Hand in hand we journey together with Jesus by our side
|am 1: Focus: to research the main political parties and their leaders.||am 2: To explore the concept of fairness and decide how people decide what is fair and unfair.||pm 1: to understand the importance of having a clear motion when debating.||pm 2: To introduce the idea of campaigning, exploring how ideas can be conveyed and people influenced.|
|Mon||During this lesson children will explore democracy and how people take part in it. Explain the meaning of democracy. (refer to powerpoint) Establish that we have a system of government called Democracy and elections are held to choose a person from a particular political party to represent us. Establish that people must be 18 or over in order to vote for the people to represent us. Do they think this is the right age? Why? If not, at what age do they think people should be allowed to vote. Explain that the person we elect for our central government is called a Member of Parliament. Can they name any members of parliament/political parties?
Activity 1: Working in mixed ability groups of 5 children to use i pads to research main political parties and their leaders. Children should record their work on A3 paper.
|Recap work from previous session. Explain to the children that proposals for new laws, or proposals to change an existing law are called bills. Bills are discussed in the House of Commons, and the House of Lords. Discuss central and local government and their roles and the role of the European parliament. Explain that in order to make decisions a process of debate is used to reach a decision- a democratic way of making a decision. Explain that they will be working in groups of 5 to discuss a set of statements. As a group they will have to decide whether they think the statement is fair, unfair or they can’t decide. (see statements sheet)
Children will work in mixed ability groups of5 to complete the tasks.
Activity 1: Each group will be given slips of paper with each statement. They must place the statements in to fair, unfair, can’t decide piles.
Activity 2: Discuss decisions. On which did everyone agree on? Were there a range of opinions? Establish that not everyone will always agree and a compromise must be made – involving people finding ways in which to work together even if they have different viewpoints.
Activity 3: Go through each statement with the class and make a decision on each. Allow for some discussion on each and then call for a vote.
|Introduce the term ‘ motion’ in debate. Draw out the fact that it is a statement that gives the topic for debate. Discuss statements which could be debate motions e.g. children should get a free apple each day, i am happy, i’m looking forward to the holidays, cyclists should have to wear helmets by law. Establish that the word ‘should’ can help turn an idea in to a motion. Display statements and ask how they could be changed in to a motion i.e. Raising money for charity is a good thing for schools to do. Point out that in a debate the side proposing the motion must get their message across and try to persuade that their way of thinking is correct. The motion must be thought about carefully with all the for and against points considered.
Activity: Children will work in the same groups as the previous session. Each group will be given a motion, They must think about what they can say in order to support it. They must consider why it is important, what difference it will make, who will it help and if it costs money why that money is well spent.
Group 1: All school should have a class pet so that children can get used to looking after animals.
Group 2: Every school should provide children with bikes and cycle training.
Group 3: School holidays should be longer
Group 4: School holidays should be shorter.
Group 5: All pupils should be provided with tablet computers to use at home and school.
|Introduce the idea of campaigning – a set of activities to achieve a goal. Are the children aware of any local/national/historical campaigns? Discuss methods used to get the message across. TV/radio adverts/social media/interviews etc.
Activity: Working in the same groups children to think of a slogan to promote their message and create an attractive poster They must think carefully about the design of their poster in order for it to stand out.
|Tue||am 1: To understand that we have rights
|am 2: to recognise the responsibilities that come with my rights||pm 1 To develop an understanding of the themes of liberty and justice and the role Nelson Mandela played in the fight for freedom.||pm 2: To develop an understanding of the themes of liberty and justice and the role Nelson Mandela played in the fight for freedom.|
|Ask children what is a right. Draw out a discussion until a reasonable definition has been achieved. Display powerpoint, displaying the dictionary definition and ask children what are their rights,
Activity: In groups of 5 ask children to create a mind map of what they think their rights are. Share the rights that they have come up with. Display ‘Rights of the Child’ resources cards. How do their ideas compare? Discuss.
|Review work covered in the previous session, Establish that with our rights come responsibilities. What do we mean by responsibility? Discuss and draw out a definition. Display PowerPoint with dictionary definition and share examples. Ask children how responsibilities link with our rights. If you have the right to be safe what are our responsibilities? Display rights, discuss responsibilities.
