Introduction to unit by zzz22140

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									                                      Introduction to unit


This unit has been designed for year 10 groups studying PSHE with discrete Citizenship units,
but not following a GCSE or other accredited programme.

The unit helps to address areas 1 c and d, 2 a, b and c, 3 a and c of the Key Stage Four
Programme of Study.

This unit was designed to be taught in Citizenship lessons but also to complement the Edexcel
RE GCSE course. The idea is that the Citizenship course covers all of the background social and
political information, leaving the RE course more time to learn the religious opinions on the
issues considered. Feedback from the RE department has been very positive.

Starting the unit by considering how politics affects all of us in our daily lives was fairly
successful at combating the attitude that politics is irrelevant (an attitude that the majority
of my pupils have). It meant that I could refer back to that lesson during the unit if it seemed
that pupils were switching off.

I was concerned that the essay on voting systems might not work well, particularly as pupils at
our school are not used to doing significant pieces of writing in Citizenship lessons. My
strategies for dealing with this was linking it to RE, pitching it as an opportunity to practice
skills learnt in English, and providing plenty of structure and support for those that needed it.
The result was that most pupils produced good quality essays with a range of arguments and
concluding with their own opinion. This gave me the opportunity to praise them, and to focus
this praise on their citizenship skills. I think it also helped them to start valuing Citizenship as
‘real’ subject!

The RE course looks at the Christian foundations of the British Welfare state and it was
therefore important to look at Welfare state in some detail in the Citizenship unit. I initially
had reservations about teaching the lessons on the welfare state, perhaps partly because it is
not an area I know much about but it turned out to be one of the best parts of the unit. Firstly,
the pupils enjoyed working out the solutions to the 5 evils. They usually came up with the
solutions that were actually put in place from the 1940s onwards and this gave them a sense of
achievement. Secondly, it was a topic that they all were able to engage in and had an opinion on
as they all have some understanding of education, healthcare, housing, etc. When starting the
Welfare state aspect, pupils were very interested to see pictures of their area in the 1940s,
and were particularly shocked by the bomb damage. I would therefore recommend finding
pictures of the area around your own school for this part. Pupils also enjoyed the debate on the
NHS, but this only worked very well with classes that had some experience in debate. If I were
teaching the unit again, I would spend more time on how to have a debate if the group were new
to debating.
Reference note on resources:

The worksheet on first past the post and proportional representation is photocopied from the
textbook ‘Government and Democracy’ in the PfP ‘Get Into Citizenship’ series

The posters on how politics affects us use in Lesson One, and the political bingo activities used
in Lessons 2 and 4 are taken from the Democracy cookbook.

Additional PowerPoint Resource (in PDF format)
          Medium Term Plan – British Politics and the Welfare State



Lesson Key questions     Objectives                                  Activities
1      What    do    you To consider how much pupils already         British politics quiz
        already know about   know about British politics             Identifying activities and
        politics?            To introduce the new unit of work       issues that are affected
        How does politics    To explore the ways in which politics   by politics
        affect your life?    affects pupils’ lives


2       What are MPs and     To identify the main roles of an MP     Political bingo
        what do they do?     To consider the qualities that an MP    Discussion and card sort
        What qualities       should have                             on attributes of an MP
        should an MP have?   To design an MP                         Design life size ideal MP


3       How do elections     To explain how Britain’s electoral      Mock voting
        work? How are        system works                            Work out election results
        MP’s elected in      To develop your own opinion about       for FPTP and PR elections
        Britain? What is     different voting systems
        proportional         To consider the arguments in favour
        representation?      and against different voting systems


4       Is     proportional To identify and evaluate arguments       Identify arguments in
        representation    a in favour and against proportional       favour and against PR
        good or a bad idea? representation                           from sheet
                            To compare proportional                  Produce balanced essay
                            representation and first past the        with own opinion
                            post
                            To develop and justify our own
                            opinions about proportional
                            representation and first past the
                            post


5       What is the          To explain why the Welfare State        Identify    problems    in
        Welfare state and    was set up in Britain                   Britain now and in 1940s
        why was it           To identify the key features of the     Use timeline to answer
        created?             Welfare State                           questions about welfare
                             To express our own opinions about       state
                             the Welfare State                       Vote with your feet
                                                                     plenary
6       What is your         To recap and develop our knowledge      Debate on whether or not
        opinion of the       about the Welfare State                 the NHS should charge
        current welfare      To consider one part of the Welfare     for medical treatment
        state?               State in detail
                             To develop debating, reasoning, and
                             listening skills
LESSON PLAN 1

