This presentation has been designed to be delivered by the school Data Protection Officer in 30 minutes. It can be delivered by anyone who has had some training on the GDPR. It needs to be edited before use - for example, there are different slides depending on whether the school is state or independent. The presentation outlines: - How consumer rights have been improved by the GDPR - How the GDPR makes data processors (including most schools) more liable for any breaches - General challenges the GDPR presents to small organisations - A slide that can be edited to show specific challenges faced by your school

This challenge promotes involvement in football as a means to a healthier lifestyle and better relationships with family and friends. As well as developing football and interpersonal skills, students who complete the challenge will make progress in literacy, numeracy and ICT, as well as improving their research and creative thinking skills. Contents: Overview of half a term of ICT and PE planning, with detailed learning outcomes (see teacher's guide) Detailed introductory lesson plan (30-40 minutes) with differentiation suggestions in Notes field Introduction to school-based project (30 minutes) with differentiation suggestions in Notes field, separate task for lower-ability students and extension task 10-minute introduction to home learning Weekly record sheets for school- and home-based challenges Teacher's guide

KS3 resources (1 hour 30 minutes - 1-2 lessons) on the recent FIFA scandal. Links with all Citizenship themes, in particular human rights, democracy and the economy. Students will research different areas of FIFA's responsibility and will suggest changes and reforms, followed by a class vote on whose ideas are the best. PowerPoint contains notes explaining how to run the activities/points for discussion. If you don't have a QR reader, the article on slide 1 is at http://www.bbc.co.uk/newsround/32976336

40 minute lesson for a year 8 CPSE class, stretchable to 50 minutes - also suitable for year 9 middle/low ability. Students will learn about the protests against the world cup in Brazil, and about some methods of protest used by football fans in various European countries. They will also evaluate the methods of protest used, according to whether they are moral or effective. They will learn how our right to protest is protected by the EU.

For year 7 CPSE - 35 minutes + homework, or 1 hour in class. This lesson requires some basic knowledge of sustainability and alternative energy, which could be built into the lesson if it is an hour long. The main activity is to plan a sustainable football tournament. Students will apply their pre-existing knowledge of renewable energy to design a stadium and suggest which methods of transport should serve it. They will also explore the effects of environmental degradation on the local community, and a level 7 plan will explain how this can be avoided.

Topics covered: Why do people light 'pyro&' at football matches? What does the law currently say? What are the drawbacks of having a criminal record? Is the current law on the use of &';pyro' fair? Which human rights are connected to this issue? Skills used: Point, Evidence, Explain Debate Main activity: Semi-formal debate - &'Rebuttal Alley&'; Slides 1-8 should take one hour to teach. Slide 9 is an extension for longer lessons or G&T students.

I made this one-page resource for a family member’s Year 3 class. Pupils will need computers and atlases; extra paper, or a geography exercise book, would be an advantage. Ideal for a cover lesson.

Ideal cover lesson for year 9/10 Citizenship or Geography. The worksheet includes an article that appeared on GhanaWeb on 27 January 2017 describing socioeconomic problems in Gabon in general and football in particular. Students use this article as stimulus material to produce a three-year plan to address one or more of these problems. Internet access would be useful, but not essential. The project is suitable for group work and could be expanded by requiring each group to produce a minimum number of resources.