Introduction to unit
This unit has been designed for year 10 groups studying PSHE with discrete Citizenship units,
but not following a GCSE or other accredited programme.
The unit helps to address areas 1 c and d, 2 a, b and c, 3 a and c of the Key Stage Four
Programme of Study.
This unit was designed to be taught in Citizenship lessons but also to complement the Edexcel
RE GCSE course. The idea is that the Citizenship course covers all of the background social and
political information, leaving the RE course more time to learn the religious opinions on the
issues considered. Feedback from the RE department has been very positive.
Starting the unit by considering how politics affects all of us in our daily lives was fairly
successful at combating the attitude that politics is irrelevant (an attitude that the majority
of my pupils have). It meant that I could refer back to that lesson during the unit if it seemed
that pupils were switching off.
I was concerned that the essay on voting systems might not work well, particularly as pupils at
our school are not used to doing significant pieces of writing in Citizenship lessons. My
strategies for dealing with this was linking it to RE, pitching it as an opportunity to practice
skills learnt in English, and providing plenty of structure and support for those that needed it.
The result was that most pupils produced good quality essays with a range of arguments and
concluding with their own opinion. This gave me the opportunity to praise them, and to focus
this praise on their citizenship skills. I think it also helped them to start valuing Citizenship as
‘real’ subject!
The RE course looks at the Christian foundations of the British Welfare state and it was
therefore important to look at Welfare state in some detail in the Citizenship unit. I initially
had reservations about teaching the lessons on the welfare state, perhaps partly because it is
not an area I know much about but it turned out to be one of the best parts of the unit. Firstly,
the pupils enjoyed working out the solutions to the 5 evils. They usually came up with the
solutions that were actually put in place from the 1940s onwards and this gave them a sense of
achievement. Secondly, it was a topic that they all were able to engage in and had an opinion on
as they all have some understanding of education, healthcare, housing, etc. When starting the
Welfare state aspect, pupils were very interested to see pictures of their area in the 1940s,
and were particularly shocked by the bomb damage. I would therefore recommend finding
pictures of the area around your own school for this part. Pupils also enjoyed the debate on the
NHS, but this only worked very well with classes that had some experience in debate. If I were
teaching the unit again, I would spend more time on how to have a debate if the group were new
to debating.
Reference note on resources:
The worksheet on first past the post and proportional representation is photocopied from the
textbook ‘Government and Democracy’ in the PfP ‘Get Into Citizenship’ series
The posters on how politics affects us use in Lesson One, and the political bingo activities used
in Lessons 2 and 4 are taken from the Democracy cookbook.
Additional PowerPoint Resource (in PDF format)
Medium Term Plan – British Politics and the Welfare State
Lesson Key questions
Objectives
What
do
you To consider how much pupils already
1
Activities
British politics quiz
Identifying activities and
issues that are affected
by politics
already know about
politics?
How does politics
affect your life?
know about British politics
To introduce the new unit of work
To explore the ways in which politics
affects pupils’ lives
2
What are MPs and
what do they do?
What qualities
should an MP have?
To identify the main roles of an MP
To consider the qualities that an MP
should have
To design an MP
Political bingo
Discussion and card sort
on attributes of an MP
Design life size ideal MP
3
How do elections
work? How are
MP’s elected in
Britain? What is
proportional
representation?
To explain how Britain’s electoral
system works
To develop your own opinion about
different voting systems
To consider the arguments in favour
and against different voting systems
Mock voting
Work out election results
for FPTP and PR elections
4
Is
proportional To identify and evaluate arguments
representation
a in favour and against proportional
good or a bad idea? representation
To compare proportional
representation and first past the
post
To develop and justify our own
opinions about proportional
representation and first past the
post
Identify arguments in
favour and against PR
from sheet
Produce balanced essay
with own opinion
5
What is the
Welfare state and
why was it
created?
To explain why the Welfare State
was set up in Britain
To identify the key features of the
Welfare State
To express our own opinions about
the Welfare State
6
What is your
opinion of the
current welfare
state?
