© OCR 2008
Contents
Contents
2
Introduction
3
Sample Scheme of Work: CITIZENSHIP STUDIES UNIT A342: CITIZENSHIP,
IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION 3.2.1)
6
Sample Lesson Plan: Citizenship Studies Unit A342: Citizenship, Identity and
Community in the United Kingdom (Section 3.2.1)
2 of 30
27
GCSE Citizenship Studies
Introduction
Background
Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications
and Curriculum Authority (QCA) has revised the subject criteria for GCSEs, for first teaching in
September 2009. This applies to all awarding bodies.
The new GCSEs have more up-to-date content and encourage the development of personal,
learning and thinking skills in your students.
We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements.
These changes will give you greater control of assessment activities and make the assessment
process more manageable for you and your students. Controlled assessment will be introduced for
most subjects.
From September 2012 assessment tasks may be undertaken at any point between release of the
task and the examination series for which the task must be submitted. Centres must ensure that
candidates undertake a task that is valid for submission in the year in which the candidate
intends to submit it.
OCR has produced a summary brochure, which summarises the changes to Citizenship Studies.
This can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced these Schemes of Work and Sample Lesson Plans for Citizenship Studies. These
Support Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you
can use it as a foundation to build upon and amend the content to suit your teaching style and
students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
GCSE Citizenship Studies
3 of 30
booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
4 of 30
GCSE Citizenship Studies
A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
This icon is used to highlight exceptionally innovative ideas.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
GCSE Citizenship Studies
5 of 30
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342: CITIZENSHIP,
IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION
3.2.1)
SUGGESTED
TEACHING
TIME
5 HOURS
TOPIC OUTLINE
Understand the cultural
traditions and value system*
that contribute to being British.
* Values of personal freedom;
tolerance and respect for
diversity; equality of
opportunity; representative
democracy and the rule of law.
(Content from Unit A342 –
Short Course)
= Innovative teaching idea
6 of 30
TOPIC
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION 3.2.1)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Students to work individually and in
groups to match particular values to
definitions. They could also link them to
particular historical events or documents
and rank the values in order of
importance

The official handbook for the UK Citizenship Test,
Life in the United Kingdom: A Journey to
Citizenship provides an accessible official account
of the cultural traditions and value system that
contribute to being British

Ensure that students understand the
terms: personal freedom; tolerance and
respect for diversity; equality of
opportunity; representative democracy and
the rule of law


List of values and definitions for students to sort,
match and rank

Students to discuss how far each of the
values applies in the UK today. Students
to identify possible barriers or threats to
each of the values through reference to
statistics or news items

News items or statistics illustrating threats to the
values e.g. articles on crime, racism, surveillance,
educational failure, etc.
Explain that there are many people in a
society whose behaviour is not influenced
by the values that are thought to apply in
that society and that this gives rise to
tension and conflict

Extension. An online exhibition of key events and
documents in the development of citizenship in
the UK from the National Archives

www.nationalarchives.gov.uk/pathways/citizenship
= ICT opportunity
GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342: CITIZENSHIP,
IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION
3.2.1)
SUGGESTED
TEACHING
TIME
5 HOURS
TOPIC OUTLINE
= Innovative teaching idea
GCSE Citizenship Studies
TOPIC
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION 3.2.1)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE



Students could also explore a historical
campaign, such as the one to abolish the
slave trade. This will help to illustrate and
reinforce values of personal freedom and
tolerance.
The British Library has produced a range of
outstanding resouces, ‘Campaign. Make an
Impact!’’, that enable students to learn about
effective campaigning through a study of historical
campaigns. Student and teacher handbooks
provide very useful guides to setting up a
successful campaign. Historical campaigns on
extending people’s rights, including the campaign
to abolish the slave trade, provide useful insights
into values such as personal freedom and
tolerance. www.bl.uk/campaign
Introducing historical campaigns to
students at this stage will be particularly
helpful for centres teaching Unit A342
before Unit A341. The introduction of the
historical campaign, using the excellent
British Library resources will help to
prepare students for further learning about
campaigning as part of Unit A341 and prior
to their controlled assessment
= ICT opportunity
7 of 30
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342: CITIZENSHIP,
IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION
3.2.1)
SUGGESTED
TEACHING
TIME
5 HOURS
TOPIC OUTLINE
Explore the diverse national,
regional, ethnic and religious
groups and communities in the
United Kingdom and
understand the different forces
that bring about change in
communities over time.
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Moving Here – Migration Histories an online
history of migration to the UK by people from
South Asia, Ireland, the Caribbean and by
Jewish people.
www.movinghere.org.uk

