•To trial vertical teaching.
• For students to reflect on prior learning
and apply it to new situations.
• To establish firm cross-curricular links.
• To plan and teach a new scheme of work
that covers global citizenship other than
what I teach during normal lessons.
Year 7 and 8 student timetables collapsed periods 5
and 6 on a Thursday from 30th June to 22nd July.
 Teachers will have new class lists that include both
Year 7 and 8 students.
 I paired myself up with an art teacher to ensure that
there were cross curricular links.

Staff
30th June
JXB
V10
Who am I?
What is
Britishness?
V10
Am I a
global
citizen?
V14
Who am I?
What is
Britishness?
V14
Am I a
global
citizen?
V10
Am I a
global
citizen?
V14
Am I a
global
citizen?
V10
Evaluation
V14
What do
landscapes
mean to me?
V14
What do
landscapes
mean to
me?
V10
What do
landscapes
mean to me?
V10
What do
landscapes
mean to
me?
V14
Come
into my
world
V10
Come into
my world
V14
Evaluation
JDW
7th July
14th July
22nd July
Celebration
assembly
Have both
classes
together in
a large
room?
Celebration
assembly
Starter
Who do we think we are?
 Students produce an identity profile. Passport
style photographs to be used from SIMs as the
centre of the mind map.
How does the world around me contribute to my
life?
 Around a copy of a local map students will label
particular places that they know and visit. These
places must then be annotated to explain why
these places are important to their identity. As an
extension students could identify some places that
aren’t on the map but still contribute to who they
are. Students should draw their own maps, and
again explain how they are important to their
identity.
Do you feel British?
 Show students the power point that shows
images that might be considered to represent
“Britishness”.
 Get students to consider if any of the pictures
surprise them and would they remove or add
any other images.


Students create their own power point
presentation or poster to answer the
question, "what is Britishness?”. Text and
music can be used also.
On a post-it-note, students write one word that
sums up what Britishness means to them. Create a
word wall so students can see what has been
written.
 As a class, use the words to come up with an overall
definition of the word Britishness.
 It may be found that this is difficult as the term
means too many different things to different
people.


Show students a passport. Ask them to discuss
and feedback their ideas on the following
question.

Official documents like passports are used to
check a persons identification. Is a passport a
good representation of who you are?
Starter
What does being a global citizen mean to me?
 Students write down words beginning with different letters
of the alphabet that describes what certain skills, attitudes,
values and types of knowledge that a global citizen has.
 Ask students to choose 5 and complete the following
sentence.
A global citizen is someone who...
 Compare student’s definition with the UNICEF definition. “A
global citizen is someone who believes in global justice and
acts to make the world a safer, fairer and more sustainable
place in which people’s rights and responsibilities are
recognised and respected”.


1.
2.
3.
4.

Students will work in groups to develop an Action Plan to
assist people who have been affected by a humanitarian
disaster e.g. earthquake, flood.
Eight groups working on each of the four categories which
represent organisations that can provide assistance.
Worksheets provided.
The raising awareness campaign
The aid agency
The activists
The British government
Groups that have worked on the same category should join
together and compare answers to produce a final plan.
Students feed back to explain what they have
included in their action plan and how they are
going to carry it out.
 Discuss with students which group’s plan
should be made a priority.

Karen Howse – Textile artist.
 Works with the local environment to explore the
essence and energy of a place.
 Sketches different types of landscapes and creates
in a textile workshop a piece of textile that sums up
her experience of the environment.


Students write summary statements on
luggage labels that can be hung around the
finished art work.
“St John’s is an innovative and
dynamic community recognised for
excellence in teaching and learning
that provides all learners with the
confidence and capability to be full
participants in the global
community.”