Teacher’s Name:          Miss Jarman                          Day/Date:         Thurs 20th April           Period:    4
Subject:     Citizenship                    Class:    10       Mixed Ability:        or Set                      of
                                                      Girls
                                                                                  y
No. in Group        19     No. on SEN Register:      School Action 0    School Action Plus 1              Statemented        0

No. of G&T      8                                     No. EAL students below NC level 2:            1

Unit/module of work: (Refer to SoW and NC PoS)               Key ideas/questions/words:
British Politics                                             What do you already know about politics?
1 cd 2 abc 3ac                                               How does politics affect your life?
                                                             Is everything ‘radically political’?
                                                             Politics, politician, prime minister, chancellor, etc.

Learning objectives/We Are Learning To (WALT):               Learning outcomes/What I’m Looking For (WILF): By
                                                             the end of the lesson –
To consider how much pupils already know about
British politics                                             All should have considered how much they already
To introduce the new unit of work                            know about politics, understood the connection
To explore the ways in which politics affects pupils’        between the unit and the RE GCSE, and identified a
lives                                                        few ways in which politics affects their lives
                                                             Most should have considered how much they already
                                                             know about politics, understood the connection
                                                             between the unit and the RE GCSE course and
                                                             identified how politics affects numerous different
                                                             aspects of their lives
                                                             A few should also have begun to question and
                                                             consider the benefits and disadvantages of the ways
                                                             in which politics affects their lives, and the ways in
                                                             which they can affect politics

Support Staff(s)?             No                             Literacy focus Group talk, reading for meaning
Students? N/a
Time       Core lesson content     Core Teaching/Learning    Strategies to meet range of                Assessment:
                                   approaches                learning needs eg. Less able/more          what/how/who?
                                                             able/EAL, use of SIP


10m        Starter: British        Individual work on        Less able pupils may work in pairs         Pupils to feedback
           politics quiz           sheet or read out by      to answer questions                        answers, teachers
                                                             Extension for more able:
                                   teacher                                                              to provide correct
                                                             brainstorm their opinion of politics
                                                                                                        answers –
                                                             Audio visual powerpoint
                                                             presentation for answers                   immediate oral
                                                                                                        feedback

10m        Introduction of         Teacher to explain        Audio visual presentation using            Teacher to check
           new unit                connection between unit   powerpoint to facilitate                   understanding by
                                   of work and RE GCSE       understanding                              asking questions, no
                                   (explain has been used                                               hands up
                                   in other schools to
                                   boost exam grades
                                   while meeting legal
                                   requirement to learn
                                   about Citizenship)
                                   Teacher to start brief
                              discussion on what
                              pupils think about
                              politics.

15m     Main activity: Step   Introduce Rousseau                                                Immediate
                                                         Teacher to ensure appropriate
        1                     quotation: ‘Everything     groupings of students, to circulate    feedback while
                              is radically political’.   in class to provide support for less   circulating, and
                              Pupils will decide if      able and to encourage more able        books to be marked
                              they agree.                to think more deeply about the         after lesson
                              Pupils to work in pairs    issues raised
                              or groups to brainstorm    Sheet to provide more structure
                              some of the things         and examples for less able and
                                                         EAL
                              which are important to
                                                         EAL Target
                              them, activities that
                              they do everyday, etc.
                              Divide into two
                              categories: Things that
                              are affected by
                              politics, things which
                              are not.

15m     Main activity: Step   Teacher to provide                                                Immediate
                                                         Teacher to ensure appropriate
        2                     copies of posters about                                           feedback while
                                                         groupings of students, to circulate
                              how politics affects       in class to provide support for less   circulating, and
                              where you live, sport,     able and to encourage more able        books to be marked
                              music, etc.                to think more deeply about the         after lesson
                              Pupils use information     issues raised
                              to see if they should      Sheet to provide more structure
                              move any of the            and examples for less able and
                              activities/issues to       EAL
                                                         EAL target
                              different category, and
                              can they identify other
                              things that are
                              affected by politics.

