The Police Community Clubs
December 2011 The Money Issue
magazine for schools
A Charity In Focus Meet The Supersavers The Bank Of England Growing your own
Contents FEATURES A Charity in focus: 6 a look at the work of the RNLI Meet the Supersavers: 14 the story behind the success at Southwell Primary School Been There, Spent That: 18 Vicky Lavender on the value of good money management REGULAR ITEMS Police Community Clubs 5 of Great Britain: News
Letter from the editor It gives me great pleasure in welcoming you to our latest edition of Citizenship Magazine. In this issue we will look at how important money management is in schools bearing in mind the current economic climate. We will look at the ways in which schools have looked to educate children on topics such as budgeting and saving as well as ways to inform them about the work of charities and the importance of fundraising. A school which has been able to benefit from teaching children important money management skills is Southwell Primary School and we will take a look at how their project the ‘Southwell Supersavers’ was recognised at the Community Education Awards 2011. Along with ideas of how to approach teaching money management, we speak to children to gain their grasp of financial terms and gauge their understanding on the problems poor money management can bring.
A guide to growing your own: 26 potatoes Pupil’s Corner: 34 talking about money The work of the RNLI is featured as we look at the work that goes into sustaining a charity that has become a crucial part of our coastal safety. There are lesson plans from their educational programme LESSON IDEAS Shorething which offers a practical way to improve children’s knowledge of a charitable organisation. RNLI: All About Money 10 The Bank of England: 13 Pounds and Pence Facts about Money 22 Counting on Money: 24 Word Bank Notice to Advertisers Whilst every care is taken to ensure that the contents including advertisements are accurate, the publisher cannot assume responsibility for errors.
Also don’t forget we are currently accepting nominations for the Community Education Awards 2012 with one of the award categories being ‘Finance’. For more information or to make a nomination, please visit www.communityeducationawards.co.uk Please take a moment to check out our website for our latest blog, follow our Twitter updates (@Citizenship_mag) and apply for our free subscription service. And if you have any suggestions on how to help develop citizenship and PSHE teachers, email me at andrew@thecitizenshipmagazine.org Andrew Davies, Editor
Editor
Andrew Davies
Contributors Dave Harris Vicky Lavender Design
Joanne Hewitt
Advertising 01244 316629 support@thecitizenshipmagazine.org
Publisher
Community Initiatives Associates 0800 783 5805
Police Community Clubs of Great Britain Barry Jones MBE Po Box 160, Bideford, Devon, EX39 9DL 01237 471 615 www.thepolicecommunityclubs.org
© All rights reserved. No part of The Citizenship Magazine for Schools may be reproduced or stored in a retrieval system, or transmitted in any form without the written permission of the editor. Copyright2009 ISSN Applied For.
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The Police Community Clubs of Great Britain NEWS
Community Education Awards 2011 Our efforts to promote PSHE and citizenship education have seen a major development when the Community Education Awards 2011 were held in association with the Police Community Clubs. With 12 award categories covering issues such as bullying, internet safety and sports projects, and individual roles including PSHE/Citizenship teacher of the year, The Awards recognised the remarkable work of schools up and down the United Kingdom. We received hundreds of entries which is a wonderful achievement in the first year of The Awards, where the winners were presented with their prizes at a ceremony hosted by Esther Rantzen CBE at the Metropolitan Police Country Club at Chigwell Hall, Essex on 1 July. For further information on next years awards please visit www.communityeducationawards.co.uk Boxing programmes We continue to lead the delivery of Olympic-style non-contact boxing. The Police Clubs Leader and the Contender Am-Box programmes are delivering non-contact Olympic boxing to hundreds of youngsters many of whom have never before been engaged in sport. The jewel in the crown for both programmes is their ability to signpost participants into sports clubs. We have revisited the programmes to ensure the quality is not compromised and we have secured additional levels of insurance (Circa ÂŁ5m) for those who deliver and receive these innovative programmes. New Police Clubs Boxing We are delighted to welcome Wirral Police Community Boxing Club from the north west of
