TITLE OF PROJECT Citizenship AIMS OF PROJECT: This unit will focus on introducing learners to citizenship (KS3 level). It will encompass some introductory knowledge of citizenship and give learners a chance to explore their role as active citizens, the law, crime and justice and moral dilemmas. The will lead onto the students taking part in an active campaign, next term. Aims of Citizenship National Curriculum The national curriculum for citizenship aims to ensure that all students: Acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government Develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced Develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood Are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs. KS3 Students should be taught about: 1a. The development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch 1b. The operation of Parliament, including voting and KS4 Students should be taught about: 2a. Parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government, the role of citizens and Parliament in holding those in power to account, and the different roles of the
elections, and the role of political parties 1c. The precious liberties enjoyed by the citizens of the United Kingdom 1d. The nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals 1e. The roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities 1f. The functions and uses of money, the importance and practice of budgeting, and managing risk. executive, legislature and judiciary and a free press 2b. The different electoral systems used in and beyond the United Kingdom and actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond 2c. Other systems and forms of government, both democratic and non-democratic, beyond the United Kingdom 2d. Local, regional and international governance and the United Kingdom s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world 2e. Human rights and international law 2f. The legal system in the UK, different sources of law and how the law helps society deal with complex problems 2g. Diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding 2h. The different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity 2i. Income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and
how public money is raised and spent. Curriculum guidelines LEARNING OUTCOMES: To understand the term citizen To identify their role as a citizen within their local community To explore the Youth Justice System To explore prison life Self awareness The impact their behaviour has on others Criminal activity and the consequences The reality of life in prison Motivation Being a better citizen What does a good citizen look like? Motivating each other in the classroom Supporting and motivating my peers Literacy SPAG Reading, writing, S&L Extended writing tasks Empathy: Exploring modern British culture and the diversity of communities Homelessness Crime and the impact of the community Managing Feelings Managing my emotions Strategies to calm and avoid difficult situations Social Skills Team work Communicating opinions effectively Peer Working with others (pairs or groups) Listening to the opinions of others and responding appropriately Numeracy Statistics Graphs Lengths of sentences
Research projects Dates, months, years, time ICT: Research, use of Word to complete final copies of written work Experiences/Enrichment: Cross-curriculum dimensions GEOGRAPHY: The effect of geography on crime and the impact a locality can have on crime and criminals. PSHE: Moral Dilemmas, being better citizens, working in groups, reasoning through issues, respecting others and their opinion SMSC: Moral dilemmas, culture of Britain, youth justice system, law, democracy, rights and responsibility Homework Spelling based on topical words Project based- find a story about a recent crime on another continent. Write a report detailing the crime, what took place, whether it was criminal or civil law, what was the sentence for the crime, what was the medias influence
TITLE 0F SESSION OBJECTIVES SESSION FOCUS RESOURCES OUTCOME ASSESSMENT Lesson 1 Introduction to citizenship 1h 45mins 1. To understand what a citizen is 2. To understand the qualities of good citizen 3. To understand the influence citizens have on shaping their society Starter: getting to know you? Pairs, talk to each other for 1 min each. Share 3 things about that person with the group What is citizenship? Thought shower- use images to help generate ideas CITIZENSHIP anagram: use letters of word to describe the qualities of a good citizen. Moral Dilemmas: (individual) what would you do? (group) discuss responses and debate Timer, citizenship letters, moral dilemmas x 10, plain paper/ outline of a body All students will be able to: describe what a citizen is and list 5 characteristics of a good citizen Most students will be able to: explain what makes a good citizen and apply that to moral dilemmas Self Peer Completed task, marked work and feedback Body of a citizen: students draw a body, label parts of the body that represent qualities of a good citizen. E.g. Ears to listen, hands to help others Some students will be able to: understand how citizens shape society and how they shape their community Lesson 2 What is law and crime? 1h 45mins 1. To understand what the law is 2. To consider why we have law 3. To compare civil and criminal law Starter: alphabet law- using a ball/ soft toy throw between students and staff. With each letter of the alphabet say something to do with law. E.g. A= Act B= Barrister C= crime etc. Mind map: Spider diagram in books some of their ideas Mind map: Spider diagram different ways to break the law. Teacher then explains the Soft ball or toy, spider diagrams, difference between criminal and civil law, pieces of paper, rank from 1-10 on the floor (10 is worst) plain paper to write on ideas All: be able to confidently define what the law is, be able to explain the purpose of laws. Will be aware that there are two main types of law (civil and criminal) MOST: be able to give examples of both criminal and civil law. Be able to rank crime. Self Peer Marked work Corrections Q&A
