This is an ambitious project to cover the entire UK citizenship government framework in 26 lessons of increasing difficulty over 5 age groups (11-16). It uses a range of teaching strategies, including individual and team work, developing public speaking skills and active citizenship engagement in the year 8 section of the course. It focuses on students having a keen idea of their own background whilst also being able to ‘sonder’ (appreciate the realness of others) and truly empathise, as well as having a historical understanding of why we are where we are in the world. This lesson focusses on what democracy means, what parliament is and the importance of voting. These schemes use key questions instead of learning objectives which are then used as mini plenaries throughout. Videos and worksheets included as powerpoint slides for ease of access and printing where necessary. Key Questions What is Parliament? What does Parliament do? How important is voting?

This is an ambitious project to cover the entire UK citizenship government framework in 26 lessons of increasing difficulty over 5 age groups (11-16). It uses a range of teaching strategies, including individual and team work, developing public speaking skills and active citizenship engagement in the year 8 section of the course. It focuses on students having a keen idea of their own background whilst also being able to ‘sonder’ (appreciate the realness of others) and truly empathise, as well as having a historical understanding of why we are where we are in the world. This lesson focusses on what it means to be an active citizen, using examples of active citizens from all over the world including videos and resources that can be printed straight from the PPT. These schemes use key questions instead of learning objectives which are then used as mini plenaries throughout. Videos and worksheets included as powerpoint slides for ease of access and printing where necessary. Key Questions How can we contribute positively to our environment? What are some examples of active citizenship? What can I learn from these examples?

This is an ambitious project to cover the entire UK citizenship government framework in 26 lessons of increasing difficulty over 5 age groups (11-16). It uses a range of teaching strategies, including individual and team work, developing public speaking skills and active citizenship engagement in the year 8 section of the course. It focuses on students having a keen idea of their own background whilst also being able to ‘sonder’ (appreciate the realness of others) and truly empathise, as well as having a historical understanding of why we are where we are in the world. This lesson starts with the students own identity, before moving on to consider the South African concept of Ubuntu: I am because we are. This lesson Can be bought as part of a package. These schemes use key questions instead of learning objectives which are then used as mini plenaries throughout. Videos and worksheets included as powerpoint slides for ease of access and printing where necessary. Key questions What is identity? What is culture? Is there an ‘us’ and a ‘them’? Challenge: Evaluate the idea of Ubuntu. Feedback always welcome.

A lesson which aims to mythbust many of the global misconceptions about Islam which has led to widespread islamophobia. It focuses mainly on the UK but is globally relevant, and aims to expose the media bias against Muslims, how a tiny minority of people who claim the title of ‘Muslim’ have taken control of the narrative of what it is to be Muslim, and how we can address this. Learning questions include: Identify the meaning of Islamophobia? What are some of the myths surrounding Islam and Muslims? What would be an appropriate response? Why is Islamophobia on the rise? It includes a range of activities, from group work, discussion, individual writeen work and youtube videos. Tasks are differentiated by outcome, and is currently targeted at KS3-4 students. With tweeking it could easily be made into a KS2 resource, as it also includes Muslim art for students to make an anti-Islamophobia wall. I have intentionally put too much into this so you can prune out whatever you wish to.

This ppt is part of a campaign our school ran about plastic litter and pollution. It includes a script (obviously an outline) inspiring spoken word links to prince EA’s video, and activities for form teachers to show students to try and encourage recycling and rethinking the impact of waste. Included here are a couple of variations on the assembly too, in case you need it. Also included an intro slideshow as the students enter.

Gender and sexuality can be confusing for students (and teachers!), many of whom do not understand the idea of gender being a spectrum rather than a binary role connected to biological sex. Indeed, most do not understand that gender and sex are different things. This presentation aims to present the different arguments around gender, varying from people who feel that their gender is different from their biological sex (transgender) or those who are biologically intersex (about 1-2% of the global population). It acknowledges that some people are very closed to the idea of transgenderism, whilst acknowledging the biological fact of intersex. It includes and article about Caster Semenya, the South African runner banned from competing in events because her testosterone is too high and told she would need to take medication to address this, as well as youtube videos, graphics, group discussion activities, opinion lines/corners, and written comprehension questions. There are also definition tasks too. Ideal for KS3-5 students. (11-18yr old) A range of tasks that will not fit into an hour, so pick which work for you. Learning questions include: What is gender? What is the difference between ‘intersex’, ‘transgender’, ‘transexual’ and ‘non-binary’? What is a ‘patriarchy’? Is gender a choice? Is gender a spectrum? This is a new resource on a tricky issue: feedback warmly, warmly welcomed. Many thanks.