Some students may be sensitive about
tracing their family origins. Offer all
students the world map activity as an
alternative

Starting points for this lesson will
depend, to some extent, on students’
ethnic, cultural and regional origins as
well as their religious background
The official handbook for the UK Citizenship
Test, Life in the United Kingdom: A Journey to
Citizenship Chapter 2

Explain the concept of seeking asylum
in the context of political migration

(Content from Unit A342 –
Short Course)

= Innovative teaching idea
8 of 30
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION 3.2.1)
Students to research their family origins and
patterns of migration or use a world map to
show where some of their relatives live and
the reasons they live there
Students to report back on their research in
order to identify the places where class
members have links and the reasons for
these links
Draw out the reasons for migration to and
from the UK. Economic reasons - famine,
work, prosperity, quality of life. Social /
emotional reasons - marriage, moving with
parents or friends. Political reasons –
freedom, escaping discrimination, threats to
human rights

 The Office of National Statistics provides up to
date figures on migration and asylum seeking
that can be used as a stimulus to student
investigation and discussion
www.statistics.gov.uk
= ICT opportunity
GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342: CITIZENSHIP,
IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION
3.2.1)
SUGGESTED
TEACHING
TIME
5 HOURS
TOPIC OUTLINE
Understand that the United
Kingdom is a country with wide
cultural diversity where
people’s sense of identity is
often complex.
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

 The Black Presence website provides accessible

This can be an extension of the previous
lesson based on the sharing of cultural
traditions in the class or wider
community. This can involve a sharing of
information about festivals, music, food,
dress, etc

In a school or community lacking such
diversity, students could build on the
previous lesson through case studies of
different cultural groups in the UK or
prominent individuals whose families
migrated to the UK
(Content from Unit A342 –
Short Course)

= Innovative teaching idea
GCSE Citizenship Studies
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION 3.2.1)
Explore the cultural diversity in the school
or wider community through the sharing of
personal experience or by identifying
different businesses, places of worship and
entertainment, etc. that illustrate diversity in
the community. Alternatively investigate the
biographies of prominent Britons whose
families came originally from outside the UK
Show how far different cultural groups have
developed a sense of belonging in the UK
and how this has changed through time by
analysing the Government’s Citizenship
Survey. Replicate aspects of this survey in
school and assess the findings
biographies of prominent black citizens such as
Dame Kelly Holmes and Baroness Amos
www.blackpresence.co.uk

Prominent Asian business people are celebrated
each year in the Asian Business Awards
www.theasianbusinessawards.co.uk

The Eastern Eye website offers lots of positive
stories about successful Asians in the UK
www.easterneyeuk.co.uk
= ICT opportunity
9 of 30
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342: CITIZENSHIP,
IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION
3.2.1)
SUGGESTED
TEACHING
TIME
5 HOURS
TOPIC OUTLINE
Understand the
interdependence of individuals,
groups and communities, the
need for mutual respect and
understanding and the
importance of community
cohesion.
(Content from Unit A342 –
Short Course)
= Innovative teaching idea
10 of 30
TOPIC
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION 3.2.1)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES


Use an example of a school-based
community cohesion project to stimulate a
discussion of the advantages of such
projects
Search your local authority’s website or
those of other LAs to find other examples
and a statement of local policy on
community cohesion
SUGGESTED RESOURCES

The 2007 Citizenship Survey shows how the
descendants of recent immigrants to the UK are
feeling more integrated
www.communities.gov.uk

There are some excellent community cohesion
case studies on the Teacher Net website. These
can act as a stimulus for class discussion about
the importance of community cohesion and
possible Practical Citizenship Action projects
students could engage in – Controlled
Assessment for Unit A344
www.teachernet.gov.uk
POINTS TO NOTE

This can build on the previous lesson to
investigate further the contribution of
people of different ethnic origins and
religious backgrounds to the national
economy, entertainment and sport

Reinforce the concept of community
cohesion and its importance in bringing
people together
= ICT opportunity
GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342: CITIZENSHIP,
IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION
3.2.1)
SUGGESTED
TEACHING
TIME
5 HOURS
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