Barry Jones MBE
England. Formerly the Vauxhall Motors ABC they were sponsored by Vauxhall Motors in Ellesmere Port, Cheshire. We wish them a successful future under our banner. Association Football We also extend a hearty welcome to the Bideford Police Ladies Football Club who are based in Devon in the south west of England. In our first venture into the female football scene we are extremely excited at the prospect of seeing the club progress over the next season and beyond. Don’t forget, the Police Community Clubs are always interested in hearing from any sport/sport club or activity which feels they may benefit from an association with this organisation. Education projects Our current flagship programme is No Respect: Cause and Effect; a high school project that addresses anti-social behaviour in an innovative way. Our educational book programme continues to expand, and we have seen month-on-month increases in sales of publications to literally hundreds of schools throughout the UK. Our latest publication in the Barney & Echo series is The Bad Apples which helps primary school children to tackle the issue of anti-social behaviour. For more information about the Police Community Clubs of Great Britain, please visit www.policecommunityclubs.org. Barry T Jones MBE Founder of the Police Community Clubs of Great Britain The Citizenship Magazine for Schools 5
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CHARITY IN FOCUS
The Royal National Lifeboat Institution (RNLI) is a charity that provides a 24-hour lifesaving service around the UK and Republic of Ireland. Their volunteer crews give up their time and comfort to carry out rescues in difficult and often dangerous conditions. Volunteers are the heart of the RNLI. They rely on more than 40,000 volunteers - on lifeboats, at stations, on beaches, and for fundraising. Some crew members and most lifeguards are full time. They work with other staff to ensure comprehensive safety coverage around our islands. The RNLI is an independent charity with a board of volunteer trustees. The charity was founded, with royal patronage, as the National Institution for the Preservation of Life from Shipwreck after an appeal made by Sir William Hillary. Hillary lived in Douglas on the Isle of Man, and had witnessed the wrecking of dozens of ships from his home. The name was changed to the Royal National Lifeboat Institution in 1854, and cork lifejackets were first issued to crew members in the same year. The RNLI is a charity operating a professional 24/7 search and rescue organisation that covers 19,000 miles of coastline in the UK and RoI. They need reserves to guarantee the future of the service - this requires long-term investment in new lifeboat stations The Citizenship Magazine for Schools 7
with an estimated lifespan of 50 years and lifeboats with planned operational lives of up to 30 years. Thanks to successful fundraising, the RNLI’s prudent investment policy, and public generosity they have been able to plan and complete major capital projects even in difficult economic conditions. Despite this, their free reserves are at their lowest level in real terms since 1996.
Crews are proud of their lifeboats and maintain them well because their lives, and the lives of others, depend on them. They may look new but 39 of the all-weather lifeboats are over 20 years old. Lifeboat stations can appear costly because they are built to last - often in remote, exposed locations and are subject to extreme weather conditions.
This means their design, construction methods and materials can be expensive. The RNLI took £11.6M out of their investments in 2010 to pay for new lifeboats and lifeboat stations. Lifeguard patrols are an expanding, essential RNLI service and every penny spent on training and equipping RNLI lifeguards helps save lives on UK beaches.
