Year 8 Scheme of Work. You and Your Community. New curriculum.

This scheme of work includes. Aims and objectives. Links to the new National Curriculum for Citizenship. Citizenship Formative Statement. Citizenship levels. Formal Assessment Possible Classroom Activities Gifted and Talented provision. Lesson plans with handouts for every lesson.

Aims of Topic. The aim of the topic is for students to learn about the role of local citizens and the council in their local community. They must consider what makes a good neighbour and look at how local people should behave towards each other. Students research their local council and find out the services and facilities the local council gives them. Students consider how safe their local community is, looking at the causes and consequences of vandalism. The topic aims to get students involved in their local community. This is done by students conducting a questionnaire regarding local safety, services and facilities. Students will question others in the class, people in their form and their family, helping their research skills. Students then write up their findings and send a letter with recommendations for improvements to the local council. The overriding aim is for students to look at the issues concerning their community, finding out how they can make a change and becoming active citizens (through writing to the council and having their posters on the consequences of vandalism distributed around the school).

Learning objectives. At the end of the topic: All students Can define their community. Have an overview of how their local community is run and services the services of their local community. Can list reasons why they should get involved in the local community. Participate in the community via writing a letter to the council. Carry out enquiry and communication through a questionnaire. Consider the reasons for people to behave in an anti-social manner. Most Students can also: List how to be a good member of the community and state reasons why this behaviour is desirable. Give reasons for their opinions and participate in class discussion. Justify opinion orally and in written form. Consider the consequences of anti social behaviour in the community. Offer suggestions to the local council on how to make their town a better place. Offer views that arent necessarily their own. Some students can also: State, in their opinion the most important services offered by local government, with reasons given. Use information and views from others to give a well balanced view on what needs improving in their community. Give reasons for how to deal with anti-social behaviour, having considered why people commit it. Link consequences for the community due to anti social behaviour.

Links to the curriculum. 1.Key Concepts. 1.1 Democracy and Justice

b) Weighing up what is fair and unfair in different situations, understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflict.

1.2 Rights and Responsibilities a) Exploring different kinds of rights and obligations and how these affect
both individuals and communities.

c) Investigating ways in which rights can compete and conflict,

and understanding that hard decisions have to be made to try to balance these.

1.3 Identities and Diversity: Living together in the UK. e) Exploring community cohesion and the different forces that bring about
change in communities over time.

2.Key processes 2.1Critical Thinking and Enquiry

Pupils should be able to:

a) engage with and reflect on different ideas, opinions, beliefs and values
when exploring topical and controversial issues and problems b) research, plan and undertake enquiries into issues and problems using a range of information and sources c) analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias.

2.2 Advocacy and Representation

Pupils should be able to:

a) express and explain their own opinions to others through discussions,

formal debates and voting b) communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate c) justify their argument, giving reasons to try to persuade others to think again, change or support them

d) represent the views of others, with which they may or may not agree.

2.3 Taking informed and Responsible Action

Pupils should be able to: a) explore creative approaches to taking action on problems and issues to achieve intended purposes b) work individually and with others to negotiate, plan and take action on citizenship issues to try to influence others, bring about change or resist unwanted change, using time and resources appropriately c) analyse the impact of their actions on communities and the wider world, now and in the future d) reflect on the progress they have made, evaluating what they have learnt, what went well, the difficulties encountered and what they would do differently. 3.Range and Content. The study of citizenship should include: a) political, legal and human rights, and responsibilities of citizens b) the roles of the law and the justice system and how they relate to young people f) strategies for handling local and national disagreements and conflicts g) the needs of the local community and how these are met through public services and the voluntary sector h) how economic decisions are made, including where public money comes from and who decides how it is spent

Citizenship formative statement In this scheme of work the students will aim to achieve the key skills listed below. It is important to share the competencies with the students at the start of the scheme of work, so the students are aware of their goals. At the end of the scheme of work the students will fill in a Citizenship formative statement, which will look at their success and their targets. The teacher will also make a comment. This sheet can be the basis of the students report.

