Y8 SOW - Unit 3; How are we kept safe? Lesson 4 - What is the role of the police? Learning Objectives To identify the rights police have To explain police rights and responsibilities to maintain a suspects rights. To explore the debate surrounding police powers when combatting terrorism

Y8 SOW - Unit 3; How are we kept safe? Lesson 3 - How are young people stereotyped? Learning Objectives To understand why there are 'stereotypes' of young people To identify and discuss factors that can lead to negative stereotyping of young people To understand that fear of crime is more prevalent than crime itself, and that this can have serious consequences for many people

Y8 SOW - Unit 3; How are we kept safe? Lesson 2 - What causes people to commit crime? Learning Objectives To explore reasons why people commit crimes To sort these reasons into categories To apply this reasoning to case studies

Y8 SOW - Unit 3; How are we kept safe? Lesson 1; What are civil and criminal offences? Learning Objectives To define civil and criminal law To distinguish between actions that are considered civil and criminal offences To analyse a case study of a civil offence

Y8 SOW - Unit 2; How are human rights protected? Lesson 5 - FGM Learning Objectives To understand what FGM is To understand that FGM is harmful To know that FGM is illegal in the UK and abroad To know where and how young people can get help and support around FGM

Y8 SOW - Unit 2; How are Human Rights prtoected? Lesson 4 - Forced Marriage Learning Objectives To understand what a forced marriage is and what it is not. To understand the cultural context of forced marriages. To understand the possible long-term impact of forced marriage on girls and women, particularly the consequences for their education

Y8 SOW - Unit 2; How are Human Rights prtoected? Lesson 3 - Human Trafficking Learning Objectives To understand the issue of human traffic is a growing crime To understand human trafficking is an issue for labour/supply chains including supermarkets.

Y8 SOW - Unit 2; How are Human Rights protected? Lesson 2 - Who protects Human Rights? Lesson Objectives To recognise situations where people can take a stand for rights To appreciate that this may require courage To identify similar situations in their own lives

Y8 SOW - Unit 2; How are human rights protected? Lesson 1 - What are my rights? *Activities explore what rights we have , why they are important and how they affect our lives*

Y8 SOW - Unit 1; Why are civil liberties worth protecting? Lesson 5 - What are British values and how can we protect them? *Activities focus on revisiting British values covered in Y7 in context of the issues covered in this unit, includes assessment activity but marking criteria will need to be adapted given it is not NC Levels*

Y8 SOW - Unit 1; Why are civil liberties worth protecting? Lesson 4 - What is racism and how can we stop it? *Activities focus on defining racism, and exploring an allegory "The Sneetches" by Dr Seuss, before a role play exercise encouraging students to give advice in response to real ChildLine calls about racist bullying*

Y8 Citizenship SOW; Unit 1 - Why are civil liberties worth protecting? Lesson 3 - How is religious freedom protected? *Activities focus on ways in which is freedom is protected and then debate the case study of France banning the burqa*

Y8 Citizenship SOW; Unit 1 - Why are civil liberties worth protecting? Lesson 2 - How are free speech and hate speech different? *Activities focused on examining case studies to determine whether they are examples of free speech and hate speech*

New Y8 SOW from September 2015 - all powerpoints/resources to match this available on TES

Lesson in Y9 SOW examining the historical context of refugee crises in the 20th century. Students are given a case study and research/present to class so similarities and differences between the current crisis can be identified.

Lesson in Y9 SOW examining arguments for and against helping refugees and allowing entry to the UK. Credit: edsheadsaid.

Lesson in Y9 SOW examining reasons why people choose to leave their homes and a role play to encourage empathy with this type of decision. Credit: British Red Cross, Positive Images (2011)

Lesson planned as whole class debate with students provided with Debate Matters Topic Guide to prepare them for debate. Marking criteria used for oral assessments (post-NC levels so will not match school assessment framework necessarily but can be easily adapted).

Lesson examining definitions of refugee and asylum seeker before examining common myths and misconceptions and attempting to 'bust them'. Teachers notes on mythbusters produced by National Assembly Against Racism.

ICT based lesson exploring how much aid UK gives to other countries - lesson focused around India - although UK has now stopped sending aid to India, students can debate this decision at the end of the lesson, or lesson can be adapted to focus on another aid recipient. Makes use of infographics created by Guardian newspaper.