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INTRODUCTION

One of the features of the PGCE(s) Citizenship at Canterbury Christ Church University is collaboration with mentors in developing and delivering the course. Part of that development has been to enable course members to plan and deliver collapsed timetable events in conjunction with partner schools. Such days are becoming more regular features of the school calendar in response to a number of initiatives and including the provision of citizenship education.

The school with which we worked on this focus day was Invicta Grammar School in Maidstone. Invicta has discrete timetabled lessons in citizenship as well as cross-curricular provision and a series of focus days. There are two trained Citizenship specialists as well as many supportive colleagues and a senior management team which is both well-informed and fully committed to the development of citizenship education. It is, therefore, not a typical school. None the less, the materials which were developed – in this case for use with able and motivated year 7 girls – could be adapted for other circumstances and contexts.

It was largely coincidental the Citizenship subject leader and mentor at Invcita, chose ‘Britishness’ as the theme for a focus day which was delivered in the same week as the Ajegbo Report was published.

The student teachers involved in the planning and delivery of this focus day were:Akin AbionaTimi AdeboyeMichael BehanAnne-Marie BirdSusie BurdenKay-Ann Chambers

Kenneth EnninBen FairweatherGuy HomerstonTracey HullSam KnottMohamed Larosi

Anni MoodyKaren ParkesDaniel RoseCindy RussellRebecca SkinnerTom Vousden

This work is presented in this pack. We worked in small groups to plan and deliver their sessions, with Kenneth Ennin – who was at Invicta for teaching practice – acting as a conduit for ideas and information during planning and as a support and ‘gopher’ on the day, while Susie Burden co-ordinated the day’s activities. Where reference is made to PowerPoint presentations we offer some indicative content but will have to leave the preparation of these to those who deliver the sessions as none of us, the school nor the university owns copyright to all the images used, and different schools in different circumstances might be happier developing materials relevant to their own contexts. As these sessions were presented simultaneously there are some overlapping details. If it is considered more appropriate in another

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context to enable pupils to experience all of the sessions, we advise that these overlaps are minimised if not removed completely. While there is some benefit to repetition, too much can lead to pupil disengagement.

Aspects of the Citizenship National Curriculum which these sessions address are:Knowledge and Understanding1b, 1h, 1i

Enquiry and Communication2a, 2b, 2c

Participation and Action3a, 3b

The initial plan

BelongingRespectIdentityTraditionImmigrationStereotypesHistoryBelonging: the local and the global – individuals and groups in Britain, and Britain in the world.Respect: what communities make up Britain, what traditions are practised etc.Identity: personal, ethnic and national identity – shared and overlapping indentities. Tradition: traditions from the composite regions of Britain.Immigration: where we all come from – the origins, diversity and vibrancy of migrant communities and their contribution to Britishness.Stereotypes: What perceptions do we have of each other, and do others have of the British?History: what events have shaped our ideas of Britishness and of who we are?

Outline for the Day:We will not make explicit that each group is being given a letter from the word British; hopefully they will discover this at the presentations. Start with a common introduction and discussion, based around the homework task, to introduce the themes for today. Then give each

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group their theme from the B.R.I.T.I.S.H list as the focus for their research, working towards presentations. Prepare presentations.Pupils give their presentations. It is at this point that the pupils will (hopefully) realise that their letters come together to form the word BRITISH. This should encourage them to think that there are many strands to being British which come together to give a sense of national identity.BELONGING #1Lesson objectivesTo understand what it means to belong to Britain and how this involves the rest of the world.

Lesson outcomesPupils will be aware of how being British involves the rest of the world.

Literacy focusWriting, key termsSpeaking and listening

Numeracy focusSequencing

ICT focusPowerPoint presentation

DifferentiationHow are you going to cater for pupils individual needs?

In pairs, help those that need it. VAK tasks

Spiritual, moral, social and cultural developmentHow are you going to help pupils develop as individuals?Learning the effects and benefits of belonging to a global community

Links to subsequent lessonWill go on to discuss EU, UN etc.

