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YEAR 8 SCHEMES OF WORK

By Lester Taylor,2014-05-07 19:54
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YEAR 8 SCHEMES OF WORK

YEAR 8 SCHEMES OF WORK

Voluntary Work

Produced by Ollie Furnival

This scheme of work includes.

    ? Aims and objectives.

    ? Links to the national Curriculum for

    Citizenship.

    ? Citizenship Competences.

    ? Marking scheme/guide for the QCA End of

    key Stage 3 Attainment Target. ? Formal Assessment

    ? Assessment strategies.

    ? Literacy links.

    ? Numeracy links

    ? Gifted and talented provision, ? ICT links.

    ? In depth lesson plans.

    ? Handouts for every lesson after each lesson.

Some handouts for this scheme of work have

    been modified from the LCP Citizenship

    resource file for year 8

    Produced by Ollie Furnival

AIMS OF THE TOPIC.

    THE TOPIC AIMS TO LOOK AT THE WORK OF VOLUNTARY GROUPS. THE

    TOPIC LOOKS AT HOW VOLUNTARY GROUPS WORK AND WHY

    VOLUNTARY GROUPS WORK.

    STUDENTS EXAMINE THEIR VALUES AND UNDERSTAND THAT IN

    SOCIETY PEOPLE HAVE DIFFERENT IDEAS OF WHAT IS IMPORTANT. THE

    TOPIC AIMS TO TEACH MORAL VALUES. STUDENTS ARE ASKED WHAT

    THEY‟D DO TO PROTECT THEIR VALUES. STUDENTS HAVE A DEBATE,

    WHERE THEY MAY HAVE TO ARGUE FOR VALUES THAT THEY DON‟T BELIEVE IN.

    THROUGH LOOKING AT MORAL VALUES STUDENTS DEVELOP A

    CRITICAL APPRECIATION OF WHAT‟S RIGHT AND WRONG, JUSTICE/FAIRNESS, RIGHTS AND OBLIGATIONS IN SOCIETY.

    THE FIRST PART OF THE TOPIC AIMS TO MAKE STUDENTS UNDERSTAND

    THAT MORAL VALUES ARE SO IMPORTANT TO SOME PEOPLE THAT

    THEY TAKE ACTION TO PROTECT THEM, EVEN IF THEY AREN‟T AFFECTED THEMSELVES. STUDENTS LEARN ABOUT HELPING OTHERS

    HAVE THE SAME VALUES THAT WE, OURSELVES HAVE, OR BELIEVE

    ARE NEEDED. STUDENTS LOOK BAND AID IN 1984 (IT‟S POSSIBLE TO CHANGE THIS TO A CONTEMPORARY STORY).

    FOR THE ASSESSMENT STUDENTS MUST INVESTIGATE A

    CHARITY/VOLUNTARY ORGANISATION. STUDENTS DEVELOP

    RESEARCH SKILLS STUDENTS ARE ENCOURAGED TO GET

    INFORMATION FROM CHARITIES/VOLUNTARY GROUPS. STUDENTS

    DEVELOP UNDERSTANDING OF THE WORK OF A VOLUNTARY GROUP

    AND HOW PEOPLE IN SOCIETY CAN GET INVOLVED.

LINKS TO CURRICULUM

1) KNOWLEDGE AND UNDERSTANDING ABOUT BECOMING INFORMED

    CITIZENS.

    f) THE WORK OF VOLUNTARY GROUPS.

2) DEVELOPING SKILLS OF ENQUIRY AND COMMUNICATION.

     PUPILS SHOULD BE TAUGHT TO:

a) THINK ABOUT POLITICAL, MORAL, SOCIAL AND CULTURAL ISSUES,

    PROBLEMS AND EVENTS BY ANALYSING INFORMATIONA AND ITS

    SOURCES.

b) JUSTIFY ORALLY AND IN WRITING A PERSONAL OPINION ABOUT

    ISSUES, PROBLEMS AND EVENTS.

c) CONTRIBUTE TO GROUP AND EXPLORATORY CLASS DISCUSSIONS,

    AND TAKE PART IN DEBATES.

    Produced by Ollie Furnival

3) DEVELOPING SKILLS OF PARTICIPATION AND RESPONSIBLE ACTION.

PUPILS SHOULD BE TAUGHT TO:

a) USE THEIR IMAGINATION TO CONSIDER OTHER PEOPLE'S

    EXPERIENCES AND BE ABLE TO THINK ABOUT, EXPRESS AND

    EXPLAIN VIEWS THAT ARE NOT THEIR OWN.

b) NEGOTIATE, DECIDE AND TAKE PART RESPONSIBILITY IN BOTH

    SCHOOL AND COMMUNITY BASED ACTIVITIES.

c) REFLECT ON THE PROCESS OF PARTICIPATING.

LEARNING OBJECTIVES

ALL STUDENTS CAN:

DEFINE WHAT VALUES ARE IMPORTANT TO THEM AND SOCIETY.

    CONSIDER HOW TO UPHOLD THEIR VALUES.

    REALISE SOCIETY HAS DIFFERENT VALUES

    LOOK AT WORK OF A VOLUNTARY GROUP.

    ENQUIRE AND COMMUNICATE.

SOME STUDENTS CAN ALSO:

CONSIDER EXPERIENCES OF OTHERS IN SOCIETY AND IMAGINE THEIR

    FEELINGS.