To recap and develop our knowledge
about the Welfare State
To consider one part of the Welfare
State in detail
To develop debating, reasoning, and
listening skills
Identify
problems
in
Britain now and in 1940s
Use timeline to answer
questions about welfare
state
Vote with your feet
plenary
Debate on whether or not
the NHS should charge
for medical treatment
LESSON PLAN 1
Teacher’s Name:
Subject:
Miss Jarman
Citizenship
No. in Group
No. of G&T
19
Day/Date:
Class:
No. on SEN Register:
Thurs 20th April
y
10
Mixed Ability:
or Set
Girls
School Action 0
School Action Plus 1
8
No. EAL students below NC level 2:
Period:
4
of
Statemented
0
1
Unit/module of work: (Refer to SoW and NC PoS)
British Politics
Key ideas/questions/words:
What do you already know about politics?
How does politics affect your life?
Is everything ‘radically political’?
Politics, politician, prime minister, chancellor, etc.
Learning objectives/We Are Learning To (WALT):
Learning outcomes/What I’m Looking For (WILF): By
the end of the lesson –
1 cd 2 abc 3ac
To consider how much pupils already know about
British politics
To introduce the new unit of work
To explore the ways in which politics affects pupils’
lives
Support Staff(s)?
Students?
N/a
No
All should have considered how much they already
know about politics, understood the connection
between the unit and the RE GCSE, and identified a
few ways in which politics affects their lives
Most should have considered how much they already
know about politics, understood the connection
between the unit and the RE GCSE course and
identified how politics affects numerous different
aspects of their lives
A few should also have begun to question and
consider the benefits and disadvantages of the ways
in which politics affects their lives, and the ways in
which they can affect politics
Literacy focus Group talk, reading for meaning
Time
Core lesson content
Core Teaching/Learning
approaches
Strategies to meet range of
learning needs eg. Less able/more
able/EAL, use of SIP
Assessment:
what/how/who?
10m
Starter: British
politics quiz
Individual work on
sheet or read out by
teacher
Less able pupils may work in pairs
to answer questions
Extension for more able:
brainstorm their opinion of politics
Audio visual powerpoint
presentation for answers
Pupils to feedback
answers, teachers
to provide correct
answers –
immediate oral
feedback
10m
Introduction of
new unit
Teacher to explain
connection between unit
of work and RE GCSE
(explain has been used
in other schools to
boost exam grades
while meeting legal
requirement to learn
about Citizenship)
Teacher to start brief
Audio visual presentation using
powerpoint to facilitate
understanding
Teacher to check
understanding by
asking questions, no
hands up
discussion on what
pupils think about
politics.
15m
Main activity: Step
1
Introduce Rousseau
quotation: ‘Everything
is radically political’.
Pupils will decide if
they agree.
Pupils to work in pairs
or groups to brainstorm
some of the things
which are important to
them, activities that
they do everyday, etc.
Divide into two
categories: Things that
are affected by
politics, things which
are not.
15m
Main activity: Step
2
Teacher to provide
copies of posters about
how politics affects
where you live, sport,
music, etc.
Pupils use information
to see if they should
move any of the
activities/issues to
different category, and
can they identify other
things that are
affected by politics.
10m
Plenary: Class
discussion
Is everything radically
political? Pupil
discussion to feedback
work.
None to be set
Homework:
All:
Most:
A few:
Risk assessment/Health and Safety
Teacher to ensure appropriate
groupings of students, to circulate
in class to provide support for less
able and to encourage more able
to think more deeply about the
issues raised
Sheet to provide more structure
and examples for less able and
EAL
EAL Target
Teacher to ensure appropriate
groupings of students, to circulate
in class to provide support for less
able and to encourage more able
to think more deeply about the
issues raised
Sheet to provide more structure
and examples for less able and
EAL
EAL target
Differentiated questioning
Choose a pupil to facilitate the
discussion to extend able pupil
Immediate
feedback while
circulating, and
books to be marked
after lesson
Immediate
feedback while
circulating, and
books to be marked
after lesson
Immediate verbal
feedback from
teacher and from
peers
Other links as appropriate e.g. numeracy/SMSC
BRITISH POLITICS
How much do you already know? Take a guess if you aren’t sure.
