PSHEE & Citizenship Year 8: Term: Autumn 1. Topic: Rights and Responsibilities.

Transcription

1 PSHEE & Citizenship Year 8: Term: Autumn 1. Topic: Rights and Responsibilities. Lesson No. Title: 1. Ground-rules for PSHCEE lessons. As group activities are differentiated, may I suggest tables are arranged in differentiated groups of similar ability? May I also suggest boygirl pairings? Literacy: Speaking and listening. Writing an agreement. Written evaluation of own & group discussion skills. SEAL: Self managing feelings, empathy. Learning Objectives: Success Criteria: To agree expected acceptable behaviour for discussion and sharing in PSHCEE lessons. To engage responsibly in discussion and note the quality of my contribution. Children have democratically decided a list of ground rules which they must undertake to adhere to. Children have practised well selfmanaged discussion skills. Key Concepts: Key Processes: 1.1a: Understand that identity is affected by a range of factors, including a positive sense of self. 1.3c: Developing the confidence to try new ideas and face challenges safely, individually and in groups. 1.4b: Understand that people have multiple roles and responsibilities in society & that making positive relationships & contributing to groups, teams & communities is important. 2.1b: Reflect on personal strengths, achievements & areas for development. 2.1f: Develop selfawareness by reflecting critically on their behaviour and its impact on others. 2.3c: Use the social skills of communication, negotiation, assertiveness and collaboration. Starter Activity notebook. Think, pair, share important groundrules for class discussion. From pairs, open out to table groups, suggesting a negotiated table contribution to share with the whole class. Main Activity A table at a time now contribute to the class ground rules being gathered onto a notebook on the board. Allow discussion and negotiation for prioritising rules; are some more important than others? Children write down the finally agreed ground-rules. The board list could be pasted into a Word document, printed & laminated and displayed on class noticeboard for reference and adherence. In order to practice the rules we have assembled, allocate a discussion point from the board to each group. The first two are easier, requiring imagination; the second two medium; the last two much more cerebral, requiring higher order thinking skills. Plenary Activity Evaluate your discussion skills, not the subject matter itself; rather, how well you as an individual kept to the guidelines. How well did your group manage? What skills to we need to develop between us? AFL Listen to think, pair, share activity, circulating. Assist, question, probe & Ensure contributions from all tables are heard, negotiated and recorded. Encourage / praise good negotiation. Pause to reflect how we managed our discussion skills in the ground-rule devising exercise. If anything to improve, try to do so in the next discussion. Self and group evaluation of a developing skill. written evaluation of skill development. NC Assessment of Citizenship. Pupils identify different and opposing views & can explain their own opinion. Pupils communicate their arguments clearly giving reasons for their opinion and recognising the range of ideas involved. PSHE is not levelled, but may be commented upon.

2 SMSC: Mutual respect, responsibility & consideration. 2. Human Rights and the Rights of the Child. Literacy: Speaking & listening. Charter making, accurate bullet pointing (punctuated consistently.) RE: Treat other would like to be To identify that all humans have rights. To suggest a few Human Rights of our own. To compose a Charter for the Child, in line with identified needs. Having collected rights they feel apt for all, children compare these with the International Declaration of Human Rights. These rights are then applied to the lives of children in situations where they are being neglected or deprived. Children begin to consider what they 1.4b: Understand that people have multiple roles & responsibilities in society & that contributing to groups, teams 7 communities is important. every level in our lives. these affect Understand that individs, orgs & govts have responsibilities to ensure rights are 2.3b: Use social skills of negotiation, recognising rights & responsibilities & consequences of actions. 2.3d: Value difference & demo empathy & willingness to learn about others. notebook. Remind children that all people have basic entitlements to their human needs being met. In pairs, list as many suggestions as possible for basic Human Rights. Share now in table groups, discuss and rank these. What basic needs did we gather in priority order? Share with whole group. Click on Hyperlink to see quick & effective summary of human rights. Give out Learn your Human Rights, Bookmarks. Study together the Rights of Children and Young People in the light of abuses described and photographed. Notebook pages 2,3&4(Child labour, child soldiers in Africa, young Vietnamese girl being napalmed by American soldiers. Also children blighted by war.) For each picture stimulus, identify the rights being denied the children involved. Produce into books a Charter for the Child (use colours etc as desired) summing up all they feel is important about today s findings and lists. Why is a Charter for Children necessary in countries where it may not already exist? Do you feel protected in this country? Why? Why Not? Compare basic needs you originally thought of with those denied in the light of world atrocities; how do the two lists differ? What can we do to help children in countries where they may not feel protected? devise their own basic needs for humans and children. Assist, question, Water, food, shelter, education Urge children to keep and use their bookmark, so that they refer to it incidentally every day. discuss and discern which rights children are being denied. Ensure bullet points are accurately punctuated either caps & stops or no caps & stops, but not both, they must be consistent. Plenary draws upon empathy and compassion, motivation to make a difference. written work in line with LOs & level statements.

