Topic: Understanding Citizenship
|
|
- Thomasina Fletcher
- 5 years ago
- Views:
Transcription
1 Topic: Understanding Citizenship Lesson: What s Citizenship got to do with me? Resources: 1. Resource 1 Citizenship the keys to your future 2. Resource 2 What are these Year 11 students interested in? 3. Resource 3 How are Citizenship lessons useful in real life? 4. Resource 4 What do I want to know more about? 5. Resource 5 The keys to my future KS or Year Group: Year 10/11 Objectives: Students can appreciate that the government values Citizenship education for young people. Students can understand why Citizenship is relevant to their own lives. National Curriculum Key Concepts: due to the nature of the lesson, a brief overview of many concepts is given. Key Processes: 2.1a, 2.2b Range and Content: due to the nature of the lesson, a brief overview of many issues is given. Curriculum Opportunities: 4a, 4b, 4c Lesson overview Students find out why Citizenship lessons actually exist! They explore what the government expects young people to learn within Citizenship education. They also discuss the ways in which Citizenship lessons can meet their personal needs, thus reflecting upon the practical applications of Citizenship knowledge and skills. Starter Share the lesson objectives with students. Ask students to read the paragraph at the top of Resource 1 Citizenship the keys to your future Page 1 of 10
2 Tell students that Citizenship is a difficult subject. Justify this by reminding them that it covers a wide range of issues and topics, that laws change regularly, that different issues crop up in the news daily, and that Citizenship skills need lots of practice. Refer students to the questions on Resource 1, which you may choose to put on the whiteboard. Ask students to discuss a few questions of their choice in small groups. Invite volunteers to feed back some of their answers. Examples of good feedback: 4. I think that I would use the local police s website or the Citizen s Advice Bureau website. It would probably also be useful to go on the local council s website. 6. I know that people in the UK are supposed to be treated equally, but I don t think that it happens in reality. Elderly people don t seem to get treated as well as young people in hospitals. My mum works as a nurse and she reckons that old people get inferior treatment because of their age. 9. I know that parents have a duty to provide for their children and to treat them in a certain way. The laws about child neglect exist so that Social Services can protect children from harm. Praise those who gave feedback. Ask students to read through Resource 2 What are these Year 11 students interested in? Point out that all of the aims of these Year 11 students can be met through Citizenship lessons. Main activity Activity 1: Show students Resource 3 How are Citizenship lessons useful in real life? and explain that this shows the ways in which skills from Citizenship lessons can be applied to real life. Ask students to circle key words and terms (i.e. important Citizenship vocabulary). Examples of key words and terms from Resource 3: employment tribunal discrimination asylum seeker immigrant debate controversial tax politician consumer rights refund Page 2 of 10
3 Activity 2: Refer the students to Resource 4 What do I want to know more about? Ask a student to read out the example provided on the sheet, and point out that the table will highlight practical ways in which Citizenship lessons can improve their lives. Ask students (working in pairs) to fill in the two blank rows of the table using examples from their own lives. Remind students to refer to the key words and terms from Resource 3 when choosing their issues for the table. Invite volunteers to share what they wrote in the table. Examples of good responses: I chose the Youth Justice System as my first issue. My example in action was that my brother s in quite a bit of trouble with the police at the moment, and has been assigned a special worker to help him to understand the court system. My personal example is that I got into bother with the police when I was 13. What I want to find out now is whether the police will keep this information on my file when I m an adult. I wanted to choose the Human Rights Act as one of my issues. An example of human rights in action is a politician like Peter Tatchell campaigning for equal rights for gay people. My personal example is that my aunty s gay and isn t sure what will happen if her and her partner want to adopt a baby. I want to find out whether they will have the same right to adopt as a straight couple. Praise those who gave feedback. Ask students to commit to finding out about or acting on one of the issues they wrote about. Plenary Emphasise to students that Citizenship lessons help people to deal with the world around them in a confident way, and that this is why the government feels that it s an invaluable subject. Hand out Resource 5 The keys to my future. (These should be cut in half in advance.) Ask a volunteer to read out the first key in the list. (S)he should then choose another volunteer to read out the next key, and so on. Invite students to comment upon which of the keys seem the most useful. Examples of good responses: I know absolutely nothing about people from different backgrounds, as all of my friends are similar to me. Once I get a job though, I ll probably be mixing with people from all over the country. It s a good idea for me to learn more about other people s cultures and customs now before I go to my first interview. The one that seems most useful to me is the one about building confidence with group work. I need to practise standing up for myself in front of other people. I ve never been very good at it, and I ve got to get better before it s too late. I don t want to turn up at university and not be able to put my opinions across Page 3 of 10