Curriculum LinksKnowledge and Understanding1b, 1i


Participation and Action3b

Section of

lesson

Lesson timing

Activities

Starter 25 mins Initial introductions of teachers, setting of rules. Show PowerPoint explaining aims of the day and timeline of activities; include BRITISH. Get pupils to write down key terms (leave gap for definitions to be filled later) and LO. Pupils to split into groups of 3. On board (or wall) have three sections – BELONGING, GLOBAL, BRITISH. Pupils in groups to discuss what the key terms mean to them and to write a sentence explaining – this will be put on post it and go under each key term on wall. – This will be returned to at end of day as AFL activity.

Teacher led / modelling

5 mins Mind map on board what other countries pupils think influence lives in Britain.

Pupil centred learning

10 mins Teachers to present objects from bag (such as jeans, tea bag, t-shirt etc.). Pupils in same groups as above to be given an object and find out where it is from. Each group to write on post it notes where object is from and stick on relevant country on world map.

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Plenary 5 mins Thumbs – pupils to answer questions based previous learning. Conclude that being British and belonging to Britain actually involves many other countries.

What resources will you need?Bag of props – tea bag, trainers, t-shirt, alarm clock, pair of jeans, fair-trade wine, chocolate, apples. Name labels, Blue tack, World Map, Paper, Pens, Reward stickers, Post its, Board pens, Projector, PowerPoint presentation.How will you assess pupil learning / development? Through plenaryCross-curricular links Geography, Literacy, Numeracy

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BELONGING #2Lesson objectivesTo understand what it means to belong to Britain and how this involves the rest of the world.


Literacy focus

Research

Numeracy focus ICT focusPupils laptops – internet researchPowerPoint presentation



Spiritual, moral, social and cultural developmentHow are you going to help pupils develop as individuals?

Learning the effects and benefits of belonging to a global community




Section of

lesson

Lesson timing

Activities

Starter 5 mins Pupils will now see what other countries influence us. Mind map on board what global aspects pupils think Britain BELONGS to.


5 mins PowerPoint to show logos of EU, UN, Commonwealth, UEFA, Olympics, G8, NATO. Run like quiz, those who guess most logos get prize. Each group will then be give a logo to research.


35 mins Pupils to research on internet about their organisation. Have a prompt sheet on PowerPoint of key facts pupils must find out.

Dismiss for break time.Plenary N/AWhat resources will you need?Paper, Pens, Reward stickers, Board pens, Projector, PowerPoint presentation, internet, pupil’s laptopsHow will you assess pupil learning / development? Through their research process and outputCross-curricular links Geography, Literacy

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Literacy focus

ResearchPresentation creation









Section of

lesson

Lesson timing

Activities

Starter 10 mins Teachers to set task, explaining to pupils what each group need to produce to present to class at the beginning of period 4 (presentation style of their choice) Make clear to pupils they need to ‘teach’ rest of class about their organisation.


5 mins Pupils must come up with three questions to ask rest of class about their organisation to ensure AFL. Each presentation needs to be max of 6 mins.


35 mins Pupils to create presentation about their organisation

What resources will you need?Paper, Pens, Reward stickers, Board pens, Projector, PowerPoint presentation, internet, pupil’s laptopsHow will you assess pupil learning / development? Through involvement in planning of presentationsCross-curricular links Geography, Literacy

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Literacy focus

Speaking and listening









Section of

lesson

Lesson timing

Activities

Starter 5 mins Explain to pupils they each have to vote on the best presentation as a form of peer assessment.


45 mins Each group presents to rest of class about their organisation. Pupils to assess at end.

What resources will you need?Paper, Pens, Reward stickers, Board pens, Projector, PowerPoint presentation, internet, pupil’s laptopsHow will you assess pupil learning / development? Through appropriateness and effectiveness of presentationsCross-curricular links Geography, Literacy

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Literacy focus

Speaking and listeningWriting









Section of

lesson

Lesson timing

Activities

Starter 5 mins Explain to pupils they have to create a B based on their previous presentation. B needs to be bold and visible thus allowing pupils to use their creativity.Two people who performed according to peer assessment will separate from rest and construct presentation to year group, allowing them to go around each group to construct a speech.