3 SEAL: Self - awareness, empathy, motivation. SMSC: Respect for rights and compassion to make a difference. 3. What Happens When Rights are Denied? Ref: Youth for Human Rights.org Literacy: Comprehension skills of interpreting written explanation. RE: Treat other may do to help children whose human rights are denied. To explore the impact of the absence of a range of Human Rights. Children have watched a selection of videos to demo the effect of the absence of a Human Right. They have explained this effect in a paragraph for each of the six rights they have been assigned to explore. 2.3a: Explore creative approaches to taking action on problems & 2.3c: Analyse impact of their actions on communities & the wider world, now & in the future. 1.4b: Understand that people have multiple roles & responsibilities in society & that contributing to groups, teams 7 communities is important. every level in our lives. these affect Understand that individs, orgs & govts have responsibilities to ensure rights are 2.3b: Use social skills of negotiation, recognising rights & responsibilities & consequences of actions. 2.3d: Value difference & demo empathy & willingness to learn notebook. In GNBs, without looking recall as many of the 30 article of the declaration of Human Rights as possible. Refresh children s memories of the 30 articles of the declaration of Human Rights by clicking on link to show short video clip. Explain that children are going to work in table groups to study 6 Human rights each. There are explanatory videos on the Youth for Human Rights websites. Having watched each video, they must write a paragraph to explain what it means to be denied that particular right. Distribute laptops between pairs. Children watch each video they have been given and write an explanatory paragraph about what it means to be denied that Human Right, under a sub heading of the right itself. Each paragraph must be written before moving on to the next video. This can be done in Word and printed, or PowerPoint and shared with the whole class. If Word print two copies of final 6 paragraphs, one for book, one for display. If PowerPoint, Print two handouts of presentation. 1-6 Easiest Helpsheet to accompany these if required & med ability & harder. Share and compare a selection of work as viewed when circulating. What happens when a Human Right is Violated? An injustice is done. What can we do to challenge violation of human rights? explore videos and their meanings. Assist question probe and Use help-sheet if required for less able. Share & compare best examples of explanations found from circulating. Draw upon extension children to further the learning of others by articulation of their findings. written work in line with LOs & level statements.

4 would like to be empathy, motivation. SMSC: Respect for rights and compassion to make a difference. 4. Values in Conflict in society. Ref: UNICEF Thinking Rights Pack. The Boy with Two Eyes. Literacy: Interpreting and deducing a story and researching to expand further. They have begun to explore their role in addressing injustices done when Human Rights are denied. To explore how people who are perceived as different are sometimes treated unfairly or discriminated against. Keywords Rights Responsibilities. Thought & Expression; Tact & Discrimination. Children have met some of the challenges of living in a diverse society. They have identified and appreciated the effects of exclusion, stereotype, bullying and unfair treatment. They have learned to about others. 2.3a: Explore creative approaches to taking action on problems & 2.3c: Analyse impact of their actions on communities & the wider world, now & in the future. every level. these affect both 1.2b: There are ensure rights are 1.2c: Investigate how rights can compete & conflict; understand how hard decisions are made to balance these. 2.3b: Recognise rights & responsibilities & that actions have consequences. Notebook. Make a list of ways people in a school may be unfairly Read the first five paragraphs of The Boy with Two Eyes. In table groups, pupils discuss the questions below the LOs on the board. Ext: Questions on notebook. Give out the story for pairs to read to the end then discuss the issues on the second page of the Notebook. Children use the questions, together with their Human Rights Bookmarks to identify the rights in conflict here through discussion, prior to answering the qus in full paragraphs. There is a help-sheet to help lower ability to get there by a different route. The rights of freedom of thought and freedom of expression of the majority impinged upon the freedom from & torture of the boy with two eyes. The extension leads to the Responsibilities must Share and compare discussions and answers to questions informed by what you have seen and heard while circulating. Draw upon ext children to provide the important conclusion that all Human Rights have the right to be exercised, but must be tempered with Responsibility. discuss what they have heard of the story so far. Assist, question, probe & decide which rights are in conflict. Assist, question, probe & Assist less able with help sheet. Use ext children to inform all in plenary. written work in line with LOs & level statements.

