YEAR 8 SCHEMES OF WORK
Voluntary Work
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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
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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.
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c) CONTRIBUTE TO GROUP AND EXPLORATORY CLASS DISCUSSIONS,
AND TAKE PART IN DEBATES.
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.
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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.
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Citizenship Competencies.
Name:
Class:
Topic Name:
Description of topic studied (What I studied. What I did)
Citizenship
Competency.
Judgement
poor 5=good.
1=
Evidence of
achievement.
Targets.
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Citizenship Formative Statement
Name:
Topic Studied:
Class:
Strengths
Achievements
Development Needs
Signed………………..
Date………………………….
Teacher’s Comment
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Signed………………..
End of key stage 3 Assessment.
Date……………………………
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.
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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.
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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.
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FORMAL ASSESSMENT.
STUDENTS RESEARCH A CHARITY. STUDENTS MUST FIND OUT THE
VALUES THE CHARITY HAS, HOW IT PROTECTS THEM, HOW THE PUBLIC
CAN GET INVOLVED AND FIND SUCCESS STORIES. STUDENTS MUST
ALSO RESEARCH THE PROBLEM THE CHARITY IS TRYING TO SOLVE.
ASSESSMENT STRATEGIES.
QUESTION AND ANSWERS.
DEFINE KEY WORDS.
JUSTIFY OPINIONS.
GIVE EXAMPLES AND REASONS TO BACK UP VIEWS.
FINDING POSITIVE AND NEGATIVE VALUES.
JUDGE WHETHER STUDENTS CAN GIVE VIEWS THEY DON’T AGREE
WITH.
RESPONSE TO VIDEO.
GROUP DISCUSSION.
BRAINSTORM.
ENQUIRY AND COMMUNICATION.
COMPLETION OF WORKSHEET.
PERSONAL EXPERIENCE USED IN EXAMPLES.
WORD SEARCH.
PREPARATION FOR DEBATE.
PARTICIPATION IN DEBATE.
FINDING CORRECT WORDS.
SOLVING PROBLEMS.
SOLUTIONS GIVEN TO HELP POVERTY.
EVIDENCE OF RESEARCH INTO A CHARITY.
LITERACY.
READING FOR INFORMATION.
ORAL AND WRITTEN VIEWS.
DISCUSSION.
FINDING KEY WORDS.
WORDSEARCH.
NOTE TAKING.
WRITING UP EVIDENCE.
NUMERACY.
CLASS VOTE.
PERCENTAGE OF VOTE.
FIGURES RAISED BY CHARITIES.
MONEY SPENT BY CHARITIES.
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GIFTED AND TALENTED PROVISION.
LESSON 1.
GIFTED AND TALENTED STUDENTS MUST CONSIDER THE DIFFERENT
WAYS OF PROTESTING.
THEY MUST PRIORITISE THE DIFFERENT TYPES OF ACTION, SAYING THE
BENEFITS AND DISADVANTAGES OF EACH.
LESSON 2.
GIFTED AND TALENTED STUDENTS MUST GO ON THE INTERNET AND
PREPARE A SHORT PRESENTATION ON AMNESTY INTERNATIONAL.
THEY MUST FOCUS ON THE MORAL VALUES THAT AMNESTY HAS. THIS
CAN BE SHOWN TO THE REST OF THE CLASS AND WILL GIVE A TASTE
OF HOW TO DO THE FORMAL ASSESSMENT.
LESSON 4
DURING THE FORMAL ASSESSMENT GIFTED AND TALENTED STUDENTS
ARE EXPECTED TO MAKE CONTACT WITH THE CHARITY. THE MUST
ENQUIRE ABOUT THE VALUES OF THE CHARITY, HOW THE PUBLIC CAN
GET INVOLVED AND SUCCESS STORIES. GIFTED AND TALENTED
STUDENTS WILL BE EXPECTED TO FOCUS ON THE IMPORTANCE OF
PARTICIPATING WITH A CHARITY.
LINKS TO ICT.
RESOURCES PRODUCED USING THE COMPUTER.
RESEARCH IS DONE USING THE INTERNET.
COURSEWORK PRESENTED ON MICROSOFT WORD.
GIFTED AND TALENTED STUDENTS DO EXTRA RESEARCH ON THE
INTERNET
VIDEO USED.
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Lesson 1 Exploring my values
Aim: To understand ‘value’ and consider what I value in life.
L/O’s
All ss: Know what’s important to them.