1. Who is the Prime Minister?
………………………………………………………………………………………………………
2. Which are the 3 main political parties?
……………………………………………………………………………………………………….
3. Who is the Minister for Education?
……………………………………………………………………………………………………….
4. Who is the leader of the opposition?
………………………………………………………………………………………………………..
5. Who is the Head of State?
…………………………………………………………………………………………………………
6. How many MPs are there?
…………………………………………………………………………………………………………
7. Who is the Chancellor of the Exchequer?
………………………………………………………………………………………………………..
8. How often is a General Election held?
………………………………………………………………………………………………………..
9. Who can vote in an election?
……………………………………………………………………………………………………….
10.
Who is your MP?
……………………………………………………………………………………………………….
LESSON PLAN 2
Teacher’s Name:
Subject:
Miss Jarman
Citizenship
No. in Group
No. of G&T
19
Day/Date:
Class:
No. on SEN Register:
Thurs 27th April
y
10
Mixed Ability:
or Set
Girls
School Action 0
School Action Plus 1
8
Period:
No. EAL students below NC level 2:
4
of
Statemented
0
1
Unit/module of work: (Refer to SoW and NC PoS)
British Politics
Key ideas/questions/words:
What are MPs and what do they do?
What qualities should an MP have?
Learning objectives/We Are Learning To (WALT):
Learning outcomes/What I’m Looking For (WILF): By
the end of the lesson –
1 cd 2 abc 3ac
To identify the main roles of an MP
To consider the qualities that an MP should have
To design an MP
Support Staff(s)?
Students?
NY
All should be able to identify some of the main roles
of an MP and list some of the qualities that they
think an MP should have
Most should be able to identify several roles of an
MP, and explain some of the qualities they think an
MP should have
A few should also begin to apply this knowledge to
evaluate the work of current MPs
Literacy focus Group talk, reading for meaning
Time
Core lesson content
Core Teaching/Learning
approaches
Strategies to meet range of
learning needs eg. Less able/more
able/EAL, use of SIP
Assessment:
what/how/who?
10m
Starter: Political
bingo
Individual work to
complete work sheet
Kinaesthetic task
Teacher to explain any unfamiliar
words on sheet
Pupils to feedback
answers, immediate
oral feedback
10m
Introduction to
role of MPs, WALT
Teacher to introduce
WALT, explain the
different types of
political representatives
in the UK, and give
brief introduction to
the role of an MP
Pupils write down 5
main roles of an MP in
their own words.
10m
Main activity: Step
1
Pupils work in groups to
choose the top 10
attributes of an MP
Audio visual presentation using
powerpoint
Writing frame for less able for
roles of an MP
Teacher to ensure appropriate
groupings for activity
Pupils to assign roles in group –
leader, reporter.
Teacher to circulate to ensure
participation and to encourage
more able students to articulate
reasons for their decisions
NY to explain key words to
Teacher to check
understanding by
asking questions, no
hands up
Books to be marked
after lesson
Immediate
feedback while
circulating
20m
Main activity: Step
2
Pupils work in groups to
design their ‘perfect’
MP
(Resources needed –
paper, pens, etc)
10m
Plenary: Display,
explain and discuss
Mp design work
Reporter from each
group explains the
choices made by their
group, other pupils in
class to make
comments, ask
questions
Homework:
‘Meaningful encounters’ worksheet
All:
To complete first task
Most:
A few:
To complete extended report
Risk assessment/Health and Safety
Visual task – accessible for all
abilities
Different expectation in terms of
work completed
NY to target group and to
circulate for support
Visual display of work to facilitate
understanding
Immediate
feedback from
teacher while
circulating – will
receive feedback
from peers during
plenary
Immediate verbal
feedback from
teacher and from
peers
Other links as appropriate e.g. numeracy/SMSC
RE GCSE
How does politics affect your life?