4 Invite volunteers to summarise why Citizenship lessons are useful in real life. Encourage them to think back over the whole lesson in order to provide a detailed response. Example of good summaries: Citizenship lessons give young people the chance to learn how to get the best out of their world. It teaches them how to stand up for their own rights and opinions, and how to help other people to do so. Citizenship lessons teach young people that there is usually no such thing as a right answer and that it is important to respect everyone s opinions. What you learn in Citizenship lessons can help you in real life. Some of the characters in one of the worksheets helped people outside school because of what they had been taught in Citizenship. Also, some of the characters seemed to mature because of Citizenship lessons. For instance, one student decided to stop agreeing with everything that his parents said. Another student decided that, as she didn t like what the government was doing, she would become a politician herself! Citizenship makes pupils see that there is a lot more to the world than the area of the UK where they live. It helps students realise that they have responsibilities to citizens in other countries and to future generations. It is good that the government wants young people to learn about issues such as voting, the prison system, religion and charities. All of us will be able to use our Citizenship skills at some point in our lives, which isn t the case for all of the subjects that we learn at school. Praise those who gave feedback. Aim high Challenge students to prove that they have used Citizenship skills or knowledge outside of school in the last week. Assessment For homework, ask students to follow up on their commitment to find out about or act on the issue they wrote about in the main activity. Students could also find a quote about Citizenship education from an influential public figure. Level 5: Students can describe ways in which the UK is interconnected with the wider world. Students can discuss topical issues Page 4 of 10
5 Level 6: Students are aware of the diversity of opinions about certain controversial issues. Students can describe some of the influences that shape opinions about controversial issues. Level 7: Students can evaluate the roles citizens can take in shaping decisions. Students can compare UK citizens with those in other parts of the world. Level 8: Students can connect information derived from different sources and their own experiences in order to make perceptive observations. Students have a detailed understanding of the concepts of democracy, justice, rights and responsibilities, identities and diversity. Check the web 4/subjects/citizenship/keystage4/index.aspx?return=/key-stages-3-and- 4/subjects/citizenship/index.aspx%3Freturn%3D/sitemap/index.aspx National Curriculum s guide to KS4 Citizenship The Citizenship Foundation: an organisation devoted to the promotion of Citizenship education Parliamentary report on Citizenship education Summary of key learning Students can appreciate that the government values Citizenship education for young people. Students can understand why Citizenship is relevant to their own lives Page 5 of 10
6 Resource 1 Citizenship the keys to your future Politicians and teachers believe that Citizenship lessons help young adults by encouraging them to be less passive in terms of how they view wider society. In simple terms, Citizenship education provides you with the keys to your future; it helps you to help yourself. 1. How much do you know about the rights of someone who is under arrest? 2. How does the UK compare with other European countries in terms of homelessness statistics? 3. How skilled are you at persuading a group to share your opinions? 4. Do you know which websites you could use if you needed advice about some problem neighbours? 5. How comfortable would you feel putting forward ideas to your MP over the phone? 6. Do you have reason to believe that everyone in this country is treated equally? 7. Do you understand how the Data Protection Act is relevant to you? 8. Do you know which options are available to British teenagers who would like to study in another European country? 9. Do you understand what the law says about children who are neglected by their biological parents? 10. Are you aware of any British traditions that are gradually changing? Page 6 of 10
7 Resource 2 What are these Year 11 students interested in? 1. Jasmine is keen to find out what will happen if she is caught dealing cannabis; she wants to know more about drug classifications and the Youth Justice System. 2. Abram wants to enhance his CV by doing some voluntary work within his local area. He s particularly interested in working with asylum seekers. 3. Anya wants to know how to measure her carbon footprint as she has just been given a car for her birthday. She is keen to find out which websites will give her the best information about energy efficiency. 4. Dwight wants to know more about why terrorism exists, but feels uncomfortable about bringing it up at home. He s determined to find out more about how violent extremism can be tackled, and where it s most prevalent. 5. Fernando just moved to the UK. He wants to establish whether British teenagers care about the same things that he does. His friends from home have strong opinions about the European Union and he s wondering whether young British people do too. 6. Richard doesn t have any gay friends (as far as he knows) and would like to find out whether media stereotypes of gay men are true. He s also intrigued by whether the Human Rights Act is applicable to homosexual citizens. 7. Ulla is passionate about fighting the injustices that she comes across in her daily life. She wants her head teacher to justify why disabled students cannot access the sports hall at her school. She s thinking of organising a protest about discrimination against wheelchair-users. 8. Steph is very passionate about feminism. She wants politicians to make school buses safer for female students and to encourage young women to follow male-dominated career paths. As such, she is keen to lobby her MP about female issues Page 7 of 10
