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                                                                     Unit Title: Bullying

    This topic area aims to allow students to first explore awareness of how friendships can be positive and negative and about the existence of peer
      pressure. It then explores different types and forms of bullying and the negative impact this can have on young people. Students develop an
                                             empathetic approach through drama and freeze frame activities.

   Students then go on to explore and empower their understanding of Cyber bullying and the real threat this holds to students in the 21st century.
Students then outline how to tackle both bullying and cyber bullying. Students have a lesson focus on homophobic bullying and finish with a research
project, researching and evaluating different websites that aim to support individuals of bullying. Allowing them to gain knowledge of where to go for
                                                  support, and how to assist others in gaining help.

     Differentiated Level Range: All ranges of ability are supported through differentiated questioning during discussion, mixed ability group tasks,
                                                               scaffolding through pair tasks.




       Functional Skills Evidence (Please specify next to each area how literacy, numeracy or ICT functional skills will be evidenced within this unit):

                      Literacy: Speaking and Listening:- Take full part in formal and informal discussions/exchanges. Reading: Read and
                      understand a range of texts. Writing: Write documents to communicate information, ideas and opinions using formats and
                      styles suitable for their purpose and audience. Work purposefully in groups, negotiating and building on the contributions
                      of others to complete tasks or reach consensus.


                      Numeracy: Form convincing arguments based on findings and make general statements. Draw conclusions in the
                      light of the situation.


                     ICT: Select and use a variety of sources of information independently for a task. Access, search for, select and use ICT-
                     based information. Communicate and exchange information (including digital communication), safely, responsibly and
                     securely. Students are asked to research internet websites and evaluate their use and ability to support students.
We    Date       Lesson Topic                     Discovery Objectives/Discovery Learning                                       Resources
ek   (Week                                        Outcomes/PLaTS/Out of Hours Learning
     Comme
     ncing)
              Introduction to         Lesson Objectives: To be shared (5)                                         Facebook me!! Sheets for students
              abnormal psychology.                                                                                Flip chart paper
                                      To define ‘abnormal psychology’                                             Pens
              Why is difficult to     To explore the difficulty and complexity concerning measuring               Power Point
              define what is          abnormality.                                                                Post it’s
              abnormal and what is    To define Dissociative Identity Disorder                                    Youtube clip: Helen
              normal? Individual      To explore and outline it’s symptoms                                        http://www.youtube.com/watch?v=
              interpretation,                                                                                     c4i9Ya10Kqg
              cultural differences.   Starter: What is normal? What does normal look like? Is normal good
                                      or bad? If you had to chose would you rather be normal or abnormal?
              Is normal always good   Ask pairs to discuss the questions, and then feedback as a class, pulling
              and abnormal always     out their assumptions, and connotations of ‘normal’ and ‘abnormal’.
              bad?
                                      Main:
              What is Dissociative
              Identity Disorder?      Introduce students to the Abnormal Psychology Topic.
                                      Explain what ‘Abnormal’ Psychology is to students using ppt slide
              What are its
              symptoms?               Now ask students to draw a bell curve on a piece of flip chart paper in
                                      pairs. Explain to the that ‘normal’ behaviours, beliefs etc are all
              How would it impact     positioned around the middle of the bell curve, ask them to label it as
              and affect your life    normal, and that ‘abnormal’ behaviours and beliefs exist outside it. Now
              to have it?             give the students post it’s and a list of
                                      characteristics/jobs/behaviours/People. For example, Cheryl Cole,
                                      tatoo’s, facial piercings a genius, Themselves, hearing voices in their
heads that are not real, not hearing voices, a super model, your teacher,
a homeless person, someone who drink three alcoholic drinks a week,
someone who doesn’t drink alcohol, a cocaine addict, someone who failed
their GCSE’s, etc. Ask them to write different things on a post it and
decide as a pair where to place it on the bell curve.

Class feedback and discussion. This process should allow students to
measure abnormality, and abnormality i.e. having an IQ of 130 and being
a genius is not always a bad thing. What’s normal In one culture, might
not be normal in another, and our interpretation of what is normal,
affects how we view abnormality.

Students are then told for the next few weeks they will cover a variety
a mental illnesses. Today they will have a taster of one.

Students are asked what they think, or know about Dissociative
Identity Disorder?

Play the clip of Helen, Inform students that it is a real documentary
and her case should be treated with respect. Ask students to note down
what they think DID is as they are watching.
http://www.youtube.com/watch?v=c4i9Ya10Kqg

Discuss the clip with the class, and what they understand the mental
illness to be. Then present the characteristics and symptoms of the
illness for students to copy down.

