Modellversuch „Bilinguale Züge“
Bilingualer Sachfachunterricht Wi/R
Baustein „Employment of Young People“ (Jahrgangsstufe 9)
Lehrplanbezug
Bei der Auseinandersetzung mit Lebenssituationen Jugendlicher entwickeln die Schüler zunehmend ein Bewusstsein für die Bedeutung gesetzlicher Regelungen und erkennen deren Ordnungs- und Schutzfunktion. Sie
lernen Rechte und Pflichten als Staatsbürger kennen. Die folgende Unterrichtsstunde befasst sich in diesem
Zusammenhang mit grundlegenden Bestimmungen gemäß Jugendarbeitsschutzgesetz.
Vorerwägungen
Bestimmungen bezüglich Recht und Lebensalter unterliegen stets nationalen gesetzlichen Vorgaben. Daher
werden im Folgenden wesentliche Bestimmungen zum Jugendarbeitsschutz in Deutschland und Großbritannien
einander gegenüber gestellt. Darüber hinaus soll auch das Bewusstsein bei den Schülern bezüglich eines verantwortungsvollen Verbraucherverhaltens beim Kauf von importierten Waren gefördert werden.
Materialien
M1
M2
M3
M4
M5
M6
Photo/Child Labour
Background Information
What age can I...?
Tafelbild
Jugendarbeitsschutzgesetz
Case Study
Vorbereitung
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Kopieren des Fotos M1 auf Folie
Kopieren des Infoblatts M2 (bei Bedarf als Klassensatz)
Kopieren des Arbeitsblatts M3 (Klassensatz)
Kopieren des Infoblatts M5 (Klassensatz)
Kopieren des Infoblatts M6 (Klassensatz)
Ablauf
Der Einstieg erfolgt über ein Foto zum Thema Kinderarbeit in Bangladesh (M1). Aus der Bildbeschreibung heraus
werden den Schülern die dramatisch schlechten Lebens- und Arbeitsbedingungen von Kindern in vielen Teilen
der Welt bewusst (Bei Bedarf kann zur Verdeutlichung der Problematik auf das Infoblatt (M2) zurückgegriffen
werden). Zugleich drängt sich die Frage nach der Notwendigkeit gesetzlicher Regelungen auf.
Ausgehend von Regelungen zum Thema Recht und Lebensalter in Großbritannien (M3) arbeiten die Schüler in
Partnerarbeit diejenigen Bestimmungen heraus, die für die Beschäftigung von Kinder bzw. Jugendlichen von
Bedeutung sind. Dabei sind bewusst auch Regelungen aufgeführt, die nicht für die Beschäftigung von Bedeutung
sind. Zur Strukturierung der Ergebnisse wird den Schülern eine Zeitschiene (vgl. Tafelbild (M4) vorgegeben. Dieses Grundgerüst erleichtert zum einen die übersichtliche Darstellung der Ergebnisse, zum anderen ermöglicht
diese Darstellungsform einen anschließenden Vergleich mit den gesetzlichen Bestimmungen laut Jugendarbeitsschutzgesetz in Deutschland. Die Ergebnisse der Partnerarbeit werden im Tafelbild ergänzt.
In der Zusammenfassung werden gemeinsam die Ziele des Jugendarbeitsschutzes erarbeitet und im Tafelbild
schriftlich fixiert.
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Modellversuch „Bilinguale Züge“
Auf eine Übersetzung des deutschen Gesetzestexts wird bewusst verzichtet (M5). Der tabellarischen Gegenüberstellung von Gemeinsamkeiten und Unterschieden gehen Fragen zum Text voraus. Dabei sollen die Schüler ihre
Antworten anhand des Gesetzestexts belegen. Insbesondere ist in diesem Zusammenhang auf die Verwendung
vorgegebener Wendungen wie „it is not allowed, you must not“ etc. zu achten.
Die Gegenüberstellung deutscher und britischer Schutzbestimmung bei der Beschäftigung Jugendlicher verdeutlicht dem Schüler den hohen Stellenwert des Jugendarbeitsschutzes innerhalb der EU. Die Realität zeigt jedoch
(vgl. Auch Einführungsphase), dass nach wie vor in vielen Teilen der Welt grundlegende Schutzbestimmungen
bei der Beschäftigung von Kindern und Jugendlichen missachtet werden. Über die Geschichte eines 13-jährigen
Jungen aus Nepal, der in der Teppichindustrie beschäftigt war, soll der Schüler hinsichtlich seiner Verantwortung
als Verbraucher sensibilisiert werden. Organisationen wie „GOODWEAVE“ und entsprechende Gütesiegel Schüler erleichtern dem Verbraucher eine sozial verantwortliche Kaufentscheidung. Die Organisation „GOODWEAVE“
sei an dieser Stelle exemplarisch erwähnt. Diese Organisation bietet auch eine entsprechende Internetseite in
englischer Sprache, die eine Fülle von Texten, Info- und Bildmaterial als Grundlage zur Projektarbeit anbietet.
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M1
Photo
Employment of Young People (Year 9)
According to UNICEF estimates, about 3.3 million
children in Bangladesh are involved in child labor almost 20% of the working population…
Photo: G M B (Golam Mostofa Bhuiya) Akash, Bangladesh, Freelance Photographer, Panos Pictures
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M2
Background Information
Employment of Young People (Year 9)
Defining child labour
Though definitions vary, child labour
means work that is done by children
under the age of 15 (14 in some developing countries) which restricts or
damages a child's physical, emotional, intellectual, social and/or spiritual growth.
Sometimes, work does not harm
children. Work may even help them
to learn new skills or to develop a sense of responsibility.
Most people agree that when we speak about child labour, we mean labour which is intolerable or harmful to children, or which denies them
their right to fully develop, to play or to go to school.