Key skills pupils can use for their formative statement

Reflect on different ideas, opinions, beliefs and values. Research, plan and undertake enquiries. Analyse and evaluate sources, recognizing bias. Express and explain opinions through discussions, debates and voting. Communicate an argument, taking account of different viewpoints. Justify an argument, giving reasons to try and persuade others. Represent the views of others, with which they may or may not agree. Work in groups. Justify opinion. Respond to the views of others. Compromise

Name: Topic Studied:

Citizenship Formative Statement Class: Date: Strengths

Achievements

Development Needs

Teachers Comment

Pupils Signature....................

Teachers signature...

Formal assessment Students must write a letter to the local council. The letter must tell the council about local peoples views on the services and facilities offered by the council. The letter must also highlight the need to tackle crime, especially vandalism, and highlight the problems it causes. The students must make suggestions on how to improve matters to the council. Real life examples should be used. Students are marked against the taking informed and responsible action level (shown below).
Taking informed and responsible action. Level 1 Pupils take part in some of the decisions that affect them and their local community. Level 2 Pupils describe how things may be improved through the actions that they or others take. Level 3 Pupils identify what could be done to change things in communities and plan some action. They take part in decision making activities with others on Citizenship issues. Level 4 Pupils work together with others to plan and undertake a course of action to address significant citizenship issues. Level 5 Pupils work collaboratively with others from the wider community to negotiate, plan and carry out action aimed at making a difference to the lives of others and explain the impact of actions taken. They participate effectively in activities involving representation, voting and campaigning on issues they have explored. Level 6 Pupils negotiate their role and plan and undertake courses of action with others, and explain the impact of actions taken. They reflect on the extent of their success in achieving an improvement or influence in the community and suggest what they might do next. Level 7 Pupils work with others to initiate, negotiate, plan and carry out appropriate courses of action in the local and wider community to bring about change. Level 8 Pupils carry out different types of research and hypothesise alternative courses of action exploring the different implications of each. They put some of these courses of action to the test in their communities and analyse and draw conclusions about the impact and limitations of these. EP Pupils take a leading role in defining, negotiating, and undertaking courses of action with others to address Citizenship issues and problems. They apply this practical understanding to analyse approaches citizens can take to improve society through individual and collective actions and democratic processes.

Possible Classroom Activities.

Hot seating, Think-Pair-Share, Individual thinking time, Active listening, Envoying, Listening triangle, Snowballing, Information gap, yes-No questions, Rainbow groups, Mini presentation, Jigsawing, Justify opinion, Express opinion, Giving reasons and examples to back up views, Finding positive and negative values, Voting, Card sort, Ranking, Role play, Contribution to discussion, Written opinion, Spoken opinion, Participation in debate, Gap fill, Answer questions from sheet, Fill in handout, Reasoning skills, Homework, Responding to a quote, showing two sides, Written/oral response to real life situation, Gathering evidence from a source, Using new evidence in answers, Questions and answers, Group work, Pair work, Responding to source, Thinking skills, Problem solving, Writing a letter, Explaining results of enquiry, Radio chat show, What happened next?, Comprehension, Reading text, Reading handout, Reading for information, Word search, Key words, Definition of new words, Brainstorm, Presentation, Student teaching, Speed questioning, Formal writing, Making notes.

Gifted and talented. Lesson 2. Gifted and Talented students can research the local council. The can make a plan of how the council is run. They can also research how it gets its money and what it spends it on. Lesson 3. A) Gifted and Talented students suggest alternative ways to act instead of committing vandalism. B) Gifted and Talented students use the internet or newspapers to research local problems of vandalism that are in the news. Students can make a short presentation and other students can add the new evidence to their research for the letter to the council.

Differentiation ideas for the More Able. By Task. Use an able pupil to recap on the previous lessons learning points. This could be done as a starter and include questionsnot just knowledge recall but higher order such as analysis and evaluation. Use differentiated starters. EG a level 4 English pupil must find 5 synonyms for the word pleased and a level 7 pupil must find 10. Use a more able pupil to record the most important points from feedback session on the board while you lead the discussion. These can be used to create a learning pack for peers as a homework task. Ask able pupils to model their writing or thinking, by explaining their

answer/solution to a partner. Get able pupils to teach an activity or learning point to weaker pupils. This will help both learn. Use more able pupils to provide the plenary. Encourage original ways of holding them. Use higher level questioning and direct questions at particular pupils rather than waiting for hands up. Be prepared to probe the pupils first answer to make them really think. Please look at Blooms questions to help you.