8 Resource 3 How are Citizenship lessons useful in real life? My uncle s boss said that he couldn t get promoted because he was 45. Luckily, we d just done a lesson on employment tribunals. I gave my uncle advice about how to pursue a discrimination case. My friend Elodie joined our school in Year 6. People used to call her a scrounger because she s an asylum seeker. One day we saw a DVD in Citizenship that explained the difference between illegal immigrants and asylum seekers. People don t bully her at all now. I used to think that my parents were right about everything. They taught me that women who have abortions are murderers. A debate that we had the other day made me stop and think though. Maybe my parents are not necessarily right about abortion. Maybe nobody is right! From now on, I m going to think carefully about my views on controversial issues. I ve been copying my parents ideas for a long time, and I want my own now. We had a Citizenship lesson the other day about how taxes are spent and how benefits are allocated to the public. I d never realised how much tax UK workers pay. The shock has inspired me to become a politician; I think that the present government is making a lot of mistakes. Citizenship has made me realise that I have lots of consumer rights. Last month I helped my parents to get a refund on a faulty TV. The manager in the shop was unhelpful at first, so I showed her the list of buyers rights that my teacher had given us. We got our money back straight away! My dad reckons that Citizenship lessons help you to survive in the real world Page 8 of 10
9 Resource 4 What do I want to know more about? In pairs, look at the Citizenship issue in the table below, and read the example provided. Add in your own examples of how a Citizenship issue is affecting/has affected you. Discuss what more you would like to know about that issue, and what you want to do about it. Citizenship issue Consumer rights Example in action I saw a couple get a refund on a faulty TV. The manager in the shop was unhelpful at first, but they knew their rights and so they got their money back quite easily. My example I bought an ipod on holiday in France a few months ago. The volume control isn t working properly so I want to get a new one. I m not sure whether I can return it because I ve had it for three months, plus I bought it abroad. What I d like to learn/do I need to find out whether you can take back an electrical item after you ve had it for a while. I also want to know where you stand if you buy an item in another European country Page 9 of 10
10 Resource 4 The keys to my future Citizenship develops my interest in controversial issues. Citizenship gets me involved in debates. Citizenship teaches me about my rights and responsibilities. Citizenship informs me about the laws that apply to people my age. Citizenship encourages me to play an active role in my community. Citizenship helps me to respect people from all backgrounds. Citizenship invites me to explore UK citizens values. Citizenship tells me how society has changed/is changing in the UK. Citizenship allows me to challenge injustices. Citizenship exposes me to other people s opinions and ideas. Citizenship makes me reflect upon the consequences of my actions. Citizenship gets me involved in democracy. Citizenship enhances my confidence about working in groups. The keys to my future Citizenship develops my interest in controversial issues. Citizenship gets me involved in debates. Citizenship teaches me about my rights and responsibilities. Citizenship informs me about the laws that apply to people my age. Citizenship encourages me to play an active role in my community. Citizenship helps me to respect people from all backgrounds. Citizenship invites me to explore UK citizens values. Citizenship tells me how society has changed/is changing in the UK. Citizenship allows me to challenge injustices. Citizenship exposes me to other people s opinions and ideas. Citizenship makes me reflect upon the consequences of my actions. Citizenship gets me involved in democracy. Citizenship enhances my confidence about working in groups Page 10 of 10
Topic: Human rights. KS or Year Group: Year 10. Lesson: Human rights what are they? National Curriculum. Lesson overview. Starter
Topic: Human rights Lesson: Human rights what are they? Resources: 1. Resource 1 Human rights list 2. Resource 2 Do human rights compete and conflict? 3. Resource 3 Human rights answers 4. Resource 4 Find
More informationInstitutional racism? Reforms to stop and search. Teaching notes. Key Stage: KS4. Resources:
Teaching notes Key Stage: KS4. Resources: Resource 1 Get stop and search right says Home Secretary Theresa May (video clip on BBC News UK internet access needed). Resource 2 Summer 2013. Resource 3 Debate
More informationTopic: Systems of government
Topic: Systems of government Lesson 1 of 2: KS or Year Group: Year 10 Resources: 1. Resource 1 Sky News video clip: Cameron: People deserve better than this 2. Resource 2 What is a general election? 3.
More informationTopic: Human rights and responsibilities
Topic: Human rights and responsibilities Lesson: Introduction to the Universal Declaration of Human Rights (UDHR) Resources: 1. Resource 1 UDHR information sheet 2. Resource 2 Examples of rights not upheld
More informationAmnesty International CONFLICTING RIGHTS
Amnesty International CONFLICTING RIGHTS Human Rights in the Curriculum A human rights resource for teachers of KS4-5 Citizenship, RE, PSHE and related subjects BACKGROUND On 10 January 2007 new regulations
More informationLESSON FOCUS: Immigration and the media
LESSON FOCUS: Immigration and the media Key stage KS4 (Year 10) Key concepts 1.3a Key processes 2.1a, 2.2b Range and content 3g, 3l Curriculum opportunities 4a, 4b, 4c PLTS: Reflective learners, team workers