First think of some things that are important to you, and some things that you do each day.
Examples: your family, go to school, listen to music, play football.
Now decide for each idea whether it is affected by politics at all.
Example: School is affected by politics because the government has made a law that you have
to go to school.
Make two lists with these titles:
‘Things that are affected by politics’
‘Things that are not affected by politics’
How does politics affect your life?
First think of some things that are important to you, and some things that you do each day.
Examples: your family, go to school, listen to music, play football.
Now decide for each idea whether it is affected by politics at all.
Example: School is affected by politics because the government has made a law that you have
to go to school.
Make two lists with these titles:
‘Things that are affected by politics’
‘Things that are not affected by politics’
LESSON PLAN 3
Teacher’s Name:
Subject:
Miss Jarman
Citizenship
No. in Group
No. of G&T
19
Day/Date:
Class:
No. on SEN Register:
Thurs 4th May
Period:
y
10
Mixed Ability:
or Set
Girls
School Action 0
School Action Plus 1
8
No. EAL students below NC level 2:
4
of
Statemented
0
1
Unit/module of work: (Refer to SoW and NC PoS)
British politics
Key ideas/questions/words:
How do elections work? How are MP’s elected in Britain?
What is proportional representation?
Learning objectives/We Are Learning To (WALT):
To explain how Britain’s electoral system works
To develop your own opinion about different voting
systems
To consider the arguments in favour and against
different voting systems
Learning outcomes/What I’m Looking For (WILF): By
the end of the lesson –
All should be able to explain how we vote in elections
and what the first past the post system is
Most should also be able to explain what proportional
representation is, how it is different from FPTP, and
should be able to give an opinion on the different
systems
A few should also have begun to weigh up the arguments
for and against each system and be able to give a well
reasoned argument to support their opinion
Support Staff(s)?
Students?
Literacy focus Language for arguments and opinions
1 cd 2 abc 3ac
NY
Time
Core lesson content
Core Teaching/Learning
approaches
Strategies to meet range of
learning needs eg. Less able/more
able/EAL, use of SIP
Assessment:
what/how/who?
5m
Starter: Vote for
biscuits!
Individual task to
introduce the topic
(Crick – voting is a
habit…)
Teacher to explain clearly to less
able/EAL pupils
Votes to be counted
during lesson
10m
Introduction:
WALT, explain
First past the post
voting system,
explain activities
Teacher talk with
powerpoint
presentation, and
questioning to check
for understanding
Differentiated questioning
Written and spoken instructions
for clarity
Immediate verbal
feedback
15m
Main activity 1:
First Past the Post
activity
Worksheet based
individual written work
in exercise book
Table provided for less able to
stick into book rather than copy
One or two students to be given
responsibility for counting starter
votes
NY to support
Teacher to
circulate and
provide immediate
verbal feedback and
work to be marked
in book
5m
Mid lesson plenary
Feedback answers from
first activity and
explain proportional
representation
Differentiated questioning
Immediate verbal
feedback
15m
Main activity 2:
Proportional
Worksheet based
individual written work
Table provided for less able to
stick into book rather than copy
Teacher to
circulate and
10m
Representation
in exercise book
Plenary: Class
discussion
Teacher to explain
that next lesson
will be extended
writing task on
voting systems and
set homework
Feedback from PR
activity
What do you think of
FPTP and PR? Which is
fairer? What are the
advantages and
disadvantages?