5 RE: Treat other would like to be Empathy, Motivation. appreciate the value of each person and the contribution the can make. They have developed empathy towards difference. 2.3c: analyse impact of actions on community & wider world, now & in the future. match Rights ideal. SMSC: Rights & Responsibilities. 5. Values in Conflict at School. Ref: UNICEF Thinking Rights Pack. Values in Conflict at School. Literacy: Reading, comprehension, discussion, articulation and explanation in note form. RE: Treat other To decide what is acceptable and unacceptable behaviour by comparing the conflicts of rights. Children have judged what is un / acceptable behaviour by using the Human Rights framework. They have practised both empathy and persuasion in addressing conflict They have appreciated the benefits of responsibilities matched to rights. every level. these affect both 1.2b: There are ensure rights are 1.2c: Investigate how rights can compete & conflict; understand how hard decisions are made to balance these. 2.3b: Recognise rights & responsibilities & that actions have consequences. 2.3c: analyse impact of actions on community & wider Notebook. Begin by separating cards simply into 2 piles; Unacceptable & Acceptable. Make table into book as from Smartboard. For each card in turn, pupils discuss within their tables, what is acceptable & unacceptable about the behaviour shown. There will be disagreement, negotiation & compromise. Children then write articulated thoughts into the table. Once the first group has completed all their cards, all now move on to discuss and agree on their table, a moral code that encapsulates the eventualities they have met today. Ext: Write paragraphs about rights that conflict in different situations: At home, in sport, between friends. Share & compare each table s moral code. Peer evaluating what is good / missing from eachothers codes. Draw upon ext children to share possible infringement of rights from alternative contexts. What must we take into consideration when exercising our rights? That we do not abuse those rights to infringe the rights of others. Children may begin sorting cards as soon as date, title & LO are written & underlined. discuss the acceptability of behaviours and where rights are being infringed & how they should be prioritised. Assist, question, probe & Circulate as moral code is negotiated, devised & recorded. Assist, question, probe & challenge as apt. Draw upon ext children to inform and extend the whole class. written work in line with LOs & level statements.

6 would like to be Empathy, Motivation. They have benefitted from discussing codes of acceptable behaviour. world, now & in the future. SMSC: Rights & Responsibilities. 6. Rights and Culture. Ref: UNICEF Thinking Rights Pack. Values & Culture Literacy: Reading, interpreting, voicing and writing opinions to resolve dilemmas. RE: Treat other would like to be To explore how priorities about what rights have most importance to us may differ between cultures. Children have appreciated that different cultures may prioritise human rights differently. They have seen how human rights can come into conflict with each other and tried to resolve and voice opinions about Human Rights dilemmas. every level. these affect both 1.2b: There are ensure rights are 1.2c: Investigate how rights can compete & conflict; understand how hard decisions are made to balance these. 2.3b: Recognise rights & responsibilities & that actions have consequences. 2.1a: Engage with & reflect upon diff ideas, opinions, beliefs & values when exploring topical & Notebook. Begin at once, in pairs, sorting cards into three categories: Most, Fairly & Least Important. Then prioritise within each column. Quickly list decisions under headings Most, Fairly, Least Important. Be ready to justify & explain the position of each need in its place. Tables feedback decided priorities to whole class for sharing & comparison. Give out the Maasai Pastoralists table of comparative needs. Why is it so different from your needs? Display photo of Maasai pastoral life on Page 2 of Notebook. Discuss in table groups & feedback. Stick in a copy of the Maasai needs to compare with their own table and write a paragraph to explain the differences in the light of discussion. Given differences in perceived cultural needs, consider the case histories on the cards to follow. 1&4.ares for med ability; 2is for more able; 3is the easiest so for lower ability. There are three headings under which to write paragraphs to resolve the conflicting rights encountered. Ext: Explore the following situations, finding out which Each table introduce, share and explain their case study and the conflicts and resolutions they found in it and for it. Eg: The racist gang have a right to free expression, but their vitriol overstepped the rights of others to equality and freedom. The journalist may have been expressing his own views through the gang, so equally have abused the rights of people; or, by giving the gang a public voice, he may have been showing them up to expose, shame and lead to their arrest, thus protecting the rights of those they abused. Reporters impartially present the world as it is and allow readers to come to their own opinions. are sorting cards and press on to tabulate categories. Compare & share priorities. compare Maasai priorities with their own and try to explain the differences. try to understand their case study, deducing the rights that are in conflict. Assist, question, probe and challenge as apt. Plenary introduces the remaining three cases to the rest of the class, allowing discussion & debate re the rights in conflict. paragraphs. Be ready to correct any racist or unreasonable outcomes, either in discussion or in written responses.