Most ss: Realise difference between monetary & moral and sentimental values.
Few ss: Imagine life without their values and what they’d do to fight for them.
Resources
1) Lesson overview h/o
Activities
1.
I show my value possessions and talk through them.
Monetary – Car keys/Money
Sentimental – Nans Letter/Paul Allen Photo/Family Photo
Moral – Freedom/Equality/Love/Health.
Explain that most important things don’t have monetary value.
- Most important things are friends/family/memories/peace and health.
2.
Students Fill in W/B & copy
Value – Something of importance
Monetary value – Value of money. Can be replaced.
Sentimental – Things important to me emotionally.
Moral – Issues I believe in.
3.
A
B
C
D
4.
A
B
C
D
Ask students to think about things/people/objects/qualities/issues they value.
Write list in book
In pairs describe an item that’s valued
Feedback – explain their partner’s choice.
Give out handout
Students must enter 6 things of value on their sheet.
When students have filled in the h/o they must look at each value in more depth.
Model the activity. Students copy and complete:
Moral value=
Life without this value=
If someone took away this value I’d=
This value is important because=
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5.Gather ideas on what students would do if their value was taken away.
EG Demonstrate/write a letter/join a protest group
Gifted and talented.
Gifted and talented students must consider the different ways of protesting. They must
prioritise the different types of action, saying the benefits and disadvantages of each.
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My Values.
Values=
There are different types of values.
Monetary Value =
Sentimental Value =
Moral Values =
In this Scheme of work we will be concentrating on moral values. It is very
important to understand that different people have different moral values.
Your task is to write about 6 things you value. You must have at least 2 moral
Values.
For each value you must write the answer to the following questions.
a) This value is important to me because…
b) Life without this value would be……
c) If someone took this value away my life I would….
Value =
a)
b)
c)
Value =
a)
b)
c)
Value =
a)
b)
c)
Value =
a)
b)
c)
Value =
a)
b)
c)
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Lesson 2 Exploring our values
Aim: Consider values society has and realise that not everyone shares these values.
L/O’s
All students can: List some common values in society - give personal opinion on
these values.
Most students can: Look at 2 sides to a value.
Understand not everyone shares values.
Offer different views.
A few students can: Give detailed reasons, with examples of why people will have
different values.
Resources
1. Lesson overview resources in this scheme of work
 H/o on war / animal testing / pollution. Positive and negative views.
 H/o Box to fill in answers on war / animal testing /pollution = views.
 Values discussion sheet h/o.
 Where do you stand?
Activities
1. Students put hands up if they value these things:
A) Freedom
B) Family C) Greed
Put answers on board and explain that often in society people share similar values.
B) Ask students to add values they believe society shares.
= love / peace / health / truth
= Students copy in book
2. Make a point that sometimes not everyone agrees on a value in society.
Students copy and complete.
“People in society have different values. We get our values from…..”
Example answers= Family/friends/teachers/religion
3. Draw students’ attention to W/B. On it write “war” “Animal Testing”
“Pollution”
A) Ask students to initial reaction = BAD
B) Give students h/o with table on war / animal testing / pollution.
C) Give students h/o with positive and negative views on
– Students must put positive and negative views for war, animal testing and
pollution under correct heading. GNT = add more views.
D) Feedback – check answers.
E) Make point that some in society have different views – Elicit answers.
F) Ask students for their views on each topic.
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G) Hold debate. Give students their opinions. They must argue the points, giving
reasons for views.
4. A) Give h/o “Exploring our Values”. Students fill in positives and negatives.
B) Students feedback and discuss.
C) Students guess then copy Veronica William’s 5 values that all society should
have.
LOVE / TRUTH / FREEDOM / JUSTICE / RESPONSIBILITY
PLENARY (Or starter for next lesson)
A) Explain that in Citizenship, we must understand views that aren’t our own.
(as society has different values). To do this we’ll do an activity which may
include giving views we don’t agree with.
B) Give values discussion sheet h/o ‘Where do you stand?’.
C) Students read points 1-5.
D) Students circle 1-10, depending on their view (1 = agree strongly / 10 =
disagree strongly).
Students don’t write names on sheet.
E) Mix handouts up.
F) I put 1-10 on h/os on floor.
G) I need statement and students have to stand where the sheet tells them to.
H) We discuss each value and remind students that they are answering from the
point of view of the person who wrote on the sheet.
I) Students write.
