Download Learning Objectives

Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
Learning
Outcomes.
Pupils will be
able to :
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
(Citizenship)
Available
Resources.
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Core and
optional
assessments
(incl. focus for
marking).
8 HOURS
To engage and challenge your students please feel free to adapt the learning activities as you see fit, but please try to complete the unit within 8 lessons.
0.
Introduction
to Y8 PSHCEE
To know our class
expectations for
this school year
To understand
what sort of
topics we will be
studying this year
To be able to
reflect upon
some of our
views about
these topics
Connect:
 Pair Share – Students pair up and partner A has 1 min
to tell partner B what the highlights of the summer
were and then swap over.
 Share learning objectives/outcomes.
Activate:
 Give out exercise books, students put relevant details
on the front.
 Give out ‘PSHCEE Level Progress Grid’ to be stuck on
the inside cover.
 Give out ‘PSHCEE Level Tracker’ to be stuck on the
front of your book.
 Give students suggested target levels for them to
consider, for them to then record on both sheets. Ask
students to look at the PSHCEE Level Progress Grid
and highlight the level row that they are targeting.
 Go through expectations for presentation and book.
 Go through the class rules, students to make a note.
 Students to write down the topics they will be
studying this year (crime, justice, alcohol, me & we,
diversity and money talk) and to draw a star next to
the topics that they will be levelled on (crime,
alcohol, diversity).
Demonstrate:
 Go through some of the questions we will explore
1
Lesson PPT
Informal
assessment
through class
discussions and
mini-plenaries.
PSHCEE Level
Progress Grid
Y8 PSHCEE
Level Tracker
Marking focus:
Mii character –
quality of
explanation.
Y8 PS Mii Body
Outline
Suggested
rules/consequences
are on the PPT.
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
Learning
Outcomes.
Pupils will be
able to :
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
(Citizenship)
Available
Resources.
this year, making sure that the class understands…
 Do you think the UK should bring back the death
penalty? At what age do you think the courts should
consider a person responsible for their actions? What
does it mean to be a healthy person? How many
different ways can you think of in which people are
different? What do you think are the major effects of
alcohol abuse?
 Students to complete their own Mii character which
represents their views about each of these questions,
stress the importance of explaining their opinions as
much as they can… to be completed for homework.
Consolidate:
 Students to write down three goals into their books
for this year both inside and outside the classroom.
 Students pair up and share these.
1.
What is
Crime?
To know what
crime is
To understand the
effects of crime
To be able to
be an effective
participant
and discuss
issues sensibly
Connect:
 Students unscramble anagram and write title of new
unit into their books GIBEN A TICIENZ - MIECR (Being
a citizen – crime) Stress that this is a Citizenship unit.
 Share learning objectives/outcomes.
Activate:
 Timed Pair Share – What are your experiences of
crime? Have you ever been a victim or a witness?
Have you ever been in trouble with the police?
Students pair up and partner A has 2 min to discuss
2
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Core and
optional
assessments
(incl. focus for
marking).
Alternative for
lower ability
groups would be to
design a title page
after discussion the
progression of
topics on the
tracker sheet.
Mii to be
completed for
homework, good
board display
opportunity…
possible
opportunity to
present back to the
class (circle time)
Lesson PPT
Crime
questionnaire
Crime effect
mind map
Is it a crime
game
Informal
assessment
through class
discussions and
mini-plenaries.
Marking focus:
effects of crime
mind map –
range of ideas.
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
Learning
Outcomes.
Pupils will be
able to :
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
their responses to these questions with partner B
and the swap over.
 Pairs feedback to the class to discuss questions.
 Students copy definition of crime into their books ‘a
crime is when the law is broken’.
 Why do people commit crimes? Students draw a mind
map of their ideas and feedback to class discussion.
 Which of these are crimes? (Stand up for YES and sit
down for NO) Shoplifting, fighting, drink driving,
speeding, solvent abuse, graffiti, shouting racist
abuse, breaking into cars (they are all crimes)…
stress that these are crimes because the law has been
broken.
Demonstrate:
 Students complete crime questionnaire individually.
 Stick in book and discuss the answers.
 Show crime in Bolton slide (2010-2011) and ask
students to answer the following questions in their
books… 1. In order, what five categories of crime
occur most frequently in Bolton? 2. What categories
of crime occur more frequently that the national
average?
 Class discussion: Is Westhoughton a safe place to
live?
 (+) Student complete mind map to illustrate the
impact of crime on individuals, families, businesses,
communities, society. Complete for homework.
Consolidate
3
(Citizenship)
Available
Resources.