Costs
Running costs Total running costs were £145.4M in 2010. For every £1 spent by the RNLI in 2010, 84p was on operations and 16p was on generating voluntary income. Lifesavers need and deserve the right equipment and craft to carry out rescues. Crew kit costs gloves - £16 yellow wellies - £42 inshore lifeboat crew member full kit - £909 all-weather lifeboat crew member full kit - £896
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Station direct costs (2010 average) all-weather station £225,000 inshore station - £90,000 full-time Thames stations - £500,000 Fleet costs Lifeguards inshore rescue boat - £9,500 D class inshore lifeboat - £39,000 B class Atlantic 85 inshore lifeboat - £180,000 Annual maintenance of Severn class all-weather lifeboat - £78,600 Tamar class all-weather lifeboat - £2.7M
CHARITY IN FOCUS
Where the money goes Rescue Sustaining and developing rescue cover to ensure effective saving of life throughout all areas of the operation. Cost: £64.2M in 2010. Operational maintenance Ensuring that lifeboats, lifesaving equipment and shore facilities are maintained in a verifiably safe manner and kept in a state of immediate readiness. Cost: £49.6M in 2010. Prevention (Coastal safety) Reducing loss of life by changing attitudes and behaviour through education. Cost: £4M in 2010. Cost of generating voluntary income Raising sufficient funds to enable the RNLI to save lives now and in the future. Cost: £23M in 2010. Governance Central administration and compliance costs. Cost: £0.6M in 2010. Innovation (Lifeboat design) Persuing innovative ways of extending the role of the RNLI to save more lives, providing better support for crews and assisting in saving lives on water worldwide. Cost: £4M in 2010. Total expenditure in 2010: £145.4M
Where the money comes from Legacies £90.6M Fundraised income £51.5M Merchandising, investment and lifeguard income £11.5M Total income in 2010 £153.6M Reserves Free reserves stood at £80.1M at the end of 2010, equivalent to just 8 months expenditure.
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RNLI LESSON PLAN The RNLI also now look to provide teaching resources. They are always striving to create new ways to engage with the curriculum. Below you will see an example of a lesson plan which has been adapted from their Shorething website containing lesson plans and other educational resources for a variety of subjects at key stage 1-2. The charity also offer visits to lifeboat stations and lifeguarded beaches, as well as offering presentations in schools across the UK and RoI.Â
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Meetthe
Supersavers As schools look for innovative projects to help promote money management, Southwell Primary School in Dorset has seen their award winning project go from strength to strength.
“When I came to the school for my first headship in January 1996 I noticed the pupils had an ambivalent attitude towards school equipment, other people’s property and their own behaviour,” said Headteacher, Stuart McLeod. Aiming to challenge this poor behaviour and teach the pupils about mutual respect, Stuart contacted School Council UK and spoke to other head teachers. Through regular meetings with pupils, a school council was formed and given their own bank account and cheque book. This account was named the Southwell Supersavers. It was hoped that a project such as this would raise self-esteem and confidence in the pupils through allowing them to be entrepreneurial and raise funds for their own equipment. The project would also look to alter the community’s perception of the school through seeing the pupils having greater responsibility and 14 The Citizenship Magazine for Schools
Head teacher Stuart McLeod (centre) receives The Community Initiatives Associates Money Management Award from Community Initiatives Associates Head of Customer Relations Steve Jackson (left) and Esther Rantzen CBE.
FEATURE accountability. The Southwell Supersaver account was opened in March 1996. Since then the pupils have raised over £2000 for a ball court and £4000 for a climbing frame. For the last three years the school council has taken on the responsibility to raise a minimum of £15 a month to sponsor a child in Brazil to go to school through Action Aid. Monthly biscuit sales and discos are principal sources of income as well as non-uniform days. The project hit the headlines in 1997 when pupils came up with a number of ideas in order to help make their playground safer for a five-year-old blind pupil who had started to attend the school. Biscuit sales and other fundraising initiatives touched the hearts of many people in the local community with one person donating their Christmas bonus to the cause. It is a compassion to their fellow pupils both in their own school and further a field which Stuart is proud to point out. “There is a greater emphasis that this is ‘our school’ and the children have a greater say in our success. We are now working towards becoming a UNICEF Rights Respecting School where we not only teach the 42 rights but also the responsibilities that accompany them,” commented Stuart. In the school’s most recent Ofsted inspection report in 2009, the school achieved ‘outstanding’ status. The behaviour, confidence and self-esteem of the pupils were commented upon by the inspectors. One inspector wrote: “Pupils contribute exceptionally well to the school community through the very active school council.” It is not just Ofsted who have noticed the importance of the Southwell Supersavers. News of the school council project has been reported in the Daily Mirror, The Times Educational Supplement and also on BBC Newsround. The school were The Citizenship Magazine for Schools 15
FEATURE
