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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).