Lesson 1
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The lesson plan aims to teach year 9 students what the law is. It outlines three learning outcomes: for all students to define what a law is; for most students to identify the role of laws; and for some students to order the steps a bill must go through to become a law. The lesson will involve students guessing crimes to help define laws, an imagination game about a lawless world, and a quick fire round at the end to assess changes in students' understanding of laws.
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Lesson 2
This citizenship lesson plan aims to teach year 9 students about how laws are made in the UK. The lesson will introduce key concepts like parliament, bills, and the stages of making a law. Students will learn that laws are made by parliament, which consists of the House of Commons and House of Lords. They will watch a video explaining how a bill becomes a law through readings and approval by committees and both houses of parliament. The lesson differentiates instruction and assesses students on defining laws and outlining the stages of the lawmaking process. Homework assigns finishing the stages of a law.
Lesson 2
This citizenship lesson plan aims to teach year 9 students about how laws are made in the UK. The lesson will introduce key concepts like parliament, bills, and the stages of creating a law. Students will learn that laws are made by parliament, which consists of the House of Commons and House of Lords. They will watch a video explaining the law making process. The lesson differentiates learning outcomes and assessments for students to recall how laws are made, suggest reasons for laws, and examine the criminal justice system. Homework involves finishing the stages of creating a law.
Lesson 3
This lesson plan aims to teach Year 9 students about the differences between criminal and civil law. The learning outcomes are for students to match cases to the correct law type, explore the differences between criminal and civil law, and argue why having two types of law is important. Key concepts covered include criminal, civil, crimes, court. Students will listen to narratives and decide the correct court, participate in a pyramid discussion to review what they have learned. The lesson uses a PowerPoint, narrative cards, and class discussion to help students meet the learning outcomes.
Lesson 3
This lesson plan aims to teach Year 9 students about criminal and civil law. The three learning outcomes are for students to: A) match cases to criminal or civil law; B) explore differences between criminal and civil law; and C) argue why the two types of law are important. Key concepts covered include criminal, civil, crimes, court. Assessment opportunities include deciding the court for narratives and a plenary discussion. The lesson uses a PowerPoint, narrative cards, and group and paired work. It begins with a review of last week's homework, defines key terms, has students match cases to courts, compares court structures, and ends with a pyramid discussion to review learning.
Lesson 1
This citizenship lesson plan aims to teach year 7 students about human rights. The key learning outcomes are for students to define what a human right is, investigate violations that occur worldwide, and examine who deserves human rights. The lesson uses a quiz game, definitions, examples, and a text message activity to work towards these outcomes. It also differentiates instruction for EAL students.
Lesson 7
The lesson plan aims to teach students about the rights of children according to the UN Charter of Human Rights. Students will explain the purpose of the charter for children's rights, explore why these rights are important, and evaluate the difference between needs and wants. To do this, the teacher will lead activities where students create an ideal world for children, discuss wants versus needs in small groups, and choose the most important rights from the charter. The lesson aims to meet learning outcomes where all students can explain the charter, most can discuss the importance of rights, and some can differentiate needs from wants.
Debate evaluation sheet
This document contains a debate evaluation sheet that asks questions about stereotyping. It asks for examples of stereotyping, how stereotyping can damage people, how society encourages stereotyping, and whether stereotyping can ever be stopped. It then has sections for self evaluation and peer evaluation, where the debater rates their own and another student's arguments, and identifies things the other student did well that could improve their own debating skills.
Recommended
Lesson 2
This citizenship lesson plan aims to teach year 9 students about how laws are made in the UK. The lesson will introduce key concepts like parliament, bills, and the stages of making a law. Students will learn that laws are made by parliament, which consists of the House of Commons and House of Lords. They will watch a video explaining how a bill becomes a law through readings and approval by committees and both houses of parliament. The lesson differentiates instruction and assesses students on defining laws and outlining the stages of the lawmaking process. Homework assigns finishing the stages of a law.
Lesson 2
This citizenship lesson plan aims to teach year 9 students about how laws are made in the UK. The lesson will introduce key concepts like parliament, bills, and the stages of creating a law. Students will learn that laws are made by parliament, which consists of the House of Commons and House of Lords. They will watch a video explaining the law making process. The lesson differentiates learning outcomes and assessments for students to recall how laws are made, suggest reasons for laws, and examine the criminal justice system. Homework involves finishing the stages of creating a law.
Lesson 3
This lesson plan aims to teach Year 9 students about the differences between criminal and civil law. The learning outcomes are for students to match cases to the correct law type, explore the differences between criminal and civil law, and argue why having two types of law is important. Key concepts covered include criminal, civil, crimes, court. Students will listen to narratives and decide the correct court, participate in a pyramid discussion to review what they have learned. The lesson uses a PowerPoint, narrative cards, and class discussion to help students meet the learning outcomes.
Lesson 3
This lesson plan aims to teach Year 9 students about criminal and civil law. The three learning outcomes are for students to: A) match cases to criminal or civil law; B) explore differences between criminal and civil law; and C) argue why the two types of law are important. Key concepts covered include criminal, civil, crimes, court. Assessment opportunities include deciding the court for narratives and a plenary discussion. The lesson uses a PowerPoint, narrative cards, and group and paired work. It begins with a review of last week's homework, defines key terms, has students match cases to courts, compares court structures, and ends with a pyramid discussion to review learning.
Lesson 1
This citizenship lesson plan aims to teach year 7 students about human rights. The key learning outcomes are for students to define what a human right is, investigate violations that occur worldwide, and examine who deserves human rights. The lesson uses a quiz game, definitions, examples, and a text message activity to work towards these outcomes. It also differentiates instruction for EAL students.
Lesson 7
The lesson plan aims to teach students about the rights of children according to the UN Charter of Human Rights. Students will explain the purpose of the charter for children's rights, explore why these rights are important, and evaluate the difference between needs and wants. To do this, the teacher will lead activities where students create an ideal world for children, discuss wants versus needs in small groups, and choose the most important rights from the charter. The lesson aims to meet learning outcomes where all students can explain the charter, most can discuss the importance of rights, and some can differentiate needs from wants.
Debate evaluation sheet
This document contains a debate evaluation sheet that asks questions about stereotyping. It asks for examples of stereotyping, how stereotyping can damage people, how society encourages stereotyping, and whether stereotyping can ever be stopped. It then has sections for self evaluation and peer evaluation, where the debater rates their own and another student's arguments, and identifies things the other student did well that could improve their own debating skills.
Observation record 3
Kareem Howard completed an assessment for Unit 1 of the NCFE Equality and Diversity award. They participated in a discussion about different types of discrimination and completed a task matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored through class activities and discussion, it was not explicitly cited in Kareem's completed work. However, the assessor observed that Kareem adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
Film evaluation sheet
This document summarizes a film evaluation and debate on stereotyping:
1) People stereotype based on outward appearances like clothing, labeling others makes them feel better.
2) Stereotyping damages people mentally and can lead to bullying, as seen when young people were blamed for London riots despite most being adults.
3) Stereotyping is encouraged by media, which often portrays black people as criminals or fighting.
Observation record
The student participated in a discussion about different types of discrimination and completed an activity matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored and covered in the lesson, it was not explicitly cited in the student's completed work. The assessor observed that the student adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
Worksheet
Equal opportunities means that everyone receives fair and equal treatment regardless of individual differences. The document discusses how equal opportunities applies to housing, education, healthcare, employment, gender, and age. Specifically, it states that equal opportunities in housing means both public and private housing options are available to all. In education, it means all students can learn regardless of disabilities. For healthcare, equal opportunities implies universal access to treatment. In employment, it signifies everyone having an equal chance to get a job. The document then examines issues with equal opportunities for gender and age, noting challenges around pregnancy discrimination and age-related assumptions.
Kieran h
People can have multiple identities consisting of different personalities. Individuals also have various local, national, and global identities based on their family backgrounds, places of birth and residence, and participation in communities from the local to international levels. A person's identities may incorporate where they are from locally and through family origins, their nationality, and their shared status as a global citizen through organizations like the United Nations.
Film evaluation sheet
The document evaluates a film discussion on stereotyping. 1) Stereotyping occurs when people judge others based on superficial attributes like appearance. Examples given are racism, assumptions about blonde women and people's clothing. 2) Stereotyping damages people mentally and can lead to bullying, as seen when young people were wrongly blamed for London riots. 3) Stereotyping is often based on clothing and behavior. 4) The media encourages stereotyping by sometimes spreading untrue information. 5) While stereotyping may never fully stop, it can be reduced by pushing the media to fact-check and changing attitudes. 6) Educating people to be nicer to each other can improve attitudes.
Observation record 1
Kieran Harrhy completed an assessment for their NCFE Equality and Diversity unit on multiple discrimination. They participated in a discussion on different types of discrimination and matched definitions to keywords, giving examples. While multiple discrimination was not explicitly cited in Kieran's work, the assessor observed through class discussion and activities that the concept was covered as they learned about prejudice and discrimination in a broader and more specific way.
Worksheet
The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
Match definitions and examples
The document defines and provides examples of various types of discrimination. It explains direct discrimination as outright targeted discrimination, such as the racist attack that killed Stephen Lawrence. Indirect discrimination is described as unfair treatment that is difficult to prove. Other forms defined include positive discrimination, discrimination arising from disability, discrimination based on protected characteristics, stereotyping, and positive stereotyping.
Worksheet
The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
Film evaluation sheet
This document summarizes a film evaluation sheet that discusses stereotyping. [1] It provides two examples of why people stereotype based on appearances: labeling others makes people feel better and judgments are based on outward characteristics like clothing and hair styles. [2] Stereotyping damages people mentally and can lead to bullying, giving the example of young people being blamed for London riots even though most were not involved. [3] The document asks how stereotyping can be improved by not arguing or fighting in the streets.
Film evaluation sheet
The document discusses stereotyping and how it can damage people. It provides examples of common stereotypes about appearance and behavior. Stereotyping can lead to bullying and scapegoating of certain groups. While society and media often encourage stereotypes to sell products or ideas, complete elimination of stereotyping may not be possible but attitudes can be improved by promoting openness and treating others as you wish to be treated. Self-evaluation suggests room for improvement in debating skills such as speaking clearly, being confident, and not getting nervous.
Observation record
The student participated in a discussion about different types of discrimination and successfully matched definitions to keywords for each type. They were also able to provide examples of discrimination. While the concept of multiple discrimination was explored through class activities and discussions, it was not explicitly cited in the student's completed work. However, the assessor observed that the student adequately covered the material relating to multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
Observation record
Tony McDonald completed an assessment for their NCFE Equality and Diversity unit on multiple discrimination. They participated in a discussion about different types of discrimination and matched definitions to keywords, giving examples of each type. The assessor observed that while multiple discrimination was not explicitly cited in Tony's work, the concept was explored through classroom activities. They determined Tony adequately covered the material surrounding multiple discrimination through broader and more specific lessons on prejudice and discrimination.
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Observation record 3
Kareem Howard completed an assessment for Unit 1 of the NCFE Equality and Diversity award. They participated in a discussion about different types of discrimination and completed a task matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored through class activities and discussion, it was not explicitly cited in Kareem's completed work. However, the assessor observed that Kareem adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
Film evaluation sheet
This document summarizes a film evaluation and debate on stereotyping:
1) People stereotype based on outward appearances like clothing, labeling others makes them feel better.
2) Stereotyping damages people mentally and can lead to bullying, as seen when young people were blamed for London riots despite most being adults.
3) Stereotyping is encouraged by media, which often portrays black people as criminals or fighting.
Observation record
The student participated in a discussion about different types of discrimination and completed an activity matching definitions to keywords and providing examples. While the concept of multiple discrimination was explored and covered in the lesson, it was not explicitly cited in the student's completed work. The assessor observed that the student adequately covered the material surrounding multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
Worksheet
Equal opportunities means that everyone receives fair and equal treatment regardless of individual differences. The document discusses how equal opportunities applies to housing, education, healthcare, employment, gender, and age. Specifically, it states that equal opportunities in housing means both public and private housing options are available to all. In education, it means all students can learn regardless of disabilities. For healthcare, equal opportunities implies universal access to treatment. In employment, it signifies everyone having an equal chance to get a job. The document then examines issues with equal opportunities for gender and age, noting challenges around pregnancy discrimination and age-related assumptions.
Kieran h
People can have multiple identities consisting of different personalities. Individuals also have various local, national, and global identities based on their family backgrounds, places of birth and residence, and participation in communities from the local to international levels. A person's identities may incorporate where they are from locally and through family origins, their nationality, and their shared status as a global citizen through organizations like the United Nations.
Film evaluation sheet
The document evaluates a film discussion on stereotyping. 1) Stereotyping occurs when people judge others based on superficial attributes like appearance. Examples given are racism, assumptions about blonde women and people's clothing. 2) Stereotyping damages people mentally and can lead to bullying, as seen when young people were wrongly blamed for London riots. 3) Stereotyping is often based on clothing and behavior. 4) The media encourages stereotyping by sometimes spreading untrue information. 5) While stereotyping may never fully stop, it can be reduced by pushing the media to fact-check and changing attitudes. 6) Educating people to be nicer to each other can improve attitudes.
Observation record 1
Kieran Harrhy completed an assessment for their NCFE Equality and Diversity unit on multiple discrimination. They participated in a discussion on different types of discrimination and matched definitions to keywords, giving examples. While multiple discrimination was not explicitly cited in Kieran's work, the assessor observed through class discussion and activities that the concept was covered as they learned about prejudice and discrimination in a broader and more specific way.
Worksheet
The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
Match definitions and examples
The document defines and provides examples of various types of discrimination. It explains direct discrimination as outright targeted discrimination, such as the racist attack that killed Stephen Lawrence. Indirect discrimination is described as unfair treatment that is difficult to prove. Other forms defined include positive discrimination, discrimination arising from disability, discrimination based on protected characteristics, stereotyping, and positive stereotyping.
Worksheet
The document discusses equal opportunities in housing, education, healthcare, and employment. It explains that equal opportunities aims to provide fair access regardless of factors like disabilities, age, ethnicity, gender, or sexual orientation. However, certain groups sometimes face barriers in getting equal access. For example, people with disabilities or the elderly may experience difficulties finding suitable housing, and ethnic or religious minorities could face discrimination in the job market. The document also notes the importance of equal access to basic human rights and services like education, healthcare, and employment opportunities.
Film evaluation sheet
This document summarizes a film evaluation sheet that discusses stereotyping. [1] It provides two examples of why people stereotype based on appearances: labeling others makes people feel better and judgments are based on outward characteristics like clothing and hair styles. [2] Stereotyping damages people mentally and can lead to bullying, giving the example of young people being blamed for London riots even though most were not involved. [3] The document asks how stereotyping can be improved by not arguing or fighting in the streets.
Film evaluation sheet
The document discusses stereotyping and how it can damage people. It provides examples of common stereotypes about appearance and behavior. Stereotyping can lead to bullying and scapegoating of certain groups. While society and media often encourage stereotypes to sell products or ideas, complete elimination of stereotyping may not be possible but attitudes can be improved by promoting openness and treating others as you wish to be treated. Self-evaluation suggests room for improvement in debating skills such as speaking clearly, being confident, and not getting nervous.
Observation record
The student participated in a discussion about different types of discrimination and successfully matched definitions to keywords for each type. They were also able to provide examples of discrimination. While the concept of multiple discrimination was explored through class activities and discussions, it was not explicitly cited in the student's completed work. However, the assessor observed that the student adequately covered the material relating to multiple discrimination through learning about prejudice and discrimination in a broader and more specific context.
Observation record
Tony McDonald completed an assessment for their NCFE Equality and Diversity unit on multiple discrimination. They participated in a discussion about different types of discrimination and matched definitions to keywords, giving examples of each type. The assessor observed that while multiple discrimination was not explicitly cited in Tony's work, the concept was explored through classroom activities. They determined Tony adequately covered the material surrounding multiple discrimination through broader and more specific lessons on prejudice and discrimination.
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Lesson 1
- 1. PGCE Citizenship Lesson Plan Date/Group 06/01/11 Year 9 Lesson aim or key What is the law? question Learning outcomes A) ALL will be able to define what a law is (label A, B, C etc.) B) MOST will be able to identify the role laws play C) SOME will be able to order the steps which a bill must You also may want to go through before becoming a law differentiate by outcome (all, most, some) Key concepts/terms Society, law, rule of law, used Relation to previous New Topic learning Assessment Definitions of a Law opportunities Vision of the world without law Bill stages Differentiation By learning outcome Visual Homework Finish the stages of a law Resources PPT, video, Time Teacher activity Student activity Outcomes working towards (A,B,C etc)
- 2. 0-10 Settle class Get books out etc A,B,C 10-20 Defining the law Guess the crime. Working in A pairs to come up with a definition of what a law is A,B 20-40 Imagination game - why Students have to think do we have laws creatively about what they would do if the world was lawless. Justify answers. 40-50 Quick fire round How have your views A,B,C changed. Evaluation of the lesson