More informationThey took me away Women s experiences of immigration detention in the UK. By Sarah Cutler and Sophia Ceneda, BID and Asylum Aid, August 2004
They took me away Women s experiences of immigration detention in the UK By Sarah Cutler and Sophia Ceneda, BID and Asylum Aid, August 2004 REPORT SUMMARY This report of research by Bail for Immigration
More informationIf there is one message. that we try to
Feature The Rule of Law In this article Xiao Hui Eng introduces the rule of law and outlines its relevance for Citizenship teaching. It is followed by a sample classroom activity from a resource pack recently
More informationLEARNING ACTIVITIES Democracy
LEARNING ACTIVITIES Democracy Key Learning Objectives: Citizenship MARCH 2017 OFFER! SCROLL DOWN TO THE LAST PAGE FOR YOUR 10% OFFER AND DISCOUNT CODE!! To know why and how laws are made (2b) To know what
More informationOxfam Education In the shoes of a Refugee: how does the law affect you? Outline
In the shoes of a Refugee: how does the law affect you? Age range: 11 + Outline Time: 50-60 minutes Oxfam s Stand as One campaign aims to change UK refugees lives for the better. In 2017 the campaign focuses
More informationThe Fourth Branch: YOU! STEP BY STEP
Teacher s Guide The Fourth Branch: YOU! Time Needed: One class period Materials Needed: Student worksheets Contact information for state or local representatives (optional) Copy Instructions: Graphic Organizer
More informationRefugees
Refugees www.citizenshipteacher.co.uk 2011 15584 1 Objectives I will explain what a refugee is. I will explore viewpoints of different people about refugees. I will take part in a hot seating task to identify
More informationKWL chart, Write the Future Senior Cycle PowerPoint presentation, sheets of flip chart or poster paper, markers
SENIOR CYCLE LESSON PLAN 1 PUSH & PULL FACTORS Objectives To develop an understanding of the current refugee crisis and why people are leaving their countries (in particular Syria) To develop an understanding
More informationIncreasing the Participation of Refugee Seniors in the Civic Life of Their Communities: A Guide for Community-Based Organizations
Increasing the Participation of Refugee Seniors in the Civic Life of Their Communities: A Guide for Community-Based Organizations Created by Mosaica: The Center for Nonprofit Development & Pluralism in
More informationMigrant Caravan and the People Seeking Asylum
LESSON PLAN Migrant Caravan and the People Seeking Asylum Compelling Question: Why are people traveling on a caravan and what are their hopes? Grade Level Time Common Core Standards K-2 3-5 MS HS 50 Minutes
More informationNO SUCH THING AS AN ILLEGAL ASYLUM SEEKER
CHANGING ATTITUDES WITH INFORMATION ASYLUM IN SCOTLAND NO SUCH THING AS AN ILLEGAL ASYLUM SEEKER THE FACTS ASYLUM SEEKERS ARE LOOKING FOR A PLACE OF SAFETY POOR COUNTRIES - NOT THE UK - LOOK AFTER MOST
More informationLETTERS TO DEATH ROW. Amnesty International
Amnesty International LETTERS TO DEATH ROW A human rights education resource to accompany the film Letters to Death Row for teachers of KS3 and KS4 Citizenship and related subjects Teachers tv resource
More informationLESSON FOCUS: Refugees and migration
LESSON FOCUS: Refugees and migration Key stage KS3 Key concepts 1.2c Key processes 2.2d Range and content 3a Curriculum opportunities 4c PLTS: Reflective learning, team work and effective participation.
More informationPODCAST: Politically Powerless, Economically Powerful: A Contradiction?: A Conversation with the Saudi Businesswoman Rasha Hifzi
PODCAST: Politically Powerless, Economically Powerful: A Contradiction?: A Conversation with the Saudi Businesswoman Rasha Hifzi In this podcast, originally recorded for I.M.O.W. s Women, Power and Politics
More informationOxfam Education STAND AS ONE: Families together how does the law affect you?
STAND AS ONE: Families together how does the law affect you? Age range: 11 + Time: 40-50 minutes Outline Oxfam s Stand As One campaign aims to improve UK refugees lives. The campaign focuses on changing
More informationPublic Charge: When is it safe for immigrants to use public benefits? 2. Overview of Public Charge. 1. Highlights of the Public Charge Guidance
Public Charge: RECEIPT OF BENEFITS IN WASHINGTON STATE When is it safe for immigrants to use public benefits? This publication explains the U.S. government s published guidance on the public charge rules,
More informationSocial Standards in the EU A strategic dialogue meeting with People experiencing Poverty November Swedish Delegation
Social Standards in the EU A strategic dialogue meeting with People experiencing Poverty 19-20 November 2015 Swedish Delegation Monica Member of the Swedish delegation I am 55 years old and live in a flat
More informationTogether in the European Union
Together in the European Union Together in the European Union 2 What is in this book Inside this book you will read about: Who wrote this book Page 4 What this book is about Page 5 How countries can help
More information#Time4aTimeLimit OUR CAMPAIGN 3 WHAT IS THE PROBLEM? 4 WHAT IS THE SOLUTION? 5 RUNNING YOUR CAMPAIGN 6 EVENT IDEAS / ACTIVITIES 8
#Time4aTimeLimit CONTENTS OUR CAMPAIGN 3 WHAT IS THE PROBLEM? 4 WHAT IS THE SOLUTION? 5 RUNNING YOUR CAMPAIGN 6 EVENT IDEAS / ACTIVITIES 8 IMMIGRATION DETENTION TESTIMONIES 9 SUPPORT AND GUIDANCE 12 FURTHER
More informationESOL Coordinator 28,000
Migrants Resource Centre is seeking a committed ESOL teacher with curriculum development and programme coordination experience to oversee our English language programme. ESOL Coordinator 28,000 This is
More informationFitzgerald v. Alberta
Law for Alberta classrooms Fitzgerald v. Alberta Do kids have a right to vote in elections? Designed for CTS: Legal Studies (Module 1020) and Grade 9 Social Studies Lesson Summary Time required: 45-60
More informationSources of Law STEP BY STEP. through pages one and two of the packet with the class. page three about civil and criminal types of law.