10m     Plenary: Class      Is everything radically      Differentiated questioning             Immediate verbal
        discussion          political? Pupil             Choose a pupil to facilitate the       feedback from
                            discussion to feedback       discussion to extend able pupil        teacher and from
                            work.                                                               peers
Homework:      None to be set
All:
Most:
A few:
Risk assessment/Health and Safety                        Other links as appropriate e.g. numeracy/SMSC
                          BRITISH POLITICS

How much do you already know? Take a guess if you aren’t sure.

  1. Who is the Prime Minister?
     ………………………………………………………………………………………………………

  2. Which are the 3 main political parties?
     ……………………………………………………………………………………………………….

  3. Who is the Minister for Education?
     ……………………………………………………………………………………………………….

  4. Who is the leader of the opposition?
     ………………………………………………………………………………………………………..

  5. Who is the Head of State?
     …………………………………………………………………………………………………………

  6. How many MPs are there?
     …………………………………………………………………………………………………………

  7. Who is the Chancellor of the Exchequer?
     ………………………………………………………………………………………………………..

  8. How often is a General Election held?
     ………………………………………………………………………………………………………..

  9. Who can vote in an election?
     ……………………………………………………………………………………………………….

10.   Who is your MP?
      ……………………………………………………………………………………………………….
                                                 LESSON PLAN 2

Teacher’s Name:         Miss Jarman                           Day/Date:         Thurs 27th April        Period:    4
Subject:   Citizenship                     Class:    10       Mixed Ability:        or Set                    of
                                                     Girls
                                                                                  y
No. in Group       19     No. on SEN Register:      School Action 0    School Action Plus 1            Statemented     0

No. of G&T     8                                     No. EAL students below NC level 2:          1

Unit/module of work: (Refer to SoW and NC PoS)               Key ideas/questions/words:
British Politics                                             What are MPs and what do they do?
1 cd 2 abc 3ac                                               What qualities should an MP have?


Learning objectives/We Are Learning To (WALT):               Learning outcomes/What I’m Looking For (WILF): By
                                                             the end of the lesson –
To identify the main roles of an MP
To consider the qualities that an MP should have             All should be able to identify some of the main roles
To design an MP                                              of an MP and list some of the qualities that they
                                                             think an MP should have
                                                             Most should be able to identify several roles of an
                                                             MP, and explain some of the qualities they think an
                                                             MP should have
                                                             A few should also begin to apply this knowledge to
                                                             evaluate the work of current MPs

Support Staff(s)?           NY                               Literacy focus Group talk, reading for meaning
Students?
Time    Core lesson content      Core Teaching/Learning      Strategies to meet range of             Assessment:
                                 approaches                  learning needs eg. Less able/more       what/how/who?
                                                             able/EAL, use of SIP


10m     Starter: Political       Individual work to          Kinaesthetic task                       Pupils to feedback
        bingo                    complete work sheet         Teacher to explain any unfamiliar       answers, immediate
                                                             words on sheet
                                                                                                     oral feedback

10m     Introduction to          Teacher to introduce        Audio visual presentation using         Teacher to check
        role of MPs, WALT        WALT, explain the           powerpoint                              understanding by
                                 different types of          Writing frame for less able for         asking questions, no
                                 political representatives   roles of an MP                          hands up
                                 in the UK, and give                                                 Books to be marked
                                 brief introduction to                                               after lesson
                                 the role of an MP
                                 Pupils write down 5
                                 main roles of an MP in
                                 their own words.



10m     Main activity: Step      Pupils work in groups to    Teacher to ensure appropriate           Immediate
        1                        choose the top 10           groupings for activity                  feedback while
                                 attributes of an MP         Pupils to assign roles in group –       circulating
                                                             leader, reporter.
                                                             Teacher to circulate to ensure
                                                             participation and to encourage
                                                             more able students to articulate
                                                             reasons for their decisions
                                                             NY to explain key words to
                                                         Visual task – accessible for all       Immediate
20m     Main activity: Step   Pupils work in groups to   abilities                              feedback from
                                                         Different expectation in terms of
        2                     design their ‘perfect’                                            teacher while
                                                         work completed
                              MP                                                                circulating – will
                                                         NY to target group and to
                              (Resources needed –        circulate for support                  receive feedback
                              paper, pens, etc)                                                 from peers during
                                                                                                plenary

                                                                                                Immediate verbal
10m     Plenary: Display,     Reporter from each         Visual display of work to facilitate   feedback from
        explain and discuss   group explains the         understanding                          teacher and from
        Mp design work        choices made by their                                             peers
                              group, other pupils in
                              class to make
                              comments, ask
                              questions

Homework:      ‘Meaningful encounters’ worksheet
All:           To complete first task
Most:
A few:         To complete extended report
Risk assessment/Health and Safety                        Other links as appropriate e.g. numeracy/SMSC

                                                         RE GCSE
              How does politics affect your life?
First think of some things that are important to you, and some things that you do each day.
Examples: your family, go to school, listen to music, play football.