By resource. Give the more able homework that can be used to teach later lessons. Photocopy textbook pages and get the pupils to look up and explain key words and vocabulary needed for the topic being studied. Provide the more able with texts being used in class and ask them to rewrite them for SEN pupils. This may need guidance at first. Set an independent task, such a further investigation, or a different class reader and invite pupils to decide how they would like to present their learning to the rest of the class. Use past papers from a higher key stage to push pupils and prepare them for future studies. By outcome Provide opportunities for pupils to respond to tasks using a variety of methods such as display work, role play, photos, film. Remember that less is more in some cases. Prescribe the number of words a more able student is allowed to use in a writing task. This will make the pupils think hard about what they write and make every word count Use the work of the more able as models of good practice in lessons (present and future ones). Get the more able to highlight key features of successful examples and provide opportunities for self and peer assessment. By Support. While other pupils are working on the starter use the time to explain to able pupils how they can excel in the lesson, which lower level tasks they can bypass and which tasks they should tackle to stretch them. Ascribe the role of chairperson or lead learner to more able pupils who will then take on the mantle of responsibility and help to maintain momentum and focus during tasks. Plan groups carefully. Sometimes able pupils will learn most productively together, sharing and extending their more developed thinking. Sometimes it is helpful for them to advise a less able pupil and have to work harder to successfully articulate their ideas. Get the more able to repeat or summarise instructions to the rest of the class this will need preparation,

Analysis

Useful Verbs analyse distinguish examine compare contrast investigate categorise identify explain separate advertise

Sample Question Stems

Potential activities and products Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, colour and texture.

Which events could have happened...? I ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...?

Evaluation

Useful Verbs judge select choose decide justify debate verify argue recommend assess

Sample Question Stems

Potential activities and products Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on

Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you

discuss rate prioritise determine

have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? How effective are...? What do you think about...?

changes needed at... Write a half yearly report. Prepare a case to present your view about...

Synthesis Useful Verbs Sample Question Stems

Potential activities and products Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

create invent compose predict plan construct design imagine propose devise formulate

Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...

Lesson 1. What makes a good Neighbour? Aim: To know the importance of neighbours and how to be a good one. Learning Objectives. All students can Define community. Realise the importance of good neighbours. Give suggestions for what makes a good neighbour. Most Students can Respond to ideas of what makes a good neighbour.

Start to realise that people might act differently depending on the Circumstances. Some students can Give reasons for their views, putting them in order. Consider the various roles of a neighbour. Resources. 1. What makes a good neighbour? handout 2. Never/always/sometimes handout Activites. 1. a) Write No Man in an Island on the board, get students to copy it and discuss what it means. Go though scenarios in their lives when pupils need other people to help them.

2. Students define (elicit answers from students) and copy the following key words into their book. a) Community means: People with shared identities. For example religion, nationality, gender, job People who live in the same area and share the same facilities. b) Neighbour means: People who live in the same neighbour, who we share facilities with. Explain to the class that for this unit we will be concentrating on the local area aspect of community,

c) Students make a list of the things in common they share with others in their local community. For exampleparks/shops/customs and traditions/schools/police/roads/library/sports centre/environment/social services/hospitals/pavements. Set pupils the target of finding 20. Elicit from pupils that they are all paid for by the council, with the money coming from peoples tax. Open a discussion on how often pupils use these facilities and are in contact with others in their local area. 3. Explain that the way we act affects others in our community. (Give and elicit examples of school life.) You could discuss issues in the local area and school. Highlight to pupils that these are all shared facilities and if any are damaged, old, out of use or vandalised then it affects many in society.

4. a) Elicit the answers (in bold) and students copy into their books.. Students must give examples of rights and responsibilities to add to their definitions. The class could focus on rights in the local community (to be safe, to have facilities, to be able to meet others) and responsibilities in the local community (to treat facilities with respect, not to cause trouble, to be respectful of other peoples property). Rights = Thing we can have/do.