Extension work – arguments for
and against proportional
representation
NY to support
Differentiated questioning
Push more able pupils to develop
their opinion and support with
evidence
provide immediate
verbal feedback and
work to be marked
in book
Immediate verbal
feedback
Homework:
Research on proportional representation
All:
Most:
A few:
Risk assessment/Health and Safety
Other links as appropriate e.g. numeracy/SMSC
Numeracy
RE GCSE
Candidate
Vote
Chocolate chip cookies
Jammy dodgers
Digestives
Candidate
Chocolate chip cookies
Jammy dodgers
Digestives
Vote
Dartmouth
Colchester
Blackburn
Party
Andover
Constituency
Total votes
for each
party
Seats gained
under PR if 1
seat for every
250 votes
Total votes
for each
party
Seats gained
under PR if 1
seat for every
250 votes
Yellow
Party
Pink
Party
Purple
party
Winning
party
Yellow
Party
Pink
Party
Purple
party
Winning
party
Dartmouth
Colchester
Blackburn
Party
Andover
Constituency
LESSON PLAN 4
Teacher’s Name:
Subject:
Miss Jarman
Citizenship
No. in Group
No. of G&T
19
Day/Date:
Class:
No. on SEN Register:
Thurs 18th May
y
10
Mixed Ability:
or Set
Girls
School Action 0
School Action Plus 1
8
No. EAL students below NC level 2:
Period:
4
of
Statemented
0
1
Unit/module of work: (Refer to SoW and NC PoS)
British Politics
Key ideas/questions/words:
Is proportional representation a good or a bad idea?
Learning objectives/We Are Learning To (WALT):
To identify and evaluate arguments in favour and
against proportional representation
To compare proportional representation and first past
the post
To develop and justify our own opinions about
proportional representation and first past the post
Learning outcomes/What I’m Looking For (WILF): By
the end of the lesson –
All should have identified 5 arguments in favour and 5
arguments against PR and have used these to construct
an essay
Most should have evaluated some of the arguments in
favour and against PR in their essay, and have developed
and justified their own opinion about PR
A few should have thoroughly evaluated the arguments
in favour and against PR and have developed and
justified their opinion about PR
Support Staff(s)?
Students?
Literacy focus Extended writing, justifying a personal
opinion
1 cd 2 abc 3ac
Time
Core lesson content
Core Teaching/Learning
approaches
Strategies to meet range of
learning needs eg. Less able/more
able/EAL, use of SIP
Assessment:
what/how/who?
5m
Starter: British
politics keyword
bingo
Individual work on
worksheet to recap
some of the keywords
from the unit that they
may need in the lesson
Differentiated starter
worksheets: some letters
completed for EAL and less able
students to allow them to
complete more easily, extension
task provided
Answers to be fed
back to whole class,
pupils to correct
5m
Introduction:
Teacher to explain
WALT and WILF
Teacher talk with
powerpoint presentation
and questioning to check
for understanding
Audio visual presentation –
instructions written and spoken
for clarity
Teacher to check
for understanding
10m
Main activity 1:
Arguments in favour
and against PR
Work in pairs to divide
arguments on worksheet
into for and against,
then to put into order of
importance
Less able and kinaesthetic
learners can be given scissors
and glue to physically divide the
arguments
NY to support
Worksheet with images
Teacher to push more able pupils
to explain their choices
Teacher to circulate
and give immediate
verbal feedback
5m
Mid lesson plenary
Whole class to feedback
answers and opinions and
teacher to explain
extended writing task
Instructions for task on
powerpoint as well as on paper,
written and spoken to help all to
understand
Teacher to question
to check for
understanding
30m
Main activity 2:
extended writing
task
Individual written work
in books
Writing frame provided for less
able and EAL pupils, with
keywords at the bottom
NY to support
Sheet provided explaining how
to write an excellent piece –
teacher to make high
expectations of written work
clear to more able pupils
Teacher to mark
written pieces after
lesson. Peer
assessment during
plenary.