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Students can
complete this as an
extension or
homework activity
Core and
optional
assessments
(incl. focus for
marking).
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
2.
Victims of
Crime
To know what the
difference is
between an
activity being
‘illegal’ or just
being ‘morally
wrong’ to do
To understand
that a crime often
has both
immediate
(direct) and long
term (indirect)
effects.
Learning
Outcomes.
Pupils will be
able to :
To be able to
be an effective
participant by
being an
active citizen
in our
Westhoughton
community
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
 Play the game…’Is it a crime?’
Connect:
 Students complete a quiz in the back of their books…
they number 1 to 6 and then must judge whether 6
different actions are either (I) illegal or (m) just
morally wrong. For example ‘reading your sister’s
diary’.
 Share learning objectives/outcomes.
Activate:
 Recap the definition of a crime ‘when the law is
broken’ and then define morally wrong as ‘when
something is not against the law but it is still wrong
to do it’ and discuss the difference.
 Students draw a table in their books with ‘crime’ as
the heading for one column and ‘morally wrong’ as
the headline for the other column. Revisit the starter
and get students to write the examples into the
correct side of the table and then get them to write
down two more examples of each.
 Show a range of images to the class and ask them to
reflect on two questions for each image… 1. What is
the crime? 2. Who are the victims? Use this to explore
both direct and indirect victims of a range of crimes.
Demonstrate:
 Students to cut up scenarios sheet and stick each one
in the middle of a fresh page. Around each one they
should write types of people who could be a victim of
the crime and explain why (+ Identify the
consequences and the effects of each crime)
4
(Citizenship)
Available
Resources.
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Lesson PPT
Core and
optional
assessments
(incl. focus for
marking).
Informal
assessment
through class
discussions and
mini-plenaries.
Who is the
victim
worksheet
Marking focus:
active citizen
mind map –
range and
depth of ideas.
For more
information on this
see ‘Wise Up’ text
books in the
stockroom
(Pages57-62),
please return after
lesson.
An alternative to
this activity would
be to read the ‘car
thief’ article and
get students to
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
3.
Police, Duties,
Powers
To know about
the British legal
system
To understand the
duties and power
of the Police
Learning
Outcomes.
Pupils will be
able to :
To be able to
design a job
description of
a police officer
which
illustrates
their duties
and powers
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
 Discussion: Local crime… ask students to explain
what the link between last lesson (about crime in a
local area) and this lesson (the effects of crimes) is…
that crime bounces back to affect us all.
 Ask students to consider what at school is the
direct/indirect effects of vandalism, littering and
bullying and ask students judge whether or not these
actions are ok, illegal or just morally wrong.
 Ask students to complete a mind map to explore all
the things that they can do to prevent crime and to
support the victims of crime in the local area.
Consolidate:
 Play crime bingo – students pick five terms to do with
crime from a selection and wait for the correct
description to be read out. First to five wins.
Connect:
 Students complete following anagrams in the back of
their books… ELIOPC (Police) SALW (Laws) MERISC
(Crimes) NALMTEAPIR (Parliament) DEJUG (Judge)
and SAMTRETIAG (Magistrate).
 Share learning objectives/outcomes.
 Go through the answers to the anagrams.
Activate:
 Under the heading of ‘The British Legal System’
students copy five main points into their books…1.
Nobody should be above the law. 2. Laws cannot be
made to fit crimes already committed. 3. Parliament
is where laws are made and passed. 4. Magistrates
and Judges interpret the laws. 5. It is the Police’s
5
(Citizenship)
Available
Resources.
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Core and
optional
assessments
(incl. focus for
marking).
underline all the
direct and indirect
victims of this to
explore effects.
Lesson PPT
Your Life2 text
book (Pages 3839). These can
be found in the
storeroom, first
cupboard on
the right.
Please return
after lesson.
Informal
assessment
through class
discussions and
mini-plenaries.
Marking focus:
clarity and
accuracy of
understanding
in regard to the
rights and
responsibilities
of a police
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
4.
Age of
Learning
Outcomes.
Pupils will be
able to :
To be able to
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
responsibility to enforce the law.
 Students split a fresh page up into 8 boxes and
number them 1 – 8. In the relevant box students write
down as many words as they can in 30 seconds which
describe what they see and how the image makes
them feel (8 images about the Police and their work).
 So what are the roles of the Police? Pair Share…
students pair up and discuss with a friend the roles of
the police using the pictures to direct their
discussion.
 Discussion about what forms our perceptions of the
police (eg TV, newspapers, our parents, personal
experiences and experiences by our friends).