7 Empathy, Motivation, Managing Feelings. SMSC: Rights & Responsibilities in conflict & resolution. 7. Ways of Governing Countries. Literacy: Research & To understand the difference between democracy and dictatorship. To appreciate how laws are passed in a democracy. Children have toured the Houses of Commons and Lords to appreciate the business carried out there, understanding controversial issues & problems. 2.3c: analyse impact of actions on community & wider world, now & in the future. 1.1d: Understanding 7 exploring roles of citizens & Parliament in holding government & those in power to account. 1.2b: Understand that individuals, organisations & governments have ensure that rights are and protected. 1.2b: Research, plan and undertake enquiries into issues & problems, using a number of sources. Write date, title & LOs from board. Starter questions: What is a dictatorship? Give examples. What is a democracy? Give examples. Feedback, share & compare answers arriving at a definitive we all agree upon. rights are involved (use bookmarks) and deciding what they think should happen. Young women and girls in many North African countries are circumcised. (culture/harmful practices) Sadaam Hussein was deliberately targeted for assassination during the Iraq War. (life/public safety) Read the statement below, research the issue and write a few paragraphs to say whether or not you agree with it, giving your reasons: The developing world view is that human rights are an imposition of Western values. Is Britain a democracy or a dictatorship? What makes it so? What if we are not happy with the elected Government, have our rights been denied? How a law is passed. Click on the Hyperlink to begin a 3d tour of the House of Commons. Click on second hyperlink to take a tour of the House of Lords. Using laptops, children undertake the tour themselves, Share & compare answers to questions. Draw upon ext pupils to inform all re Human Rights. How representative is Parliament in arguing our views, rights & needs? What if we disagree with a decision the government makes? What democratic process have you taken part in? How did you decide the representative to Circulate during starter questions to ensure all have written LOs, and to assist, question, challenge & probe understanding of democracy / tyranny. Once the way around the virtual tour has been demoed, allow children to tour in pairs using laptops. Display questions on board to guide research. Circulate to assist, question, probe & challenge. Extension requires Show understanding of democracy by making connections with their knowledge & experience 0f representation & taking action in their local community. Show some knowledge of the operation of the political & justice systems in the UK, by describing the key features of the democratic processes & the work of the government in the UK.

8 comprehensive use of information to explain findings. Motivation, Empathy. ICT: Web research of a virtual tour with given information. SMSC: Democratic process meeting Human Rights. that elected representation is a reasonably fair way of tasking others to meet our collective needs. seeking answers to questions along the way. During the tour, the decisions and operations of both houses become clear. Note the commentary written below the virtual tour which takes you through the tour, giving vital info along the way. Answer questions on Notebook Pages 2- Commons and 3- Lords. captain your house? ref to human rights bookmarks and experience from news & current affairs to apply to research. 8. Debating the Foxhunting Bill. To participate and / or vote in a Parliamentary bill. 1.1a Participate actively in different kinds of decision making & voting to influence public life. 1.2d: Understanding & exploring the roles of citizens & parliament in holding govt & those in power to account. 1.2b: Understand that individuals, orgs & govts have Write date, title & LOs. On your tables, discuss and bulletpoint list a series of arguments: For foxhunting. Against Foxhunting. These arguments collectively will inform a member of the debate, if elected. Ext: For each set of questions, the reference to Human Rights is to be explained in terms of voting, democracy and elected representation. What can an individual do if they feel strongly against a decision the government has made? Debating the Foxhunting Bill: A cast of characters will debate from opposite benches the historical Foxhunting Bill. Give out role cards to pupils you feel will carry the roles well. Remainder, listen and vote at the end of the debate NOT necessarily upon Division: This house votes that: Children now separate to Contents to the Content Lobby on the left and Non Contents to the Not Content Lobby on the right. The result of the vote is announced by the Speaker. Why do representatives of the complete LOs & gather points for & against fox hunting, explain that they are adopting an advocacy role, representing polar views. Children use both role cards and gathered arguments to inform speech in Use research to inform contribution to debate. Explore a range of viewpoints, drawing some conclusions. Communicate arguments clearly, giving reasons for their opinion & recognising the range

9 Literacy: Speaking & listening based upon arguments developed for &/ or against a motion. SEAL: Managing Feelings, Self - Empathy. SMSC: Articulation of the rights and wrongs of the foxhunting debate. Children have seen the structure of the House of Lords and understand its function. Children have successfully debated and voted on the Fox Hunting Bill in advocacy roles. ensure that rights are balanced supported 2.1a: Engage with & reflect upon different ideas, opinions & beliefs when exploring topical controversial issues & problems. 2.2d: Represent the views of others, with which they may or may not agree. s, but on how well the Peers argued their cases. The motion is This House supports a ban on Fox Hunting. See Cast sheet and Role cards. Give out role cards: Characters line up more than two sword lengths apart. Take it in turns one from each side to speak. Teacher, or designated pupil, is in role as the speaker, Lord or Lady Speaking-cum- Listenington-Nicely. Disrupters may be threatened with being sent from the chamber and so not allowed to vote. people vote in the Commons and then in the Lords? This is Democracy. Children summarise the debate & resultant vote into books. debate. Role of speaker may be teacher or designated pupil depending how much support the speakers may need to articulate their response. of ideas involved.