Now decide for each idea whether it is affected by politics at all.
Example: School is affected by politics because the government has made a law that you have
to go to school.

Make two lists with these titles:
‘Things that are affected by politics’
‘Things that are not affected by politics’




              How does politics affect your life?
First think of some things that are important to you, and some things that you do each day.
Examples: your family, go to school, listen to music, play football.

Now decide for each idea whether it is affected by politics at all.
Example: School is affected by politics because the government has made a law that you have
to go to school.

Make two lists with these titles:
‘Things that are affected by politics’
‘Things that are not affected by politics’




                                       LESSON PLAN 3
Teacher’s Name:         Miss Jarman                          Day/Date:         Thurs 4th May             Period:      4
Subject:   Citizenship                     Class:    10       Mixed Ability:        or Set                     of
                                                     Girls
                                                                                 y
No. in Group       19     No. on SEN Register:      School Action 0    School Action Plus 1             Statemented       0

No. of G&T     8                                     No. EAL students below NC level 2:           1

Unit/module of work: (Refer to SoW and NC PoS)              Key ideas/questions/words:
British politics                                            How do elections work? How are MP’s elected in Britain?
1 cd 2 abc 3ac                                              What is proportional representation?


Learning objectives/We Are Learning To (WALT):              Learning outcomes/What I’m Looking For (WILF): By
To explain how Britain’s electoral system works             the end of the lesson –
To develop your own opinion about different voting          All should be able to explain how we vote in elections
systems                                                     and what the first past the post system is
To consider the arguments in favour and against             Most should also be able to explain what proportional
different voting systems                                    representation is, how it is different from FPTP, and
                                                            should be able to give an opinion on the different
                                                            systems
                                                            A few should also have begun to weigh up the arguments
                                                            for and against each system and be able to give a well
                                                            reasoned argument to support their opinion

Support Staff(s)?           NY                              Literacy focus Language for arguments and opinions
Students?
Time    Core lesson content      Core Teaching/Learning     Strategies to meet range of               Assessment:
                                 approaches                 learning needs eg. Less able/more         what/how/who?
                                                            able/EAL, use of SIP


5m      Starter: Vote for        Individual task to         Teacher to explain clearly to less        Votes to be counted
        biscuits!                introduce the topic        able/EAL pupils                           during lesson
                                 (Crick – voting is a
                                 habit…)

10m     Introduction:            Teacher talk with          Differentiated questioning                Immediate verbal
        WALT, explain            powerpoint                 Written and spoken instructions           feedback
        First past the post      presentation, and          for clarity
        voting system,           questioning to check
        explain activities       for understanding

                                                            Table provided for less able to
15m     Main activity 1:         Worksheet based                                                      Teacher to
                                                            stick into book rather than copy
        First Past the Post      individual written work                                              circulate and
                                                            One or two students to be given
        activity                 in exercise book           responsibility for counting starter       provide immediate
                                                            votes                                     verbal feedback and
                                                            NY to support                             work to be marked
                                                                                                      in book

5m      Mid lesson plenary       Feedback answers from      Differentiated questioning                Immediate verbal
                                 first activity and                                                   feedback
                                 explain proportional
                                 representation

15m     Main activity 2:         Worksheet based            Table provided for less able to           Teacher to
        Proportional             individual written work    stick into book rather than copy          circulate and
        Representation       in exercise book        Extension work – arguments for     provide immediate
                                                     and against proportional           verbal feedback and
                                                     representation                     work to be marked
                                                     NY to support
                                                                                        in book

10m     Plenary: Class       Feedback from PR        Differentiated questioning         Immediate verbal
        discussion           activity                Push more able pupils to develop   feedback
        Teacher to explain   What do you think of    their opinion and support with
        that next lesson     FPTP and PR? Which is   evidence
        will be extended     fairer? What are the
        writing task on      advantages and
        voting systems and   disadvantages?
        set homework