Teacher s Guide Time Needed: One class period Materials Needed: Student worksheets Copy Instructions: Anticipation Activity (half page; class set) Reading (4 pages; class set) Worksheet (3 pages; class
More informationLobbying 101: An Introduction, Part 1/2
Lobbying 101: An Introduction, Part 1/2 The Bonner Community Engagement Curriculum BWBRS Description: An introduction to lobbying as a means of affecting political change for the improvement of society.
More informationEquality Policy. Aims:
Equality Policy Policy Statement: Priory Community School is committed to eliminating discrimination and encouraging diversity within the School both in the workforce, pupils and the wider school community.
More informationSafeguarding against Extremism and Radicalisation Policy
Safeguarding against Extremism and Radicalisation Policy Mission Statement As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities.
More informationpart civics and citizenship DRAFT
part 4 civics and citizenship The civics and citizenship toolkit A citizen is a person who legally lives in a geographical area such as a town or country. Being a citizen is like having a membership where
More informationDescription. Nyan Storey, English teacher. General information
Description The Refugee Question The activities outlined in the following lesson plan will help students revise and perfect all forms of the interrogative in English by asking and answering questions about
More informationMigration Classroom Notes
Age Range: KS3 or KS4 Timing: This unit is designed to be run across a lesson lasting at least one hour. We would suggest that where possible two hours is allocated to allow you to explore each activity
More informationAndrew Blowers There is basically then, from what you re saying, a fairly well defined scientific method?
Earth in crisis: environmental policy in an international context The Impact of Science AUDIO MONTAGE: Headlines on climate change science and policy The problem of climate change is both scientific and
More informationRefugee and Asylum Seeker Delivery Plan Plain English version
Refugee and Asylum Seeker Delivery Plan 2016-2019 Plain English version Hello! Wales is a great place to live! We have many different people from different cultures, faiths and backgrounds. The Welsh Government
More informationCOURT IN SESSION TEACHER PACK CONTEMPORARY COURTROOM WORKSHOP CYBERBULLYING
COURT IN SESSION TEACHER PACK CONTEMPORARY COURTROOM WORKSHOP CYBERBULLYING National Justice Museum Education 2 WHAT TO DO BEFORE THE VISIT Print a hard copy of the Student Pack for each student. All students
More informationBureau of Refugee and Immigrant Assistance (BRIA) New York State Office of Temporary and Disability Assistance
Bureau of Refugee and Immigrant Assistance (BRIA) New York State Office of Temporary and Disability Assistance Imagine if you walk into a new school and everyone is speaking a language that you don t understand.
More informationGovernment, Policies and the Public Services
Uniformed Public Services KS 5 Transition Pack Unit 1: Government, Policies and the Public Services You are required to complete all the tasks in this booklet. Your knowledge and understanding of this
More informationEM4721 OFFICER'S HANDBOOK
EM4721 OFFICER'S HANDBOOK OFFICER'S HANDBOOK GOOD MEETINGS ARE FUN! What Are Your Meetings Like? Do you have fun? Do the other 4-H members have fun, too? Do they look forward to the meetings? Do they get
More informationLocal Policy Proposal: Expansion of Children s Centres to Provide Universal English Language Learning Classes
Local Policy Proposal: Expansion of Children s Centres to Provide Universal English Language Learning Classes PART 1: INTRODUCTION The Sure Start programme is a policy established by Labour in 1998, for
More informationCommunity Fund research Issue 2 Refugees and asylum seekers in London: the impact of Community Fund grants
Community Fund research Issue 2 Refugees and asylum seekers in London: the impact of Community Fund grants The London regional office of the Community Fund has made a significant number of grants to organisations
More informationLobby? You? Yes, Your Nonprofit Organization Can!
Lobby? You? Yes, Your Nonprofit Organization Can! CAN YOUR NONPROFIT ORGANIZATION LOBBY? Of course it can. It should, and it s easy. Anyone who can make a phone call or write a letter can lobby. If you
More information~\,le~,,_. ~~Green Party. Youth Manifesto. General Election 2017
~\,le~,,_ ~~Green Party ~ Youth Manifesto General Election 2017 Against a hard Brexit Brexit is about the UK leaving the European Union. A hard Brexit is a deal where we lose all the good things about
More informationUNIT 1: CITIZENSHIP TODAY. Rights and Responsibilities Power, Politics and the Media The Global Community
UNIT 1: CITIZENSHIP TODAY Rights and Responsibilities Power, Politics and the Media The Global Community THEME 1: RIGHTS AND RESPONSIBILITIES Community and identity Human, legal and political rights Development
More informationRevision for Theme 1: Community Action and Active Citizenship. Compulsory elements- make up questions 1 (10%) and 2(10%)
Revision for Theme 1: Community Action and Active Citizenship. Compulsory elements- make up questions 1 (10%) and 2(10%) Question format Question 1 is normally made up of 10 questions. They are worth one
More informationHemswell Cliff Primary School Preventing Extremism and Radicalisation Safeguarding Policy 2015
Hemswell Cliff Primary School Preventing Extremism and Radicalisation Safeguarding Policy 2015 Approved by the governing body on:- May 11 th 2015 Signed (Chair of Governors) Review Date Introduction Hemswell
More informationThe quality of the air
Children answering the country s questions The quality of the air A Report of Children s Views to the Department for Environment, Food and Rural Affairs January 2015 Introduction 1. Pupils 2 Parliament
More informationFractured Childhoods:
Fractured Childhoods: The separation of families by immigration detention April 2013 EXECUTIVE SUMMARY This report was researched and written by Sarah Campbell, Antigoni Boulougari and Youngeun Koo. Under
More informationSelf-directed support
Self-directed support Disclosure and Barring Service (DBS) checks A DBS check, previously known as a Criminal Records Bureau (CRB) check, tells you about someone s criminal history. If you want to employ
More informationWHAT CAN I DO TO CHANGE THE WORLD?