35 mins Each group works on presentation of B

Plenary 10 mins Rehearsal of main presentation to year group.What resources will you need?Paper, Pens, Reward stickers, Board pens, Projector, PowerPoint presentation, internet, pupils laptops, card, felt tip pensHow will you assess pupil learning / development? Through plenary Team work, co-operation, responses to group advice/feedbackCross-curricular links Geography, Literacy

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46 power point slides were used, depicting

UNION FLAG

Anglo-Saxon Helmet

Battle re-enactment group

Eliz I of England

ShakespeareWWII plane

Stonehenge

Tower Bridge

A castle James Bond

Edinburgh Castle

Thistle

Woman footballer

Kelly Holmes

St Andrew flag

School badge

Foxhunt Fish and Chips

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Title page“SCHOOL

BRITANNIA”

Men with bowler hats & umbrellas

British Lions’ rugby match

Highland cattle

The Queen A bagpiper

A police officer

The Royal Coat of Arms

England sports fans

Britannia Flag of St George

A bulldog A map of

the UK

A UK Coat of Arms

Jonny Wilkinson

Concorde Cornish Flag Daffodils

A steam train

Welsh Dragon

The Palace of Westminster

Hand of Ulster flag

Chicken Tikka Masala

Winston Churchill

Cup of tea

Leeks

A red rose

but the images, and the order, are up to you.

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RESPECTLesson objectivesStudents will learn about ethnic and cultural differences in Britain and that they should respect these differences.

Lesson outcomesStudents will understand and be able to discuss how to respect different cultures and identities represented in Britain.

Literacy focusSpeaking and listeningWriting

Numeracy focus ICT focusinternet research and task



Spiritual, moral, social and cultural developmentHow are you going to help pupils develop as individuals?Learning the effects and benefits of belonging to a global community

Curriculum LinksKnowledge and Understanding

Enquiry and Communication

Participation and Action

Section of

lesson

Lesson timing

Activities

Starter 10 mins Students will be shown power-point slides of different cultural and ethnic artefacts in UK and will be asked to identify the artefacts and where they originated from. This will form the background for the class discussion.

Teacher led modelling

15 mins The meaning of respect for differences will be explained to pupils. Types of differences (ethnic, religious, gender and cultural) will also be mentioned.


30 mins

10 mins

10 mins

10 mins

Activity 1Students will be divided into groups to carry out role-play activities on respect for differences and some will be asked to make large posters about respect for differences. These would be presented at the last period.Points to be discussed

Everyone is different Respect for difference What makes people different – identity

Activity 2 Students will be asked to visit www.bbc.co.uk/schools/citizenx and carry out a task on diversity and identity online.The relationship of the power-point slides to the subject would be explained.Activity 3Students will be asked to play different roles in “who wants to be a respectable millionaire?”.

Plenary 10 mins Feedback discussionWhat resources will you need?

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http://www.bbc.co.uk/schools/citizenx

How will you assess pupil learning / development? Through levels of participation, contributions to discussionCross-curricular links Literacy, Communication, Problem solvingDifferentiation All should achieve Most should achieve Some should achieve

Level/Grade They should understand their own identities and recognise that there are many different identities locally and nationally. All should know how to respect differences.

Through:Class discussion and task

Level/GradeThey should be able to describe their identities and experiences of belonging to different communities. They should recognise that communities are interdependent.


Level/GradeThey should be able to discuss the benefits and challenges of living in a diverse society, and explain their experiences


PowerPoint #1 Diverse foods

In school, everyone has the right to ...

A feel silly

B feel grumpy

C be respectedD feel a cuddly toy

If a person is being bullied, it is...

A their own fault

B their teacher’s fault

C their friends’ fault

D the bully’s fault

The name of a channel 4 reality show that has caused much

controversy recently is..