Responsibilities = Duties. We have a right to expect neighbour to behave in a (respectful) way. Therefore we have a responsibility to behave in (the same) way. Rights and Responsibilities are linked. 5. a) Ask students What should good neighbours do? b) Make the point that ways neighbours act might be appropriate in some circumstances, but not in others, for example neighbours shouldnt interfere in private matters, but should interfere if they see a fire. c) Give students the What makes a good neighbour and the Always? Sometimes? Never? handout. d)Explain that students must read the situations on the Good Neighbour handout and write where they think they should go on the Never, Sometimes, Always handout. Students should add their own ideas to the list. Students should start to give reasons. 6. In pairs, students draft a statement. Good neighbours should..because.. Hold feedback and share ideas. 7. Students look at the quotes in question 2. In pairs they discuss which ones they agree and disagree with. A discussion/vote can be held with the class as well as the activity ideas at the start of this scheme of work. Homework. Students must ask their family for 5 dos and dont for being a good Neighbour.

Lesson1 handout.

What makes a good neighbour?

1.Should a good neighbour do the following?

Put your ideas on the Always, Sometimes, Never handout. Give reasons for your views. Go on other peoples property? Keep their pets under control? Play loud music? Ride their bicycle on the pavement? Drop litter? Vote in local elections? Lend someone money? Report noise to the council? Campaign on local issues? Spit and swear in public? Vandalise?

 Get involved in local schemes? Offer to help people in the local area? Respect other peoples privacy? 2) Look at the following quotes. Do you agree with it? Does it apply only at certain times? Discuss in pairs.
I think a good neighbour is someone who keeps themselves to themselves and gets on with their lives without bothering anyone else A good neighbour is someone you can rely on to help you in times of trouble
A good neighbour is someone who gets involved in the local community and tries to do things to improve the environment

A good neighbour is someone who you can borrow things off and who doesnt mind if you cant pay them back A good neighbour is someone who looks out of their window and gossips about local events

Lesson 1 handout.

Always? Sometimes? Never?

A GOOD NEIGHBOUR SHOULD ALWAYS

A GOOD NEIGHBOUR SHOULD SOMETIMES..

A GOOD NEIGHBOUR SHOULD NEVER..

Lesson 2. Neighbourhood facilities. Aim: To understand the facilities given by local government. Learning Objectives. All Students: Know services provided by the local government. Most students: Consider the importance of the services. Form an opinion of Rainhams (Or their local towns) services. Some students: Offer opinions on how to improve services. Resources. 1. Handout. What the Town Hall does. 2. Questionnaire handout. Activities. 1. Recap. True/False questions on Community definitions. A good neighbour should..

2. a)Ask a student to describe how they went to school today, and explain what they used/saw. b) Elicit and write on the board anything the students mention that is provided by the local government. For example: roads/school/street lights/park. 3. a)Give students the handout What does the Town Hall do? b) Split the class in to 3. Each section reads from a different starting point, so the handout is read quicker, and there will be more ideas for feedback. c) Students write The Town hall provides us services. For example Then they start to read their part and make a list. d) Feedback. Write students ideas on the board from each section. Students copy and ideas they havent got. e) Students write what they think are the 3 most important services and give reasons for their views. 4. a) Explain to students that well split up the councils provision in to services, facilities and safety c) Students make a table and write the good and bad points about Rainhams services, facilities and safety. Students must give real life examples. If students dont live in Rainham they can use their own town. 5.Feedback. Listen to students opinions. Open up a discussion on whats good about the services, facilities and safety in Rainham. Allow pupils to respond to the views they hear in class. 6 a) Explain to students that they are going to research peoples opinions of the Councils provisions for Rainham/their home town. Students must come up with recommendations for improvement. Students will write a letter to the council based on what theyve found. Elicit and Explain the importance of participation in the local community. b) Give students their questionnaire handout. Elicit how pupils can form yes/no questions and use the ideas raised in the previous activity to help them form their ideas. Example questions Do you think there are enough police in Rainham?, Is there enough to do in the local park? c) Students must write 9 questions on the questionnaire, 3 each on facilities, services and safety. Explain to students that as well as gaining ideas from this class they must ask pupils in their form and their family to gain as many opinions as possible.

7. Allow pupils to start their questionnaire and give them the remaining lesson time. (This can be the first activity next lesson too. Gifted and Talented. Gifted and Talented students can research the local council. The can make a plan of how the council is run. They can also research how it gets its money and what it spends it on.