= Innovative teaching idea
GCSE Citizenship Studies
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTION 3.2.1)
SUGGESTED RESOURCES
POINTS TO NOTE
Discuss possible projects in school and the
local community with reference to the
Controlled Assessment for Unit A344 for
students interested in following the full
GCSE course
= ICT opportunity
11 of 30
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
Understand the cultural traditions
and value system* that contribute
to being British.
* values of personal freedom;
tolerance and respect for diversity;
equality of opportunity;
representative democracy and the
rule of law.
(Content from Unit A342 – Short
Course)
= Innovative teaching idea
12 of 30
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Students to work individually and in
groups to match particular values to
definitions. They could also link them to
particular historical events or
documents and rank the values in order
of importance

The official handbook for the UK Citizenship Test,
Life in the United Kingdom: A Journey to
Citizenship provides an accessible official account
of the cultural traditions and value system that
contribute to being British

Ensure that students understand the
terms: personal freedom; tolerance and
respect for diversity; equality of
opportunity; representative democracy
and the rule of law

Students to discuss how far each of the
values applies in the UK today.
Students to identify possible barriers or
threats to each of the values through
reference to statistics or news items
List of values and definitions for students to sort,
match and rank



News items or statistics illustrating threats to the
values e.g. articles on crime, racism, surveillance,
educational failure, etc
Explain that there are many people in a
society whose behaviour is not
influenced by the values that are thought
to apply in that society and that this gives
rise to tension and conflict

Extension. An online exhibition of key events and
documents in the development of citizenship in
the UK from the National Archives

www.nationalarchives.gov.uk/pathways/citizenship
= ICT opportunity
GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE



Students could also explore a historical
campaign, such as the one to abolish
the slave trade. This will help to
illustrate and reinforce values of
personal freedom and tolerance.
The British Library has produced a range of
outstanding resouces, ‘Campaign. Make an
Impact!’’, that enable students to learn about
effective campaigning through a study of historical
campaigns. Student and teacher handbooks
provide very useful guides to setting up a
successful campaign. Historical campaigns on
extending people’s rights, including the campaign
to abolish the slave trade, provide useful insights
into values such as personal freedom and
tolerance.
Introducing historical campaigns to
students at this stage will be particularly
helpful for centres teaching Unit A342
before Unit A341. The introduction of the
historical campaign, using the excellent
British Library resources will help to
prepare students for further learning
about campaigning as part of Unit A341
and prior to their controlled assessment
www.bl.uk/campaign
= Innovative teaching idea
GCSE Citizenship Studies
= ICT opportunity
13 of 30
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Explore the diverse national,
regional, ethnic and religious
groups and communities in the
United Kingdom and understand
the different forces that bring about
change in communities over time.

Students to research their family origins
and patterns of migration or use a
world map to show where some of their
relatives live and the reasons they live
there

Moving Here – Migration Histories an online
history of migration to the UK by people from
South Asia, Ireland, the Caribbean and by Jewish
people
www.movinghere.org.uk

Some students may be sensitive about
tracing their family origins. Offer all
students the world map activity as an
alternative

(Content from Unit A342 – Short
Course)

Students to report back on their
research in order to identify the places
where class members have links and
the reasons for these links

Starting points for this lesson will depend,
to some extent, on students’ ethnic,
cultural and regional origins as well as
their religious background
The official handbook for the UK Citizenship Test,
Life in the United Kingdom: A Journey to
Citizenship Chapter 2

Explain the concept of seeking asylum in
the context of political migration

The Office of National Statistics provides up to
date figures on migration and asylum seeking that
can be used as a stimulus to student investigation
and discussion
www.statistics.gov.uk
TOPIC OUTLINE

= Innovative teaching idea
14 of 30
Draw out the reasons for migration to
and from the UK. Economic reasons –
famine, work, prosperity, quality of life.
Social / emotional reasons marriage, moving with parents or
friends. Political reasons – freedom,
escaping discrimination, threats to
human rights
= ICT opportunity
GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
 The Equality and Human Rights Commission has
a link to an interactive national map showing the
ethnic diversity across the UK.
www.equalityhumanrights.com
Understand that the United
Kingdom is a country with wide
cultural diversity where people’s
sense of identity is often complex.
(Content from Unit A342 – Short
Course)
= Innovative teaching idea
GCSE Citizenship Studies

Explore the cultural diversity in the
school or wider community through the
sharing of personal experience or by
identifying different businesses, places
of worship and entertainment, etc. that
illustrate diversity in the community.
Alternatively investigate the biographies
of prominent Britons whose families
came originally from outside the UK
 The Black Presence website provides accessible

