This a lesson for KS3/4 Citizenship. Pupils initially have to make spider diagram on Doc 1 of what anti-social behaviour problems there are in society. More able students are invited to explain which are the most serious. With the diamond 9 ranking, higher ability students can use the ‘(H) Diamond 9’ sheet. They explain in the space provided why each of these examples is a problem. They can then make 3 separate arrangements (get students to sort first bullet point, then put them all back together, then sort second bullet point, then put them all back together, then sort third bullet point), of which problems: • Damage property • Make the community look unpleasant • Leave longer-term mental scars for victims (choose up to 5) Then arrange as a diamond 9 card sort. Lower ability students can use the differentiated version, and colour code these categories - some will fit into more than one category, then arrange as a diamond 9 card sort. With Doc 2, students match the people on the left hand side of the info sheet to the work that they do in the community. They should then explain how these people/groups might contribute to solving problems of anti-social behaviour. Potential answers in notes section of ppt slide 7, and can be printed to help lower-ability students. More able students are invited to explain which are the most useful people or groups.

This is a card sort designed to allow students to categorise and prioritise reasons that groups of people have migrated to Britain throughout history. They can also be arranged as a chronology exercise. There is a second version of the cards designed for less able students. The categorising task could be done as a venn diagram using the venn diagram template.

A resource where students look at the various effects of the slave trade on Britain. The powerpoint has a series of slides that can be used as discussion points about the buildings / street names / people involved / statues, with notes added on street names. Card sort alternatively can be done as a diamond 9 or a highlighting / categorising activity. It can stimulate lively discussion or a written up piece. Research and vocab-building task added too.

This is a whole-lesson on Martin Luther King. it contains a link to the ‘I have a Dream’ speech, an information sheet on Martin Luther King 's beliefs and a factfile on Martin Luther King, differentiated for the lower ability students. The factfile can be turned into a spider diagram, or students can categorise information in it into Martin Luther King 's views, actions and consequences of actions. Students have a writing frame on which to base an evaluation of Martin Luther King’s significance. Students finish by considering the effect of non-peaceful protest.

Students complete diamond 9 card sorting activity on the reasons why voting is important. Students can decide on the key reason(s) and give their own explanation. This can lead on to or be receded by class discussion.

This is a resource that could be used for any year group, although I use it for Key Stage 3. Students have to plan a birthday party. They can choose whether to do go karting, ice skating, cinema or a disco. They must consider what they have to plan and how much it costs. They have a s budget, as appropriate to the activity. They will have to pick from a number of options to have in the party, such as a shop-bought or home-made birthday cake, amounts of food to be bought, and how many people to invite based on the cost of the event. They will have to prioritise and debate what to spend money on. At the end of the lesson, they can answer reflection questions contained on the resource sheet, on how they made their choices, and what they learned about budgeting. Place students in pairs/3s. They will need to choose which party theme to have, and then collect the appropriate resource sheet. Answers can be written, and sums worked out, on the other resource sheet. There is also a powerpoint to guide students through the lesson.

A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate.

This is a resource for Key Stage 4 Citizenship. Students are invited to distinguish between civil and criminal law (definitions are provided) and complete a table using an interactive decision-making process whereby issues are flashed on and of the powerpoint using animations. Answers are in the powerpoint. There is a run-down of the different courts that try disfferent crimes - mgistrates, crown and youth courts, and a video and written/dicussion activity on the role of the CPS. The final aspect of the lesson takes recent examples of breaches of law and invites students to explain what they think should have happened in each case. Answers as to what really happened are in the powerpoint. There is a teacher notes document to help delivery as well.

This is a resource for Key Stage 4 Citizenship. Students are invited to discuss human rights and then the responsibilities that come with those rights. There is a run-down what constitutes international crime, and a video to support this, and a run-down of the ICC and Rome Statute. There is a diamond 9 or categorising (choose) activity for the ICC’s impact. The final aspect of the lesson is a double-sided worksheet. The first side takes recent examples of breaches of International criminal law and invites students to explain what they feel about what happened in each case. The second side takes occasions when the ICC did not intervene; students are invited to explain why the ICC did not intervene. Answers as to what really happened are in the powerpoint. Students can fill in the final section on their thoughts afterwards.

This is a resource for Key Stage 3 Citizenship. Students are invited to discuss human rights and then the responsibilities that come with those rights. The worksheet links these rights with the precious rights of UK citizens; students are invited to make a key and highlight which rights link to which precious liberties. The second half of the lesson takes recent examples of breaches of human rights and invites students to explain what they think should have happened in each case. Answers as to what really happened are in the powerpoint. There is a teacher notes document to help delivery as well.

This is a resource for Key Stage 3 Citizenship. I use it at the end of a module about criminal / civil law, court and anti-social behaviours. Students are invited to discuss human rights and then the responsibilities that come with those rights. The worksheet takes recent examples of how people have been irresponsible and to decide who is at fault, what would have been better and what should happen next. Answers as to what really happened are in the powerpoint. There is a teacher notes document to help delivery as well.

This is a lesson for KS4 Citizenship. Students are invited to think of actions that citizens can take to benefit their communities, the UK government and its recent cuts to aid, and the work of charities. These can both lead to class discussion or written up pieces. Students than can complete card sorting activity on the types of things that citizens can do. There is an extended writing task at the end of the lesson.

This is a resource to introduce topic on slavery. Students explore David Hume’s view on Africa why he and the British were wrong to label the continent barbaric. The card sort can be dome as a diamond 9 or higlighting / categorising activity. Lively discussion or extended writing can follow.

This is a card sort for students to categorise what the press are and are not allowed to do. Students can explain what is the more important of these liberties and responibilities.

This is a resource for the teaching of local community. The powerpoint has within it a spider diagram task for students to complete, on who plays a role in looking after and protecting the local community. The cut and stick resource allows students to match up the different people and groups within the community to their roles. Answers are given in the powerpoint and discussion can be worked in through the feedback of these answers. As an extension, students can explain who is the most important part of the community, and how these people and groups are interdependent. The living graph excersize can be done with the ‘6. Ways of helping community cards’ resource. there are 15 methods shown - but not all need to be used in as smaller class, and it can be printed on different colour paper, for a second line to be made - this can lead to stimulating debate as students explain why they have lined themselves up as they have. This leads to a discussion on how ordinary people, and students themselves, can look after the community.

This is a worksheet and lesson powerpoint for Key Stage 2 and 3 Citizenship. Pupils use worksheet 1 to define the word ‘community’ after working as a pair. Worksheet 1 invites pupils to look at different people in the school community, and their roles within it. they make a spider diagram on the sheet. They can, as an extension, then choose one person and consider their role using questions on the powerpoint to stimulate their thinking. Sheet 2 is a layered sheet similar to an inference square on which are problems, causes, solutions and pupil actions. Pupils can consider problems within the school, and what they could do about them, with questions layered on sheet 2 for differentiation. The powerpoint supports all aspects of learning on the sheet, and invites pupils to discuss the role of a school council.

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise reasons for giving aid to LEDCs. As an extension, students can use the cards to explain their thoughts on the most important reason for for giving aid to LEDCs, and think of examples where aid hads been given. More able students can explain problems of giving aid. They might need prompting with the idea of LEDCs becoming dependent on aid. Categories could include, but not be limited to: Helping children Helping adults Helping businesses / government