool on floor and stop the liquid emerging.

11. If you want to change the scene, take several shots of a piece of black card.

12. REMEMBER THAT SMALL MOVES = BETTER ANIMATION.UNFORTUNATELY YOU JUST HAVE TO BE PATIENT!

13. BE CREATIVE – WITH A LITTLE BIT OF IMAGINATION YOU CAN MAKELUMPS OF PLASTICINE DO ALMOST ANYTHING!





Session 6

Session Title Get Animated Resources - Art and craft materials:paint, paintbrushes, felt tippens etc.

- Shoe boxes- Webcam and computer- Pens and paper- How To Animate

instructions- Simone Valentine DVD- If available: data projector

and screen; doll’s housefurniture

Objectives • Students will complete scripts and puppets and be ready forfilming

PSECurriculumLinks



• Be disciplined and take responsibility for actions and decisions

• Be ambitious, adaptable and open to new types of learning andtechnology in a changing world

Skills

• Listen attentively in different situations and respondappropriately.


• Appreciate, reflect on and critically evaluate another person’spoint of view.




• Group discussionICT

• Use a range of resources to inform storyboard (plan work withothers)

• Enter information (stop motion filming)

• Use movie software to combine words and images

• Present final videoWorking with Others

• Carry out assigned tasks as agreed in action plan

• Use support as required

• Negotiate solutions to problems arising

• Complete task

• Review and evaluate

Introduction

• You have chosen your roles for today and you know what you are doing.Today we are going to make and do!





Main Activity

• Make puppets and scenery and practise script ready for filming.

• Film the final scene in Simone’s story.

Class Discussion

• Did you achieve everything you wanted to in this task?

• What new skills have you learnt (if any)?

• You have not only made your own voice heard in the story of Simone’s life;you have also worked well together and achieved something really special.

• Watch the real ending of the film (chapter 6) and ask everyone what theythink of it.

Film Canister Evaluation

Using blown-up versions of the next four sheets, ask students to comment onhow they felt the sessions went. Give each student 4 stickers and get them toplace them along the strip of film. The closer the sticker is to the canister, themore they agree with the statement. This is most effective when used with a‘comments wall’ to get suggestions and more detailed feedback.


Please note that these resources were developed for the DELLS-Dysg Key Skills Support Programme Cymru. They are crown copyright. The resources may be used foreducational purposes as long as credit is given to Dysg and they are not used for commercial purposes. These resources do not represent the views of the Welsh AssemblyGovernment.



I UNDERSTOOD

EVERYTHING





I LEARNT SOMETHING





I WILL BE ABLE TO USE

SOMETHING I LEARNT





I ENJOYED THE PROJECT





Useful Websites

Session 1 www.unicef.org.uk

Session 2www.unicef.org.ukwww.amnesty.org.ukwww.savethechildren.org.uk

Session 3

www.childcom.org.ukwww.funkydragon.org.ukwww.savethechildren.org.ukwww.schoolcouncils.orgwww.cewc-cymru.org.uk

Session 4 www.crispuk.org/www.dialogueworks.co.uk/dw/dilemma.html#dilemmatrain

Session 5 www.animationforeducation.co.uk

Session 6 www.animationforeducation.co.uk

Documents

Who Killed Simone Valentine?