Homework:      Research on proportional representation
All:
Most:
A few:
Risk assessment/Health and Safety                      Other links as appropriate e.g. numeracy/SMSC
                                                       Numeracy
                                                       RE GCSE
Candidate                Vote



Chocolate chip cookies


Jammy dodgers



Digestives




Candidate                Vote



Chocolate chip cookies


Jammy dodgers



Digestives
            Constituency                                 Total votes   Seats gained
                                                         for each      under PR if 1
                                                         party         seat for every




                                             Dartmouth
                                Colchester
Party                                                                  250 votes



                    Blackburn
          Andover



Yellow
Party
Pink
Party
Purple
party
Winning
party




            Constituency                                 Total votes   Seats gained
                                                         for each      under PR if 1
                                                         party         seat for every
                                             Dartmouth
                                Colchester




Party                                                                  250 votes
                    Blackburn
          Andover




Yellow
Party
Pink
Party
Purple
party
Winning
party
                                                 LESSON PLAN 4


Teacher’s Name:         Miss Jarman                           Day/Date:        Thurs 18th May            Period:    4
Subject:   Citizenship                     Class:    10       Mixed Ability:        or Set                     of
                                                     Girls
                                                                                 y
No. in Group       19     No. on SEN Register:      School Action 0    School Action Plus 1            Statemented       0

No. of G&T     8                                     No. EAL students below NC level 2:          1

Unit/module of work: (Refer to SoW and NC PoS)               Key ideas/questions/words:
British Politics                                             Is proportional representation a good or a bad idea?
1 cd 2 abc 3ac

Learning objectives/We Are Learning To (WALT):               Learning outcomes/What I’m Looking For (WILF): By
To identify and evaluate arguments in favour and             the end of the lesson –
against proportional representation                          All should have identified 5 arguments in favour and 5
To compare proportional representation and first past        arguments against PR and have used these to construct
the post                                                     an essay
To develop and justify our own opinions about                Most should have evaluated some of the arguments in
proportional representation and first past the post          favour and against PR in their essay, and have developed
                                                             and justified their own opinion about PR
                                                             A few should have thoroughly evaluated the arguments
                                                             in favour and against PR and have developed and
                                                             justified their opinion about PR

Support Staff(s)?                                            Literacy focus Extended writing, justifying a personal
Students?                                                    opinion
Time    Core lesson content      Core Teaching/Learning      Strategies to meet range of             Assessment:
                                 approaches                  learning needs eg. Less able/more       what/how/who?
                                                             able/EAL, use of SIP


5m      Starter: British         Individual work on          Differentiated starter                  Answers to be fed
        politics keyword         worksheet to recap          worksheets: some letters                back to whole class,
        bingo                    some of the keywords        completed for EAL and less able         pupils to correct
                                 from the unit that they     students to allow them to
                                 may need in the lesson      complete more easily, extension
                                                             task provided

5m      Introduction:            Teacher talk with           Audio visual presentation –             Teacher to check
        Teacher to explain       powerpoint presentation     instructions written and spoken         for understanding
        WALT and WILF            and questioning to check    for clarity
                                 for understanding




10m     Main activity 1:         Work in pairs to divide     Less able and kinaesthetic              Teacher to circulate
        Arguments in favour      arguments on worksheet      learners can be given scissors          and give immediate
        and against PR           into for and against,       and glue to physically divide the       verbal feedback
                                 then to put into order of   arguments
                                 importance                  NY to support
                                                             Worksheet with images
                                                             Teacher to push more able pupils
                                                             to explain their choices
5m     Mid lesson plenary     Whole class to feedback    Instructions for task on            Teacher to question
                              answers and opinions and   powerpoint as well as on paper,     to check for
                              teacher to explain         written and spoken to help all to   understanding
                              extended writing task      understand



30m    Main activity 2:       Individual written work    Writing frame provided for less     Teacher to mark
       extended writing       in books                   able and EAL pupils, with           written pieces after
       task                                              keywords at the bottom              lesson. Peer
                                                         NY to support                       assessment during
                                                         Sheet provided explaining how       plenary.
                                                         to write an excellent piece –
                                                         teacher to make high
                                                         expectations of written work
                                                         clear to more able pupils

5m     Plenary                Pupils swap books to       Teacher to ensure appropriate       Peer assessment
                              read each others work      pairings                            task
                              and identify one good
                              thing about their
                              partner’s work and one
                              point for development,
                              share with each other,
                              and some to share with
                              whole class
Homework:        None to be set
All:
Most:
A few:
Risk assessment/Health and Safety                        Other links as appropriate e.g. numeracy/SMSC
                                                         RE GCSE
‘PROPORTIONAL  REPRESENTATION WOULD BE A BETTER SYSTEM THAN FIRST PAST THE POST’.   HOW   FAR DO
YOU AGREE WITH THIS STATEMENT?