UNIT 6 WHAT CAN I DO TO CHANGE THE WORLD? SESSION 1 LIVES THAT CHANGED OUR WORLD EXAMPLES OF INSPIRATIONAL PEOPLE By the end of this lesson students should be able to: become aware that some individuals
More informationANDREW MARR SHOW 6 TH NOVEMBER 2016 JEREMY HUNT
1 ANDREW MARR SHOW 6 TH NOVEMBER 2016 AM: Mr Hunt, welcome. JH: Morning, Andrew. AM: A very straightforward choice here in a sense: three judges have come under pretty sustained attack for their judgement
More informationRefugee Suicide Prevention Training Toolkit: Adapting QPR Training to Incorporate Refugee Experiences. Ask A Question. Save A Life.
: Adapting QPR Training to Incorporate Refugee Experiences Ask A Question. Save A Life. April 2012 The Refugee Health Technical Assistance Center is funded by the Office of Refugee Resettlement, Administration
More informationExemplar for Internal Achievement Standard. Social Studies Level Three
Exemplar for Internal Achievement Standard Social Studies Level Three This exemplar supports assessment against: Achievement Standard 91599 Examine personal involvement in a social action(s) that aims
More informationNumber of samples: 1,000 Q1. Where were you at the occurrence of Tsunami on 26 December, 2004?
2.1 Residents Number of samples: 1,000 Q1. Where were you at the occurrence of Tsunami on 26 December, 2004? No Location of respondent Number Percentage 1 At home 516 51.60 2 In a building other than home
More information8 th Amendment. Yes = it describes a cruel and unusual punishment No = if does not
8 th Amendment Yes = it describes a cruel and unusual punishment No = if does not 1. Electric Chair Mistake A person is sentenced to death for murder. On the first try, the electric chair shocks the prisoner
More informationWelcoming Refugee Students: Strategies for Classroom Teachers
Georgia Southern University Digital Commons@Georgia Southern ESED 5234 - Master List ESED 5234 May 2016 Welcoming Refugee Students: Strategies for Classroom Teachers Bureau of Refugee and Immigrant Assistance
More informationBecome the President. Do you have what it takes?
Become the President Do you have what it takes? The year is 2037, and 2040 is looking to have one of the most important presidential elections in U.S. history. The country is facing some of the most challenging
More informationEssential Skills Wales Essential Communication Skills (ECommS) Level 3 Controlled Task Candidate Pack
Essential Skills Wales Essential Communication Skills (ECommS) Level 3 Controlled Task Candidate Pack Young Voters Sample Version 2.0 Candidate name: Candidate number: Date registered for ECommS: Unique
More informationCreated by Michael Ahlert, Melissa Castillo, Anika Forrest and Friends of Farmworkers
SKITS NOTARIO FRAUD Created by Michael Ahlert, Melissa Castillo, Anika Forrest and Friends of Farmworkers SKIT #1: This skit is about an immigrant who has been living in the US for 8 years and who wants
More informationYoung adult refugees and asylum seekers: Making transitions into adulthood. Gudbjorg Ottosdottir PhD and Maja Loncar MA
Young adult refugees and asylum seekers: Making transitions into adulthood Gudbjorg Ottosdottir PhD and Maja Loncar MA Since the 1990 s there has been an upsurge in research interest in children and youth.
More informationA Publication of Harlan York & Associates. How To Get Your Green Card Through MARRIAGE
A Publication of Harlan York & Associates How To Get Your Green Card Through MARRIAGE A GUIDE FROM A TOP GREEN CARD LAWYER immigrationlawnj.com 973.642.1111 TABLE OF CONTENTS 1. 9 Requirements Of Filing
More informationSESSION 8 A TEEN LEADER'S COMMUNITY How wonderful it is that nobody need wait one single moment before starting to improve the world.