featured on Newsround after the school council were able to get the local authority to install new toilet cubicles after having firstly had the application rejected. Pupils rang a sanitary ware manufacturer and arranged a quotation meeting with their representative. With a quote of over £1,000 for new cubicles, the pupils agreed to save the money through their Supersaver account. They then wrote to the local authority to say they were
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prepared to do this and within a week their pupil power was rewarded with new toilet cubicles. The school are now leading the way in the national schools campaign called ‘Bog Standard’ aimed at getting better toilet facilities in schools. These success stories resulted in the school being recognised at the first ever Community Education Awards held earlier this year. Stuart accepted the Community Initiatives
Associates Money Management Project Award from The Awards host Esther Rantzen CBE at the event held at Chigwell Hall, Essex. Presenting the award along with Esther Rantzen, Head of Customer Relations at Community Initiatives Associates, Steve Jackson said: “The Southwell Supersavers project stood out as a fantastic initiative aimed at educating children on the subject of money management. With financial education becoming increasingly important, I’m delighted Southwell Primary School have developed a project which has benefited the school and wider community.” Stuart added: “Children now have a well-developed set of values. They know how much equipment costs and there is an outcry when equipment is either lost or damaged. Because they raise the money themselves, then order the equipment and check it off on arrival, there is a greater sense of ownership all round. “During the interviews for our deputy head teacher position, all candidates had to be interviewed by members of the school council alongside a local authority inspector.” Plans are already underway for The Community Education Awards 2012 which will look to reward more schools and individuals that have made a remarkable difference to their children and the wider community. For more information or to nominate a project or person for The Community Education Awards 2012 visit www.community educationawards.co.uk
Been there, “Pocket money”, the money from ironing dad’s creased shirts and mopping the floor for mum with the odd cup of tea thrown in, though it seems quite a vintage form of learning for children, it is one of the ways (from a young age) we first form a relationship with money. I remember walking the dog and huffing and puffing doing my ironing in a steamy dining room, but that jangle of coins in my pocket at the end of the week made my grin touch both ears. The cat that got the cream, some might say. I would walk to the shop and felt like a millionaire, buying stuff on impulse but prioritised getting things that my friends didn’t have. Not every week did I get my money, if the chores weren’t done properly or I forgot, it was no excuse, there was no reward for me. Looking back, this was my mum’s way of teaching me a lesson of how to appreciate money. Being asked “What do you want to be when you grow up?” is the novelty way of getting open engagement of level headed ways of thinking of the future. Although it seems so far away at key stages one and two, obviously not thinking too realistically about the economy and wages because
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everything at this age was going to make me rich. (Maybe I was a tad off there.) It is easy to say managing money is important; whatever point of view we look from, the mundane fact is we need to manage money efficiently. Out of all the learning structures my mum seemed to be the key negotiator teacher/ dictator in teaching me the values and importance of money, chores, and basically the importance of rewards and responsibilities.
includes decision making processes; this can be comparable to choices within the topic of money management. Activities can illustrate information about profit costs, risks and rewards; a bit like mums pocket money, but more intense. “The Financial Fairytales”, (KS2) shows decision making, thinking numerically and prioritising rights over risks. In
spent
However, from using novel deeds like “pocket money”, this can illustrate the discreet ways in which money can be highlighted to children at an impressionable age. There are vital stages where a child’s life progresses through key stages of learning and amongst the papier-mâché and pasta painting; there are activities which integrate investing, budgeting and numeric skills which can all work alongside home life instruction. Disguising the morals of the story through creativity is prominent in maintaining the focus on real experiences and expectations including loans, overdrafts and investments ready for later life. The Citizenship curriculum
addition, there are also games and quizzes available (KS1). This strategy can ignite fascination which is crucial in order to prevent boredom. (Like when mum used to give me an extra chore, just for the hell of it!)
Using activities for money management shows a commitment to developing money savvy adults, allowing character
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FEATURE
Now in the third year of her university degree, Vicky Lavender writes about her early understanding of money management and what can be introduced to financial education across the country’s primary schools.
to be formed on a platform with a “can do”, or rather “can save”, attitude. By teaching money management skills in these early stages of a child’s education this can look to establish a positive attitude to money as they progress through school. Having these values passed on both at home and at school increases the
that, probability of having a young person who has their financial know-how light switched on.
