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 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 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.

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 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 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 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.

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 card sort or diamond 9 activity designed to allow students to categorise and prioritise the impact of different influences on people’s voting habits. Students can use the cards to explain their thoughts on the better and worse influences on people’s voting habits. More able students can explain whether it is important to vote, and why. Categories could include, but not be limited to: social / family and friends demographics character / personality of those being elected Parties / party policy

This is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the effects of prison. Students can use the cards to explain their thoughts on the importance of positive and negatives of the effects of prison. Categories could include, but not be limited to: job / careers social / family and friends skills character / personality As an extension, students can choose to write a letter of advice to a prisoner, or to make a poster aimed at advising prisoners…

his is a card sort or diamond 9 activity designed to allow students to categorise and prioritise the ways that people can influence the local council. Students can use the cards to explain their thoughts on what are more / less effective ways to influence the local council. More able students can make a judgement on how important it is to be able to influence the local council Categories could include, but not be limited to: influencing in person Influencing from a distance Scrutinising council actions As an extension, students can choose a local issue, and prepare a speech or letter to the council to address it.

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

This is a resource for late-KS3 or KS4 students about the different types of government that exist in the world. Students are invited to think of as many types of government thy can as a starter activity, which can be recorded n the worksheet. They must then come up with definitions of the words democratic, undemocratic, and totalitarian. The second half of the worksheet is about matching the different types of government to their definitions, on the information sheet. Students must think of examples, with some provided for lower-ability students. Higher ability students are invited to choose one of two extensions to build on the knowledge gained through the lesson. All answers are on the powerpoint.

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 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.