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Consumption: Need or Want?

Consumption: Need or Want?

Students will think about what they encounter and consume in their day-to-day lives, and think about those things in terms of whether they fulfill a ‘need’ or a ‘want’. Students create a list of consumables and categorise them as needs or wants, then make a list of their own needs and wants.
TheTeachersFriend
GSE CITIZENSHIP 9-1 ASSESSMENTS AND EXAMS x 5

GSE CITIZENSHIP 9-1 ASSESSMENTS AND EXAMS x 5

GCSE Citizenship 9-1 Five Example Assessments with Answers and feedback and Action Points to improve. This bundle contains: 5x Assessment papers cover a range of topics for the NEW GCSE Citizenship 9-1 5 x Answer papers including model answers 5 x Source Extract GCSE Citizenship 9-1. Each item will have an answer sheet for student/teacher/peer feedback a Question paper and some sources. This bundle will literally save you hours and hours worth of work!!
fantastic17
GCSE CITIZENSHIP ASSESSMENTS AND EXAMS BUNDLE  x9 PAPERS

GCSE CITIZENSHIP ASSESSMENTS AND EXAMS BUNDLE x9 PAPERS

GCSE Citizenship 9-1 Nine Example Assessments with Answers and feedback and Action Points to improve. This bundle contains: 9 x Assessment papers cover a range of topics for the NEW GCSE Citizenship 9-1 9 x Answer papers including model answers 8 x Source Extract GCSE Citizenship 9-1. Each item will have an answer sheet for student/teacher/peer feedback a Question paper and some sources. This bundle will literally save you hours and hours worth of work!!
fantastic17
Aesop's Fables:  ‘Brother and Sister’ (Week 9/12)

Aesop's Fables: ‘Brother and Sister’ (Week 9/12)

Religious and Moral Education – previously delivered to Year 7 What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
THINK Poster {Watercolour Theme}

THINK Poster {Watercolour Theme}

Encourage your class to think before they speak with this watercolour theme THINK poster. I display this poster in my classroom and refer to it throughout the day or during circle time.
ldoak69
A years worth of Assemblies Scripts

A years worth of Assemblies Scripts

Have your whole year's assemblies ready to go....no more stressing over every half term. Links to songs and lyrics included. Appropriate for year 2 -y 6. Enjoy your free time!
frazert2
Preconceptions and Judging

Preconceptions and Judging

A lesson plan for a Citizenship or PSHE session which focuses on how we have preconceptions about people based on what they look like. A picture activity to prompt discussion, a PowerPoint presentation to accompany it and a lesson plan with ideas for further activities in this area.
smithy123
Exploring Stereotyped Bodies - Addressing gender stereotypes from primary to adult age range

Exploring Stereotyped Bodies - Addressing gender stereotypes from primary to adult age range

This activity explores how gender stereotypes are created and maintained. It is suitable for primary to adults (Have trialled it with all) as differentiation is by outcome. The basic premise is to draw and write all the stereotypes of boys/men in one body and all the stereotypes of girls/women in another body. Then list where the messages come from about how the two bodies should be down the centre between the two bodies. Draw arrows to show the pressure on the bodies. around the outside of the bodies we also list the names or situations that can occur for bodies that do not follow the rules. The question is posed “what is the easiest thing for bodies to do- if to step outside their stereotyped body leads to abuse”. The answer is of course remain in our stereotyped bodies- reinforcing them for ourselves and everyone around us. Discussion then explores how we can create spaces for us all to challenge stereotypes and live free from the constraints of stereotypes.
SexEdUKation