With social networking and online forums being at the forefront of almost everything we do today, it’s obviously vital for me to say the benefits of using these as a resource can make money management that much “cooler”. By using interactive resources it
appears to resonate more, the ability to learn online with the added images and sound effects breaks traditional forms of learning. It’s important, I feel, for both the internet and management of money to be introduced at a young age as it can open up the world in a wider context to pupils and allow knowledge growth without breaking the bank, literally. When we’re trying be part of the “in-crowd”, even cool resources like the internet sometimes don’t work in trying to teach the importance of managing money. In this case it can be easy to just leave it to them. Opening young saver accounts from an early age, transferring responsibility from the five pound weekly cash in hand from mummy and daddy; the real digital world of bank account systems can integrate the bank as a formal institution. By possessing something personal and controllable by way of being independent is beneficial in later life when you for example,
become a student or run your own business or home. As a child, having to maintain something other than your bedroom floor increases the likelihood of having the capacity to act responsibly and feel more like a grown up. It allows efficiency and the discipline to plan ahead with their spending. Distressingly in 2001, more than 120,000 young people under the age of 25 filed for bankruptcy, (www.sixwise.com) The quite staggering amount of young people going through such a process seems ludicrous when you consider the steps and initiatives which can be implemented from an early age. Learning the basics of money could impact massively on future generations, who are the people who will handle mine and your money one day. So small steps at a critical age could impact the economy, children’s career plans and help ensure money management is best learnt on the blackboard, rather than the ironing board.
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FACTS ABOUT MONEY
Source: www.nationwide.co.uk
money Moneta
The word is named after the Roman goddess of warning, . m o r f e d a m e r a s e t . o e n g k a n m a a b d , o ia t l a y r s t a s e u A s a In t ’ n e r a y e th o s , c i t s a pl
L £ The po letter und sign is based L with a bar like the (a pou on the word across it, nd wei ght in ‘Libra’ Latin).
The first coins were used around 2,700 years ago.
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Banknote printers are very secretive, they have to make it difficult to copy or ‘forge’ new notes, so design complicated patterns and watermarks.
When a coin is made it’s called
minting
e t o n k n a b e e h h T ith t valueis w rgest day la ed toro. us 0 Eu 50 .
170 There are over
In UK, banknotes are made from cotton and linen which is tougher than paper.
currencies in the world. Early forms of money included shells, stones, grain, jewellery - things that were of value to people and could be swapped for something else. The Citizenship Magazine for Schools 23
FACTS ABOUT MONEY
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GROW YOUR OWN - LESSON PLAN
How to
grow your own potatoes Launched in 2005, Grow Your Own Potatoes (GYOP) was one of the first primary school based growing projects. Since then it has become the largest of its kind with almost 1 million children signed up for 2011 learning where potatoes come from, how they grow and that potatoes are a healthy food. Its simplicity and the fact that GYOP is a hands on activity makes it perfect for young pupils.
Children will: learn how to grow their own potatoes This session can be used to help your entry to the Grow Your Own Potatoes competition.
Schools that register to take part (in February) receive a FREE growing kit containing everything they need to • You will need to prepare the seed potato (chit) grow a successful crop. Schools can then enter their a few weeks (for 2 weeks) in advance to do the weights online to win some fabulous prizes. planting in this session. • Information can be found on the ‘planting my potato’ lesson plan on the GYOP website. • Children can work in groups of 4-5 and will need a set of these items per group: • Seed potatoes - use those provided by the Potato Council if you are entering the Grow Your Own Potatoes competition; • 1 x egg box; • Grow bags – use those supplied by the Potato council if you are entering the GYOP comp • Hammer and nail – ADULT USE ONLY; • 1 x bucket (with diameter of less than 50cm) or growing beds in your school grounds - use the grow bag provided by the Potato Council if you wish to enter the competition; • Compost or soil. 26 The Citizenship Magazine for Schools
Optional: • Trowels; • Plastic gloves - hands must be washed thoroughly after handling potatoes if gloves are not used; • Watering can.
weeks. Talk about what they will be drawing over the coming weeks. You may like them to do a sketch of the planted potato or you may wish to wait for the first three week interval before you begin. With young or those who may need more support, you could enlarge the worksheet and fill it in as a class.