Facebook Me!! Students are to update their status with something they
have learnt today. Selected students to read theirs out.
                            Plenary
                            Students are asked to write a reflective journal entry or closing
                            paragraph about how they feel it would impact their life if they were to
                            develop DID. How would affect different areas of their life, their
                            relationships, education, friendships, future etc.

                            Lesson Objectives recap (5)




5   Schizophrenia           Lesson Objectives: To be shared                                             Students own/individual
                            To describe the symptoms of schizophrenia                                   Facebook me!! Sheets
    What are the positive   To experience a taste of what it is like to have schizophrenia              Traffic light quiz
    and negative            To explain the possible treatments and causes of schizophrenia              Red/Yellow/Green A3 paper
    symptoms of                                                                                         http://www.youtube.com/watch?v=
    schizophrenia?          Lesson Structure:                                                           xEXyqe85cuA
                            Starter: Recap of last lesson
    What are delusions      What is Abnormality?
    and hallucinations?     Why is it complicated to define abnormal behaviours?

    A Video simulation of   Main: Students are asked what they know, or think about schizophrenia,
    schizophrenia.          what are they symptoms etc. Pair discussion and then word track
                            feedback back from students, asking two students to make a list of
    A clip form             student’s feedback on the board.
    hollyoaks’s Newt a
    young actor playing a   QUIZ: Traffic light quiz aimed to inform the students about the
    schizophrenic victim    characteristics and prevalence rates of schizophrenia. Place red, yellow,
                            and green pieces of paper around the room, and ask students to move to
How would it affect      these areas in order to respond to the questions.
your life to have this
illness?                 Newt from Hollyoaks story line http://www.youtube.com/watch?v=Eb-
                         f1crfeMc
                         Ask students to watch the clip and make a note of something that they
                         think is important, it could be a symptom or a characteristic etc.
                         Students then volunteer these back to the class.

                         Present students with positive and negative symptoms of schizophrenia
                         and ask students to create a mind map or table of these.

                         What must it be like to have schizophrenia? Play simulation clip
                         http://www.youtube.com/watch?v=xEXyqe85cuA. Ask
                         students to work out which of the symptoms they have just listed down
                         they notice in the clip. (Fast forward to 1.15 stop it when you feel they
                         have seen enough, 4:45 minutes perhaps). Question students about the
                         symptoms they notice.

                         Present students with some of the past and present treatments of
                         schizophrenia, from Electric shock therapy to anti-psychotics
                         medication. Students to make notes.

                         How would it affect your life and relationships to have an illness like
                         schizophrenia? Would you be bale to trust yourself if you weren’t sure
                         if your brain was lying to you, if you weren’t sure people you saw or
                         heard were real? How could your life be affected if you or a sibling,
                         friend, partner or parent were to be diagnosed? Pair discussion, class
                         feedback, students to summarise their thoughts in their notes.

                         Lesson Objectives recap
                           Facebook Me!! Students update their status with a small paragraph
                           demonstrating what they have learnt from today’s lesson. Which mental
                           illness have you found most interesting or shocking so far?




6   Eating Disorders       Lesson Objectives: to be shared                                           Students own/individual
                           Outline the difference between two specific eating disorders              ‘Facebook me! ’ sheets
    The difference         Describe their symptoms, treatments, and possible causes.                 Flip chart paper
    between anorexia and   Reflect on how they believe the illness could affect somebody’s life      Pens
    bulimia.                                                                                         http://www.youtube.com/watch?v=
                           Starter, Last lesson recap: Students get into groups to participate in    luIFEkpF8K8&feature=related
    The symptoms,          schizophrenia and DID quiz. Questions on symptoms, treatments,
                                                                                                     Quiz- Schizophrenia
    treatments and         causes etc. Teacher keeps score on the board and hails one group the
    possible causes of     winner.                                                                   (preverlance/gender
    the illness.                                                                                     differences/mortality rates)
                           Main:
    How it impacts         Students are asked to discuss in pairs what they already know about
    suffers lives.         eating disorders. Anorexia Nervosa, and Bulimia Nervosa, symptoms,
                           treatments, causes etc. Then feedback to the class.

                           Students are asked to watch 2 clips, and advert about anorexia, and the
                           clip of Hannah from Hollyoaks a girl who suffered from anorexia and
                           bulimia nervosa. As the clip plays ask students to write down any
                           symptoms that they notice.
http://www.youtube.com/watch?v=94c43AlwLKo&feature=related
http://www.youtube.com/watch?v=luIFEkpF8K8&feature=related
Discuss clip as a class, what did they notice, feel while watching it?

Present symptoms of Anorexia and bulimia showing how they differ.

Ask students to draw the outline of a ginger bread man and ask them to
draw a line down the middle of it. Label one side Anorexia and the other
bulimia, then ask them to copy the symptoms of the two disorders into
their books.

Ask students to think in their pairs about how the illnesses could be
caused, and treated.