This can be an extension of the previous
lesson based on the sharing of cultural
traditions in the class or wider
community. This can involve a sharing of
information about festivals, music, food,
dress, etc

In a school or community lacking such
diversity, students could build on the
previous lesson through case studies of
different cultural groups in the UK or
prominent individuals whose families
migrated to the UK
biographies of prominent black citizens such as
Dame Kelly Holmes and Baroness Amos
www.blackpresence.co.uk
= ICT opportunity
15 of 30
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES


Show how far different cultural groups
have developed a sense of belonging in
the UK and how this has changed
through time by analysing the
Government’s Citizenship Survey.
Replicate aspects of this survey in
school and assess the findings
POINTS TO NOTE
Prominent Asian business people are celebrated
each year in the Asian Business Awards
www.theasianbusinessawards.co.uk
 The Eastern Eye website offers lots of positive
stories about successful Asians in the UK
www.easterneyeuk.co.uk
 The BBC Who do you think you are? programme
includes the family histories prominent black
Britons such as Ainsley Harriott.
www.bbc.co.uk/whodoyouthinkyouare
= Innovative teaching idea
16 of 30
= ICT opportunity
GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
Understand the specific
contributions of at least two
different cultural traditions to the
richness of life in the UK.
(Content from Unit A344 – Full
course)
= Innovative teaching idea
GCSE Citizenship Studies
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

Develop the lesson above to explore
the contributions of people from two
different cultural traditions to life in
the UK. (Different groups of students
could research the contributions of
different cultural traditions to: business;
sport; entertainment; food; etc
SUGGESTED RESOURCES

The 2007 Citizenship Survey shows how the
descendants of recent immigrants to the UK are
feeling more integrated. www.communities.gov.uk

Resources as above
POINTS TO NOTE

Practical Citizenship Action for the
Controlled Assessment could be based on
this part of the scheme of work. Students
could organise an international food or
arts festival to demonstrate the value of
different cultural traditions to life in the UK
= ICT opportunity
17 of 30
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
Understand the conditions which
may lead to strain and conflict
between communities in the UK.
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

Use national statistics to investigate
inequalities in the UK. Discuss how far
these may lead to strain between
different ethnic groups in the UK
(Content from Unit A344 – Full
Course)


= Innovative teaching idea
18 of 30
Explore other factors that may lead to
strain between different ethnic or
cultural groups such as: racism;
attitudes to women or concerns about
UK Government policy on Afghanistan
or Iraq
Discuss ways to avoid strain and
conflict as a lead in to the next lesson
SUGGESTED RESOURCES
POINTS TO NOTE
Use the Office of National Statistics website
www.statistics.gov.uk and focus on the Ethnicity and
Identity sections. There are particularly useful
statistics on:

Introduce the concepts of prejudice,
discrimination and racism

Clarify that discrimination is a civil
offence while particular types of racism
are criminal offences

inequalities in educational attainment and
exclusions from school;

unemployment;

health;

housing;

victims of crime

These should help stimulate debate on possible
strain and conflict between ethnic groups
= ICT opportunity
GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
Evaluate the role of governmental
and non-governmental
organisations in helping to meet
community needs, providing
services and stimulating social
change including combating
racism and promoting equal
opportunity.
(Content from Unit A344 – Full
Course)
= Innovative teaching idea
GCSE Citizenship Studies
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Equality and Human Rights Commission website
www.equalityhumanrights.com


Lets kick Racism Out of Football website
www.kickitout.org
Focus on the importance of official and
unofficial organisations promoting equal
opportunity and opposing discrimination
on the grounds of race, gender, age or
disability

Explain how this has helped to make
discrimination and racism far less
acceptable in the UK

Discuss whether further work needs to be
done to combat prejudice and
discrimination against particular groups

Play extracts from the Equality and
Human Rights Commission’s campaign
Equally Different
Students to evaluate the effectiveness
of this campaign on promoting equal
opportunity – students to post
comments on the You Tube link
= ICT opportunity
19 of 30
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
Evaluate the effectiveness of the
law in discouraging unfair
discrimination.
(Content from Unit A344 – Full
Course)
= Innovative teaching idea
20 of 30
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

Students to browse the website to
describe and evaluate the other
activities of the Commission

Students to evaluate a campaign from a
different organisation promoting
equality and human rights

Students could debate whether unfair
discrimination should become a
criminal rather than a civil offence.
What would be the consequences of
such a change?
SUGGESTED RESOURCES
POINTS TO NOTE