“Using someone else’s opinion helps me to __________ by ___________.
HOMEWORK.
Ask parents for 5 positive and negative moral values.
GIFTED AND TALENTED.
Gifted and talented students must go on the internet and prepare a short
presentation on Amnesty international. They must focus on the moral values that
Amnesty has. This can be shown to the rest of the class and will give a taste of
how to do the formal assessment.
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Exploring our values.
Not everyone in society have the same moral values. What one person
thinks is important, another may not. Look at the list of values below.
Which ones do you think are positive values and which ones are negative
values.
1) Put the values under the appropriate heading.
2) Put a mark next to the 2 most important positive values. Give
reasons for your views.
CARING, HOPE, JEALOUSY, LOVE, RESPECT,
CHARITY, RESPONSIBILITY, FREEDOM,
DEMOCRACY, POWER , TRUTH ,
BEING CONSIDERATE, JUSTICE, HATE, GIVING ,
DESPAIR , GREED , HELPING, DICTATORSHIP,
Positive Values.
Negative Values.
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EXPLORING OUR VALUES.
We live in a society which has many different values. For example, some people think
private schools are good, but some people think they are unfair. Fill in the table below
with negative and positive views on war, animal testing and pollution. Use the
prompts given on another handout then add your own ideas.
WAR
POSITIVE VIEWS.
NEGATIVE VIEWS.
Year 8. Voluntary work.
POSITIVE VIEWS.
ANIMAL TESTING
NEGATIVE VIEWS.
POSITIVE VIEWS.
POLLUTION
NEGATIVE VIEWS.
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Year 8. Voluntary sector. EXPLORING OUR VALUES
Look at the positive and negative views below. Decide if these views are talking
about war, animal testing or pollution. Write the views in the correct box on the
handout the teacher has given you.
NEGATIVE VIEWS.
IT LEADS TO DEATH.
IT CAUSES DISEASE.
IT BREAKS UP FAMILIES.
IT’S CRUEL.
IT’S VERY EXPENSIVE.
IT’S DIRTY.
IT’LL CREATE GLOBAL WARMING.
IT’S UNFAIR.
IT’S SELFISH.
POSITIVE VIEWS.
IT LEADS TO SAFE MEDICINE.
IT CREATES JOBS.
IT STOPS ARGUMENTS.
WE NEED POWER.
IT COMES FROM PROGRESS.
IT HELPS MEDICAL AND SCIENTIFIC RESEARCH.
IT WIPES OUT EVIL.
IT COMES FROM FUEL, WHICH KEEPS US WARM.
IT GIVES US SAFE MAKE UP.
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Where do you stand?
Circle the statement which denotes your level of
agreement/disagreement with the statement. If you strongly agree,
circle number 1. If you strongly disagree, circle number 10. If you are
somewhere in the middle, circle one of the numbers which shows you level
of agreement or disagreement
Charity Begins At Home
1
2
3
4
5
6
7
8
9
10
It’s our duty to help people less fortunate than ourselves.
1
2
3
4
5
6
7
8
9
10
9
10
9
10
Look after number 1 – yourself – no one else will bother.
1
2
3
4
5
6
7
8
Treat others how you would like to be treated yourself.
1
2
3
4
5
6
7
8
Let other people look after themselves-they got themselves in the mess
in the first place.
1
2
3
4
5
6
7
8
9
10
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Lesson 3 Responding to the problem of suffering
Aim:
To Learn how to help people who don’t have our values.
L/os:
All students: Realise why voluntary groups act.
Some students: Can put themselves in the position of different groups and
people.
Can consider how to help others.
Give reasons for each action.
Know how Bob Geldof helped Ethiopians
A few students: Realise benefits of working as a group and why.
Resources:
1)
2)
3)
4)
Lesson overview handout
Video= Days that shook the world.
Diamond 7.
Video + Lyrics: Do they know it’s Christmas?
5) Lesson overview handout.
Activities:
1. Starter = Last lesson’s plenary if there wasn’t enough time to:
2. Ask class, in pairs to look through work and:
a) Say what moral values society needs E.G. Happiness / Life / Safety/ Health
Food / Freedom.
b) Look through values handout and write positive and negative values on
lesson overview handout.
3. Explain context of Ethiopian crises in 1984. Students watch video then
answer questions on handout.
4. Feedback – Concentrate on question 4. Students add to their answer.
5. What are the benefits of joining a voluntary group? – Students discuss and add
answers to their handout.