Then ask pairs to give themselves a number 1 or 2. Ask number ones to
stand up and feedback how they think the illness could be caused. Then
present possible causes and ask students to add them into their notes.
Then request number two’s stand up and feedback possible treatments
and present the possible treatments for the disorders, and ask
students to copy these down.

Facebook me!! Students update their status about something they have
learnt today. What would it be like if one of your close friends or family
members where to have this illness? How do you think it could affect
their life?

Plenary: Stand up sit down. Students all stand up and are asked a
question before they sit down, these should be differentiated, so some
students could be asked for 1 thing they have learnt today and others
could be asked for symptoms of the disorder.
                              Recap lesson Objectives




7   Mental Illness recap.     Lesson Objectives:                                                         Students own/individual
                              To assess our current knowledge and understanding of a variety of          Facebook me!’ sheets
    Students recap the        mental illnesses covered in this topic.                                    Coloured paper & pens
    different mental          To conduct further research into one particular illness using the          Access to computers or booked time in
    illnesses they have       internet.                                                                  computer room.
    covered in this unit.     To create a poster/fact sheet of a particular mental illness, that
                              outlines, the symptoms of the illness, the suspected causes, treatments
    Students then             and how it can affect a sufferer’s life.
    produce a fact sheet      To peer assess and evaluate other students work
    or poster or leaflet
    about one of the          Starter: There are three mental illnesses written around the room on
    particular studies we     large paper. Write something you know about each one on a separate
    have covered so far.      post it note and place it on the paper. The teacher then reads
                              particular things off of each and correct/adjusts or praises knowledge.
    Students will then
    peer assess each          Main: Students are told that today’s main task is to create a fact
    others attempts           sheet/poster about a particular illness that we have covered, and that
    against a set of          they will assessed by their peers. So they need to be accurate,
    criteria using to stars   informative and attractive. They then have 15 minutes on the computer
    and a wish.               to research anything they feel they need to know about the mental
                              illness they have chosen to cover.

                              Plenary: Students compete in a class quiz in small groups. The questions
                              cover all areas of the topic covered so far. Each group needs a team
                      name and buzzer noise in order to participate.



                      Facebook me! Students to update their status, what have you learnt
                      today that you didn’t already know before you came into this room.




Media and Me          Lesson Objectives                                                              Facebook me!! Sheets
                      To explore who the media are, and what the media consists of                   Flip chart paper
Who are the media?    Outline both the positive and negative impacts the media can have on us        Post its, or pieces of paper to write
What are different                                                                                   students number on.
types of mass         Starter: Who are the media? What are the different forms of media?
media?                Ask one or two students to ensure that students have knowledge of a
                      few. E.g. could be newspapers, Movies, music video’s, the daily mail, BBC
We learn and are      news, facebook, BEBO, twitter etc.
presented with
celebrities through   Speed graffiti: Students are split into groups of five. Each has a piece
the media, but do     of flip chart paper placed on a wall at one side of the room (or hall if
they make good role   available) and asked to stand in their teams in single file behind a line or
models? Why?          point. The groups aim is to have as many things written on their lists as
                      possible, but the rules are that only one person from the group can
                      write at one time and they have to pass the pen to the person behind
                      them each time. (Health and safety rules!) The student’s topic is
                      graffiti is Media. After the students have had 5 minutes they have to
                      stop and the teacher counts up the number of entry’s each group has
                      and declares one group the winner.
Main:
We learn a lot about celebrity’s lives through the media, and some
believe footballers are good role models for young boys, and Cheryl Cole
a good role model for young women. Students are asked to think about
to themselves, and write down their responses to this question on a post
it.

Students are then given numbers from one to four and asked to all
stand up. Students who are number 1’s are to share their response with
someone who is a number 4 and exchange their post it’s by sticking
them onto them, 2’s do the same with 3’s.

Then once they have all exchanged, ask 2’s to find and exchange their
post it with a number 4, and 1’s with a number 3. Then ask students to
feed back the post it they have to the class, who hold up a hand in
order to agree, or leave it down in order to disagree.

Facebook me!! Students are to update their status as to whether they
believe celebrities can make good roles models or not, and to give an
example if they can.

How much do we use the mass media? Task
Around the room are four different signs. 1 ‘At least once a day, the
2ND ‘several times a week’ the 3rd ‘Once a week’ and the 4th once a
month. Students are then asked to listen to the type of mass media
presented by the students and then asked to respond by moving to the
right area of the room to answer the question.
Questions:
How much do you read news papers
How much do you watch movies
How much   do you watch the News on BBC or Channel 4
How much   do you use facebook
How much   do you use twitter
How much   do you visit youtube
How much   do you listen to the radio

Which ones are the most accessed? Why do students think that have
accessed those more than other? Class discussion

Students are put into groups and given a particular type of media, for
example, BBC news, The Daily Mail, Facebook, Twitter, The radio,
Movies, MTV, Youtube.