A big mummy

B Green brother

C celebrity big brother

D the x-factor

The recent episode of this reality programme, an actress from......was culturally

disrespectedA Nollywood

B bollywood

C conllywood

D hollywood

Which of these isn’t a form of bullying ...

A being teased or called names

B being hit or attacked

C being a good friend to someone

D being ignored or left out

During the last big brother reality programme, the contestant who was most respectful to others

was…A germaine jackson

B shilpa shetty

C jade goody

D chantelle jordan

Lack of respect for other culture or religion are often referred to

as ...

A diversity

B identity

C multiculturalism

D discrimination

Since when has it become illegal to treat disabled people less favourably because of their

disability?A January 1980

B october 1998

C december 1996

D september 1999

Yoruba is one of the ethnic groups found in Britain. It is also

spoken in ...

A mozambique

B nigeria

C sweden

D belgium

Every school has to have ...

A rules for dealing with smiling

B rules for dealing with reality shows

C rules for dealing with animals

D rules for dealing with disrespect

A person who moves into a new country to live is called ...

A a refugee

B an immigrant

C an emmigrant

D asylum seeker

The people living in England before the Romans arrived were

known as ...

A Britons

B British people

C English

D Welsh

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TEA POT

JEANS

BURGER PENGUINS (birds, not buiscits)

BANANAS COFFEE

BUNGALOW BARBEQUE FILM POSTER (I ROBOT)

MARMALADE CHIPS

The British football club with most multicultural team members

is ...

A Liverpool

B Manchester United

C Arsenal

D West Ham

Respect for differences include ...

A understanding of diversity

B immigration

C anger management

D sedition

The number of bullied children who phone Childline in a year is ...

A 85000000

B 850789

C 850456

D 8500

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IDENTITY #1CitizenshipNationalCurriculum

Knowledge & Understanding 1b, 1iEnquiry & Communication 2a-cParticipation & Action 3a, b

Numeracy Literacy ICT SMSC ECM Health Safety Enjoyment Contribution

to the community

Economic well-being

Learning ObjectivesTo develop understanding of British culture and identities

Learning OutcomesStudents will discuss the peculiarities of British culture and whether this shapes their own personal identities.

Resources: A3 card for final presentation; laptops with internet access; ppt of British symbols; outline of flowers for individual identity mapping

Checked Keywords: Identity, culture, tradition, multiple identities

Time Activity Teacher10 mins

30 mins

25 mins

25 mins

10 mins

Introduction to the students and explain the aim of the day. Discuss the activities we will take part in and the intended outcomes for the day.

Introduce the idea of identity, both personal and national. Using the analogy of flowers having different defining attributes but belonging to the same family, we will also compare this to ourselves as humans.

Using the outlines of the flowers students will write their names in the middle of the picture (centre of the flower) and will fill the petals with words they would choose to describe themselves to reveal their personal identity. We will compare these and make sure they are colourfully decorated as some will be used in the final presentation.

Students will feedback on this activity and we will develop a discussion about the word ‘identity’ and what it means. We will have looked at personal identities up until this point and we will now start to consider national identity, including British identity.

Students will watch the Channel 4 Talking Race film on the topic of identity. Students will be introduced to the idea of British culture relying heavily on other cultures, e.g. the integration of foreign words into our own language. Students will be given a list of words to research on the internet to find their origins.

Introduction

Activities

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Using the powerpoint we will explorer different symbols of British culture. Students will discuss whether they feel these symbols are an accurate representation of what they see as Britishness. It would be interesting at this stage to gauge whether students would refer to themselves as English, British or European if this wasn’t approached in the first activity.

Feedback as a whole group to discuss our findings and assess our learning against the outcomes so far.

Plenary

Inclusion Access: Students are to be supported through teacher input and through Q&A and class discussion. Challenge: Students will be introduced to the idea of multiple identities which some may find more complex.

Extension Blind date – using the identity mapping exercise students will consider which 3 questions they would like to ask of someone to establish that person’s identity. If there is time we will carry out this exercise with some of the students as a mini-presentation.