How to write a brilliant essay…
   •   Plan your essay before you start
   •   Include a clear introduction and conclusion
   •   Use PEE – point, explanation, example
   •   Use and explain key words
   •   Use all of the arguments from the first activity but explain them in your own words
   •   Analyse why some arguments are stronger or weaker
   •   Explain why you agree or disagree with each argument
   •   Consider whether PR would make the government more representative of what voters
       want
   •   Pay attention to spelling and grammar
   •   Proof read your work when you are finished




‘PROPORTIONAL  REPRESENTATION WOULD BE A BETTER SYSTEM THAN FIRST PAST THE POST’.   HOW   FAR DO
YOU AGREE WITH THIS STATEMENT?


How to write a brilliant essay…
   •   Plan your essay before you start
   •   Include a clear introduction and conclusion
   •   Use PEE – point, explanation, example
   •   Use and explain key words
   •   Use all of the arguments from the first activity but explain them in your own words
   •   Analyse why some arguments are stronger or weaker
   •   Explain why you agree or disagree with each argument
   •   Consider whether PR would make the government more representative of what voters
       want
   •   Pay attention to spelling and grammar
   •   Proof read your work when you are finished




‘PROPORTIONAL  REPRESENTATION WOULD BE A BETTER SYSTEM THAN FIRST PAST THE POST’.   HOW   FAR DO
YOU AGREE WITH THIS STATEMENT?
Use this writing frame to help you write an essay that answers the question above.


Proportional representation and first past the post are two different ways of electing MPs.
Proportional representation means… First past the post means…



Some people argue that proportional representation is better that first past the post because…
(use some of the arguments in favour of PR from the first activity)



However, other people disagree because…
(use some of the arguments against PR from the first activity)



I agree/disagree that proportional representation would be a better system than first past the
post because…




Keywords
Proportional representation: adding up all the votes that a party has got from all over
the country and giving out places in parliament based on the proportion (percentage %) of the
votes the party got
First past the post: whoever gets the most votes wins
Constituency: the area that an MP represents
Coalition: when two or more parties agree to share power and form a government together




                                      LESSON PLAN 5
Teacher’s Name:         Miss Jarman                          Day/Date:         Thurs 8th June          Period:    4
Subject:   Citizenship                     Class:    10       Mixed Ability:        or Set                   of
                                                     Girls
                                                                                 y
No. in Group       19     No. on SEN Register:      School Action 0    School Action Plus 1           Statemented      0

No. of G&T     8                                     No. EAL students below NC level 2:         1

Unit/module of work: (Refer to SoW and NC PoS)              Key ideas/questions/words:
British Politics                                            What is the Welfare state and why was it created?
1 cd 2 abc 3ac

Learning objectives/We Are Learning To (WALT):              Learning outcomes/What I’m Looking For (WILF): By
                                                            the end of the lesson –
To explain why the Welfare State was set up in
Britain                                                     All should be able to identify the 5 giant evils, and
To identify the key features of the Welfare State           the key features of the welfare state
To express our own opinions about the Welfare State         Most should be able to identify and explain the 5
                                                            giant evils, identify the key features of the welfare
                                                            state, and express their own opinion about the some
                                                            aspects of the current welfare state
                                                            A few should also be able to justify their opinions
                                                            about the welfare state and support it with evidence

Support Staff(s)?           NY                              Literacy focus Group talk, reading for meaning
Students?
Time   Core lesson content       Core Teaching/Learning     Strategies to meet range of             Assessment:
                                 approaches                 learning needs eg. Less able/more       what/how/who?
                                                            able/EAL, use of SIP


10m    Starter: What do          Individuals write ideas    Extension for groups that finish        Teachers to
       you think are the 5       on post-it notes, then     quickly to put the problems into        circulate to listen
                                                            order of importance
       biggest problems in       choose 5 as a group,                                               for useful group
                                                            Partly kinaesthetic task
       Britain at the            then group them on the                                             talk
                                                            NY to support
       moment?                   board for everyone to                                              Pupils to feedback
                                 see and compare                                                    answers, immediate
                                                                                                    oral feedback