difference between criminal and civil law. Students work in pairs to put their spider diagram ideas into 2 columns (criminal law and civil law). SOME: Be able to identify different laws from different scenarios Rank: As a group rank all of their ideas worst to petty crime. Possibility to do this as an interactive floor activity. Lesson 3 Rights of young people 1h 45min 1. To examine the age of criminal responsibility 2. Explore the case study of Jamie Bulger Scenarios: criminal or civil law? Starter: recap criminal and civil law through newspaper headlines- cut out headlines, students put them into 2 groups criminal and civil law Debate- split group into 2. Both groups have to work together to prepare an argument to debate whether 10 is a suitable age for criminal responsibility. One group is for, another group is against Case study: Give students case study of Jamie Bulger worksheet and prepare questions to ask. One questions completed discuss with the group. Show news report and clippings from newspapers to help them answer. Newspaper headlines/stories, debate planning sheets, Jamie Bulges case study sheet, ALL: to know the age of criminal responsibility MOST: be able to debate whether this is a reasonable age for responsibility SOME: Be able to debate this using examples of criminal and civil law Self Peer Marked work Corrections Q&A Plenary: Play your cards right Higher or lower. Students guess the age of responsibility in other countries. Lesson 4 1. Analyse how STARTER: Teacher choice Newspapers ALL: Identify and present Self
Media and Crime 1h 45min the media portraits crime 2. Compare media portrayal with crime statistics 3. Consider the role of law in society Questions: Why? X 3 Get students to build their ability to expand on their answers (developing PEE). Ask students an open question about crime in Britain i.e. What do you think of crime in Britain? when they have made their response ask them the why? question, repeat this 3 times. This will get them to think beyond their initial idea and give evidence to support their response. News reports: Students are given different newspapers from the same day including tabloid and broadsheet. They are to identify stories with a crime theme. They make notes on the difference in reporting. Using the internet teacher looks at the reality of the story looking at the latest crime statistics. Compare with students perceptions. Large sheets of paper or a working wall Crime statistics Internet Plenary squares Starter activity of teachers choice stories about crime in the media. MOST: Write about their perceptions of crime. SOME: Discuss issues of media and crime, using current examples Peer Marked work Corrections Q&A EXT: if a lot of statistics are produced create a graph comparing the reality of statistics to what is printed in the newspaper. Or Create a venn diagram of the differences between tabloid and broadsheet newspapers. Plenary: could be done with plenary squaresdiscuss, as a class, issues of stereotyping, media accuracy, and sensationalism.
Lesson 5-6 The youth Justice system 3hours 1. Understand the basic structure of the YJS 2. Understand the need to treat young offenders differently from adult offenders 3. Convert text into a visual flow chart Starter: Give students 10 different crimes and get them to match it to the length of sentence received. Give correct answers and discuss Activity: Create a flow chart showing the possible routes of an offender through the youth justice system. This could be after internet research (www.youth-justiceboard.gov.uk). Case studies: Look at young offenders case studies. Students examine the information paying close attention to age and whether the person has offended before, then decide whether they should get a reprimand, a final warning or be sent to youth court. Crimes and sentences matching activity Internet Route of YJS Case studies Sentence starters Key words Go over PEE (possible activity) ICT ALL: Draw the main features of the YJS MOST: be able to identify a suitable punishment for a crime using the YJS flow chart SOME: complete an extended piece of writing, using PEE, explaining their views on the law for U18s Self Peer Marked work Corrections Q&A Mind map: Discuss in pairs and write down reasons why young people may be treated differently by law. Final questions/: Is the law too soft on under 18 s? Get students to develop their PEE skills. Dependant on skills and levels expectation is a minimum of 3 paragraphs. TEACHER NOTE: When marking give feedback on where evidence could be added to develop their response. Ensure work has a plan- mind map, then what they will include in each paragraph, then first draft and final draft (this will support with literacy, GCSE English and Functional Skills).
Could extend this further by looking at sentence and paragraph starters, key words, spellings, how to use quotes (getting students to use quotes for evidence) encourage students by scaffolding work. Lesson 7 Crime and geography 1h 30min 1. Make links between criminal activity and geography 2. Identify stereotypes of criminals and crimes that are created in certain geographical areas Final: Produce a final draft of work. Use ICT after all work has been marked by teacher. NOTE: Limit feedback and write in margins the corrections or improvements for the paragraph instead of highlighting where it is. This will give student more independence of their work and enable them to get used to self STARTER: Tutors choice. There may be corrections throughout this unit to improve Activity: look at a series of images and complete the table- identify whether the area is a city/town or village, the types of crime likely here. Then rank them in order of least crime to most crime. Explain reasons for choice 1 and 5. Activity: Answer questions related to 2 areas. Students to explain why there might be stereotypes in these areas. Get students to think about links between poverty and crime. Red pen for corrections Images and worksheet- crime and geography Sentence starters Key words Go over PEE (possible activity) ALL: Identify their own perceptions of the crime in an area based on an image MOST: explore the link between geography and crime and give 3 reasons for this SOME: evaluate the link between geography and crime using point, evidence, explain Activity: looking at age groups answer questions about crime: 1. Which crimes are each groups of people likely to be affected by?
2. Which crimes are most likely to be committed by each group of people? 3. Which group do you think is most likely to be a victim of violent crime? Groups: over 65, children 8-16, men 16-24, women 30-59 NOTE: Look at the actual statistics for this and discuss with students.