Homework. Students must ask as many friends and family (NOT STRANGERS) the questions on the handout to gage public opinion on the facilities/services and response to safety issues of the local government. Ask students to look through local newspapers and find any vandalism stories.

Lesson 2 handout.

What does the Town Hall do?

When thinking about the facilities we get from our local government it can help us to consider a typical term time day. Read the passage below and make notes about what facilities and services we receive. Try to think of more examples. Section 1 Early in the morning you are woken up by the dustmen crashing bins into your street. After breakfast you leave your home and walk along the pavements towards school. You cross the road at a pedestrian crossing, and watch schools crawling along the yellow lines until they find a space to park with a parking meter. There are street signs to tell you where you are and the cleaner is hard at work getting rid of the litter.

Section 2 Once at school you sit through lots of lessons as your teachers try to make you learn something! The visiting music teacher comes to take a singing lesson. You have a school dinner lady, and during the afternoon you go to the swimming pool for a swimming lesson. Once the school is over, you and your mates go to the library and take some books out to help you with your homework. You stop off at the local park to play football before going home for dinner. Section 3 When you get in, your dad is out, hes getting fit at the local sports centre. You and your Mum visit your Nan to check she is alright. She had a nice lunch from meals on wheels and is waiting for her Home Care Assistant to give her a bath. As you return home you notice the street lights coming on.When you meet your dad he tells you that the local takeaway has been shut down by the environmental health for not cleaning their equipment. Your Dad is in a good mood, as your granddad had been promised a council house.

A Questionnaire on your local town. You must ask family and friends to comment on the facilities, safety and appearance of your local town. Choose 2 YES/NO questions for each section. You will report your findings to the council.
Lesson 2 handout.

QUESTION

FACILITIES AND SERVICES YES NO

SAFETY QUESTION YES NO

QUESTION

APPEARANCE YES

NO

Lesson 3. The consequences of Vandalism on our community. Aims: To complete the questionnaire. For students to understand the need for safety in the community. Learning Objectives. All students: Understand the need for good neighbours and the importance of services and facilities. Can gather views from their peers on the provisions given by the local government. Consider the causes and consequences of vandalism on the community. Will share their ideas with the school Most students: Can link the affects of vandalism on the community. Suggest how to punish offenders. Start to think of ideas to their letter to the council. Some students: Consider alternative ways to act instead of vandalising if things are going badly. Show 2 sides to an issue.

Resources. 1. The consequences of vandalism handout. 2. Vandalism a costly problem handout.

3. Questionnaire handouts for students who were absent last lesson. Activities. 1. Recap. Services given by the local government are 2. Students spend 10 or 15 minutes finishing their questionnaire activity, asking as many people in the class as possible to enhance the representation of their questionnaires when given discussed in the letter to the council. 3. Elicit some ideas that have come out of the questionnaire. Find examples of questions that received a 100% yes or no response.

4.Explain that in the letter to the council we will also raise the issue of vandalism. Elicit any examples students have of vandalism in their local town. Make it clear to students that as vandalism is a worry, they must write to the council about it. a) Elicit from students. Students copy. 30% of vandalism and burglary is committed by under 15s. Vandalism = graffiti, smashing things, breaking property. b) Give students the consequences of vandalism handout.

5.a) Ask students, in pairs, to consider why someone would commit vandalism. Explain that vandals dont take anything home from the event like thieves and could therefore the motive can be hard to understand. After students have had a chance to discuss ideas hold feedback and others can gain new answers. Example answers: Anger, boredom, to gain a reputation, revenge, gang initiation, problems at home, impress friends/partner, look hard.

6.a) Ask students, in pairs to think of affects on the community. Explain to students that they must try to link their ideas. Students put their ideas on the handout. Example answers: i)Vandalism makes a mess so people want to move out so no-one wants to move in resulting in house prices falling. ii)Vandalism means no business comes to town causing unemployment resulting in less money so families have to make cut backs eg no holiday/new shoes. iii)Vandalism is expensive so as the council has to spend money on repairs there will be less money for school equipment. OR the council may have to create a rise in council tax to pay for the repairs/extra police, leaving families with less money. Other consequences = bad reputation for town, bad facilities, no trust in the community, fear, danger, accidents, poor moral.

