environment • • promises • Group work: dream school activity. Prepare a presentation for the rest of the class. • Pairs work: come up with 2 or 3 basic rights people should have in their classroom. Feedback and categorise. What are the promises you make (ie. rules) to match these rights? 2 To understand how democracy works • I understand why we need rules and laws • I understand how democracy works • choices • democracy • decisions • power • council • vote • fair • freedom • civil rights • Recap on meaning of ‘democracy’ and its importance. Do a mock democratic vote for Head Girl/Boy. Discuss how to make it fair. How are voting systems made fair? • Ban a common word eg. ‘Miss’ for a short while – how does it feel to not be allowed to use it? Discuss freedom. What freedoms do we have and why? • Compare countries that have/do not have democracy and how power is influenced eg. UK vs. Zimbabwe/North Korea. • QCA Citizenship, Unit 8 How do rules and laws affect me? – Section 2-4 3 To develop environmental awareness and responsibility • I know that we have a responsibili-ty to look after our environment • protect • wildlife • charity • biodiversity • endangered • species • Go on a walk and take photos of environmental problems in the local community eg. litter, traffic congestion and discuss reasons • Or invite in a guest speaker eg. Groundworks UK/WWF to talk about biodiversity, endangered species and protecting wildlife. • Or research websites about environmental problems and our responsibilities • (Groundworks UK) • (WWF) 4 To develop awareness of climate change (1) • I know how climate change is • climate • change • impact • Show video on Discuss what is climate change? What has caused it? Discuss what carbon emissions are and where they come from. What • – climate change - video • - (WWF)
impacting on our lives and can relate this to others • environment • planet • carbon • emissions • rainforest • wildlife • weather effect has it had? Discuss the impact this has had on citizen’s lives and the wildlife. What are the alternative sources of energy? • Pairs work: make up a story board for younger ones about animals’ habitats being threatened, rainforests disappearing, polar bears being threatened etc and how climate change has brought his about. 5 To develop awareness of climate change (2) • as above • as above • Continuation of previous week. • Read story to younger children. 6 To develop an understanding of sustainability issues • I understand that the environment is a collective and political responsibili-ty as well as an individual one • individual • collective • political • • Thought shower: what does ‘responsibility’ mean? What kinds of things are you personally responsible for? What things in the classroom are we collectively responsible for? Around the school? • Pairs work: research into G8 and Kyoto on a child-friendly website. What was their purpose? Write 10 facts. • Group work: Card game: - What can we do? (Oxfam Education). Discuss and decide on an option for action. • Make a pledge – what are you going to do to make a change? • • • • (climate chaos - Day 2) Year 6 – Term 2: Say No! Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment
attitudes to alcohol • I understand the various attitudes that exist to drinking alcohol • alcohol • drunk • liver • damage • heart • disease • risk • binge • drinking Discuss reasons for drinking or not drinking – social, religious. Explore measures and concept of drinking responsibly, recommended daily units for men and women, what binge drinking means. • Group work: devise a story or role-play to explore what happens when group of friends go out, some of whom drink. Show why some people want to drink and some don’t, how to resist pressure from others, feelings and reactions involved, how the drinker feels after the event. Present to class and discuss ways of resisting pressure. (KS2), Unit C, Building knowledge and understanding about drugs and alcohol – Sections 2-3 Tacade: Skills for the Primary School Child, The World of Alcohol (KS2 activities) 5 To know how to keep safe in my local area (knives) • I know the dangers and consequences of carrying knives • knives • risk • danger • groups • gangs • violence • consequences • Thought shower: in which jobs would you use knives? Explain the purpose of using knives in the workplace – to make the job easier. Knives carried for any other reason can only cause havoc. It is illegal to carry a knife. • Group discussion: why would someone want to carry a knife? How is it risky? What are the possible consequences to – the self, to the school, to family, to friends? Each group to come up with excuses why someone caught carrying a knife has done so. • Discuss: what do you need to do if you thought or knew someone had a knife at school without putting yourself at risk? What other strategies are there for staying safe? 6 To develop strategies to prevent • I can tell you what bullying is • bullying • deliberate • included • Whole school assembly – link to theme of National Anti-bullying Week • School awards for being a good friend, Year 6 – Term 3: Money Matters Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment
improved responsibility • excuses • blame newsletter/website about the project and how it went. 5 To understand what reductions and expenses are • I understand why I do not keep all the money I earn • taxation • savings • pensions • retirement • emergency • insurance • protection • security • insecurity • Thought shower: what kind of things do you need money for at each major life stage? Draw 4 columns on flip chart and write ideas under headings - at school? at college? with a young family? when retired? • Thought shower: how do we pay for schools, hospitals, police etc. Who pays for your pension? Who pays if your house burns down? • Pairs work: write key terms eg. taxation, pension, insurance etc. on flip chart and ask pupils to look up and write a definition To understand what reductions and expenses are 6 To appreciate inequalities around the world • I understand that ‘poverty’ might have different meanings to different people in different circumstances • poverty • wealth • rich • distribution • debt • global • developing • developed • charity • international • Thought shower: What does being rich mean? Being ‘poor’? Why do some people have more money than others? • Discuss global poverty: why do some countries have more money than others? (natural resources, power, war, drought etc.). Explore the terms developed and developing countries. • What is the role of a charity? Show websites eg. Age Concern, CAFOD. • Pairs work: research and write a list of both UK and international charities. Choose one charity and research further into the work it does. Write a few lines and present to the class. Could link to work in other year groups on choosing a charity to fund-raise for. To appreciate inequalities around the world Year 6 – Term 4: Who Likes Chocolate? Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment
stereotypes assumptions • prejudices • misinterpret 4 To identify put-downs and possible conflicts • I know how to make people feel good about themselves • I can recognise when I am using a put-down • compliment • • unkind • effect • conflict • Consider how we interact via the Internet & phones etc. • Thought shower: ways in which people say or do things that make them feel good. Thought shower some common put-downs. Link to work on prejudice and stereotyping. Emphasise how put-downs are a major source of conflict in school and generally in society. • Read the story ‘Pick me up, don’t put me down’. • Introduce a marble jar for noticing kind and positive behaviours. SEAL Relationships, Green booklet, p10, p17-18 • Discuss how easy it is offend when using online communication tools in learning platform / environment 5 To understand ways of dealing with or ending friendships • I can break friends with someone without hurting their feelings • I understand when breaking friends might be the best thing to do • loss • sensitive • kind • empathic • Consider how we interact via the Internet & phones etc. • Discuss with the children reasons why friendships might have to come to an end (friends move away, we change as we grow older, we fall out etc). Often we feel a sense of loss. • Photocopy the resource sheet ‘Breaking friends’ and divide into Part A and Part B. Give half the class Part A to read and the other half Part B. • Whole class discussion: devise a story board of the facts of the story, drawing on both Part A and Part B. Discuss key questions – do we stay friends even when we don’t want to in order not to hurt someone’s feelings? Is it possible to break friends but still be friendly? If so, how do we do this? • Pairs work: what might Magenic and Paula say to each other to sort things out? SEAL Relationships, Green booklet, p25-26, p32-33 • Discuss how easy it is offend when using online communication tools in learning platform/environment 6 To understand the idea of forgiveness • I can think • loss • • Read the story ‘Forgiveness’ from resource SEAL Relationships, Green booklet,