SESSION SESSION A TEEN LEADER'S COMMUNITY How wonderful it is that nobody need wait one single moment before starting to improve the world. ANN FRANK SESSION A TEEN LEADER'S COMMUNITY Background Reading:
More informationUniformed Public Services. Government, Policies and the Public Services
Uniformed Public Services Government, Policies and the Public Services ALL LEVEL 3 STUDENTS TAKING TRIPLE AWARD You are required to complete all the tasks in this booklet. Your knowledge and understanding
More informationSelf-Questionnaire on Political Opinions and Activities
Self-Questionnaire on Political Opinions and Activities 1. Which best describes your year in college? Freshman Sophomore Junior Senior Other Not in college 2. What is your major? Government, Politics,
More informationInterview with Jacques Bwira Hope Primary School Kampala, Uganda
Hope Primary School Kampala, Uganda Jacques Bwira arrived in Uganda in 2000, having fled the violent conflict in his native country, the Democratic Republic of Congo. Though he had trained and worked as
More informationWhat are term limits and why were they started?
What are term limits and why were they started? The top government office of the United States is the presidency. You probably already know that we elect a president every four years. This four-year period
More informationViviane Reding BBE-Europa-Nachrichten 1/2011
Viviane Reding BBE-Europa-Nachrichten 1/2011 Volunteer make a difference! Speech by Viviane Reding, Vice-President of the European Commission, responsible for Justice, Fundamental Rights and Citizenship
More informationBritish Values in Art
British Values in Art Freedom to voice opinions during class feedback sessions. Votes on materials/techniques Debates/discussions of artists work through critical studies Student autonomy in their personal
More informationI am the Cap! I am not any kind of cap. I am a baseball cap. The Baseball Cap of a Customs Officer. INTERNAL AND EXTERNAL BORDERS GROUP 5 6
5 I am the Cap! I am not any kind of cap. I am a baseball cap. The Baseball Cap of a Customs Officer. Produced by This story is part of the European Story Suitcase. Hey. Hello! How very nice it is that
More informationNorthampton Primary Academy Trust
Northampton Primary Academy Trust Preventing Extremism and Radicalisation Policy Date approved by the NPAT Board of Directors: 13.12.2018 Chair of Directors Signature: Renewal Date: 13.12.2020 Introduction
More informationNative Americans The Iroquois Nation
Non-fiction: Native Americans The Iroquois Nation Native Americans The Iroquois Nation Did you ever wonder where the United States got its form of government? You might assume that it was based on the
More informationPromoting Fundamental British Values
Promoting Fundamental British Values Fundamental British Values Democracy: an understanding of how citizens can influence decision-making through the democratic process. Rule of law: an appreciation that
More informationLocal & Global Citizenship
Local & Global Citizenship St Joseph s Boys High School, Newry KS3 Scheme of work Mr B. Fearon Index P3 - Introduction P6 - Statutory requirements for Citizenship P10 - Year 8 units P14 - Year 9 units
More informationBriefing A review of support for trafficked children
Still at risk Briefing A review of support for trafficked children Briefing Context Increased understanding of the magnitude of child trafficking in the UK, and continued concerns about trafficked children
More informationEND INDEFINITE DETENTION
END INDEFINITE DETENTION Campaign Pack #ITSABOUTTIME CONTENTS OUR CAMPAIGN 3 WHAT IS THE PROBLEM? 4 WHAT IS THE SOLUTION? 5 RUNNING YOUR CAMPAIGN 6 EVENT IDEAS / ACTIVITIES 8 IMMIGRATION DETENTION TESTIMONIES
More informationSouth Bank Engineering UTC Preventing Extremism and Radicalisation Policy
South Bank Engineering UTC Preventing Extremism and Radicalisation Policy Introduction South Bank Engineering UTC (UTC) is committed to providing a secure environment for students, where children feel
More informationTopic: Human rights and responsibilities
Topic: Human rights and responsibilities Lesson 3: The contemporary relevance of the Holocaust Resources: 1. Resource 7 Universal Declaration of Human Rights 2. Resource 8 news article on the Olympics
More informationThomson House School Preventing Extremism and Radicalisation Safeguarding Policy
Thomson House School Preventing Extremism and Radicalisation Safeguarding Policy Agreed by: Governor s Education Committee Date: October 2018 Review Cycle: Annual Next Review Date: October 2019 All the
More informationCommunity Cohesion and Preventing Extremism and Radicalisation Policy
Community Cohesion and Preventing Extremism and Version: 10.0 Approval Status: Approved Document Owner: Graham Feek Classification: External Review Date: 01/04/2017 Effective from: September 2015 Table
More informationQuwwat ul Islam Girls School
Quwwat ul Islam Girls School Preventing Extremism and Radicalisation Safeguarding Policy Page 1 of 9 Quwwatul Islam Girls School Preventing Extremism and Radicalisation Safeguarding Policy Introduction
More informationVoter Education 2012
Voter Education 2012 Five lessons on Elections and Voting in Minnesota For English Language, Adult Basic Education and Citizenship Classes These five lessons are based on stories, using a real-life approach
More informationGoing. A booklet for children and young people who are going to be witnesses at Crown, magistrates or youth court