Activity: Children to match the rights with the responsibilities cards. Then choose one of the rights and create a poster showing their responsibilities.
|· Recap work covered during morning sessions. Establish that human beings have been responsible for most of the changes that have happened in the world. The rights and responsibilities we have today come from a number of different sources Display a picture of Nelson Mandela. Do they know who he is? Explain to the children that this is a picture of a man whose dedication to the freedom of his people inspired people throughout the world. Refer to PowerPoint and share a brief history of his life and what he did for his people.
· Activity: Children to create a fact file about Nelson Mandela. They will be given access to information books and the internet to aid their research.
|Share what the children have found out so far about Mandela? Explain that during this session they will be completing their fact file. Children will be given access to the computers so that can include pictures in their fact file.
Activity: Children to complete their fact file about Nelson Mandela and prepare to present their finding s to the class.
|To understand the meaning of the word respect and how mutual respect increases emotional and physical safety.||To understand the meaning of the word respect and trust and how mutual respect and trust increases emotional and physical safety.
|To understand the difference between bullying and conflict.
To begin to identify methods to respond to bullying and conflict.
|To identify methods to respond to bullying and conflict.
|Display the word e “RESPECT” What does RESPECT mean? Brainstorm ideas.Why is treating others with respect important in groups? What does it looks like when you treat someone with respect? Give examples. What does it look like when someone disrespects you? What is self-respect? Can they give an example of someone acting like they have self-respect? How does self-respect connect with treating others respectfully? Establish that communities work best when they treat each other with respect.
Activity 1: Read Manuel and Carlos Story. Discuss. Work in mixed ability groups to discuss the following: Was Manuel showing respect for Carlos? What would you do if you were Manuel? Is doing that going to get you more respect in the future? Will it increase your self-respect? How might it help/hurt the friendship? Has this ever happened to you? How do you usually handle it?
Activity 2: Children to read Michelle, Tanya and Carrie’s story. Working in the same groups discuss: Did Michelle show respect for Carrie? What would you do if you were Michelle? What would you do if you were Tanya? How does keeping other people’s secrets show respect for them? What are some times when keeping a secret may hurt more than it helps?
| Ask children to choose a partner and stand facing each other a comfortable distance apart. They must step closer to one another, maintaining eye contact but not touching one another. Then step apart so they are further away than they would be in a normal conversation. Discuss feeling towards distance towards one another. Next ask children to think of someone they trust. What does that person do or say that makes them trustworthy?” Discuss. How can we build trust? Explain that during this session they will work on building their trust in their peers.
Activity 1: . Team building – blindfolding children one leads the other around a selection of obstacles
Activity 2: In groups of 5 discuss the role of trust in making the partners successful in the game. What made them feel more trusting of their partner? (communication, helpfulness) What made them feel less trusting of their partner? (joking, neglect) Define trustworthy e.g. : A trustworthy person is someone you can depend on.)
|Brainstorm the term ‘bullying’ on the board, listing associated words, feelings, etc.
Ask the children how often they see people falling out, arguing, fighting or not getting along in school? Are these things different to bullying? Brainstorm the term ‘conflict’ listing associated words, feelings, etc.
Are bullying and conflict different? How? (Discuss element of bullying being repeated, deliberate, imbalance of power; draw out of pupils when does it stop being conflict, ‘having a laugh’ or messing around and become bullying?) (Refer to Bullying v’s Relational Conflict].
Activity 1: – Types of Bullying:
Using the bullying label cards ask children to work in groups of 5 to place the cards in order from what they think might be the worst or most serious type of bullying to the least serious. Discuss as a class how they might feel if they were experiencing any of those types of bullying.
Activity 2:– Reacting to Bullying
Working in the same groups, use the Bystander labels and ask children to put the labels in order from what they would be most likely to do if bullied, to least likely. Share thought, do other groups came up with similar answers? Discuss consequences of taking those actions.
|Continuation of previous session:
Activity 3 – Reacting to Conflict
Repeat activity 2, using the Conflict labels. Highlight the different approaches from the previous activity – i.e. you would deal with conflict differently than bullying. Explore if answers are realistic and appropriate.