7. a)Ask students how they think vandalism can be stopped and how vandals should be punished. Students fill in ideas in column 3 of their handout, they can use these ideas in the next activity when responding to others. 8. Give students the vandalism-a costly problem handout. Read the quotes out as a class and students write the quote they most agree with on the vandalism handout, giving reasons. 9. Feedback. Class vote. Go through each of the 4 quotes and vote on them. Students give reasons for their views. Students can put forward their answers from question 7 for the vote. Gifted and Talented Students. Gifted and talented students use the internet or newspapers to research local problems of vandalism that are in the news. Students can make a short presentation and other students can add the new evidence to their research for the letter to the council. Gifted and Talented students suggest alternative ways of responding to problems instead of committing vandalism. Homework. Students design a poster showing the consequences of vandalism for the community. The posters will be distributed to other form rooms and school notice boards.

Lesson 3 handout.

The consequences of vandalism

THE EFFECTS OF VANDALISM ON THE COMMUNITY HOW CAN VANDALISM BE STOPPED? WHATS THE BEST PUNISHMENT?

WHY DO PEOPLE COMMIT VANDALISM?

Lesson 3 handout.

Vandalism a costly problem.

Vandalism is not only dangerous, but it is costly too. Often, it is public property that gets damaged. Repairing damage to public property costs local authorities thousands and thousands of pounds a year. The local councils may have to raise council tax in order to pay for the repairs. Vandalism also makes towns look messy, which can affect house prices and companies investing money in the local area. How do you think vandals should be punished? Comment on the views below. try to think of your own ideas too.

a) Vandals (or their family) should have to pay for the damage they cause.

b) Vandals should have to repair any damage they do. c) Vandals should have to spend their weekends doing community service. d) Vandals should be given a warning, if they do it again, they should be locked up for 6 months
The solution I agree with the most is (give reasons)

Lesson 4. What punishment for vandals? Aim: To hold a role play in a magistrates court. Learning Objectives. All Students will give a punishment for a type of vandalism. Most students will give clear reasons for their choice of punishment. Most students will act in role as a magistrate or defendant. Some students will ask questions as magistrates that allow others to give reasons for their situations, in the role of the defendant. Activities.

Go through homework, asking pupils to give their parents opinions on the best type of punishment for vandalism. Give out the What punishment handout. Go through the different options open to magistrates when giving punishments to convicted vandals. Read through the scenarios on the handout. Put pupils in groups of 3 (the amount of magistrates in a court) and ask them to work though all 5, giving a punishment which they must all agree on. Pupils must give reasons for their views. Tell each group that they must prepare questions for defendants in each scenario. Set the room out as a court. Groups take it in turns being the magistrates and questioning the defendants (chosen pupils). The reaction of the defendant may make the magistrates change their initial punishment. As each group gives their final verdict open it up to the rest of the class who get to vote whether they agree or disagree with the decision.

What punishment? You are a magistrate. You have to decide the punishment for the following crime. You can Give a fine. Give community service (Max 250 hours) Give an ASBO for up to 2 years. Put someone in prison (Max 6 months). Give a curfew.
Lesson 4 handout

1. Peter and Mary have been spraying RM13 WOT on walls around Rainham. Mary says Peter made her do it or he said hed dump her. This is their first offence. The punishment were giving her is.... because.. 2. Lucy is 15. She got drunk last Friday at Spring Farm Park. She then kicked in a local persons fence in Lambs Lane North. She was given 20 hours community service for a similar offence last year. The punishment were giving her is..because 3. Mark is 10. He regularly throws eggs at peoples houses, up and down Stoke Road. The neighbours have had enough. The punishment were giving her is.... because.. 4. Steve and Gordon are 16. They have been caught dropping stones and rocks onto moving trains at the train station. They say that they are angry that their parents are splitting up. The punishment were giving her is.... because.. 5. Julie wanted to join a cool gang. To pass the test she was told to smash up the clock tower in Upminster Road South. She says she would get bullied if she didnt. The punishment were giving her is.... because..

Lesson 4. Preparing a letter to the council. Aim: To gather together all the information needed for the letter to the council. Learning Objectives. All students: Can collate information needed for the letter. Have the opportunity to add more ideas. Fill in the handout.