10m    Introduction by           Pupils listen and then     Images on presentation to               Teacher to check
       teacher                   match and copy the 5       facilitate understanding                understanding by
       Use power point           giant evils                Printed copy of 5 giant evils for       asking questions
                                                            less able and EAL pupils
       presentation to
       show problems
       Britain faced in
       the 1940s,
       introduce
       Beveridge report
       and 5 giant evils


                                                            Table for less able to complete
10m    Main activity 1:          Pair work to decide                                                Immediate
                                                            for clarity
       What would you do         what they would do for                                             feedback while
                                                            Extension: how would you pay for
       about each of the         each, record answers in    each of the changes you have            circulating
       5 giant evils?            book                       decided on?
                                                            Different expectation in terms of
                                                       work produced


20m    Main activity 2:     Individual work in book,   Table for less able to complete      Immediate
                                                       for clarity
       Use timeline to      questions on board                                              feedback from
                                                       Different expectation of work
       identify the key                                                                     teacher while
                                                       completed – everyone to complete
       features of the                                 questions 1 and 2, some to           circulating and work
       welfare state                                   complete 3 and 4                     to be marked after
                                                       Support from NY                      lesson

                                                                                            Immediate verbal
10m    Plenary: Vote with  Controversial               Kinaesthetic task                    feedback from
       your feet           statements on board,        Support from NY                      teacher and from
                           pupils stand along the                                           peers
                           line of agree and
                           disagree
Homework:     None to be set
All:
Most:
A few:
Risk assessment/Health and Safety                      Other links as appropriate e.g. numeracy/SMSC

                                                       RE GCSE




The 5 Giant      What does it         What would you            What does the             Do you think it has
Evils            mean?                do about it?              Welfare State             worked?
                                                                do about it?
Want




Ignorance




Squalor




Disease




Idleness




                         THE WELFARE STATE TIMELINE


1939        Second World War begins
1942           Beveridge report identifies 5 giant evils

1944           The Butler Act makes secondary education compulsory and raises the school
               leaving age to 15

1945           Second World War ends
               Family Allowance Act gives payments directly to the mother in order to benefit
               the children
               Mass building of council housing estates

1946           ‘New Towns’ project begins to build new towns in place of war damage and slums,
               with better living conditions and green spaces

               National Insurance Act -One of the main acts that creates the Welfare State
               provides money for sickness, unemployment, maternity and pensions as everyone
               has to contribute – workers and employer - with employees contributing up to 5%
               of their wages.

               School Milk act provides one third of a pint of milk free to all school children
               under 18

1948           The National Health Service is created to provide free health care for everyone in
               the country

1952           Elizabeth II becomes queen

1979           Margaret Thatcher is elected as prime Minister for the Conservative Party – they
               reduce the provision of services

1980           Unemployment at highest rate since 1936




                                                LESSON PLAN 6

Teacher’s Name:        Miss Jarman                        Day/Date:     Thurs 15th June     Period:   4
Subject:   Citizenship                  Class:    10       Mixed Ability:        or Set          of
                                                  Girls
                                                                          y
No. in Group      19     No. on SEN Register:    School Action 0    School Action Plus 1   Statemented    0
No. of G&T   8                                     No. EAL students below NC level 2:            1

Unit/module of work: (Refer to SoW and NC PoS)            Key ideas/questions/words:
British Politics                                          What is the Welfare state and why was it created?
1 cd 2 abc 3ac                                            What is your opinion of the current welfare state?


Learning objectives/We Are Learning To (WALT):            Learning outcomes/What I’m Looking For (WILF): By
                                                          the end of the lesson –
To recap and develop our knowledge about the Welfare
State                                                     All should be able to recall basic facts about the
To consider one part of the Welfare State in detail       Welfare state, express a simple opinion about the NHS,
To develop debating, reasoning, and listening skills      locate some useful information in the texts provided
                                                          and contribute at least one relevant point to the debate

                                                          Most should be able to recall all of the key facts about
                                                          the welfare state, express and explain an opinion about
                                                          the NHS, locate a range of useful information in the
                                                          texts provided and contribute several relevant points to
                                                          the debate

                                                          A few should also demonstrate sophisticated debating
                                                          skills particularly in terms of response to other people’s
                                                          arguments, and synthesis of points raised