Introduction
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Explain to the children that they will be planting a potato.
Create a story board/diary to record how the potato grows at regular intervals. Children could use a digital camera or video camera to record progress.
Question the children: 1.) What equipment will we need in order to plant a potato? Make a list. 2.) Can you explain exactly what you think we will need to do, step by step? Look at the Growing My Potato factsheet on the GYOP website and show the children video clips of potatoes being planted. Discuss what is happening and ask the children about how they could do this when they plant their potatoes. Summarise what the potatoes need in order to grow well. Establish that the potato – tuber, is a seed.
Task Split the children into groups of 4 or 5. Before you begin, establish who will be doing what part of the planting. Talk them through how they will use the equipment to plant their potatoes. This will vary depending on whether you have a school garden in which to grow them, or whether you will be growing them in buckets. Remember to use the grow bags provided if you wish to enter the Grow Your Own Potatoes Competition. (Caution: if you are using buckets or grow bags, these will be quite heavy when filled with soil. Put them where you want them to be before you fill them. Allow the children to plant their potatoes.)
5-7 The how my potato grows worksheet involves sketching how the potato plant looks at three week intervals. Talk through the worksheet with the children and explain that they will fill it in every three
Summary Talk to the children about what they will have to do to care for their potatoes. Get them to decide how they will ensure their potatoes are cared for, e.g. a watering rota.
Why not… • Get the children to measure the height of their potatoes at regular intervals over the coming weeks and create a graph. • Ask the children to write a set of instructions to tell someone how to grow a potato. • Grow a different type of plant which provides food, e.g. bean, cress. Compare how this plant and your potato plant grow. Use the Potatoes and other plants worksheet to compare two plants. • Look at the potato cam on the Potatoes For Schools website to see other potatoes growing. Go to: www.gyop.potato.org.uk for more information on how to register the 2012 project. Key dates for 2012 GYOP project Registered by: Friday 3rd February 2012 Chitting to start by: Tuesday 28th February 2012 Plant before: Tuesday 13th March 2012 Harvested by: Tuesday 19th June 2012 Weights submitted by: Friday 29th June 2012
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THE
CITIZENSHIP MAGAZINE
is proud to support the Community Education Awards 2012 www.communityeducationawards.co.uk
AWARDS2012 In association with The Police Community Clubs of Great Britain
For great deals on Barney and Echo citizenship resource books, visit our website www.barneyecho.co.uk
AWARDS2012 In association with The Police Community Clubs of Great Britain
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PUPILS’ CORNER Dave Harris has been testing his pupils’ knowledge of money and its importance in society. Although maths may look to teach children about money values and its use, Dave is also keen to see if children are developing a responsible attitude towards money. Our school, like most schools, has a school council which can play a small part in making financial decisions. An example of this would be the tuck shop which is just one of the responsibilities the 12 school council members have. As well as the obvious maths involved in the cash handling side of the tuck shop, they also have to order in stock to be sold to their fellow pupils. Lists are drawn up of products which have sold particularly well and need replacing and the school council have already identified mistakes they have made in not ordering enough of the more popular products. The ‘shop’ runs like a small enterprise with pupils aware that if the tuck shop were to run out of money, it would be closed. Therefore, pupils look to make prices cheap whilst still maintaining a profit. Two treasurers are in charge of looking after the finances of the tuck shop and provide a spending sheet to the school secretary. Any profit will then go towards the school council fund. With the tuck shop running so professionally and more importantly making a profit, I asked members of my class what else they had learned about finances. What do you know about budgeting? “I think budgeting is what the Prime Minister does. It is how the country has money,” answered Clare who was already aware of the impact budgeting has
nationally. Nathan also gave a good definition of the term saying: “It is how to plan to save and spend money.” Again the tuck shop proved it was having a positive effect on pupils attitudes when Nicole said: “I am in the school council and we run the school tuck shop. Each week we have to budget so that we do not spend too much. We have to make money so we can buy more fruit and yogurts to sell.” What do you know about saving and raising money? “In school we raise money by selling things or asking people for donations. We raise money for Comic Relief and Children In Need by getting sponsors,” said Clare who has also adopted a responsible attitude to money away from school. “I save money in my piggy bank at home. I know if I save enough I can buy something really nice,” she added. Nathan told me that money could be saved by putting it into bank accounts, once more displaying good knowledge of banks and their uses. Finally I spoke to Nicole who said: “To earn money you have to work. If you work hard you can save money by putting it in a bank. In school sometimes we have fundraising which helps to raise money for charities.” How much do you think about what money is spent on? This question aimed to gauge pupils’ monetary awareness and how to spend responsibly. “I don’t
really think about money because it is there, but it would be weird not having it,” commented Clare. Nathan however was more aware of responsible spending and this attitude had been adopted through what he had seen at home. “My family think about how to spend money carefully. We have to buy the things that we need first like food, clothes and stuff. Then if we have money left we can have some treats,” he said. What do you know about banks? The children had already shown they were familiar with money and how it can be spent and saved. Finally, I was keen to see how much they knew about banks. With the current economic climate, banks are constantly receiving media attention and I wanted to see if that had been noticed by the pupils. Clare told me that banks were where money could be borrowed and saved while Nathan added: “You can save money in banks by opening an account. This keeps your money safe. You can also get loans and cards from banks but you have to pay them back.” It was pleasing to hear the children using terms like bank account and credit card and being able to distinguish between the two. Nicole finally added her own experience dealing with a bank. “Banks are where you can save your money. My mum and dad started an account for me and I save my pocket money. Banks are a safe place to keep money,” she explained. The Citizenship Magazine for Schools 35
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The Police Community Clubs of Great Britain in partnership with Community Initiatives Associates helps to educate children on environmental issues by delivering the Barney & Echo Citizenship Project to schools.
Sparky's Big Idea poster set
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Sparky’s Big Idea: Barney Says Let’s Talk about The Environment is the latest title in the range of Barney and Echo educational resources for schools. The book was developed to help teachers and parents introduce primary school children to the topic of the environment in an ageappropriate manner, enabling pupils to understand both the nature of the problems the environment faces and also the importance of sustainability. With the environment under threat, it is incumbent of schools to encourage children to make responsible choices and develop a sustainable lifestyle. Aimed at pupils in key stage 1-2, Sparky’s Big Idea aims to educate children on the importance of protecting the environment and using sustainable energy. Sparky’s Big Idea is the sixth book in the series. Living in a forest, there appears to be an endless supply of wood but as the animals use it up without planting new trees the forest starts to die. Sparky Fox tries to tell everyone to recycle and save energy but nobody will listen until the Treetop Forest
Council announce that they will need to cut down an area of forest to supply wood for the winter. This includes cutting down Echo Squirrel’s home. It’s time for change and with Sparky’s help, Echo starts an Eco Club. The mixture of puzzles and activities that punctuate the narrative then offer them the chance to consider their own thoughts on the issues raised which they can then discuss with others in the group. In addition to the resource itself, all schools will benefit from the Sparky’s Big Idea schools programme pack including colourful and informative posters, a dramatisation of the book and extra lesson plans to be found online on our dedicated website www.barneyecho.co.uk. There are also five other books in the series. The Magic Mirror addresses the dangers of drugs, tobacco and alcohol in a fun but informative way by looking at how a group of friends cope with harmful substances. A Friendship Made tackles issues relating to bullying and vandalism, and examines what life would be like
For more information please go to
www.barneyecho.co.uk To see additional projects that The Police Community Clubs of Great Britain are involved in visit www.policecommunityclubs.org
in a society where people have no respect for each other or the environment. Echo’s New Watch approaches the dangers of knife crime within the social environment of children. Caught in the Web tackles internet safety and The Bad Apples looks at anti-social behaviour. These stories are intended to not only warn children about the dangers that they might be confronted with in everyday life, but also to educate children and their carers on numerous subjects relating to the promotion of life skills. Included with each title is a play based upon the narrative of the book which pupils can use as part of their lesson plan, and posters which convey the message of each resource booklet. As part of promoting the citizenship programme, The Police Community Clubs of Great Britain and Community Initiatives Associates hold instructive conferences at which schools and organisations involved in sponsorship and support of the programme can come together and share ideas.
