Community Project

‘Wheels in Motion’ is a Christian Charity set up to help support homeless people struggling with addictions throughout Ayrshire, Scotland by providing shelter, food and companionship. “We aim to provide comfort and hope through the Christian Faith.” Wheels in Motion was originally a generic bus, it has since then been converted to a soup kitchen. On board, there are a couple of tables, plenty chairs and a kitchen area at the back. This charity was set up by a friend of mine named Suzanne, she has a passion for helping people and used her Christian faith to set up this charity. The bus goes out around Ayr every Thursday night, there are two stops and almost 20 people get on at each stop. During their time on the bus, guests are provided with a hot drink of their choice, a couple of rolls and a cake provided by Greggs Bakery. They are given the opportunity to chat amongst themselves or with the charity volunteers. Before leaving the bus, everyone is asked if they require a one-to-one chat, which would allow them to express any issues going on in their lives of anything they may need help with. After this, Suzanne prays with the group before presenting each guest a bag. Their bag is filled with food items such as, rolls, cuppa soups, cakes and also some documents providing numbers for support.

On Thursday 7thNovember at 7pm, I drove to Ayr Sheriff court and met the bus for our first stop. I introduced myself to the members of the volunteer team who were all very welcoming and were grateful for me being there to help. I was asked what role I would like to work in, either in the kitchen preparing food and drinks or out with the public. As I was very nervous, I chose to work in the kitchen. That way I could observe and wouldn’t get nervous having to talk to people. Around 7.30, members of the public began to appear, they were all asked what hot drink they wanted, which ranged from tea to hot chocolate to apple tea. I made all the drinks while talking to an older lady about her involvement with the charity. I was surprised to hear about all the local businesses that support the charity. For example, Greggs provides cakes and baguettes free of charge.

The bus sits at the stop for around and hour to an hour and a half, so I had plenty of time to observe and reflect. I was surprised to see the amount of people that use this facility, all ranging in ages from around early 20s to 60s/70s. Not only does the bus provided food and shelter, it also provides a safe space from the outside world. The same as children come to school, school is their safe space, they have their teacher to confide in and their friends to support them. The adults on the bus have the volunteer members to guide them and provide a listening ear. Before this experience I considered a ‘Soup Bus’ as being somewhere people get fed and move on, however, I’ve realised it so much more than that. Every time someone entered the bus, everyone’s face lit up, I could tell instantly that they were more like a big family. Although, I was working in the kitchen, I enjoyed having the opportunity to talk to the people that came on the bus. I could tell they loved hearing my story about university and I loved hearing all about their life and the challenges they have overcome.

Following this experience, I have realised how important it is that as a community we support each other. I spoke to one of the volunteers which really opened my eyes, he explained to me that these people aren’t in this position out of choice. It’s often circumstances that they couldn’t control or illnesses out with their control that have lead them to this position. This made me realise that we really don’t know what’s around the corner. There could come a day when I need the support of the Wheels in Motion bus and for that reason I have chosen to sign up as a volunteer. As an aspiring teacher, it is important for me to understand that I will be teaching children from various different backgrounds. Therefore, I thought this was a great opportunity to get myself out there in the community, to learn to talk to people and understand every one’s circumstances. So far, I have been on the bus twice and I love it! I know that the more I go and interact with everyone my confidence is going to improve. I struggle with small talk, I get nervous and overthink what I’m meant to say, whether I’m saying too much or no words are coming out. So, I’m hoping that my time as a volunteer will boost my confidence and communication skills. Hoping to graduate from UWS in 2022, I have until then to develop the UWS Graduate Attributes. I already feel myself becoming a more effective communicator and more socially responsible.

References:

Wheels in Motion. 2019. [Online] Available: https://wheels-in-motion.org/index.html[Accessed: 18 November 2019]

University of the West of Scotland (2018) UWS Graduate Attributes [Online] Available: https://www.uws.ac.uk/current-students/your-graduate-attributes/[Accessed: 15 November 2019]

Energy

WEEKS 9 AND 10

So, what is energy?

https://www.youtube.com/watch?v=CW0_S5YpYVo

https://www.youtube.com/watch?v=NKJifzlOSoQ

According to the Oxford dictionary, energy is “a source of power, such as fuel, used for driving machines, providing heat etc.” (Oxford Dictionary, 2019) In our morning lecture, I learned new things I didn’t previously know about energy. I also heard some information I already knew, which was a good recap. As a generation, we depend highly on fossil fuels for things such as:

  • Generation of electricity – coal, oil and gas
  • Transport fuels – petrol, diesel and petroleum gas
  • Cooking and heating – natural gas
  • Plastics – polythene, pvc and polyurethane

