The Jet Ski Challenge

1. The Jet Ski Challenge Learning objectives Students will work together overcome challenges to problems.

2. The Fundraising Challenge Listen to the challenge you have been set. Listen to the problem that has arisen. • In small groups, consider and answer the following questions: • What factors are most important? • (your safety, the charity, the sponsors?) • Who will you get advice from to help you make a decision? • Will you go ahead with the challenge? • (you have thousands of pounds pledged for your charity, but going ahead puts your own life in danger.) • What factors do you need to consider when making your decision? E.g. • What dangers will you face? • What precautions could you take? • What devices or help might assist you to navigate/achieve the task?

3. Speaking personally… Think about it. You are standing on the shore, looking into the wet greyness ahead. Your jet ski is there, ready to go. Friends and relatives have turned up to see you setting off. You are weighing up your options – go home or jet ski to the Netherlands in thick fog. Write down in your books What thoughts are going through your mind? How do you feel? Would you ski, or call it off? Why?

4. The real story Listen to what happened in the real story of Graham Hicks. • In your books, • Sub-title – ‘The Story of Graham Hicks’ • Then answer the following: • What are your reactions? Surprised? Impressed? A joke? • Do you think disabled people should be allowed to do extreme physical challenges? Explain your answer.

5. The real story How did he do it? • In your groups • Use the back of your group sheet • Answer the following: • How do you think he manages to jet ski without sight or hearing? • What support must he need? • How might he get around the times he needs to see or hear to slow down / speed up / avoid obstacles?

6. The real story Listen to what happened in the real story of Graham Hicks. Now think: Think about the importance of independence. Have you ever considered that the disabled want independence too? “Many people with impairments feel disabled by society” What do think this means? How would you feel to be barred from huge sections of society just because of simple things like ‘no ramps for wheelchairs’ or ‘no braille instructions in public spaces’ • Many people think of the disabled as ‘helpless victims’. How is Graham Hicks portrayal of disabled people different?

7. Now think: Think about the importance of independence. Have you ever considered that the disabled want independence too? “Many people with impairments feel disabled by society” What do think this means? How would you feel to be barred from huge sections of society just because of simple things like ‘no ramps for wheelchairs’ or ‘no braille instructions in public spaces’ • Many people think of the disabled as ‘helpless victims’. How is Graham Hicks portrayal of disabled people different?

8. How does it feel Ask the person in the group what it has felt like to be ‘blind’ and ‘deaf’ during this lesson. • In your books, answer the following: • Sub-title: “How I treated someone who was impaired.” • What was your first reaction to someone being ‘blind/deaf’ in your group? • How did you include them? • What were the difficulties you faced? • Did you exclude them at any point and why? • Would your ‘everyday life’ be easier or harder if you were or were including a disabled student? • What have you learnt from today’s example?

9. Homework Spend the next week looking out for ways that the disabled or impaired are helped in every-day life. Look out for things that might make life more difficult for a disabled or impaired person. Present your findings, explaining what it must be like to do ‘every tasks’ that you take for granted. Make some conclusions about the question: ““Many people with impairments feel disabled by society” An outstanding piece of work would have: Photographs of ways we help, accompanied by an explanation. A written piece of work explaining ‘what it must be like’. Possibly, an interview with someone who overcomes challenges on a daily basis because of a disability or impairment. Or, a write-up of a ‘blind’ or ‘deaf’ experiment you have conducted at home in your every day life, e.g. try your morning routine blindfolded.