Activity 4 – Agree / Disagree
Teacher to read out a number of statements. Children must decide whether they agree with the statement, disagree or are not sure. Children will be given time to decide and feedback to the rest of the class during the task..
|To understand what makes a good citizen||To promote community cohesion||To explore different cultures||To explore different cultures|
|Thurs||Display a set of citizen cards and together separate the cards into who they think is a good person and who they think is a bad person. They should be prepared to explain their choices. Explain that during this session they are going to be looking at what it means to be a good citizen for their local, national and international communities. What do we mean by the term citizen. Display the students the definition of a citizen (see PowerPoint).
Activity 1: Children will have ‘choices grids’. Working in groups They are then to discuss as a group who they thought was a good and bad citizen. In groups they must come up with a checklist of 5 characteristics that they think make a good citizen
Activity 2: Children to complete these sentences.
1. I think a good citizen is someone who………..
2. An example of a good citizen is………. Because………….
3. I think that I am / a not a good citizen because……………..
|Hold a discussion about ways in which children could help their school and the local community.
Activity: Children to think about and then record what they would like to change in their school and local community, what would help make that change and who could help make that change.
|Sitting in a circle ask the children what they know about different cultures. Discuss the importance of trying to understand and accept the lifestyles people lead. Link this to the work covered earlier being a good citizen. Remind them as part of a global community we must recognise the values of people from all countries and accept them in to our community. Establish that if we can promote a positive attitude to people from different cultures the world will become a fairer place. Explain that during this session they will be choosing a country and finding out a little about it.
Activity: Children will be given access to i pads and information books. They will be asked to create an information poster about a country of their choice. Details that could be included: name of a food type and a fruit from the country, Draw a costume/dress worn in that country. Draw a festival/something about music from that country.
|What have they learned so far about the country they are researching? This session will be used to complete their information posters about their chosen country.
Activity: Children to complete their information posters ensuring that they are eye-catching, colourful and full of information.
|To understand that Christians believe that all people are neighbours to be loved as they love themselves||To understand that there are both similarities and differences between faiths and those differences should be respected.||To understand that there are both similarities and differences between faiths and that those differences should be respected.||To understand that there are both similarities and differences between faiths|
|Fri||Remind children that Jesus was a human being and also fought for freedom of what he believed in.
Read the story of the Good Samaritan, prior to reading explain that Jews and Samaritans were from different religious and racial groups and would not have had anything to do with each other. Stop at relevant points to ask, ‘Why did the Priest and Levite not stop?’ What happens in that part of the story ‘What do you think will happen with the Samaritan?’
Activity: Children to work in small mixed ability groups and use drama to demonstrate a situation that shows who our neighbour is today. They must then write a golden rule for ‘How we should treat our neighbours’.
|Review work covered in the previous session about loving one another and treating one another with respect. Share their golden rules. Explain that this should extend to all people regardless of their race or beliefs. Can children list the names of any different religions or faith traditions they know about? Share lists. Establish that we are all different, all have different beliefs and that we should respect that. Explain that in the UK there is no bill of rights that covers the rights to practice a religion but the first amendment of the US constitution covers this ( refer to the rights of the child doc) As a class ask children to think about what they would expect the rights to be in terms of religion. e.g the right not to practice a religion, pray, wear certain items etc…the right to ask questions about different faiths. Create a mindmap together.
Activity: Working in mixed ability groups children will be given a list of statements listing incidents where people have been bullied because of their faith. For each statement they must decide as a group the best way to respond. Feedback to the rest of the class.
|Ask children what their most important belief is. How would they feel if it were banned? What would they do? How are people’s beliefs sometimes banned?
Activity: Children to work in mixed ability groups of 5. They must start by writing down their most important belief on a strip of paper. One person at a time must read their belief and explain why it is so important to them. As a group organise the slips of paper in to order of importance. Finally they must each write a short paragraph about their belief and what it means to them.
|Display Hindu. Islamic and Buddhist quotes, what do they all have in common? Draw out from the children that whatever a person’s faith there are common foundations to all religions and that together we can help humanity and live in harmony. Children to choose one of the religions to research. What can they find out about it?
Activity: Children to write a list of questions that they would like to ask a person who follows the religious belief they have chosen to find out about.