5m
Plenary
Teacher to ensure appropriate
pairings
Peer assessment
task
Pupils swap books to
read each others work
and identify one good
thing about their
partner’s work and one
point for development,
share with each other,
and some to share with
whole class
None to be set
Homework:
All:
Most:
A few:
Risk assessment/Health and Safety
Other links as appropriate e.g. numeracy/SMSC
RE GCSE
‘PROPORTIONAL
REPRESENTATION WOULD BE A BETTER SYSTEM THAN FIRST PAST THE POST’.
YOU AGREE WITH THIS STATEMENT?
HOW
FAR DO
How to write a brilliant essay…
 Plan your essay before you start
 Include a clear introduction and conclusion
 Use PEE – point, explanation, example
 Use and explain key words
 Use all of the arguments from the first activity but explain them in your own words
 Analyse why some arguments are stronger or weaker
 Explain why you agree or disagree with each argument
 Consider whether PR would make the government more representative of what voters
want
 Pay attention to spelling and grammar
 Proof read your work when you are finished
‘PROPORTIONAL
REPRESENTATION WOULD BE A BETTER SYSTEM THAN FIRST PAST THE POST’.
YOU AGREE WITH THIS STATEMENT?
HOW
FAR DO
How to write a brilliant essay…
 Plan your essay before you start
 Include a clear introduction and conclusion
 Use PEE – point, explanation, example
 Use and explain key words
 Use all of the arguments from the first activity but explain them in your own words
 Analyse why some arguments are stronger or weaker
 Explain why you agree or disagree with each argument
 Consider whether PR would make the government more representative of what voters
want
 Pay attention to spelling and grammar
 Proof read your work when you are finished
‘PROPORTIONAL
REPRESENTATION WOULD BE A BETTER SYSTEM THAN FIRST PAST THE POST’.
YOU AGREE WITH THIS STATEMENT?
HOW
FAR DO
Use this writing frame to help you write an essay that answers the question above.
Proportional representation and first past the post are two different ways of electing MPs.
Proportional representation means… First past the post means…
Some people argue that proportional representation is better that first past the post because…
(use some of the arguments in favour of PR from the first activity)
However, other people disagree because…
(use some of the arguments against PR from the first activity)
I agree/disagree that proportional representation would be a better system than first past the
post because…
Keywords
Proportional representation: adding up all the votes that a party has got from all over
the country and giving out places in parliament based on the proportion (percentage %) of the
votes the party got
First past the post: whoever gets the most votes wins
Constituency: the area that an MP represents
Coalition: when two or more parties agree to share power and form a government together
LESSON PLAN 5
Teacher’s Name:
Subject:
Miss Jarman
Citizenship
No. in Group
No. of G&T
19
Day/Date:
Class:
No. on SEN Register:
Thurs 8th June
Period:
y
10
Mixed Ability:
or Set
Girls
School Action 0
School Action Plus 1
8
No. EAL students below NC level 2:
4
of
Statemented
0
1
Unit/module of work: (Refer to SoW and NC PoS)
British Politics
Key ideas/questions/words:
What is the Welfare state and why was it created?
Learning objectives/We Are Learning To (WALT):
Learning outcomes/What I’m Looking For (WILF): By
the end of the lesson –
1 cd 2 abc 3ac
To explain why the Welfare State was set up in
Britain
To identify the key features of the Welfare State
To express our own opinions about the Welfare State
Support Staff(s)?
Students?
NY
All should be able to identify the 5 giant evils, and
the key features of the welfare state
Most should be able to identify and explain the 5
giant evils, identify the key features of the welfare
state, and express their own opinion about the some
aspects of the current welfare state
A few should also be able to justify their opinions
about the welfare state and support it with evidence
Literacy focus Group talk, reading for meaning
Time
Core lesson content
Core Teaching/Learning
approaches
Strategies to meet range of
learning needs eg. Less able/more
able/EAL, use of SIP
Assessment:
what/how/who?
10m
Starter: What do
you think are the 5
biggest problems in
Britain at the
moment?