This lesson attempts to answer these four learning questions: What is ‘climate chaos’? What is extinction rebellion and it’s aims? What is non violent direct action (NVDA)? Is it an effective way to create social change? What do you think about it? After briefly exploring the impact of 1-6 degrees climate change, this lesson looks at the actions of the extinction rebellion movement as a modern example of NVDA. Briefly looking at the history of Greta Thunberg’s school strikes, which are ongoing, it shows XR’s aims and methods through a Guardian documentary. The four videos which can be used for this are included in the resource. Drawing on a brief history of NVDA (civil rights, sufragettes, indian independence and more recently black lives matter and the occupy movement) it then encourages students to evaluate the effectiveness of this mode of political engagement. Extension task available of a group task exploring the ways the planet and climate change affects our air, earth, water, resources, food AND climate. Feedback really welcome as this is made in a short amount of time. Thanks!

With Brexit being a ubiqutous and fairly exhausting topic in the news, I made this to try and teach my KS3 and 4 students about and explore their opinions on it. Mostly, students respond to the first learning question with ‘Brexit means brexit’ which has about as much substance as the middle of a doughnut. Not the jam ones. Learning questions: What is Brexit? What is the EU? What are the different Brexit options? What are the arguments for and against it? Stretch and Challenge: After weighing up both sides of the argument, what is my opinion? Some differentiation included, with a brief summary of the seven main brexit options available. There is also a critical thinking extension which explores a claim that the PM’s deal meets all requirements, which is produced by a thinktank. Students will be shown how to use google power search’s ‘WHO IS’ function to find out who the director of that thinktank is, and how they have conservative leanings, hopefully boosting awareness of bias and independent thought. There are group tasks as well as individual work and opinion line activities included. Also attached here are the ‘four corners’ posters which can be stuck on the four corners of the room so students move to that area depending on their opinion.

An assessment to see how much students have engaged and learnt from this scheme of work. There are two options, with differentiated questions to answer one after the other or a creative assessment option where students create something of their choosing (poem, rap, painting etc. which answers the questions in their own way). It comes with printable questions and levelled marking grids to help you mark in a time efficient, clear way. Enjoy :)

This is a lesson that focusses on the FBV of tolerance and mutual respect. It looks at worldwide variations in family structures, gender and religion. It encourages students to see their ideas of ‘normal’ (i.e. in France they drive on the ‘wrong’ side of the road) as simply another way to do things. Hopefully without slipping into complete relativism, students are encouraged to question, develop and refine their opinions rather than give any opinions up all together. Learning objectives include: Does culture affect what is ‘normal’? How and why does culture affect religion, gender and family? Extension: Does the information in this lesson change how you think about your own norms and values? Tasks are differentiated by outcome, with group learning carousel, whole class discussion, and individual tasks all incuded. Questions become increasingly high level as they go on. Suitable for KS3-5. With some simplification it could work with KS2, but it would take some work to do so. It includes in the powerpoint slides to print out with the information on the case studies and a document about the many different forms of Islam in the world, and how culture affects religion. (As an aside, I could have chosen any religion. Christianity has 40 000 types!)

This lesson has been a few years in the making. I have been struggling to get together decent resources that inform, without shame or judgement, a generation of young people for whom porn is highly accesible, in huge quantities and ubiquitous (25% of all internet searches are for pornography). I hope this goes some way towards that ambition. The lesson covers: What is pornography? Why is it so addictive? Is pornography having a negative effect on society? Should all, or some pornography, be illegal? It includes research tasks about fightthenewdrug.org, and then goes on to deconstruct that website to try and encourage critical thought, infographics, group tasks, debates and discussions. It aims to inform students of the dangers of porn addiction. I have included here some controversial material for KS5 if you want to have a more nuanced discussion. The research done in the article ‘the sunny side of smut’ is quite problematic, and students should be directed to deconstruct it whilst also considering the points it makes. Feedback really, really welcome.

This resource looks at Jewish identity, and is part of a scheme of work about the Shoah/Holocaust. It includes some basic beliefs about G-d (including why Jews often write G-d, instead of God) as well as a brief overview of 1000 years of anti-semitism. It puts the anti-semitism that flared into the Shoah into perspective and I’ve used it mainly with KS3 students. It includes a clip of some survivors testimonies which speak about their experience of antisemitism, and has differentiated tasks that explore quotes from the Torah and Talmud in more depth. Extension tasks also included. Easily adaptable for KS4. Ideal for religious studies, SMSC, citizenship and PHSE. Learning Questions (Objectives) include: Can I imagine the possible impacts of the Holocaust on a Jewish person? How may the Holocaust have influenced or challenged Jewish beliefs? What are some key Jewish Beliefs? EXTENSION: Can I evaluate how the Holocaust may effect Jewish people today?