Assessment Students understanding and learning will be assessed throughout through Q&A and discussion. Students will assess their own learning in the plenary against the intended learning outcomes.

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Knowledge & Understanding 1b, 1iEnquiry & Communication 2a-cParticipation & Action 3a, b


to the community

Economic well-being

ObjectivesTo develop our understanding of British culture and identities


Resources: A3 card for final presentation; laptops with internet access; Radio 1 story on airtime for British music; ppt to guide progress of lesson

Checked Keywords: Identity, culture, tradition, multiple identities, youth culture


15 mins

25 mins

Introduce the theme for the next part of the lesson which will focus British culture, specifically British youth culture.

Read through the Radio 1 story: it has been claimed that Radio 1 does not give enough airtime for songs by British artists. Ask students whether they agree with the criticism of Radio 1? Point out the French legislation whereby playlists must contain at least 40% music by French artists. Should this be the same in Britain? What about TV?

Ask the following questions for discussion: What are the benefits of having a mix of musical cultures in a country? Do countries lose a sense of identity when other cultures are added? Can you think of other examples of global products apart from music?

Students will be given 5 different categories: music, TV shows, music, clothing labels, fast foods. For each category students should list their 5 favourite. When students have completed all of the lists we will examine whether these are of British origin or from other countries. If we are unsure of the origins students can use the internet to research. When students have found the answer they will write next to each one wither B – for British or I – for Import.

As a discussion students can then use these results to answer the question: “How British is British Youth Culture?”

Students will watch the second Channel 4 Talking Race film on British Youth Culture and race relations.

Introduction

Activities

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20 mins Introduce the topic of globalisation and explain what the word means. As a result of TV, radio and the internet youth culture has become globalised as young people all over the world can access the same sounds and images.

Students will assess their learning from this section against the intended learning outcomes.

Plenary

Inclusion Access: Students are to be supported through teacher input and through Q&A and class discussion. Challenge: Students will be asked to analyse the benefits and disadvantages of globalisation in relation the British culture.

Extension ID cards – examine the use of ID cards across the world. Do students think ID cards are a good idea? Is it right that people should have certain aspects of their identity scrutinised? Should we introduce ID cards in the UK? If so, what information should they contain and when should they be used?

Assessment Students understanding and learning will be assessed throughout through Q&A and discussion. Students will assess their own learning in the plenary against the intended learning outcomes.

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Knowledge & Understanding

1b, 1i

Enquiry & Communication 2a-cParticipation & Action 3a, b


to the community

Economic well-being

ObjectivesTo develop our understanding of British culture and identities


Resources: A3 card for final presentation; laptops with internet access; jigsaw puzzle outlines

Checked Keywords: Identity, culture, tradition, multiple identities, youth culture


40 mins

15 mins

Explain to students the format for the final presentation. Our group will have 5 minutes to explain what we have been looking at in our session and we will need to create some things for display.

Students can choose what they would like to prepare for the presentation. We will need some students to write an introduction to the subject of Identity to explain what we have been looking at to other students. The list of things to prepare is as follows:

Written pieces explaining the topicDecorated identity flowersDecorated identity jigsawsBritish culture poster to represent the ‘Best of British’ e.g. Harry Potter, James Bond, TV shows, music etc.

Have a quick run-through for the presentation so that students are aware how things will run.

Introduction

Activities

Plenary

Inclusion Access: Students are to be supported through teacher input and through Q&A and class discussion. Students can choose which presentation piece they will prepare and will supported by teachers where necessary.Challenge: Some students will be required to use literacy and presentation skills.

Extension Further preparation and rehearsal of presentation

Assessment Discussion with teachers and peers

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TRADITIONCitizenship KNOWLEDGE & UNDERSTANDING 1bNational ENQUIRY & COMMUNICATION 2a-cCurriculum PARTICIPATION & ACTION 3a

NUMERACY [ ] LITERACY [x] ICT [x] SMSC [ ]

TOPIC: The role of traditions in British society. Curriculum area(s) See above

OBJECTIVESTo consider how traditions play a part in ideas of ‘Britishness’To research how these traditions started, how they have changed, and why they are important today

LEARNING OUTCOMESBy end of this lesson, pupils will be able to explain how certain British traditions emerged and changed, and how this relates to ideas of Britishness today.