    GIVE A DETAILED WAY OF RESPONDING TO THE NEEDS OF OTHERS

    WITH REASONS WHY.

    LOOK AT HOW TO GET INVOLVED WITH A VOLUNTARY GROUP.

A few students can also:

GIVE DETAILED RESPONSE TO THE SUFFERING OF OTHERS.

    COMMENT IN DETAIL ON SOCIETIES, VARIOUS ATTITUDES WITH WELL

    THOUGHT OUT REASONS.

    SHOW ORIGINAL, DEPENDANT RESEARCH SKILLS, SHOWING DETAILED

    KNOWLEDGE ON THE PROBLEM THEIR VOLUNTARY ORGANISATION IS

    FACING AND HOW THEY OVER COME IT.

    Produced by Ollie Furnival

    Citizenship competences.

In this scheme of work the students will aim to achieve the competences listed below.

    It is important to share the competencies with the students at the start of the scheme of work,

    so the students are aware of their goals. At the end of the scheme of work the students will fill

    in:

    ? A citizenship reflection tool where students will consider what they have achieved

    during the scheme of work..

    ? A Citizenship Competencies Key Stage 3 and 4 handout, where students can keep a

    record of all they have studied and achieved in citizenship.

    ? A Citizenship formative statement, which will look at their success and their targets.

    The teacher will also make a comment. This sheet can be the basis of the student‟s

    report.

Citizenship competences to be followed in this scheme of work:

Social skills.

Work with others / include / motivate others

Academic skills.

Enquire, ask questions about something.

Personal Skills.

    Take responsibility for outcome, make sure it happens. Respect / understand the concept of community, show good grace to others.

Social entrepreneurship.

    Complete / work to deadlines, finish and deliver on time. Plan, make a plan of how you are going to organise your work.

    Produced by Ollie Furnival

Citizenship Competencies.

    Name:

    Class:

    Topic Name:

     Description of topic studied (What I studied. What I did)

     1= Evidence of Targets. poor 5=good. achievement. Citizenship Judgement

    Competency.

    Produced by Ollie Furnival

Citizenship Formative Statement

Name: Class:

    Topic Studied:

     Strengths

     Achievements

     Development Needs

     Signed……………….. Date………………………….

     Teacher’s Comment

     Signed……………….. Date……………………………

    Produced by Ollie Furnival

    End of key stage 3 Assessment.

    At the end of Year 9 students are expected to meet the following QCA end of

    Key Stage attainment target: Attainment Target for Citizenship. Key stage 3. Pupils have a broad knowledge and understanding of the topical events they

    study;

    ? the rights, responsibilities and duties of citizens;

    ? the role of the voluntary sector;

    ? forms of government;

    ? provision of public services;

    ? the criminal and legal systems.

Pupils show how the public gets information and how opinion is formed and

    expressed, including through the media.

Pupils show understanding of how and why changes take place in society.

Pupils take part in school and community based activities, demonstrating

    personal and group responsibility in their attitudes to themselves and others.

Students will be assessed against this target in the formal assessment(s)

    given in this topic.

    When assessing student’s formal assessment you must decide whether they

    are:

    ? working towards the end of key stage description

    ? working at the end of key stage description

    ? working beyond the end of key stage description

The guidelines on the following pages will help you decide the level of the

    pupil’s work.

    Produced by Ollie Furnival

    Working towards the end of key stage description. Pupils have citizenship knowledge and understanding. They:

    ? answer factual questions

    ? demonstrate understanding of some key words and concepts relating to

    issues and events explored.

    Pupils demonstrate skills of enquiry and communication. They:

    ? ask and respond to questions about the topics and issues being explored

    ? reflect on responses to issues, giving reasons for their personal opinions

    ? contribute to small group and exploratory class discussions.

    Pupils demonstrate skills of participation and responsible action. They:

    ? participate as a member of a group in school and/or community-based

    activities

    Working at the end of key stage description. Pupils have citizenship knowledge and understanding. They:

    ? provide information, explain key words and apply simple concepts to

    demonstrate a broad understanding of issues and events explored.

    Pupils demonstrate skills of enquiry and communication. They:

    ? research and evaluate sources, explain if source is trustworthy and

    relate information from one source to another

    ? identify questions to support enquiry, consider and discuss issues and

    justify and personal opinions

    ? articulate their own point of view.

    Pupils demonstrate skills of participation and responsible action. They:

    ? demonstrate personal and group responsibility in their attitudes to

    themselves and others when participating

    ? accept the value of others.

    Produced by Ollie Furnival

    Working beyond the key stage description. Pupils have citizenship knowledge and understanding. They:

    ? demonstrate a sound understanding of the issues and events explored

    ? break down information into component elements to demonstrate

    understanding of citizenship issues and concepts

    Pupils demonstrate skills of enquiry and communication. They:

    ? research and analyse information from different sources, explaining why

    some are more reliable than others

    ? identify and develop questions to support enquiries

    ? make positive and constructive contributions to group and class

    discussions and debates.

    Pupils demonstrate skills of participation and responsible action. They:

    ? organise and prioritise tasks, taking increasing responsibility when

    participating

    ? demonstrate a variety of group skills

    ? reflect on their participation and describe their citizenship learning.

    Produced by Ollie Furnival

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