Head of Citizenship – Mr G McInerney
|Theme Covered||What you child will be able to do||What they will do in lesson|
|Unit 1 Theme 2: Rights and responsibilities:Rights and responsibilities. What is the difference between a human and legal right? In what ways should rights be matched by responsibilities?||Recognition that gaining rights means accepting responsibilities; to be able to distinguish between human and legal rights with examples.||Students need to discuss matching rights with corresponding responsibilities using examples of driving a car and playing in a sports team.Structured learning and debate focusing on countries that ignore human rights; actions in a democracy to secure human rights and difference between moral and legal obligations.|
|Unit 1 Theme 1: Rights and responsibilities:Diversity and multiculturalism. Why is migration so controversial? What are the arguments for and against economic migrants?||To understanding how and why UK communities can vary in their social, economic and ethnic composition and lifestyles; understanding one’s own community and the different perspectives and identities that other members of the community might have.||Complete exercise in Edexcel textbook, page 22, involving different communities in UK.Empathy: discuss the difficulties that a new immigrant to Britain might experience in trying to adapt his/her values and lifestyle to those prevalent in Britain.List reasons why life expectancy in the UK varies according to where an individual lives.|
|Unit 1 Theme 1: Rights and responsibilitiesEmployment rights. What are our main employment rights and how can they be exercised? What are the rights of employers?||To be aware of what rights workers have to be free from discrimination, to receive a minimum wage and to be safe in the workplace; gaining awareness of the rights of employers and the responsibilities of employees; understanding the role of trade unions in contemporary industrial society.||Students can be engaged by talking about the possibilities of part-time work and what 14-16 year-olds are permitted to do, drawing on their own experiences.Discussion of how the rights of employees might be protected using legislative framework in Edexcel book page 28. Create a table of laws and rights.Research/discussion relating to the functions of trade unions and the case for/against trade union membership.|
|Unit 1 Theme 1: Rights and responsibilities:Rights on an international basis and the role of international agencies. Human rights legislation. How do international bodies help to safeguard our human rights? Why do people disagree about identity cards?||To be familiar with the main terms of the UN Declaration of Human Rights (UDHR) and the UN Convention on the Rights of the Child (CRC), the European Convention on Human Rights (ECHR), the 1998 Human Rights Act, the role of the European Court of Human Rights and the European Court of Justice.To identify reasons for conflict over human rights.||Structured learning to focus on the work of the UN in safeguarding human rights: Europe and human rights and the 1998 Human rights ActIdentify ways in which citizens can get their human rights. Is there equal access to human rights?Explain difference between human rights in the UK and a country in which human rights may be much more restricted.Discuss ways in which rights are related to personal responsibilities examining some conflicts between the two.|
|Unit 1 theme 1: Rights and responsibilitiesHow much has the fear of terrorism restricted our personal freedoms?Religion in a changing society. Tolerance, conflict and protest. Does religion divide or unite society? What happens when rights conflict?||To be able to identify arguments for and against identity cards in the UK.To be familiar with different faiths and traditions in contemporary UK society; the right to worship and speak about religious beliefs; the importance of tolerance and the dangers of extremism.||Brainstorm: what are our fears about terrorism and what can we do to reduce them?Discussion: should identity cards be made compulsory for UK citizens. Chart of arguments for and against.Structured learning related to social diversity and religious faiths, using examples from Edexcel textbook pages 40-41 and focusing on the right to hold religious beliefs and to speak about them; tolerance of the beliefs of others; religious extremism and how it can lead to stereotypes and divisions in society.|
|Unit 1 Theme 2: Power, politics and the media.The press and broadcasting.New forms of media. What different newspapers are there? How is television broadcasting changing? Why are social networking and blogging becoming increasingly popular?||To be able to identify the main forms of broadcast and print media and the differences between them; examining changes in TV broadcasting and the impact of digitalisation and satellite broadcasting; establishing the importance of recent trends such as social networking and political blogging.||Structured learning and discussion focusing on student perceptions of more traditional media forms – newspapers (popular and quality) and the main TV channels – and to compare these with changes that have taken place in the last 10 years.Discussion about the rise and role of blogging.|
