The Gift consists of:
- A drama called The Gift (play and film versions)
- A debate
- Teachers’ Resources
This Teachers’ Resource consists of the following sections:
The Gift - Discussion
Immediate suggestions for follow up work, relating directly to characters and situations in the play.
The Gift - Activities
Classroom activities encouraging students to sift evidence, test their knowledge and consider opinions.
Information
An immediate source of reference for the non–scientist who may find human genetics a daunting subject.
References
Further reading and information which build on the project. Includes details of how the project fits into the Science, English and PSHE Curricula.
Custom pack
To create your own customised Teachers' Resources click BROWSE THE PACK below to access a PDF of the entire resource pack. You can pick for yourself which pages you would like to print. If you wish to print out the entire pack you will need 111 pages of A4 paper.
Fast track for teachers with limited time available
If you only have a limited time click the THE FAST TRACK on the left, to find a suitable menu of activities.
This programme is designed to be cross-curricular and is best delivered by staff operating with a ‘team approach’ across the sciences and the arts. All the resources found here are free to photocopy and can be:
• read on line
• printed out activity by activity
Customising activities
None of the activities are set in stone. They provide ideas and practical suggestions, which are open to challenge, and the creative contributions of your staff team and student group.
Not all material will be appropriate to your group’s needs or attainment levels. Be prepared to select and adapt the material according to your own judgement, that of your staff team and your joint perceptions of:
• your group’s personal experiences of genetic disorders
• your group’s abilities and skills
• your group’s cultural and religious backgrounds
• group dynamics.
Sensitive issues
Please remember and respect the personal histories and experiences of individuals within your student groups. There may be a young woman in the class who has had an abortion. Other class members may have close relatives who have a genetic disorder.
It would be wise to find out some of the background of your group before starting work on the programme. Ask your group about their familiarity of specific genetic disorders and investigate further if necessary.
If there are personal links with genetic disorders the group will need to be prepared to provide support and a trusting atmosphere for discussion (we suggest that you consider using ground rules as laid out in the Guidelines notes in the REFERENCE section. This can be accessed by clicking the button below).