AWARDS2011 In association with The Police Community Clubs of Great Britain For more information on the Community Education Awards 2011 winners and for pictures and highlights from the ceremony hosted by Esther Rantzen CBE, visit www.communityeducationawards.co.uk The Awards were a major success and plans are now already underway for
AWARDS2011
The Community Education Awards 2012 In association with The Police Community Clubs of Great Britain
We know that next years event will be even better with a wider range of awards categories opening up this prestigious occasion to every single school in the British Isles, enabling the schools and teachers to showcase their achievements at a ceremony dedicated to rewarding those who go that extra mile. Nominations are currently being accepted for next year’s awards categories. The list of award categories plus details of how to make a nomination will be available on The Awards website.
2012 ChildLine founder Esther Rantzen CBE and former sports minister Richard Caborn are proud to act as brand ambassadors for the Community Education Awards
Esther Rantzen CBE has campaigned tirelessly for children's rights for more than 20 years. Having first found fame as the presenter of That's Life! - the BBC's long-running consumer programme she went on to set up ChildLine, the first 24-hour confidential helpline for children. After it was merged with the NSPCC she went on to serve as the charity's trustee and continues to work for child welfare.
THE COMMUNITY EDUCATION AWARDS 2012 Award Categories Environment Health & Lifestyle Community Internet/Technology Finance Mentor/Individual Awards
We look forward to another night of celebration at
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www.communityeducationawards.co.uk
CITIZENSHIP The Police Community Clubs
magazine for schools
ONLINE WWW.THECITIZENSHIPMAGAZINE.CO.UK There’s much more to our website than just the latest issue… News – Our news section provides you with all of the latest developments in PSHE and citizenship Twitter – Social media enthusiasts can follow the @Citizenship_Mag account and have updates sent straight to their own home page Blog – Our editor, Andrew Davies, offers advice, reflections and insights e-Subscription service – We offer a free subscription service that enables readers to receive a round-up of the latest news as well as links to new features and resources
Our website also makes it even easier for you to get in touch and contribute to Citizenship. We welcome anyone who wishes to provide feedback, suggestions or resource contributions. All methods of contact can be found on the site.
www.barneyecho.co.uk
www.thecitizenshipmagazine.co.uk Our website also makes it even easier for you to get in touch and contribute to Citizenship. We welcome anyone who wishes to provide feedback, suggestions or resource contributions. All methods of contact can be found on the site.
CRIMINAL RECORDS BUREAU [CRB] DISCLOSURE
The process made easy Are you a company, nursing home, local authority, teacher, nurse, child minder, sports coach, home tutor, volunteer or one of the thousands of people who need to obtain a CRB Disclosure? Whatever your role, if you or your staff/volunteers have unsupervised contact with children and young people or vulnerable adults – we can help. The Police Community Clubs of Great Britain is a registered body under the Criminal Records Bureau [CRB] and as such can provide all the documentation and support administration to secure Criminal Records Bureau [CRB] Disclosures for you. Our clients are single applicants through to multi-national companies and national governing bodies of sport and we are a leading provider in the UK. All our team are serving or retired police officers and provide a wealth of knowledge when risk-assessing Disclosures on your behalf. All profits from this service support community based projects for children and young people.
If you wish to engage the Police Clubs CRB Service or wish to discuss further: Please call on – 01237 471615 E-mail: barryjones@policecommunityclubs.org
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Providing opportunities Creating successful Communities