RESOURCESMarkers, A4 and A1 paper, pens, pencils, scissors, glue, magazines, pupils laptops

TIME STUDENT ACTIVITY TEACHER ACTIVITY5 mins

10 mins

10 mins

45 mins

30 mins

5 mins

50 mins

Discuss with each other and think of some traditionsthat you think are British.

Feedback- write some traditions on board.For each one, go to the country you think it comes from.Each of these makes up ‘Britishness’.

Think of some modern traditions.Feedback- write some on board.

In groups of 5, research and create a PowerPoint onBritish traditions. You need to include: are they old or new?When and why did they start? Are they English/Welsh/ Scottish?Why are they still remembered?How important do you think they are? Needs to be 5 mins.

BREAK

Present to the class your PowerPoints. Everyone needs toexplain their presentations.

Which group was the best? Class vote.This group will present in the final assembly.

Each group now needs to make a t- the tradition willbe given to them. Then put them together into a big ‘T’.

Introduce ourselves and topic,set objective register etc

Define traditions

Put signs on the wall ‘English’,‘Scottish’, ‘Welsh’ ‘N Ireland’

Are these modern traditionsor old traditions?

INCLUSION/EXTENSION Range of activities- group work, independent learning,visual aids

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ASSESSMENT Class feedback, assess as the class work on their presentations, assessment through the presentation of PowerPoints- did they include all of the information required? Peer assessment

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IMMIGRATIONLesson objectivesTo understand what we mean by immigration and why people might emigrate to Britain.

Lesson outcomesPupils will be aware of the significance of immigration in Britain.

Literacy focusWriting, key termsSpeaking and listening

Numeracy focusLooking at dates when particular groups arrived in Britain, working out time line.

ICT focusPowerPoint presentation used to introduce the topics to the class, plus pupils were expected to create their own presentations in groups.

DifferentiationHow are you going to cater for pupils individual needs?Group work tasks

Spiritual, moral, social and cultural developmentHow are you going to help pupils develop as individuals?Developing empathy through considering other peoples experiences- case study and role play.




Section of

lesson

Lesson timing

Activities

Starter 15 mins Initial introductions of teachers, setting of rules. Names on labels for all pupils. Go through general aims of the day- what does it mean to be British? - using power point.Discuss and thoroughly explain objectives. All groups represent a letter in the word British- we are ‘I’, for immigration.What do we mean by multicultural?


5 mins Britain as a multi-cultural society- What is immigration? UK has welcomed newcomers for centuries. It is a mixture of diverse ethnic groups, each with their own distinct culture and sometimes their own language or religion.Immigrant contribution to society- 47% of our nurses, 23% of our doctors


15 mins Mind map: Why might some choose to move to another country? On A3 paper, marker pens.Sort reasons into two categories- reasons for moving: because they HAD TO or because they WANTED to.


5 minutes In this mornings lessons we are going to focus on those who have moved countries because they HAD to leave their own country.Write Refugee and Asylum Seeker on the board. Tell pupils to be listening carefully to the next bit because they will need the information in a later activity.Tell pupils asylum means a place of safety, and to seek means to look for, so from this what do they an asylum seeker is? Another word for asylum is refuge- which is where the word refugee comes from. Many people come to Britain, and to indeed to many other countries around the world seeking refuge from their life at home.

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15 minutes Beatha’s Story- read through the case study Beatha’s story. Tell the pupils they are now Beatha- and to answer the following questions from 1st person tense- How did YOU feel when you realised that the reason your Grandma was killed was simply because you were from a different ethnic group?How did you feel when you were at your uncle’s house and your cousins were killed?How did you feel when you were hiding and running away from the Interahamwe?How did you feel when you when you arrived in the UK?