Demonstrate:
 In pairs students reflect upon and write down five
things that you think would happen if we did not
have police whether or not it is good that we do.
 Ask students to share their experiences of being
stopped by the police and explore why police have
the powers to stop, search and question.
 Students mind map their rights if stopped by police.
 Students to design a job advertisement for a police
officer including a job description using the ‘Your Life
2’ books (pages 38-39) to support them.
Consolidate:
 Students to write a mini paragraph in their books in
response to the question ‘Why are the police
important’. Students pair share and feedback.
Connect:
6
(Citizenship)
Available
Resources.
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Core and
optional
assessments
(incl. focus for
marking).
officer.
Drama role plays
could be used as a
more kinaesthetic
activity to explore
the powers and
duties of the
police.
Alternative would
be to hot seat a
police officer.
Lesson PPT
Informal
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
Criminal
Responsibility
To know what
criminal
responsibility is
To understand
reasons for and
against the age of
criminal
responsibility
remaining the
same in the UK
Learning
Outcomes.
Pupils will be
able to :
give an
informed
opinion about
the age of
criminal
responsibility
and to justify it
persuasively.
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
 Word Web to be completed in the back of book.
Spells out RESPONSIBILITY with middle letter I.
Students have to come up with the most interesting
words that they can make out of these letters and the
word must include the middle letter (see PPT).
 Explain that today’s lesson is about ‘criminal
responsibility’ and set the tone for a mature lesson as
we will be considering some sensitive content.
 In pairs spend a minute thinking of how crime affects
children and then feedback to class.
 In pairs spend a minute thinking of examples of how
sometimes children commit crimes (eg riots).
 Introduce the class to the story of James Bulger by
playing the tribute video to give an overview.
 Share lesson objectives/outcomes.
Activate:
 Define ‘criminal responsibility’ as ‘the age you are
when the courts think you understand the
consequences of your actions with regard to the law.’
Students copy this definition into their books.
 Students asked to vote on how old they think this age
should be for the UK (6, 8, 10. 12. 14. 16. 18).
 Students copy the following into their books… ‘In
England and Wales the age is 10.’
 Explore the different ages of criminal responsibility
throughout Europe to show how debated this is.
 Students pair up and spend two minutes exploring
question A: What are some arguments for raising the
7
(Citizenship)
Available
Resources.
Jamie Bulger
tribute video
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Core and
optional
assessments
(incl. focus for
marking).
assessment
through class
discussions and
mini-plenaries.
Marking focus:
opinion line
quality and
depth of
explanation and
challenging
viewpoints.
This task
introduces the
skills required
to achieve
target levels in
regard to S1
(Critical
Thinking) and
therefore could
be used to
harvest
levelling data.
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
Learning
Outcomes.
Pupils will be
able to :
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
age of criminal responsibility from 10? Feedback.
 Students pair up and spend two minutes exploring
question B: What are some arguments for lowering
the age of criminal responsibility from 10? Feedback.
 Students complete a table in their books with two
columns (raising and lowering) to explain the
arguments that have been discussed.
 Go through four arguments and ask students to
explain whether or not they are arguments for making
the age higher or lower, and then whether or not
students agree or disagree with them and why
(encourage examples)… 1. They know it’s wrong. 2.
There would be less crime. 3. They just don’t really
understand! 4. A 10 year old criminal? Don’t be silly!
Demonstrate:
 Students draw an opinion line into their books in
regard to the age of criminal responsibility with three
key positions on the scale (lower, stay at 10, higher).
 Students write a paragraph to explain their decision.
In order to practice the skills required for their
upcoming assessment, students are encouraged to…
Give three reasons to support their viewpoint 
Explain how some might challenge their viewpoint
and    How they would respond to defend their
viewpoint against this challenge .
Consolidate:
 Students pair up and peer asses their partner’s answer
giving a star for each feature that their partner has
successfully included and a tip to show how their
8
(Citizenship)
Available
Resources.
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Flag up being able
to challenge their
own viewpoints as
well as the views of
others as an
important high
level skill in
preparation for
forthcoming level
assessment.
Core and
optional
assessments
(incl. focus for
marking).
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
6&7. James Bulger
Case Study
To know what
happened in the
case of James
Bulger
To understand
how this story
affected the UK.
Learning
Outcomes.
Pupils will be
able to :
To be able to
reconsider the
age of criminal
responsibility
in light of this
famous
example.
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
answer could be improved.
