Lesson plan

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Topic: Safe Spaces and Rights – Save the Children – Lesson 1 Time

Plan ●

Learning objective and outcome

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Curriculum links

KS3 Citizenship 1, 2, 3, 4, 5. KS4 Citizenship 1, 2, 4, 5, 7, 8 KS3 English Reading 2.1, 2.4, 3.1. Writing 1.1, 1.2, 1.3, 2.1, 2.2. Spoken English 1, 2, 3, 4 ● KS3 Geography 1.1, 2.1 ● KS3 History Challenges for Britain, Europe and the wider world 1901 to the present day, Britain’s place in the world since 1945, study of a significant society or issue in world history and its interconnections with other world developments ● RE/Philosophy and Ethics - SMSCs, Personal Development and Wellbeing, Community Cohesion SMSCs and British Values: Ensure all pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes NB. This can be cross curricular, and a follow up to an assembly or speaker session.

Resources you will need

Starter activity

To explore what the UN Convention of the Rights of the Children is, how it’s important and how it relates to our lives To explore how conflict can put Children’s Rights at risk To understand how NGOs and the international community can create long term change To appreciate how young people can use their voices to create change To apply their new knowledge to their own campaign

Lesson 1 PowerPoint. NB. Narrative and more detailed talking points will be in the slide notes. Please print them off and read notes in power point beforehand.

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UNCRC cards Send My Friend to School worksheet Petition template Posters (optional) Postcards (optional) Save the Children bunting (optional) Letter to MP template (optional) Post it notes Whiteboard

2 min

Class Charter - Acting respectfully towards one another. See notes to Slide 2.

5 min

Needs or Wants? Slide 4. Teacher reads out 3-4 statements, students run to one side of the class or the other / stand up or sit down, depending on whether they believe the statement is a ‘need’ or a ‘want’. For each statement, teacher facilitates discussion, aiming to get the class thinking about the distinction between ‘rights’ and ‘things they want’. NB. If this feels like too much to cover in this time, you can select one of the ‘Needs or Wants’ and UNCRC card sorter activities; what is important is to emphasise that: 1. Every child and young person has rights, no matter who they are or where they live 2. Save the Children’s founder, Eglantyne Jebb, wrote the first declaration on children’s rights in 1923. She recognised that we should develop and stand up for children’s rights around the world, whatever situation they were in (regardless of their colour, race, gender, sexuality, or where they were born) 3. This declaration formed the basis for the United Nations Convention on the Rights of the Child (UNCRC), that sets out rights for all children today. Nearly every government in the world has promised to protect, respect and fulfil these rights, yet every day they are still violated.

Main Activity

50 mins

Spend extra time creating your campaign, using our ‘how to take it further’ section at the bottom of this sheet.

Extension work or Homework Plenary

Key Words

1) (10 mins) Slides 5-6. UNCRC introduction - Teacher talks through the UNCRC poster. Explains our “needs” are actually fundamental rights, and written up in a charter of Children’s Rights. Class to read and sort Rights Cards and discuss which they think are most important. 2) (10 mins) Slides 7-9. Exploring how conflict jeopardises Children’s rights - Video case study and map introduction show that conflict affects children’s lives all over the world. Record answers to key questions and stats in learners’ books. 3) (10 mins) Slides 10-11. So what can we do to help - Problem Tree. Introducing how the international community can help children in conflict immediately (through humanitarian work) and in the longer term (through campaigning). 4) (15 mins) Slides 12-14. Campaigning and using your voice to create change. Learners introduced to campaigning and analyse Send My Friend to School Case study to understand a) what makes a successful campaign and b) the key questions to ask when planning a campaign. Record this in learners’ books. 5) (5 mins) Sides 15-17. Sign the petition at the front of the class, and with a partner or as a class talk about what their individual response would be if they had more time. If you have more time… Planning and delivering our campaign Teacher to cover learners’ message, who we will take it to, and give learners options as to how they can deliver that message. Learners to individually/ pairs / threes come up with how they would use their voice to get their message across using the examples from slide 17 notes.

2 mins

Slide 18 – Reflection and filling in your Charlie Brown, which we can then turn into classroom bunting. Teacher to recap learnings if time/if necessary. Safety / Human Rights / Children’s Rights / United Nation Convention of the Rights of the Child (UNCRC) / Survival / Protection / Development / Conflict / Humanitarian / Campaigning / Power / Parliament / Member of Parliament / Prime Minister

Know your class and ensure pupil sensitivities are respected Before starting out on this topic, it may be important to be aware of any personal experience your pupils may have of the issues discussed (be it conflict or concerns about their own safety), and have a plan as to how to support pupils who may find the subject matter personally distressing. 1. Find out all you can about the background of the class you are working with 2. If any of the children have been affected by conflict or have family connections with Iraq or other surrounding countries connected to the conflict there, speak to them in advance about what the lessons will cover and ensure they feel comfortable with taking part. 3. If they do not feel comfortable talking about the issues, first discuss with them strategies you could use to help them feel more able to talk about it in the class (see below), but if the issues still feel too raw for them to discuss in the group, ask Save the Children for a different country case study and arrange for them to express their feelings in a one to one context. 4. Make sure that students know at or ideally before the beginning of the lesson that if at any point they are finding the discussion too upsetting they can leave the room and go to a space where they can talk through their feelings. 5. Be aware of, and share details of any pastoral care available to students in the school if they need help to process their experiences and to support their mental health. See Newsround guidance on what to do if you’re upset by the news: http://www.bbc.co.uk/newsround/13865002

TAKING IT FURTHER Why take action? Showing that young people feel strongly about protecting children in war helps to persuade Member of Parliament (MPs) to take the issue seriously. MPs are contacted many times every day by local people, so when you organise a creative, personal campaign it’s more likely to stand out and have an impact. The learning, communication, organisation, time-management, initiative and planning skills that learners develop through campaigning are useful in other areas of their school and personal lives. So you’ll not just be helping to protect children in war; you’ll be helping your learners develop new life and career skills, which can be can be highlighted in CVs, records of achievement and UCAS applications. Your campaign is bigger than what you’ve just created in the classroom - you can take it to people in power and make a real difference to protecting children in war! Find out more about how parliament works in these short videos: In 60 seconds In 90 seconds - Parliament Structure In 3 minutes - House of Commons In 3 minutes - House of Lords In 8 minutes - what parliament is, its history, and how you fit in

Take your message to people in power NB. If you want to do this in lesson time you will need to check with your headteacher Through these lessons your students will have created a powerful exhibition. They may wish to take this further and invite your MP, local newspaper or radio, parents, or others in school to see your exhibition. Think about the message you want to communicate beforehand, and maybe practice on others in your class, year group, a lower year group, in a school assembly, or even with your Head of Year. Refer to your Yemen information sheet here if you are unsure on any of the detail of the conflict or the campaign.

Invite your MP in to school to see your Safe Space exhibition How does it make a difference? Meeting with your MP face to face and talking about why your issue is important to you is the most personal, impactful way of getting your message across. Communicate why this matters to you, listen to what they think, and give MPs a clear action about what they can do - and you’re on your way to creating change! Don’t forget to take a photo with them - they’ll want to show the world that they are engaging with young people in their constituency. MPs tend to be in their constituencies on Fridays, so can be a good day to arrange a meeting. TOP TIPS FOR MEETING YOUR MP (this could be a task for your ‘researcher’ during the sessions’) ●

Confirm at the start how much time you have available – and then make sure you keep to it!

Get your most important message across as quickly and simply as possible. Make sure you are prepared and do your research

Find out what issues your MP is passionate about.

Take along copies of briefing material that you have or anything else that will help to bring your point to life. The campaigns team at Save the Children will help you to make sure that you know what to ask from them.

Let your passion for the issue shine through

You don’t need to be an expert If you’re asked a question you don’t know the answer to, it’s okay to say that you’re not sure and offer to come back to them once you’ve had chance to find out. The most important thing is to be yourself and explain why you care.

Take a photo – MPs like to have a positive local profile They will often be happy for you to take a photo of you both at the meeting to share afterwards on social media

Follow up immediately – send your MP an email or letter straight after your meeting

Thank them for taking the time to meet you and remind them of the action they agreed to. Let us know how your meeting went too! We can give you some advice on the next steps to take as you keep in touch with them.

Send your messages to your MP How does it make a difference? MPs are your representative in government, and by contacting them you are sending a message to the government. Everyone has a local MP, and their address and email address are publically available, once you have found out who yours is, you can contact them by email, letter, or postcard. You can find out how to contact your MP at www.theyworkforyou.com MPs receive lots of letters and emails, so use your creativity to make your message stand out with a poster, piece of artwork, photo diary, video, or even just send them our Save the Children bunting to hang up in their office! Find out more about how to do this on pages 14-15 here.

Make the news! In the local paper How does it make a difference? Getting coverage in a local paper is a great way of showing your MP that this issue matters to their local community. MPs are here to serve their constituents, and if an issue has made the local paper, it’s a sign they should think about addressing it. Find out more about how to do this on page 8 here.

Raise awareness through an assembly or exhibition in your school How does it make a difference? A key part of campaigning is building a movement of people who support your issue. An assembly with other year groups, teachers, or parents is a great way to raise awareness of this issue, and hopefully gain more support beyond your classroom. It’s a great test in whether your learners can clearly communicate a message - and speak publically. The key is to make your assemblies simple, engaging and fun! Find out more about how to do this on pages 14-15 here. Fundraising Please also think about how you might be able to support Save the Children’s work with children in war zones through fundraising at your school. Ideas for fundraising in school: • cake sales • non-uniform days • sponsored run, walk or cycle • quiz evening • sports tournament • art competition • clothes swap • school concert Here are some ways your fundraising could help children affected by war:

Treating malnutrition and delivering food and vitamin supplements

Distributing hygiene kits to stop the spread of cholera and setting up treatment centres and oral rehydration points

Supplying communities with safe drinking water, hygiene kits and money for food

Giving them safe spaces where they can learn, play, and begin to come to terms with everything they've been through.

Since the fighting escalated, we’ve reached more than 1.8 million people, including more than 954,000 children. Please help us continue to protect children in war.