Aims of the day <amend as needed>

2. Aims of the day <amend as needed> • Discuss the scientific, ethical and social aspects of vaccination • Plan, develop and present an interesting and informative project on vaccination

4. Your task is to plan, develop and present a project based on a question or problemabout vaccination • You will carry this out in a small group • You can use different formats such as a play, museum exhibit, poster or animation • As you work through the activities, note down any ideas or information that may be useful for your project

6. Record questions that arise as you work – write these around the outside of the page • Record specific evidence of skills and knowledge you have demonstrated within the frame • Summarise your learning about vaccination in the centre.

9. News reporter: what are the facts? Doctor/ scientist: how can scientific ideas explain what is happening? Historian: what events have led to this situation? Moral philosopher: is this ‘right’ or ‘wrong’? Sociologist: what organisations, beliefs, politics or economics affect these people?

13. Rights and duties Rights are what you are ‘owed’ from other people or human society. There is always a duty associated with a right. Maximising the good in the world This framework involves trying to achieve the greatest happiness for the greatest number of people. Deciding for yourself This framework values your independence as a person. It is based on the idea that decisions you make about your own life should be respected. Leading a good life This framework is based on the idea that some actions are ‘right’ and others are ‘wrong’.

14. In your group, agree and write down up to 5 questions about vaccination (relevant to your role). • Watch the film and presentation, making notes on any information which will to answer the questions. • In your group, agree a single ‘answer’ for each question. • Join one other group (with a different role). • Each group should present their questions and ‘answers’ to the other group. A student from each group should talk about one question only, then allow another student to talk about the next question. • Discuss how the information about vaccination that each group recorded was similar or different. Write these differences down.

15. Write down the details of the resource, including where it is from, title, presenter and date you accessed it. • Create two columns – 1) for summary notes of the main ideas 2) for any questions or comments you have as you record the information. • Experiment with flow diagrams, spider diagrams and Mind Maps to record information. • Compare your way of taking notes with that of other students in your group.

17. There is a clear question or problem. • The project has a suitable title which interests and informs and audience. • It includes well thought out ideas from science, ethics and society. • The group has thought about information they need to find out. • The idea for presenting the project is interesting and possible in the time available.

18. Should richer countries and drug companies fund people in developing countries to receive free vaccinations? • What sort of support should UK parents be provided with to help them make the right decisions about vaccinating their child? • Vaccinations can’t remove risk of all infectious diseases. • Not everyone is vaccinated for all the diseases which have an available vaccination. • Vaccinations take many years to develop. • Some diseases only occur in developing countries. Who should fund development of vaccinations for these diseases? • Why do people have to receive more than one injection for most vaccines to work properly?

19. The question or problem is clearly stated in an introduction • The intended audience is stated • The presentation content, including images used, is relevant to the stated question or problem and to the audience • The presentation keeps to its time limit • Evidence is provided for any conclusions reached • Key ideas are explained using appropriate vocabulary and terms • The presentation is engaging for the audience.

20. PhotoStory allows you to produce a slide show with recorded voice over and background music. • Plan your presentation or animation using a storyboard. • In the PhotoStory software, opt to ‘Create a new story’. • Import pictures that you want to use – either ones you have taken or scanned, or free images from the internet. • Add any text needed to each image. • You can record any voice-over that you want to go along with the pictures. • You can select background music from within the software. • Save your project onto your hard drive or network area.

21. Stop motion animations can be made using people, clay figures, pipe-cleaner figures or toys (e.g. Lego) • Plan your set carefully. Place the figures into the set. • Place a camera in front of the set, supported so it will not shake as you take photos. • Make sure lighting is sufficient. • Take your first photo. • Move the figures a little at a time, taking one photo after each movement. • Each photo will become a frame of your final movie. • If the camera’s memory fills up, download your pictures into the movie software – then carry on taking photos. • Choose a fast playback speed in PhotoStory or other video editing software, to produce a smooth motion. Use the Motion and Duration tab to dictate the speed that the slide show plays. • Add title pages, text, voice-over and music.

22. Decide on the format of your exhibit: images and text; a model with labels; a series of objects with a written or recorded commentary etc. • Use the ‘criteria for a good project’ to check the content being communicated has a clear focus and purpose. • Use sketches to plan the individual items you will produce and the space that these will occupy. • Allocate tasks to team members along with deadlines. • Leave plenty of time to construct the final exhibit where it will be shown.

23. Decide on the form of your performance: short play or film; TV documentary or news item; radio show etc. • Use the ‘criteria for a good project’ to check the content being communicated has a clear focus and purpose. • Plan the overall ‘story’ being told in your performance. • Allocate tasks for working up individual aspects of the performance: e.g. script writing team; props; filming etc. along with deadlines. • Leave plenty of time to practice and time the complete production ready for filming or live performance.

24. Use the ‘criteria for a good project’ to check the content being communicated has a clear focus and purpose. • Agree the overall plan for the elements of your poster e.g. images; sections ordered to ‘tell a story’; data such as graphs or tables; text. • Decide whether the poster will be produced in hard copy or electronically, using graphic design software. • Sketch out the design, thinking about visual impact; interest; avoiding overcrowding; spelling and grammar; ease of reading. • Allocate tasks to work up separate elements of the poster to team members along with deadlines. • Leave plenty of time to construct the final poster.

25. Use the ‘criteria for a good project’ to check the content being communicated has a clear focus and purpose. • Agree the overall plan for the individual nodes of your concept map and how these link together. These nodes represent the key ideas you wish to communicate. • Choose the software you will use e.g. http://www.spicynodes.org/ • Agree the information needed to illustrate each key idea. • Allocate tasks (and deadlines) to work up separate nodes along with the information included in each node. • Leave plenty of time to construct the final concept map and practice any presentation to your audience.