Reinforce the difference between civil and
criminal law before starting the debate

Emphasise that racism in particular forms
is a criminal offence
The BBC website contains a consumer guide to
sex and race discrimination in employment. This
may be a useful starting point in considering the
different ways in which employers can break antidiscrimination laws
www.bbc.co.uk/consumer/guides_to/
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GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Students to discuss whether other
measures could be taken to reduce the
likelihood of discrimination at work


Introduce the potential difficulties of
making a civil claim in the event of
discrimination

Alternatively students could focus on
news items about the rise of hate
crimes and bullying against disabled
people and identify measures to reduce
the incidence of such crimes

Raise the general issue of how far legal
changes can alter people’s behaviour
The BBC news website contains several news
items on hate crimes against disabled people. An
alternative site for such information is
www.stophateuk.org, which is a charity website
set up to publicise and address the growing
problem of hate crime

= Innovative teaching idea
GCSE Citizenship Studies
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Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Understand the interdependence
of individuals, groups and
communities, the need for mutual
respect and
understanding and the importance
of community cohesion.

Use an example of a school-based
community cohesion project to
stimulate a discussion of the
advantages of such projects


This can build on the previous lesson to
investigate further the contribution of
people of different ethnic origins and
religious backgrounds to the national
economy, entertainment and sport
(Content from Unit A342 – Short
Course)

Search your local authority’s website or
those of other LAs to find other
examples and a statement of local

policy on community cohesion

Reinforce the concept of community
cohesion and its importance in bringing
people together
TOPIC OUTLINE
There are some excellent community cohesion
case studies on the Teacher Net website. These
can act as a stimulus for class discussion about
the importance of community cohesion and
possible Practical Citizenship Action projects
students could engage in – Controlled
Assessment for Unit A344
www.teachernet.gov.uk

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= ICT opportunity
GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
Understand successful strategies
for developing more harmonious
communities and societies.
(Content from Unit A344 – Full
Course)
= Innovative teaching idea
GCSE Citizenship Studies
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

SUGGESTED RESOURCES
POINTS TO NOTE
Discuss possible projects in school and
the local community with reference to
the Controlled Assessment for Unit
A344 for students interested in
following the full GCSE course
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Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
Engage with and evaluate the
effectiveness of informal and
formal community leaders (small
business owners, councillors,
youth workers, media workers,
etc), community groups and nongovernmental organisations (such
as community groups, charities
and special interest groups) in
addressing and supporting
community needs, providing
services, promoting community
cohesion and bringing about social
change. (Content from Unit A344 –
Full course)
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CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Students to list all groups and nongovernmental organisations providing
services to support community needs in
the local area (an analysis of a local
newspaper or list from the Local
Authority or library will enable to
students to add to their list)



Identify which groups focus particularly
on the needs of young people and to
identify which other groups of people
are supported by local organisations

Students to discuss what service these
groups and organisations provide for
the young. To what extent do they meet
young people’s needs and give a sense
of belonging?
List of community groups from Local Authority,
local library or village / town website
The objective of this lesson is to introduce
students to a selection of those local
groups and organisations that promote
community cohesion and to discuss how
this works. Students may be interested to
evaluate the role of local sports clubs,
youth clubs and other youth organisations
in helping young people feel valued
members of the community
What else might be needed?
= ICT opportunity
GCSE Citizenship Studies
Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
Research the needs of different
groups in their local community by
using a simple but valid social
survey.
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE



Please refer to the Guidance Materials
for this Controlled Assessment and to
the Specimen Assessment Materials
Use the OCR Source Book as a starting point as
well as the materials on community coherence
specified above
This part of the specification content
relates to Part 2 of the Controlled
Assessment for Unit A344. This requires
candidates to research, plan, take action
and evaluate that action
Understand that different groups
may hold differing views on the
nature of the community’s needs
and the best ways to meet these
needs.
Actively engage in and understand
the processes needed for
successful community action
designed to have an impact in the
school, college and/or wider
community: researching the
background (including
= Innovative teaching idea
GCSE Citizenship Studies
= ICT opportunity
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Sample GCSE Scheme of Work
OCR GCSE CITIZENSHIP STUDIES UNIT A342 & A344:
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED
KINGDOM (SECTIONS 3.2.1 AND 3.4.1 - COMBINED)
SUGGESTED 10 HOURS +
TEACHING
CONTROLLED TOPIC
TIME
ASSESSMENT
TOPIC OUTLINE
CITIZENSHIP, IDENTITY AND COMMUNITY IN THE UNITED KINGDOM (SECTIONS 3.2.1 AND 3.4.1 COMBINED)
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
identification of key decisionmakers); negotiating responsibility
within a team; finding sources of
information and support; engaging
in community action; reflecting on
the process of participating and, if
appropriate, consolidating or
extending the project.
(Content from Unit A344 – Full
course)
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GCSE Citizenship Studies
Sample GCSE Lesson Plan
OCR GCSE Citizenship Studies Unit A342:
Citizenship, Identity and Community in the
United Kingdom (Section 3.2.1)
Understand the cultural traditions and value system that contribute to being
British
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Understand the values of personal freedom; tolerance and respect for diversity;
equality of opportunity; representative democracy and the rule of law.
Objective 2
Identify possible barriers or threats to each of the values.
Objective 3
Assess how far each of the values applies in the UK today.
Recap of Previous Experience and Prior Knowledge
This is likely to be the first lesson for Unit A342. It will be important to build the lesson on an
understanding of rights and responsibilities.
This lesson could be developed to become part of the introduction to the controlled assessment
task on campaigning. Students could consider historical campaigns to extend human rights,
including the abolition of the slave trade, in order to help them understand value such as personal
freedom and tolerance. See the scheme of work for more details, and visit the British Library
website for ideas and resources from its Campaign. Make an Impact! section.
www.bl.uk/campaign
Content
Time
Content
5 minutes
Students to work individually to match each value to an appropriate definition
provided by the teacher. Students to check their matches with a partner.
5 minutes
In pairs, students to attempt to rank the values in order of importance.
5 minutes
Teacher-led discussion of the rankings to consolidate students’ understanding of
the values.
GCSE Citizenship Studies
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Sample GCSE Lesson Plan
15 minutes
Students to use the online exhibition of key events and documents in the
development of citizenship in the UK from the National Archives or the more
accessible official handbook for the UK Citizenship Test, Life in the United
Kingdom: A Journey to Citizenship to the values to particular historical events or
documents
10 minutes
Students to remain in groups to identify possible barriers or threats to each of the
values. Teachers can provide descriptions of barriers or threats such as crime,
inequality, racism, etc. or provide news items and statistics to illustrate such
barriers or threats.
10 minutes
Class discussion of how far each of the values applies in the UK today. Students
to support their points with evidence from their studies.
Consolidation
Time
Content
10 minutes
Check students’ understanding of each of the values and set homework for
students to explain the importance of each value.
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GCSE Citizenship Studies
Sample GCSE Lesson Plan
OCR GCSE Citizenship Studies Unit A344:
Citizenship, Identity and Community in the
United Kingdom (Section 3.4.1)
Understand the conditions which may lead to strain and conflict between
communities in the UK
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Understand the conditions that may lead to strain and conflict between
communities in the UK.
Objective 2
Understand and apply the concepts of prejudice, discrimination and racism.
Objective 3
Identify ways to reduce strain and conflict between communities.
Recap of Previous Experience and Prior Knowledge

This lesson will build on students’ exploration of the diversity of ethnic and cultural groups
within the UK as well as the contributions these groups make to the economy, sport and
entertainment in the UK.
Content
Time
Content
20 minutes
Students work in small groups using the Office of National Statistics website
www.statistics.gov.uk (Ethnicity and Identity sections) to identify any inequalities
that might lead to strain and conflict between communities in the UK. Students
must support their points with appropriate evidence.
Teachers may wish to allocate the following sections to particular groups of
students:

inequalities in educational attainment and exclusions from school;

unemployment;

health;

housing;
GCSE Citizenship Studies
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Sample GCSE Lesson Plan

likelihood of being a victim of crime.
10 minutes
Students report back. Teacher-led ranking of the inequalities that are likely to
cause greatest strain and conflict. Students to introduce other factors from their
own experience.
Time
Content
10 minutes
Teacher to introduce or consolidate the concepts of prejudice, discrimination and
racism. Discussion of how far experiences of racism are likely to increase strain
and conflict.
10 minutes
Discuss ways to avoid strain and conflict as a lead in to the next lesson – see
Scheme of Work for Unit A342 and A344 combined.
Consolidation
Time
Content
10 minutes
Check students’ understanding of the conditions that may lead to strain and
conflict. Match each condition with a strategy to limit the problem. Students to
develop a practical example of each strategy for homework.
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GCSE Citizenship Studies