Students are then asked to describe the main function of their form of
mass media, i.e. to present world news (BBC), and as a group discuss at
least two reasons why their type of mass media is good for people and
society, and two reasons as to why is could be negative for people and
society.
Feedback to class.

Plenary: Stand up sit down, students are to state something they have
learnt today, started to think about, found interesting.
9   Media and Me             Lesson Objectives: To be shared                                              Facebook me!! Sheets
                                                                                                          Flip chart paper
    Are the images in        Explore the ‘honesty’ presented in magazines and analyse the effects of      Magazines
    magazines in media       this on their readers.                                                       http://www.youtube.com/watch?v=
    real representations     Assess whether photo shopped images in the media, set high                   hibyAJOSW8U&feature=related
    of men and women?        expectations, or just unrealistic, unreachable expectations.
                                                                                                          post it’s
                                                                                                          pictures of adverts
    What messages do         Starter: Look at all the images placed on your table, and decide which
                                                                                                          Front cover of magazines
    the images in            on is the most attractive, which one you think society will like best, and
    magazines send to        which one you would like to be. Discuss in you 3’s why? Students are
    young people.            looking at pictures of the same female or male, but in a variety of
                             different body sizes. Ask pairs to feedback to the class, do the
    What is photo            majority of the class agree? Or is there a diverse amount of opinion
    shopping and how         among the class?
    much does it exist in
    the magazine world.      Students are told that they are going to focus on magazines style media
                             this lesson.
    Do such artificial
    images set unrealistic   Students are asked to look at the front covers of two magazines. Men’s
    pressures of men and     health and cosmopolitan magazine. Students asked, do they give you
    women, or are they       something to aspire to? Do you like looking at them? Do you compare
    harmless?                yourself to them? Does it make you feel like you should change
                             yourself? Are they a representation of the average man/woman? Class
    What type of article     discussion.
    and adverts exist in
    magazines?               They are then put into small groups and asked to discuss the following
                             questions. They also need to note down a brief summary of what they
    Sexist adverts           discuss and the conclusions they reach to present back to the class.

                             Questions
Does the media always tell the truth?
Are images in the media real?
How many images in a typical magazine do you think are re-touched or
photo shopped?
If they are not all real, are the setting people high standards to strive
to, or unrealistic expectations that lower peoples self esteem?
Who is responsible for what goes into magazines?

Class feedback and discussion over questions. Teacher can play devils
advocate, for example, as we buy the magazines we provide a market
for them, there-for it is our responsibility? or express their own
opinion.

Play students the video created by Dove which looks at the journey a
model can go through before she makes the front cover of a magazine.
http://www.youtube.com/watch?v=hibyAJOSW8U&feature
=related

Class discussion of video, is their anything that surprised them, what
kind of messages do they think it send to people reading the magazines
and looking at those images, some of which may be too young to
understand that they are not actually real.

Students now in pairs have five minutes to go through magazines in
groups and asked to look for articles, adverts or pages that send either
a positive or negative message out to readers. For example weight loss
plans, cosmetic surgery adverts etc. They now present their findings
back to the class.

Students now look at how advertisements present men and women.
Students are given a variety of adverts from past to present. They can
look at them all as a group first and then take one as a pair. Their task
is then to annotate the images, what messages do they suggest about
men and women? Does is suggest one is stronger or more intelligent
than another? Are women portrayed as a sexual object? Are looks
rather than brains celebrated? What message or expectations does the
image suggest to the reader?

Images are presented on the power point so that the whole class can
see them and the pairs that have annotated that image feedback their
observations to the rest of the class.

Facebook Me!! Students to update their status, how do they feel about
photo shopped images in the media? Is it ok? Why?

Plenary: Magazines are causing women to have lower self esteem via
presenting images to them that set unrealistic expectations of beauty,
which they then feel under pressure to achieve. Students stand in a
particular corner of the room to suggest whether they agree, disagree,
strongly agree or strongly disagree with the following statement.
Students then have to justify their choice.
                                                                   Half Term



                                                                  Unit Title:
                                                                 Description:
                                                         Differentiated Level Range:
                              PLaTS Evidence (Please circle/tick which PLaTS will be evidenced within this unit):



Functional Skills Evidence (Please specify next to each area how literacy, numeracy or ICT functional skills will be evidenced within this unit):
Week      Date       Lesson   Discovery Objectives/Discovery Learning   Resources
         (Week        Topic   Outcomes/PLaTS/Out of Hours Learning
       Commencing)
                                          End of Term


The scheme of work grid is to be copied and completed for the remainder of the academic year.

				
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posted:8/25/2011
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