Individuals write ideas
on post-it notes, then
choose 5 as a group,
then group them on the
board for everyone to
see and compare
Extension for groups that finish
quickly to put the problems into
order of importance
Partly kinaesthetic task
NY to support
Teachers to
circulate to listen
for useful group
talk
Pupils to feedback
answers, immediate
oral feedback
10m
Introduction by
teacher
Use power point
presentation to
show problems
Britain faced in
the 1940s,
introduce
Beveridge report
and 5 giant evils
Pupils listen and then
match and copy the 5
giant evils
Images on presentation to
facilitate understanding
Printed copy of 5 giant evils for
less able and EAL pupils
Teacher to check
understanding by
asking questions
10m
Main activity 1:
What would you do
about each of the
5 giant evils?
Pair work to decide
what they would do for
each, record answers in
book
Table for less able to complete
for clarity
Extension: how would you pay for
each of the changes you have
decided on?
Immediate
feedback while
circulating
Different expectation in terms of
work produced
20m
10m
Main activity 2:
Use timeline to
identify the key
features of the
welfare state
Individual work in book,
questions on board
Plenary: Vote with
your feet
Controversial
statements on board,
pupils stand along the
line of agree and
disagree
None to be set
Homework:
All:
Most:
A few:
Risk assessment/Health and Safety
Table for less able to complete
for clarity
Different expectation of work
completed – everyone to complete
questions 1 and 2, some to
complete 3 and 4
Support from NY
Immediate
feedback from
teacher while
circulating and work
to be marked after
lesson
Kinaesthetic task
Support from NY
Immediate verbal
feedback from
teacher and from
peers
Other links as appropriate e.g. numeracy/SMSC
RE GCSE
The 5 Giant
Evils
Want
Ignorance
Squalor
Disease
Idleness
What does it
mean?
What would you
do about it?
What does the
Welfare State
do about it?
Do you think it has
worked?
THE WELFARE STATE TIMELINE
1939
Second World War begins
1942
Beveridge report identifies 5 giant evils
1944
The Butler Act makes secondary education compulsory and raises the school
leaving age to 15
1945
Second World War ends
Family Allowance Act gives payments directly to the mother in order to benefit
the children
Mass building of council housing estates
1946
‘New Towns’ project begins to build new towns in place of war damage and slums,
with better living conditions and green spaces
National Insurance Act -One of the main acts that creates the Welfare State
provides money for sickness, unemployment, maternity and pensions as everyone
has to contribute – workers and employer - with employees contributing up to 5%
of their wages.
School Milk act provides one third of a pint of milk free to all school children
under 18
1948
The National Health Service is created to provide free health care for everyone in
the country
1952
Elizabeth II becomes queen
1979
Margaret Thatcher is elected as prime Minister for the Conservative Party – they
reduce the provision of services
1980
Unemployment at highest rate since 1936
LESSON PLAN 6
Teacher’s Name:
Subject:
Miss Jarman
Citizenship
No. in Group
No. of G&T
19
Day/Date:
Class:
No. on SEN Register:
Thurs 15th June
y
10
Mixed Ability:
or Set
Girls
School Action 0
School Action Plus 1
8
No. EAL students below NC level 2:
Period:
4
of
Statemented
0
1
Unit/module of work: (Refer to SoW and NC PoS)
British Politics
Key ideas/questions/words:
What is the Welfare state and why was it created?
What is your opinion of the current welfare state?
Learning objectives/We Are Learning To (WALT):
Learning outcomes/What I’m Looking For (WILF): By
the end of the lesson –
1 cd 2 abc 3ac
To recap and develop our knowledge about the Welfare
State
To consider one part of the Welfare State in detail
To develop debating, reasoning, and listening skills
All should be able to recall basic facts about the
Welfare state, express a simple opinion about the NHS,
locate some useful information in the texts provided
and contribute at least one relevant point to the debate
Most should be able to recall all of the key facts about
the welfare state, express and explain an opinion about
the NHS, locate a range of useful information in the
texts provided and contribute several relevant points to
the debate
A few should also demonstrate sophisticated debating
skills particularly in terms of response to other people’s
arguments, and synthesis of points raised
Support Staff(s)?