|Unit 1 Theme 2: power, politics and the media.Facts, opinion and bias in the media. Reporting politics. How is politics reported in the media? How can facts, opinions and bias in the media be identified?||To understand how to recognise facts, opinions, bias and distortion in the media; explaining their significance especially in the reporting and broadcasting of politics and the encouragement of public debate.||Structured learning relating to the identification of political and other bias in print and broadcasting.Use of Images can be used to help students to understand how different mediums use facts and opinions with some focus on the reporting of politics by different forms of the media.Students should then be given the opportunity to identify facts, opinions and bias.|
|Unit 1 Theme 2: Power, politics and the mediaRegulating the media. How is the media regulated? Is regulation effective? Public opinion and debate.What is public opinion? Do the media create or follow public opinion? The power of the media.The use of opinion polls.||To gain awareness of media power and how and why the media is regulated; to be able to assess whether regulation is effective; to understand the concept of public opinion and its significance in the media and the power of the media to influence people.||Structured learning to help students to understand what is meant, in broad terms, by ‘power’ and how power is used to inform, distort and make profits.The power of the media to influence people, using words and images, can be debated.Comparison of the work of the regulators: Press Complaints Commission and Ofcom and its 2008 Broadcasting Code.Consider question: do opinion polls reflect or influence public opinion?|
|Unit 1 Theme 2: Power, politics and the mediaLaw and society – crime – criminal and civil law. Why aren’t we sure if crime rates are rising or falling? What’s the role of the police and probation service?||To understand the difference between criminal and civil law with examples; rates for different crimes and reasons for the fear of crime and anti-social behaviour; the role played by the police and the probation service in dealing with crime.||Structured learning to show the difference between criminal and civil law.Students can identify (locally and nationally) different types of crime and consider the types of crime and anti-social behaviour feared by different age groups and the role of the police and parents.Use of euthanasia example from Edexcel textbook page 57 to show difference between law and morality.|
|Unit 1 Theme 2: Power, politics and the mediaThe political process – political parties – MPs. What are the main political parties in the UK and what do they believe in? What do MPs do? What are the alternative ways of participating in the political process?||To be aware of the main political parties and their policies; the role of MPs; to be familiar with campaigning for or against change; alternative methods of involvement in the political process e.g. petitions and demonstrations.||Students might be asked to research the political situation in their local constituency and to discuss distribution of parliamentary seats shown in Edexcel textbook, page 70Structured learning will be necessary to produce a chart showing the main political parties, their leaders and their policies on key issues.Students could discuss the role of MPs and the power of protest.|
In addition to homework pupils will undertake assessments which are based on the actual exam paper.
Most of Year 10 is given over to the completion of the Controlled Assessment component of GCE Citizenship which is worth 60 % of the final mark.
However between January and March most of our time is spent preparing for and debriefing from Work Experience.
|Theme Covered||What you child will be able to do||What they will do in lesson|
|An investigation into a major issue of the day||Explain. What the issue is., its importance locally and nationally. Pupils will also be able to articulate their own views on the issue||Investigation of the issue using source based data. Use of data to develop their own views|
|Media bias||How the media can report the issue in different ways and why it might do this||Compare and contrast how issues are reported differently through the use of image and language|
|Citizenship themes||How the issue relates to the Citizenship themes||Articulate how some of the exam boards themes relate to the project|
|Conflicting view points||nterview two people with differing views on the issue and use skills of advocacy to articulate their views||Letters of invitationsInterviewsWrite up of findingsReflections on why peoples views differ|
|Research||Primary research into issue both in school and out of school||Research techniques|
|Innovation||evelopment of action to deal with the issue||Artefact relating to the issue which in some way impacts on thinking on it.|
|IResearch||Investigation to judge impact of artefact||Publication of findings and write up of report|
|Reflections on Learning||Examination of learning from project||Reflective writing|
|Controlled assessment||4 45 minute lessons to write up project these will be inserted at various points in year|
|Work Experience||Choose work placementDevelop business Communication skillsPrepare for InterviewsDevelop self management SkillsReflect on worth and value of experience.Develop Career Action Plan||Role PlaysSelf analysisLetter writing skillsGroup discussionEvaluation|
Key assessments ( Controlled Assessment)
November- Investigation of Issue ( 10% of final Mark)
January- Viewpoints and Analysis ( 15% of final Mark)
May- Research ( 15% of final Mark)
July- Relections( 10%) final Mark
|Theme Covered||What you child will be able to do||What they will do in lesson|
|Unit 1 Theme 3: The global communityGlobal warming and sustainability. What are the causes and effects of global warming? How is this reported in the media?||To understand the likely causes and effects of climate change and global warming.To be familiar with how global warming is reported by the media.||Students can collect reports on global warming from newspapers/internet before group/class discussion of likely causes and effects on a global scale also taking into account the impact of media reporting and popular awareness.|