6. Elicit best ways to help people in Ethiopia – non uniform day / T.V. appeal /
Send money / fun run / get famous people / door to door knocking / tax.
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Students do Diamond 7. GNT give reasons.
7. a). Elicit what Band Aid did
b) Show “Do they know it’s Christmas” video.
Listen to Boy George’s speech.
C) Fill in handout questions.
8. Voluntary groups Protect their values – Students copy onto their handouts.
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Responding to the problem of suffering.
Positive Values





Negative Values





Ethiopia 1984.
In 1984 Ethiopia was struck by a drought. This left millions of people starving
to death. The BBC made a news report which was shown across the country.
1.
When I saw the video I felt…
2.
Values that the Ethiopians didn’t have are…




3. When people see other suffering they _______________ to the problem.
Ways to help people in Ethiopia





4. I think the best way to help other people is_________________________. This
is because………….
5. Joining a voluntary group has benefits. For example__________________
BAND AID.
The message from Boy George and Bob Geldof is……
The lyrics of the song tell us……
The song help people respond to suffering by………
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Lesson 4 and 5 (+6) Voluntary Group Research. COURSEWORK.
Give 3 lessons and homework to complete the course work.
Aim: To produce a presentation on the workings of a voluntary group.
L/O’s
All Students: Use ICT to research a voluntary group.
Use assessment criteria.
Some Students: Use all assessment criteria and show some evidence of different
resources.
A few Students: Show evidence of communication with the voluntary group and
Show knowledge on problem they are researching.
# Marking criteria for the coursework is on the handout#
Resources
ICT Room:
Assessment guide sheet.
1. Recap Q + A
Value = Something important.
Things I value =
Important values in society = freedom / love / health
What do people do if they see others suffering?
2. Explain the important of Charities, mention Ethiopia and Diabetes.
3. Explain that students for their assessment, they are going to research a
voluntary group.
They can use one with a personal importance or choose one of interest.
4. Give 2 minutes to choose group. Students can use their word search to help.
5. a) Give the assessment criteria.
b) Students read through assessment criteria. Make it clear.
6. Show previous work and examples of how to do well.
7. Explain that to do well, students must do independent research.
8. Go to computer room.
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Gifted and talented.
During the formal assessment Gifted and talented students are expected to make
contact with the charity. The must enquire about the values of the charity, how the
public can get involved and success stories. Gifted and talented students will be
expected to focus on the importance of participating with a charity.
Homework
Carry on with coursework.
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Citizenship coursework. The work of Voluntary Groups.
In this enquiry you will learn about the work of a local, national or
international voluntary group.
Which voluntary group can I find out about?
It is up to you which group you look at. Here are some ideas.
Oxfam
www.oxfam.org.uk
RSPCA
www.rspca.org.uk
Red Cross
www.redcross.org.uk
UNICEF
www.unicef.org
Comic Relief
www.comicrelief.com
Amnesty International www.amnesty.org
What do I need to find out about each Voluntary group?
You must:
 Find out the values the charity is protecting.
 Research the problems the charities are trying to solve.
 Find out where it carries out its work and who does the work.
 Find out the ways the charity raises money.
 Find out what the charity does.
 Find out how the public can help the charity.
 Find success stories from the charity.
 Find out where the money raised goes.
How will I present my work?




You can do this in a number of ways.
A pamphlet—hand written or word processed.
A piece of display work. For example a poster.
A booklet.
How will I be assessed?
You will be assessed on your ability to:
 Research sources.
 Provide information to show an understanding of the voluntary
group.
 Show communication with the charity. Example= Contact the
charity.
 Show skills of enquiry.
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Lesson 7 Presentation & Peer Assessment
Aim:
To present information on voluntary group and assess our work.
L/O’s
All students can: present their work.
find information on groups.
Most students can: consider why they chose their groups.
Some students can: consider skills learnt and how to improve next time.
Resources
1. Presentation of charity.
2. Citizenship Competencies.
Activities
1. Put students into groups of 4.
2. Elicit what question students should ask each other about the presentations.
3. Give h/o with questions to ask each other. Student create a criteria for success.
4. Students present to each other and write down answers to questions. The
students mark each others work according to the criteria of success they have
created.
5. Feedback. Each student gives a piece of information they’ve learnt.
6. Students fill in Citizenship Competencies handout.
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