Support Staff(s)?          NY (EAL specialist teacher –   Literacy focus active listening to understand,
                           working in partnership)        persuasive language, reading to extract key information,
Students?                                                 oral skills
Time    Core lesson content     Core Teaching/Learning    Strategies to meet range of                Assessment:
                                approaches                learning needs eg. Less able/more          what/how/who?
                                                          able/EAL, use of SIP


5m      Starter: What is        Individual written work   More able pupils must give an              Teachers to
        your opinion of the     – one sentence to         explanation                                circulate to read
                                                          Sentence structure shown on
        NHS?                    explain opinion                                                      responses, and
                                                          board
                                                                                                     some pupils to
                                                          NY to support
                                                                                                     share with whole
                                                                                                     group - immediate
                                                                                                     oral feedback

10m     Introduction by         Pupils listen and         Images on presentation to                  Teacher to check
        teacher using           respond to recap          facilitate understanding and               understanding by
        power point             questions and task        prompt all pupils                          asking questions
                                                          NY to support and whole class
        presentation            explanation
                                                          Kinaesthetic task to engage pupils
                                Pupils write name on
                                post it note and place
                                on line of agreement      Teachers to target less able
15m     Main activity 1:        Pupils work in two        pupils to ensure understanding,            Immediate
        Debate preparation      teams to select and       and check that the groups are              feedback while
                                prepare arguments         dividing tasks in a way that               circulating –
                                                          facilitates everyone’s participation       checking that the
                                                          A range of texts provided for              groups are following
                                                          differentiation, and a glossary of
                                                                                                     the ‘tips for
                                                          difficult words in the texts
                                                                                                     success’ on handout
                                                          Preparation time means that all
20m     Main activity 2:        2 minute presentation     pupils should be able to contribute        Teacher will be
        Debate on ‘The          by each team followed                                                observing
        NHS should charge    by open debate              at least one point                   performance of all
        patients for                                     Differentiation in terms of          pupils, particularly
        medical treatment’                               expectation of performance in        looking at how well
                                                         debate
                                                                                              they are able to
                                                         Support for all from NY
                                                                                              explain and justify
                                                                                              an argument or
                                                                                              opinion, and how
                                                                                              well they
                                                                                              participate

10m     Plenary: What        Whole class feedback        Differentiated questioning           Immediate verbal
        went well, what      on how well the debate      Kinaesthetic task to engage pupils   feedback from
                                                         Support from NY
        needs to be          went.                                                            teacher and from
        improved? Has the    Repeat introduction                                              peers
        debate changed       activity to see if
        our opinions? Did    opinions have changed.
        we meet our aims?
Homework:      To research the place that you will be   doing your work experience placement
All:
Most:
A few:
Risk assessment/Health and Safety                        Other links as appropriate e.g. numeracy/SMSC

                                                         RE GCSE




   THE NHS SHOULD CHARGE PATIENTS FOR MEDICAL
                   TREATMENT

Your team will argue against this statement


You need to prepare a two minute presentation which will explain your main arguments against
the statement. You can decide whether one person gives the presentation, or you share the
task between you.
You also need to have several more arguments ready for the open debate. Everyone should aim
to make at least one contribution to this debate.

Use the newspaper articles, and your own ideas, to prepare for the debate. You can highlight
key points, underline with different colours, make notes in your book, cut up the articles, etc.
Decide what will be most useful for your team.

Tips for success:
   • Divide the tasks up in your team
   • Make sure everyone participates
   • Support your arguments with evidence
   • Explain your arguments
   • Listen carefully to the other team so that you can respond to what they say
   • Use persuasive language




   THE NHS SHOULD CHARGE PATIENTS FOR MEDICAL
                   TREATMENT

Your team will argue in favour of this statement


You need to prepare a two minute presentation which will explain your main arguments in favour
of the statement. You can decide whether one person gives the presentation, or you share the
task between you.

You also need to have several more arguments ready for the open debate. Everyone should aim
to make at least one contribution to this debate.
Use the newspaper articles, and your own ideas, to prepare for the debate. You can highlight
key points, underline with different colours, make notes in your book, cut up the articles, etc.
Decide what will be most useful for your team.

Tips for success:
   • Divide the tasks up in your team
   • Make sure everyone participates
   • Support your arguments with evidence
   • Explain your arguments
   • Listen carefully to the other team so that you can respond to what they say
   • Use persuasive language

								
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