Child labour includes:
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Work performed by children under the age of 15
Long hours of work on a regular or full-time basis
Abusive treatment by the employer
No access or poor access to education
Quick facts
 Globally, 218 million children are
child labourers
 126 million of these children are
engaged in hazardous work
 73 million working children are less
than 10 years old
 Every year, 22,000 children die in work-related
accidents
 The largest number of working children – 122 million – are in the
Asia-Pacific region
Quelle: http://www.freethechildren.com
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M3
What Age can I?
Employment of Young Poeple (Year 9)
14 +
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You can get a part time job, for a maximum of two hours on a school day, working sometime
between 7.00am and 8.00am and 5.00pm and 7.00pm.
You can work on Sundays between 7.00am and 7.00pm, but again for no more than two hours.
You can work up to five hours on a Saturday between 7.00am and 7.00pm.
During school holidays you can work five hours a day from Monday to Saturday. But you can
only work two hours a day on Sundays.
You can go into a bar and order soft drinks.
If convicted of a serious criminal offence (in a Youth Court), you can
be held in secure accommodation for no more than 24 months. You could also get a fine for a
maximum of £1,000.
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15+
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Working restrictions are the same as 14-year-olds, except you can work up to eight hours on
a Saturday between 7.00am and 7.00pm (if you're 15 or over but under school-leaving age).
Workers who are at least 16 but under 18 must not work more than eight hours a day or 40
hours a week. They must have: a break of 30 minutes every 4.5 hours; a rest period of 12
hours between each working day; and two days off a week
You can ride a moped with a max engine power of 50cc (and a provisional licence). You can
work full time if you've chosen to leave school (but not in a bar or a betting shop).
You can move out of the family home with your parents' permission. (If you're under 17 then
Social Services may apply for a Care Order).
You can order your own passport.
You can get married (with parental consent).
17+
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You can drive most types of vehicles (with a provisional driving licence and a 21+ adult in the
passenger seat who is qualified to drive).
If you pass your driving test, and you're properly insured, you can get behind the wheel and
take to the road on your own.
18+
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You can vote in local and general elections.
You can stand for election as a Member of Parliament, local councilor or Mayor.
You can serve on a jury, or be tried in a magistrates court and go to jail if you're found guilty
of a criminal offence.
You can make a will.
You can get married without parental permission.
You can view, rent or buy an 18 rated film.
Quelle: http://www.thesite.org/homelawandmoney/law/yourrights/whatagecani
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M4
Tafelbild
Employment of Young People (Year 9)
under 14
14 – under 16
16 – under 18
no employment of
children under 14
Part time job for a maximum of two hours on a
school day between 7am
and 8am and 5pm and 7pm
(on Sundays 7am and 7pm,
on Saturdays five hours!)
no more than eight
hours a day or 40
hours a week
During school holidays:
five hours a day (Mon-Sat).
a rest period of 12
hours between
each working day
15-year-old persons can
work up to eight hours on
Saturday
break of 30 minutes
every 4.5 hours
two days off a week
Aims:
These regulations ensure that…
young people of school age are protected,
their health and safety is looked after and
they are not exploited.
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M5
Jugendarbeitsschutzgesetz
Employment of Young Poeple (Year 9)
Task 1:
Does the Jugendarbeitsschutzgesetz allow …
1. your parents to tell you to go shopping for your family?
2. you to work in your parents’ restaurant on Saturday evenings?
3. an eleven-year-old child to do the paper-round?
4. you to work during your summer holidays?
Use the following phrases:
to be allowed to, it is forbidden by law, it is illegal, you must not ….
Task 2:
Compare the German Jugendarbeitsschutzgesetz and the regulations according to The Protection of
Young Persons Employment Act (M3).
Make a table to show the differences and the similarities.
Protection of Young Persons
Employment Act
Jugendarbeitsschutzgesetz
7
Differences
...
...
...
...
Similarities
...
...
M6
Case Study
Employment of Young People (Year 9)
Look for the label…
Former child weaver, Akash, 13, now living in “GoodWeave” rehabilitiation centre, Kathamandu Nepal
"GoodWeave provides lodging, food and education and
helps children to contact their parents and family too. Now,
when I grow up I want to be a social worker like the
GoodWeave inspector."
My name is Akash. I am 13 years old and come from
Laxchaminiya - a small village in a remote part of the district of Rautahat. Rautahat district is in the Central Development region of Nepal which is about 400 km east of
Kathmandu.
My family is very poor - we always lived hand to mouth and
my father is an alcoholic. We were so poor that when I was
12 they sent me and my sister to Kathmandu to work in a
rug factory.
It was an awful life. We had to live in a dirty, dark room in
the broker's* house, get up at 4am and start work straight
away with no breakfast. We had to work through to 9
o'clock at night, and we only ate once, then we just went
straight to bed, usually by ten at night.
(* TheBroker is also a carpet weaver in the factory and he
is supposed to supply an additional number of workers in
the factory and then receive a commission from the factory
owner. The broker brought Akash from his village and
Akash had to work under his supervision.)
We were always hungry and tired. We weren't allowed to
leave the factory and we were often beaten and shouted at.
There was nothing interesting in what we did, all we had to
look forward to in our lives, was our breaks.
When the GoodWeave inspectors came to the factory, the
broker tried to hide me and the inspectors had to fight very
hard to get me out. But they did, and now I live in the
GoodWeave Rehabilitation Centre. Now, I have been
given an opportunity to study at the GoodWeave School. I
don't want to have to worry about money when I get older,
like my parents do.
If GoodWeave is not in Nepal many children, like me,
would have to work in terrible conditions. GoodWeave
provides lodging, food and education and helps children to
contact their parents and family too. Now, when I grow up I
want to be a social worker like the GoodWeave inspector.
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