|Unit 1 Theme 3: The global communityTackling global warming. What can be done by politicians, agencies and individuals about global warming? What are the ethical considerations that should be taken into account?||To be able to determine what can be done by individuals, governments and world bodies to tackle the causes and consequences of global warming. To understand the importance of ethical considerations when looking for solutions.||A spreadsheet can be developed showing the role of individuals, politicians and businesses to tackle the causes and consequences of global warming.Discussion should centre on the ethics involved (e.g. the need for countries to act collectively set against the freedom of countries to manage their own affairs with examples such as Kyoto).|
|Unit 1 Theme 3: The global communityWhat is sustainable development? The importance and nature of recycling and transport policies. What can be done to make homes and schools more environmentally friendly?||To understand the meaning of sustainable development and its effects on the environment and the issues connected with developing successful recycling and transport policies.To be familiar with ways in which homes and schools can be made more environmentally friendly.||Students can research the concept of sustainable development and list ways in which it can help the environment.The local or national context can be used to focus on identifying key factors relating to recycling and transport in the area.Question for debate: how can people be persuaded to make our homes/schools more environmentally friendly?|
|Unit 1 Theme 3: The global communityThe UK economy
What are the main forms of taxation and who pays tax? What are credit and debit cards used for?
|To be aware of the main features of the UK economy; to understand the main forms of taxation and their purposes; to be familiar with the advantages and disadvantages of debit and credit cards.||Structured learning will be necessary to cover this broad theme. Columns can be used to cover the main forms of taxation (e.g. income tax and VAT) and their purposes with ‘you the taxpayer’ discussion based on Edexcel textbook pages 98-99.New columns can cover debit/credit cards together with their advantages and disadvantages).|
|Unit 1 Theme 3: the global communityThe UK economy
– making decisions about spending public money to tackle major social problems.
Why do we need public and private spending?
|To be familiar with the purposes of public spending and how decisions are made; to be able to identify the main social problems e.g. health, poverty and unemployment and the ways in which they can be tackled by individuals, voluntary agencies, to be aware of the difference between the private and public sector.||Use of the local area as a focus (while not using sight of the national picture) with specific examples (e.g. unemployment, support for older people, economic migrants) to examine the decisions made regarding priorities for the spending of public money.|
|Unit 1 Theme 3: The global communityMaking a difference in communities – the role of individuals and groups.
In what ways can individuals and charities make a difference?
|To be able to identify key issues in the local community and how they can be addressed by individuals; to be aware of the role of the voluntary sector -and charities and local organizations – and the differences individuals can make.||How many charity shops are there in a high street known to students? What is the role of these charities? (Use Edexcel textbook pages 104-105) Those two questions can be used as a focus for discussion on the importance of volunteers in the community and the difference that individuals can make if they are able/prepared to get involved.Make comparisons with self-supporting rural communities in the UK.|
|Unit 1 Theme 3: The global communityThe UK’s role in the world:
– the European Union
– the Commonwealth
What is the role of the European Union and the Commonwealth?
Do Less Economically Developed Countries need trade or aid?
|To be aware of the role of the UK in world affairs and the main role of the European Union and the Commonwealth. To be able to determine the role of aid and trade with Less Economically Developed Countries.||A complex area best covered by support sheets on the Commonwealth and main features of the European Union which can be used as the basis for teaching/discussion. Groups should consider, through structured learning, the role of aid and trade in helping to support Less Economically Developed Countries.|
|Unit 1 Theme 3: The global communityInternational issues and laws.
The United Nations and keeping the peace.
What are the main challenges facing the global community?
Can international law be made to work in different circumstances?
|To understand the main roles of the United Nations and to identify the main challenges facing the global community; to be aware of international law and its application in different situations.||Another complex area where support sheets setting out the structure and functions of the United Nations can help to form the basis of teaching/discussion. Newspaper reports/recordings might be used to illustrate an international issue which is difficult to address (e.g. population control and life expectancy) and this can focus on International Humanitarian Law (IHL) using examples from Edexcel textbook pages 116-117.|