However, as future teachers, it is important that we teach young people how much fossil fuels are damaging their world. By 2040, 59% of our total energy use will be fossil fuels. (Business Standards, 2015) We need to educate young people on how they can reduce that figure, for example, finding new ways to generate electricity, power vehicles and make materials. As a result of our dependence on fossil fuels, amongst other things, global warming has become a major area of concern. The temperature of the earth has risen by 1 degree in the past 100 years, which has resulted in the ice caps melting. This is an ongoing issue, with global polar bear populations likely to decline by 30% over the next 30 to 50 years. Although it’s important for us to educate young people on the effects of renewable and non-renewable energy, we have to ensure that our lessons are enjoyable.

Which leads me on to our science workshop, where we completed a range of energy and fossil related activities. We began by completing a Fossil Fuels Quiz in teams, this was a good activity as it made us aware of what we already know about fossil fuels. Then, when we were given the answers, the ones we got wrong created discussion within our groups. The previous week in our science workshop, we created dinosaur fossils which we were given back this week to see how they had turned out. I think this was a simple, yet exciting and enjoyable activity which could be done within a classroom with pupils. Our table in the science workshop were working on creating dinosaur finger puppets.

 

 

 

 

 

 

 

 

I really enjoyed this workshop with Louise, we were focusing on windfarms and working in two teams to debate with each other for and against windfarms. To begin we were required to research windfarms in small groups of 4, this was effective as It meant we could all communicate as the group wasn’t too big. This then led us on to join up with another group of 4, where we had to share the information we had learned. Finally, we joined with another group, where we were told whether we were debating for or against, my group got for. Five members of each group all went up to the front and debated against each other. Although I wasn’t one of the ones debating, I still gained a lot from this workshop.

Working towards the UWS graduate attributes, this experience helped me become more collaborative and a more effective communicator. I was able to work with our groups as they got bigger and could express my ideas. Using the Brookfield, S (1995) Model of Reflection, I realised that it is important that I am an effective communicator. I often struggle with confidence, however, activities like todays debate, help me to come out of my comfort zone. As a student teacher, it is necessary that I am able to communicate effectively with pupils. Which will in turn, encourage them to be effective communicators, benefitting their lives in and out of school.

 

During our second week, we focused on technology. I was in the section where we were given set instructions to follow and materials to make a car that could move without us pushing it. This was such a great laugh and I feel like it really brought us all together, I was able to speak to people I wouldn’t normally speak to, as cars were flying across the room. This experience really makes me think about being in the classroom, I tried to consider ways I could teach pupils about energy while having this much fun. I remembered being on placement, during one of my serial days, the children were learning about Newton’s Thirds Law of motion, which is that every action has an equal and opposite reaction. In the classroom, we were using balloons to represent this law, by showing that as you let the balloon go air rushes out causing the balloon to shoot up. This was exactly what we were doing in this workshop, in order to make our car move. We blew up two balloons and held them at the back of the car so that when we air rushed out and the balloon tried to shoot back, the force would make the car move. Some of the CFE skills the pupils would develop are:

  • Skills in using tools, equipment, software and materials
  • Skills in collaborating, leading and interacting with others
  • Discussion and debate
  • Evaluating products, systems and services

(Scottish Government, nd)

Overall, I’m really looking forward to teaching energy. I think it’s very important for children to learn about, however, it’s equally as important for our lessons to be fun so the children will remember them. I had a look at some CFE Experiences and Outcomes and a couple I found that I think I would base my lessons around are:

‘Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use’ SCN 2-04b

‘I am aware of different types of energy around me and can show their importance to everyday life and my survival’ SCN 1-04a

References:

https://www.youtube.com/watch?v=CW0_S5YpYVo

https://www.youtube.com/watch?v=NKJifzlOSoQ

Oxford Dictionary. 2019. Energy. [Online] Available: https://www.oxford learnersdictionaries.com [Accessed 14 November 2019]

Scottish Government (n.d.) Curriculum for Excellence. Technologies Principles and Practice. [Online] Available: https://education.gov.scot/Documents/technologies.pp.pdf[Accessed 15 November 2019]

Education.gov.scot. (2019) Curriculum for Excellence: Sciences. [Online] Available:https://education.gov.scot/Documents/sciences-eo.pdf[Accessed 15 November 2019]

University of the West of Scotland (2018) UWS Graduate Attributes [Online] Available: https://www.uws.ac.uk/current-students/your-graduate-attributes/[Accessed: 15 November 2019]

Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass