Lesson 3
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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.
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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.
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This citizenship lesson plan aims to discuss whether everyone deserves human rights, with a focus on the death penalty. The lesson will have students describe their opinions on the death penalty, examine how it is carried out worldwide, and inspect the relationship between human rights and capital punishment. A variety of activities are outlined, including discussions, listing examples of where violations occur, and justifying different perspectives on the issue. The lesson aims to engage students visually and kinetically.
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This citizenship lesson plan aims to discuss whether everyone deserves human rights, with a focus on the death penalty. The lesson will have students describe their opinions on the death penalty, examine how it is carried out worldwide, and inspect the relationship between human rights and capital punishment. A variety of activities are outlined, including discussions, listing examples of where violations occur, and justifying different perspectives on the issue. The lesson aims to engage students visually and kinetically.
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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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This citizenship lesson plan aims to teach students about their rights. The learning outcomes are for students to name rights of children in the UK (outcome A), research the different types of children's rights (outcome B), and examine how rights change from childhood to adulthood (outcome C). Key concepts are rights. The lesson will involve students researching the UN Charter of Human Rights, discussing if different rights for children and adults are fair, and evaluating local, national, and global issues regarding human rights. Assessment will be through research skills, a quiz, and a same-or-different activity. Differentiation strategies include visual aids and a same-or-different game.
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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 2
This citizenship lesson plan aims to discuss whether everyone deserves human rights, with a focus on the death penalty. The lesson will have students describe their opinions on the death penalty, examine how it is carried out worldwide, and inspect the relationship between human rights and capital punishment. A variety of activities are outlined, including discussions, listing examples of where violations occur, and justifying different perspectives on the issue. The lesson aims to engage students visually and kinetically.
Lesson 2
This citizenship lesson plan aims to discuss whether everyone deserves human rights, with a focus on the death penalty. The lesson will have students describe their opinions on the death penalty, examine how it is carried out worldwide, and inspect the relationship between human rights and capital punishment. A variety of activities are outlined, including discussions, listing examples of where violations occur, and justifying different perspectives on the issue. The lesson aims to engage students visually and kinetically.
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Lesson 2
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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 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 4
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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.
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This document summarizes a film evaluation and debate on stereotyping:
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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Lesson 3
- 1. PGCE Citizenship Lesson Plan Date/Group 06/01/11 Year 9 Lesson aim or key What is the law? question Learning outcomes A – match the case to either criminal or civil (label A, B, C etc.) B – explore the differences between criminal and civil law C – argue why it is important to have the two types of law You also may want to differentiate by outcome (all, most, some) Key concepts/terms Criminal, civil, crimes, court, used Relation to previous Laws, Bills, First, Second and Third Readings, committee, learning parliament, House of Commons House of Lords. Assessment Decide the court opportunities Narrative Plenary Differentiation By learning outcome Visual Homework To answer key question Resources PPT, narrative cards Time Teacher activity Student activity Outcomes working towards (A,B,C etc)
- 2. 0-5 Settle class Get books out etc A,B,C 5 -10 Last week’s homework. Write down definition. A 10-15 Definitions of criminal Write in books. A and civil courts. 15-25 Decide the court, put in Decide which law goes to A,B the right section. which court. Discuss in pairs. 25-30 Look at the different Explain the different A,B types of court. structures of law courts. 30-40 Criminal or Civil stories Listen to the narrative and A,B,C from the past. decide on what the answer is. 40-50 Pyramid. Question, reminded of, A,B,C learnt. Evaluation of the lesson