This lesson explores who is to blame for the Shoah/Holocaust. It endeavours to introduce nuance and deeper empathy into students’ understanding in that the Shoah cannot simply be Hitler’s fault: millions of people collaborated, agreed and perpetuated anti-semitism, including some Jews in the Ghettos who faced making impossible decisions in desperate circumstances. Activities are differentiated, with youtube videos of survivors testimonies (which are a little quiet), and the lesson is perfect for religious studies, PHSE, citizenship and SMSC. It’s perhaps a bit personal for a history lesson, but may be used to augment existing scheme’s of work to help engagement. Learning Questions include: Can I describe the different things that were lost in the Holocaust? (level 4-5) Can I explain my opinion on who was responsible for different things in the Holocaust? (5-6) Can I evaluate different opinions on who was to blame in specific situations? (level 6-7) There are also extension tasks which include footage of Otto Frank after his loss of his entire family. All feedback gratefully received.

This lesson is an exploration of the incredible human beings who risked (and sometimes lost) their lives working to rescue Jews from the Holocaust. It is an inspiration from Philip Zimbardo who encourages us to educate children about the psychology of heroism. This powerpoint and collected resources aims to help students understand and be inspired by the incredible acts of bravery these people engaged with. I greatly encourage you to play the video linked to this lesson to students: it moves me to tears every time! Learning Questions include: How did some people act heroically in the Holocaust? How did these heroes’ beliefs affect their actions? Can you evaluate the motivations for people’s actions? EXT: What is the psychology of Heroism? What can we do to help ourselves become more heroic? Great for PHSE, Citizenship, Religious Studies and History. Extension tasks and differentiated activities included.

This lesson aims to give students (particularly British ones) some understanding of the histories and activities of Britain we don’t mention as much as the 2nd World War, the Tudors and the Romans. It is an exploration of the slave trade, the arms trade, native american indians, aborigines and transportation and our involvement in India during the empire. It aims to give students an alternative perspective on Britain without undermining them as individuals, invalidating their experience or burdening them with guilt. Hopefully it leads to some interesting discussion and learning. It certainly does in my classroom! Group activities, based on SOLE (Self Organised Learning Environments), which need some monitoring but the resources created would work well with a variety of exercises including marketplace and others. It aims to meet the Global Citizenship Education aims, specifically 4.7 (which focuses on global citizenship education and education for sustainable development). Any feedback greatly received Learning Questions include: What are the histories we learn about in school? What was Britain’s role in the slave trade, Native American Indians, Aboriginal peoples, the arms trade and India? How do these histories affect our opinions about today’s world? Extension: can you figure out what/whose histories are not included in this lesson? How would you find out about them? Are we responsible for our ancestors’ actions?

This lesson is an introduction to global citizenship, part of a module on Global citizenship, that begins with a personal look at the individual. It includes youtube videos, mindmaps, one print out and structured questions to help students understand their own biases and the biases of the class they are in. It is a powerful step forward for self reflective learners, uses PELTS well, and incorporates SMSC, Ethics, PHSE, Citizenship and geography into one topic. Tasks are differentiated, with questions going from easy to more difficult. Ideal for KS3-4 (11-16yr olds). Learning Questions include: What is global citizenship? What is my own personal, social, historical and economic background? How might my background affect how I see the world?

This lesson is designed to be adaptable to the needs of your class. It can build on previous knowledge of Gandhi, and works best if that is the case, but can also be used as an introduction to Gandhi’s teaching and life. (To this end, I’ve included a link of him burning the passes and his famous non violence speech that followed it, which are both short and excellent insights into his teaching and philosophy. On non violence: https://www.youtube.com/watch?v=HKzKj_8CO2g Burning of the passes (ahimsa):https://www.youtube.com/watch?v=50gNryy9JnA) It includes extension tasks for able and talented, and differentiated activities including ethical dilemmas, youtube videos, group discussions, treasure hunts as well as written tasks. A broad range of activities, in my experience, always bosters engagement. (there is a need to print 10 slides here) The lesson aims to remind students’ of Gandhi’s teachings and inform them of the Caste system. There is also a short video about Narayanan Krishnan, an inspirational Hindu who has disregarded his Brahmin caste to help untouchables or down and outs in Indian Society. 2 differently worded Learning Objectives here for lower and higher ability or age groups: To remember who Gandhi was. to explain what the caste system was. To know Gandhi’s opinion of the untouchables. To develop and evaluate my own opinion about the caste system. To empathise with people who are in the caste system. Or, for KS4, All will be able to explain what the caste system was, and why Gandhi was against it. Most will be able to relate the situation to contemporary issues re: jobs and status. Some will be able to explain why the caste system became a source of prejudice and discrimination.

A PHSE lesson to help students discuss and explore healthy ways to end relationships. It’s an attempt to try and get secondary school students in particular to treat each other with respect when everything seems epically painful. Differentiated by outcome, with plenty of opportunities for discussion and exploration with some youtube links included.