20 minutes Group Activity: pupils split into groups and asked to imagine that they were forced to flee their homes due to war. In groups come up with 20 things that you would take with you. Tell pupils that due to limited space in wheelbarrow, cart, car etc they in fact will only be able to take 14. Choose 6 to eliminate and draw an X through these. Roads too congested for car, transport vehicle, will have to continue by foot. Now they can only take 6, so they must eliminate 8 more items. Feedback to class 6 items you have chosen. Point out it is unlikely any of them have chosen to take any identification or proof of their need to flee. Without this it is difficult for asylum seekers to be granted refugee status.

A weapon can get you out of trouble, but also into trouble.

A passport can get you across borders but it could lead to you being identified and arrested in your own country.

Family photos and address books will be important emotionally as you may never return home. Why is carrying them a risk in your own country?

Money, jewellery and anything of value can be used to bribe officials as you travel.

Finally ask the group if anyone has brought some proof that they were forced to leave their country. Without proof they will not be able to settle in the UK. (In this case trade union cards or the newspaper's list of wanted men would be good).

Plenary 15 mins

5 minutes

ACTIVITY TO REMOTIVATE AND ENERGISE CLASS:Pupils are to form a line across the room in alphabetical order by the first letter of their first name- but it has to be done in complete silence- timed!Once in a line pupils are handed a key word or a definition, and given 3 minutes to find the corresponding key word/definition. First pairs seated will win a prize (candy). Sit next to that person in a circle.

Feedback answers to the rest of the group- ensure any uncertainties are cleared up.

We are often sympathetic to the hardships that people suffer in war zones like Afghanistan. Why are we

sometimes less helpful when the same people are seeking asylum in the UK?

Break-time

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Teacher led

10 minutes Introduce objective for this section: to understand the historical trend of immigration to Britain – outcomes will be that pupils will be aware that most people living in Britain today are descendents of immigrants, and will begin to recognise the benefits of a diverse society.

Pupil activity

10 minutes Who do you think you are- pupils write 4/5 points about themselves ‘I am….’. Teacher shows an example using himself.

Teacher led

10 minutes Read through both handouts as a class. Teacher explains in more detail about movement to Britain.

Pupil activity

30 minutes Discussion about what they have read- include discussion about multiculturalism as this morning- how many different countries or cultures affect their daily lives?Pupils to work through sheet to find out the difference in the number of years between various migrants in the table. Final plenary discussion for section: Which groups should lay more claim to the country- if any?

Teacher led

10 minutes Powerpoint: Different cultures that exist in Britain, and our images and perceptions of them.

Pupil Activity

5 minutes RENERGISE!!Pupils to stand up, rub their tummy and pat their head- then switch hands! Spin around and kiss their elbow. Brain exercise – Elephant in Denmark numerical trick- whole group takes part in seemingly random task- all end up with the same answer.

Teacher led

5 minutes Explain task- preparing a presentation in groups. There will be a vote for the best presentation and that group will present their presentation to the whole year group in assembly.Ask for volunteers to decorate the giant letter ‘I’ which will be used in the assembly

Pupil activity

45 minutes

20 minutes

Preparing presentations and the letter ‘I’.

Show presentations to the rest of the class- pupils given a piece of paper to vote for the best presentation. Votes counted- the group with the most will present to the year group.

Teacher led

5 minutes Summarise days learning- quick Q/A, explain how the assembly will work.

LUNCH TIMEASSEMBLY

50 MINUTES Arrange year group into groups they worked in today.Each group to present their work- with their letter to the group- letter stuck on the wall.

What resources will you need?Coloured card, glue, board pens, projector, powerpoint, internet, pupil’s laptops, felt tip pens, writing paper

STEREOTYPES #1

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Lesson objectivesTo understand the meaning of the word stereotype

Lesson outcomesTo know how stereotypes are used in society

Literacy focusReading, writing

Numeracy focusStatistical information

ICT focusPowerpoint presentation

DifferentiationHow are you going to cater for pupil’s individual needs?