Most students: Put their findings in order of relevance. Decide what information is needed and what isnt. Participate in class discussion. (All have the chance to) Some students. Find information that shows more than 1 view point for what is needed from the council. Give reasons for their opinions, and the opinions of others. Resources. 1. Handout Preparing a letter to the council. 2. All of the students work so far.

Activities. 1. Students show their posters. Explaining the consequences of vandalism. These will be distributed in the classroom and around the school via form trays and notice boards. 2. Have a debate on the best way to cut down vandalism. Explain to students that they can put their opinions in the letter to the council. Students give reasons to either agree or disagree with the 4 quotes from the previous lesson. Explain to students that they have to give 2 sides to a debate. Its possible to give students an opinion they have to support, to help their skills of looking at the other side, and justifying opinions they dont agree with. 3. Focus on the task of writing to the council. Explain to students the importance of preparation. Elicit how it will help them make the points they want to in a clear manner. 4. Ask the students to get out all of their work they have completed on the topic so far: neighbours, council services, questionnaire and vandalism. 5. a) Give students the handout Preparing a letter to the Local council. b) Students go through their work and fill in the handout writing the main points they want to make to the council. c) Focus students attention on box 4 of the handout. Elicit and explain the importance of students having their voices heard. Talk about the importance of taking action and having your say. Explain that although they cant vote yet, they are the future voters and if the council ignore them, they can punish the council at the next election! Highlight the fact that even though students cant vote, the council still works for them and represents them. 6. Feedback. Elicit ideas from each of the boxes on the handout. Discuss answers as a class. Make it clear to students that next lesson they will write to the council and this will be their assessment lesson. 7. Make sure you book a computer room for next lesson.

Lesson 4 handout.

Preparing a letter to the local council.

Look at the results from your questionnaire. Add more ideas in the boxes below to prepare your letter.

RAINHAMS FACILITIES CAN BE IMPROVED BY

TO MAKE RAINHAM SAFER WE NEED TOBECAUSE

TO IMPROVE RAINHAMS APPEARANCE WE NEED TOBECAUSE

YOU SHOULD LISTEN TO US BECAUSE..

Lesson 5. Writing to the council. This is an assessment lesson. Students are marked against the taking in formed and responsible action levels. #BOOK A COMPUTER ROOM# Aim. To write a letter to the council commenting on council services, facilities and the areas safety. Resources.

1. Writing frame handout. 2. Computer room. Activities. 1.Explain to the students that the letter to the council is the formal assessment for the scheme of work. 2. Explain that the letter must tell the council about local peoples views on the services and facilities offered by the council. The letter must also highlight the need to tackle crime, especially vandalism, and highlight the problems it causes. The students must make suggestions on how to improve matters to the council. Real life examples should be used. 3. Make the assessment criteria clear to students. Show pupils the level indicators and talk through how they can get to each level. Make students aware how they can succeed. For example Providing evidence of enquiry and communication. Representing the views of people apart from themselves. Showing knowledge of the local councils provisions. Using real life examples. Suggesting solutions to the problems. Highlighting why its important that the council listen to young people.

4. Tell students they must use their letter preparation handout to help them. 5. Give the writing frame handout to the students. Make it clear that students dont have to use the sentence starters if they dont want to. 6. Read through the handout. 7. Students have the whole lesson to complete the assessment.

Writing frame for your letter to the council. Dear Sir, My name is _________ I am in year 8 at the Chafford School in Rainham.

Recently in Citizenship we have been studying about our local community. Our class has done a questionnaire about Rainham (or other towns) it looked at., .and .. An important message from my questionnaire is ., I believe this issue can be improved by... (Do 2 or 3 messages) I think that the facilities are good/bad because.. I believe we need more The facilities that need improving are... This is because. I think safety is important because. Some issues of concern are.. I believe that safety can be improved in Rainham (or other town) by . We think that the appearance of Rainham (or other town) is.for example.....My opinion of ( pavements / park / library / road safety etc..) is . Vandalism is bad for our town because We think you should punish vandals by .because.. Its important that you listen to young people because. Thank you for your attention. I look forward to a reply from you. Yours faithfully