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A Few Ideas

Average Rating3.83
(based on 138 reviews)

Boredom is the enemy of education. These resources aim to give students an engaging, fun way into topics that are relevant to their lives, including awkward ones like sex education, and informing about issues that are shaping the world and their future. My hope is that they help be an effective tool to the teacher to wake up a hunger for knowledge in students, and that everyone in the classroom would have a more enjoyable and enriching experience because of their use.

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Boredom is the enemy of education. These resources aim to give students an engaging, fun way into topics that are relevant to their lives, including awkward ones like sex education, and informing about issues that are shaping the world and their future. My hope is that they help be an effective tool to the teacher to wake up a hunger for knowledge in students, and that everyone in the classroom would have a more enjoyable and enriching experience because of their use.
Plastic Pollution Assembly and Resources
DavidFewDavidFew

Plastic Pollution Assembly and Resources

(0)
This ppt is part of a campaign our school ran about plastic litter and pollution. It includes a script (obviously an outline) inspiring spoken word links to prince EA’s video, and activities for form teachers to show students to try and encourage recycling and rethinking the impact of waste. Included here are a couple of variations on the assembly too, in case you need it. Also included an intro slideshow as the students enter.
Climate Change, Extinction Rebellion and Non-Violent Direct Action
DavidFewDavidFew

Climate Change, Extinction Rebellion and Non-Violent Direct Action

(3)
This lesson attempts to answer these four learning questions: What is ‘climate chaos’? What is extinction rebellion and it’s aims? What is non violent direct action (NVDA)? Is it an effective way to create social change? What do you think about it? After briefly exploring the impact of 1-6 degrees climate change, this lesson looks at the actions of the extinction rebellion movement as a modern example of NVDA. Briefly looking at the history of Greta Thunberg’s school strikes, which are ongoing, it shows XR’s aims and methods through a Guardian documentary. The four videos which can be used for this are included in the resource. Drawing on a brief history of NVDA (civil rights, sufragettes, indian independence and more recently black lives matter and the occupy movement) it then encourages students to evaluate the effectiveness of this mode of political engagement. Extension task available of a group task exploring the ways the planet and climate change affects our air, earth, water, resources, food AND climate. Feedback really welcome as this is made in a short amount of time. Thanks!
Fundamental British Values and Global Citizenship
DavidFewDavidFew

Fundamental British Values and Global Citizenship

4 Resources
6 lessons which explore democracy, mutual respect, tolerance, rule of law and liberty through a variety of lenses. Aiming to hit PHSE, SMSC, Citizenship and FBV targets this scheme of work is pretty ambitious. The lessons include: A personal perspective: where are we looking from? Uncomfortable histories: how has britain not lived up to FBV in the past? Money and Exploitation: how money is used and abused in meeting FBV Cultural Variations: Is our way the right way? Ways Forward: So how can we improve the situation? FBV and Global Citizenship Assessment Lessons include differentiated activities, group, pair, whole class and individual work, with a wide variety of videos and tasks to be getting on with. Students tend to enjoy these lessons.
Lesson 2:  Uncomfortable Histories (Global Citizenship and Fundamental British Values)
DavidFewDavidFew

Lesson 2: Uncomfortable Histories (Global Citizenship and Fundamental British Values)

(0)
This lesson aims to give students (particularly British ones) some understanding of the histories and activities of Britain we don’t mention as much as the 2nd World War, the Tudors and the Romans. It is an exploration of the slave trade, the arms trade, native american indians, aborigines and transportation and our involvement in India during the empire. It aims to give students an alternative perspective on Britain without undermining them as individuals, invalidating their experience or burdening them with guilt. Hopefully it leads to some interesting discussion and learning. It certainly does in my classroom! Group activities, based on SOLE (Self Organised Learning Environments), which need some monitoring but the resources created would work well with a variety of exercises including marketplace and others. It aims to meet the Global Citizenship Education aims, specifically 4.7 (which focuses on global citizenship education and education for sustainable development). Any feedback greatly received Learning Questions include: What are the histories we learn about in school? What was Britain’s role in the slave trade, Native American Indians, Aboriginal peoples, the arms trade and India? How do these histories affect our opinions about today’s world? Extension: can you figure out what/whose histories are not included in this lesson? How would you find out about them? Are we responsible for our ancestors’ actions?
Lesson 1) Introduction to Global Citizenship (Fundamental British Values)
DavidFewDavidFew

Lesson 1) Introduction to Global Citizenship (Fundamental British Values)

(0)
This lesson is an introduction to global citizenship, part of a module on Global citizenship, that begins with a personal look at the individual. It includes youtube videos, mindmaps, one print out and structured questions to help students understand their own biases and the biases of the class they are in. It is a powerful step forward for self reflective learners, uses PELTS well, and incorporates SMSC, Ethics, PHSE, Citizenship and geography into one topic. Tasks are differentiated, with questions going from easy to more difficult. Ideal for KS3-4 (11-16yr olds). Learning Questions include: What is global citizenship? What is my own personal, social, historical and economic background? How might my background affect how I see the world?