To know how the term stereotype is used to describe our country

Knowledge & understanding1b,1h,1i

Enquiry & Communication2a,2b,2c

Particpation & Action3a

Section of

lesson

Lesson timing

Activities

Starter 25 minsSeparate class into groups of fiveWho wants to be a millionaireQuestions concerning the united kingdom and popular culture


25 mins

40 mins

Show class images of British people. Use popular figures such as Tony Blair and Prince William. Use a piece of information from their background and see if pupils can place information with person. Information will be typical of any British person, and could relate to any of the characters. This should help pupils to gain an understanding of how they view people stereotypically.Powerpoint presentation showing traditional British stereotypes and how we view them in society. Explain the term and its usage, such as negative British stereotypes. This will get pupils to view popular images of Britain and to decide which they think are British and which are not.


Ordering images and phrases from famous peoples past and deciding if they view them stereotypically.Writing down what they view as traditional ”stereotypical” images of Britain

Plenary 10 mins What have we learnt about the term stereotypes and Britain?

What resources will you need?Powerpoint, paper, laptops, flashcards

How will you assess pupil learning / development?Answers to questions, responses to tasksCross-curricular links law, history, English

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STEREOTYPES #2Lesson objectivesTo understand the meaning of the word stereotype


Literacy focusReading, writing









Section of

lesson

Lesson timing

Activities

Starter 5 mins Reaffirm meaning of stereotypes, how they are used in society


5 mins Explain to class what we want them to achieve in this period. To make a presentation based on stereotypes to present to the whole year at the end of the day. Presentations may include, a song, powerpoint, poster, play or an article. This must convey the meaning of stereotypes and their usage.


40 mins Make presentation for class to watch,

What resources will you need?Powerpoint, paper, laptops, flashcardsHow will you assess pupil learning / development? Understanding of topicCross-curricular links law, history, English

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Literacy focusReading,writing









Section of

lesson

Lesson timing

Activities



Circulate class, observe making of presentations


40 mins Make presentation for class to watch,

Plenary 5 mins Vote on presentation for whole year What resources will you need?Powerpoint, paper, laptops, flashcards

How will you assess pupil learning / development? Peer assessment of presentationsCross-curricular links law, history, English

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Literacy focusReading,writing









Section of

lesson

Lesson timing

Activities



40 mins make “s” for stereotypes out of pictures, scripts, ideas held about stereotypes

Plenary 5 mins Vote on presentation for whole year What resources will you need?Powerpoint, paper, laptops, flashcards,paper,pens,magazines

How will you assess pupil learning / development? Understanding of topicCross-curricular links law, history, English

Powerpoint – see ‘School Britannia’ as used for “Belonging” above

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HISTORYCitizenship KNOWLEDGE & UNDERSTANDING 1.aNational ENQUIRY & COMMUNICATION 2.a,b.Curriculum PARTICIPATION & ACTION

NUMERACY [ ] LITERACY [x] ICT [ ] SMSC [ ]

OBJECTIVESTo look at how British Identity has been formed thoughout history

LEARNING OUTCOMES

Students will be able to state how and why certain eras are key in the formation of the current British identity.

RESOURCES Students Laptops Method to present presentations.

TIME ACTIVITY 35 mins

I hour

1.5 hours

Timeline of British history PowerPoint- goes through main stages. For each stage have a discussion on how they think this era adds to Britain today.Students will each produce a report on PowerPoint about Normans- focusing on how England made. Danes-anglo saxonsElizabethan- focus on religious divideVictorian-Empire and industrial revolutionPowerPoint printouts put on letter h. Prepare play in style of reduced Shakespeare companyTo encompass main points of British history.

Powerpoint:Pre historicRoman – e.g. Romans bringing Christianity to BritainCrusadesMagna CartaWar of the RosesCivil WarNapoleonic WarsFirst and Second World warsStages of relationship between 4 countries which comprise the UKMiss out Norman, Elizabethan, and Victorian so that pupils can produce these.

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