This lesson covers the key questions like: How were children treated in the mills during the industrial revolution? Why did different groups of people hold different views on child labour? The lessons in this unit turn the History experience into genuine Citizenship. They take the topic a little further by asking: Should we ban child labour today?

These three lessons aim to promote the values of trust, respect, inclusion, equity and responsibility while helping students to acquire and develop a variety of football skills.

These two lessons aim to promote the values of trust, respect, inclusion, equity and responsibility and help students to acquire and develop a variety of badminton skills

These Chocoholics lessons explore the basic factors that make a business work. Students are asked to consider ways of improving on an initial idea which proved not to be viable. They have to think about what customers want, the costs of supplying the product and the resulting profit.

This lesson considers the development of healthcare and provides an effective basis for investigating choices that heve to be made by the govenement. The lesson asks students to consider the factors that influence the health care provided by the NHS in Britain today.

This lessons develops pupil's scientific understanding in a Citizenship context. They develop understanding of the effect microwaves can have on people. It fits in with work on the electromagnetic spectrum and also addresses the idea that there are uncertainties in scientific knowledge.

This activity is appropriate for KS4 as it provides a context for understanding the outcomes of drawing best fit lines. It could also be used in post 16 courses where students are developing an understanding of correlation.

This lesson develop pupils understanding of the effect microwaves can have on people. It fits in with work on the electromagnetic spectrum and also addresses the idea that there are uncertainties in scientific knowledge. Students can use their own mobile phones using different brands of mobiles would be good.

This KS3 unit focuses on extending student's knowledge and understanding of the European Union both in terms of their own perceptions and developing their spatial understanding and graphicacy.

This lesson teaches pupils about how the governement it's spends money and encourages pupils to consider their own and the governments priorities.

This programme of lessons encourages students to discuss, research and therefore de-mystify bullying in an informed atmosphere. It also links to ‘Every Child Matters’ under the ‘Stay safe’ banner.

Pupils learn to analyse textbooks to determine how historians have judged/argued the significance of World War 1. They also learn to compare findings of local and national experiences.

This unit of work has been designed as an opportunity to develop students skills in both Geography and Citizenship by looking at flooding. (Lesson 3)

This unit of work has been designed as an opportunity to develop students skills in both Geography and Citizenship by looking at flooding.

The lesson is aimed at Key Stage 3 students and follow work on the Civil Wars of the 17th century.

Students will learn to reflect critically on the quality of geographical information that they and others use to inform their views about recycling and sustainable development.

This lesson enables pupils to reflect on their own geographical thinking and values and to appreciate how and why different people hold different views about recycling. Pupils can express their own views and begin to suggest geographical questions relevant to housing market issue and needs.

This lesson reinforces the understanding of the role of health and fitness and encourages students to play an active role in decision making in school.

Students plan, organise and run a sports festival for local primary school children. Every aspect of the festival is up to them to decide upon and organise, from whom to invite to how to end the festival.

This lesson develops the idea of rights and asks pupils to consider the rights they think people should have and compare them with the Agreement of the People and the UN declaration of human rights.

This unit of work has been designed as an opportunity to develop students skills in both Geography and Citizenship by looking at flooding. (Lesson 4)