Going to court A booklet for children and young people who are going to be witnesses at Crown, magistrates or youth court This book should be read with the assistance of an adult supporter who knows about
More informationSANTTI v. SANTTI 01/30/2017
SANTTI v. SANTTI 01/30/2017 I. PRETRIAL MOTIONS A. Plantiff 1. None B. Defendant 1. None C. Remarks from Chief Justice Molina: 1. The way the court operates is a mimic of judicial system. 2. I will remind
More informationPromoting fundamental British values as part of SMSC in schools
The Royal Liberty School Where boys are ambitious, where boys succeed Promoting fundamental British values as part of SMSC in schools Reviewed by: M Howells Review Date: October 2016 Next Review: Promoting
More informationGoing to Court. A DVD and booklet for young witnesses
Going to Court A DVD and booklet for young witnesses We have prepared this booklet for young witnesses in criminal cases but other people may also find it useful. It explains what a witness is, what a
More informationHellingly Community Primary School
Hellingly Community Primary School Child Protection Policy January 2012 Preventing Extremism and Radicalisation Policy Written by: K Ward Date: January 2018 Signed by Headteacher: Date: January 2018 Signed
More information10A. Introducing the Read-Aloud. Essential Background Information or Terms. Vocabulary Preview. 10 minutes. 5 minutes
Immigration and Citizenship Introducing the Read-Aloud 10A 10 minutes Essential Background Information or Terms Remind students that in the previous read-aloud they learned about James Madison and his
More informationMessengers of Peace. The Activity: Complete a Messengers ofpeace service project
Messengers of Peace The Activity: Complete a Messengers ofpeace service project Cub Scout Adventure Quest Turas: Help with the service project Taisteal: Take on a specific job for the service project Tagann:
More informationDAVID H. SOUTER, ASSOCIATE JUSTICE, U.S. SUPREME COURT (RET.) JUSTICE DAVID H. SOUTER: I m here to speak this evening because
DAVID H. SOUTER, ASSOCIATE JUSTICE, U.S. SUPREME COURT (RET.) Remarks on Civic Education American Bar Association Opening Assembly August 1, 2009, Chicago, Illinois JUSTICE DAVID H. SOUTER: I m here to
More informationPrevent Briefings. In response to the national strategy, Greater Manchester Police (GMP) Counter Terrorism Branch s Prevent Team will aim to:
Prevent Briefings What is Prevent? The Government s National Prevent Strategy s aim is to: Stop people becoming terrorists or supporting terrorism This is supported by three specific objectives: 1. Respond
More informationLesson Objectives: The student will be able to... Step by Step
Teacher Guide Time Needed: 1 Class Period Anticipate Distribute Read Project Transition to Side B. Tell Read Media Moment mini: Presidential Succession Materials: Student worksheets Student internet access
More informationPREVENTING EXTREMISM AND RADICALISATION SAFEGUARDING POLICY
St Richard's Catholic College PREVENTING EXTREMISM AND RADICALISATION SAFEGUARDING POLICY We have adopted the East Sussex County Council policy. The Policy was approved by the Governing Body: September
More informationPREVENTING EXTREMISM AND RADICALISATION SAFEGUADING POLICY
PREVENTING EXTREMISM AND RADICALISATION SAFEGUADING POLICY 1 Introduction The Norwood School is committed to providing a secure environment for pupils, where children feel safe and are kept safe. All adults
More informationNewcomer and Receiving Communities Perspectives on Latino Immigrant Acculturation in Community B
Newcomer and Receiving Communities Perspectives on Latino Immigrant Acculturation in Community B Corinne B. Valdivia (PI), Lisa Y. Flores (Co-PI), Stephen C. Jeanetta (Co-PI), Alejandro Morales, Marvyn
More informationA Mixed-Methods Evaluation of the Adolescent Marijuana Delinquent Act Citation (DAC) Program in Hillsborough County
A Mixed-Methods Evaluation of the Adolescent Marijuana Delinquent Act Citation (DAC) Program in Hillsborough County Vanessa Tate, B.A., CPH (provisional) Lauren Julian, B.A. Alexis McKinley, B.S. 1 OVERVIEW
More informationIn order to get parole, you have to show the following things:
GETTING OUT OF DETENTION: OPTIONS FOR PEOPLE WITH POSITIVE CREDIBLE FEAR DETERMINATIONS This guide was prepared and updated by the staff of the Rocky Mountain Immigrant Advocacy Network (RMIAN) and was
More informationInclusion What I can do
This exercise gives pupils an opportunity to explore how they can participate in and influence democratic processes, and promote equality within their school and local community. The exercise links with
More informationPreventing Extremism and Radicalisation Safeguarding Policy
Preventing Extremism and Radicalisation Safeguarding Policy British Values & The Prevention of Radicalisation School Ethos and Practice When operating this policy we use the following accepted Governmental
More information8-12. A Multilingual Treasure Hunt. Subject: Preparation: Learning Outcomes: Total Time: Citizenship, PHSE, Languages, Geography,
A Multilingual Treasure Hunt P1 Image : UNHCR / E.On. A Multilingual Treasure Hunt Subject: Citizenship, PHSE, Languages, Geography, Learning Outcomes: For students to have experienced a situation where
More informationWhy Government? STEP BY STEP
Teacher s Guide Why Government? This lesson combines two readings from the icivics Influence Library and adds activities that bridge the two topics: Thomas Hobbes and John Locke. Time Needed: One class
More information