NB. This will take two lessons to complete
Connect:
 Revisit opinion line from last lesson and flag being
able to challenge ideas including your own as a key
level 6 skill. Get students to pair up and practice this
skill by playing devils advocate… Partner A will argue
persuasively for 30 seconds against their own opinion.
Partner B then has 30 seconds to challenge their
partner’s argument respectfully.
 Revisit the James Bulger case study from the
beginning of last lesson and ask the question will this
case change your mind about criminal responsibility to
introduce the case study as the topic of this lesson.
 Share learning objectives/outcomes.
Activate:
 Introduce the main task of the lesson which is to
summarise the key points from documentary on the
story of James Bulger… students split a fresh page
into six sections (1-6) and their aim is to write 3 bullet
points to summarise each 10 minute section.
 Explore the victims of this crime and the effects that
they have suffered directly or indirectly… feedback
into a class mind map.
Demonstrate:
 Students to complete the James Bulger worksheet to
reflect on what punishment they think John Venables
and Robert Thompson deserved to fit the crime.
 Feedback into class discussion about the punishment.
9
(Citizenship)
Available
Resources.
Lesson PPT
James Bulger
documentary
James Bulger
homework
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Core and
optional
assessments
(incl. focus for
marking).
For lower ability
students, they
could practice
expressing their
own opinions in the
task as opposed to
challenging them.
Informal
assessment
through class
discussions and
mini-plenaries.
Lower ability
students could just
mind map all those
(victims) affected
directly/indirectly
by the crime.
Marking focus:
mini paragraph
to revisit and
review opinion
as expressed on
the opinion line.
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
8.
Levelling
Assessment
To know how to
complete the
assessment and
how to hit my
target level.
To understand
views for and
against changing
the age of criminal
responsibility.
Learning
Outcomes.
Pupils will be
able to :
To be able to
explain a range
of viewpoints
and to reach a
justified
conclusion.
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
Consolidate:
 Students go back to their opinion line and reflect
upon whether or not their opinion is still the same…
students write a mini paragraph in their books to
explain whether or not this is the case and why.
Connect:
 Share learning objectives/outcomes.
Activate:
 Students complete a preparatory activity which gets
them 10 minutes to reflect on four contrasting
viewpoints about the age of criminal responsibility
and to give their own response to these arguments.
 Students copy assessment question into their books:
‘Should the age of criminal responsibility be changed
or should it remain at the age of 10?’
 Go through the level success criteria which relates to
S1 Critical Thinking on the student’s level progress
grids which should be stuck at the front of book.
Unpack the key skills required and how that relates to
how we can best structure a response to the
question.
 Go through the suggested structure and sentence
starters explaining what a successful answer would
look like in regards to contrasting views with reasons
and examples, and a justified conclusion.
1. Arguments for keeping it at 10
‘The reasons why people support the current age
of criminal responsibility are...’
10
(Citizenship)
Available
Resources.
Lesson PPT
Crime
assessment
prep sheet
Mini-success
criteria sheet or
use S1 on level
progress grid
which should be
stuck at the
front of book
Crime
assessment
feedback sheet
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Core and
optional
assessments
(incl. focus for
marking).
Core Assessment Summative
Focus = S1 (Critical Thinking)
Level 4:
I can state and explain my own
opinion, show that I understand
contrasting views and can make sound
contributions to a debate.
Level 5:
I can debate topical issues and state
my own opinions explaining my
arguments clearly. I can show an
understanding of different opinions to
mine.
Level 6:
I can use information to develop
informed and convincing arguments
that show a number of different views.
I can challenge assumptions and ideas.
Please level the assessments using the
feedback sheets provided.
Year 8
Learning
Objectives.
(To know / to
understand)
Pupils should
learn:
Learning
Outcomes.
Pupils will be
able to :
PSHCEE
Key Concepts
& Key
Processes
(skills being
taught / PLTS
focus / VAK
style)
Unit 1: Being a Citizen – Crime
Possible Learning Activities.
2.
Arguments against it being 10
‘The reasons people are against the current age
of criminal responsibility are…’
3. Conclusion
‘In my opinion, I think that the age of criminal
responsibility should/should not be changed
because…’
 Flag up the importance of time management with 10
minutes to be spent on each section (timers on PPT).
Demonstrate:
 Students complete the assessment.
Consolidate:
 Students stick preparation worksheet the feedback
sheet into their books, ready to be marked/levelled.
 Self assess WWW/EBI against success criteria given.
11
(Citizenship)
Available
Resources.
Points to note.
(incl. Differentiated
resources,
progression &
homework
activities/
resources)
Core and
optional
assessments
(incl. focus for
marking).