NY (EAL specialist teacher –
working in partnership)
Students?
Literacy focus active listening to understand,
persuasive language, reading to extract key information,
oral skills
Time
Core lesson content
Core Teaching/Learning
approaches
Strategies to meet range of
learning needs eg. Less able/more
able/EAL, use of SIP
Assessment:
what/how/who?
5m
Starter: What is
your opinion of the
NHS?
Individual written work
– one sentence to
explain opinion
More able pupils must give an
explanation
Sentence structure shown on
board
NY to support
Teachers to
circulate to read
responses, and
some pupils to
share with whole
group - immediate
oral feedback
10m
Introduction by
teacher using
power point
presentation
Images on presentation to
facilitate understanding and
prompt all pupils
NY to support and whole class
Kinaesthetic task to engage pupils
Teacher to check
understanding by
asking questions
15m
Main activity 1:
Debate preparation
Pupils listen and
respond to recap
questions and task
explanation
Pupils write name on
post it note and place
on line of agreement
Pupils work in two
teams to select and
Teachers to target less able
pupils to ensure understanding,
and check that the groups are
Immediate
feedback while
prepare arguments
20m
Main activity 2:
Debate on ‘The
NHS should charge
patients for
medical treatment’
2 minute presentation
by each team followed
by open debate
dividing tasks in a way that
facilitates everyone’s participation
A range of texts provided for
differentiation, and a glossary of
difficult words in the texts
Preparation time means that all
pupils should be able to contribute
at least one point
Differentiation in terms of
expectation of performance in
debate
Support for all from NY
circulating –
checking that the
groups are following
the ‘tips for
success’ on handout
Teacher will be
observing
performance of all
pupils, particularly
looking at how well
they are able to
explain and justify
an argument or
opinion, and how
well they
participate
Differentiated questioning
Kinaesthetic task to engage pupils
Plenary: What
Whole class feedback
Immediate verbal
Support
from
NY
went well, what
on how well the debate
feedback from
needs to be
went.
teacher and from
improved? Has the
Repeat introduction
peers
debate changed
activity to see if
our opinions? Did
opinions have changed.
we meet our aims?
Homework:
To research the place that you will be doing your work experience placement
All:
Most:
A few:
Risk assessment/Health and Safety
Other links as appropriate e.g. numeracy/SMSC
10m
RE GCSE
THE NHS SHOULD CHARGE PATIENTS FOR MEDICAL
TREATMENT
Your team will argue against this statement
You need to prepare a two minute presentation which will explain your main arguments against
the statement. You can decide whether one person gives the presentation, or you share the
task between you.
You also need to have several more arguments ready for the open debate. Everyone should aim
to make at least one contribution to this debate.
Use the newspaper articles, and your own ideas, to prepare for the debate. You can highlight
key points, underline with different colours, make notes in your book, cut up the articles, etc.
Decide what will be most useful for your team.
Tips for success:
 Divide the tasks up in your team
 Make sure everyone participates
 Support your arguments with evidence
 Explain your arguments
 Listen carefully to the other team so that you can respond to what they say
 Use persuasive language
THE NHS SHOULD CHARGE PATIENTS FOR MEDICAL
TREATMENT
Your team will argue in favour of this statement
You need to prepare a two minute presentation which will explain your main arguments in favour
of the statement. You can decide whether one person gives the presentation, or you share the
task between you.
You also need to have several more arguments ready for the open debate. Everyone should aim
to make at least one contribution to this debate.
Use the newspaper articles, and your own ideas, to prepare for the debate. You can highlight
key points, underline with different colours, make notes in your book, cut up the articles, etc.
Decide what will be most useful for your team.
Tips for success:
 Divide the tasks up in your team
 Make sure everyone participates
 Support your arguments with evidence
 Explain your arguments
 Listen carefully to the other team so that you can respond to what they say
 Use persuasive language