This is a great resource that encourages the students to reflect and think about how crime affects others. A great example of restorative practices. I also love the self assessment section at the end. Many thanks for sharing!
This a lesson for KS3/4 Citizenship. Pupils initially have to make spider diagram on Doc 1 of what anti-social behaviour problems there are in society. More able students are invited to explain which are the most serious.<br />
With the diamond 9 ranking, higher ability students can use the '(H) Diamond 9' sheet. They explain in the space provided why each of these examples is a problem. They can then make 3 separate arrangements (get students to sort first bullet point, then put them all back together, then sort second bullet point, then put them all back together, then sort third bullet point), of which problems:<br />
• Damage property<br />
• Make the community look unpleasant<br />
• Leave longer-term mental scars for victims (choose up to 5)<br />
Then arrange as a diamond 9 card sort. <br />
Lower ability students can use the differentiated version, and colour code these categories - some will fit into more than one category, then arrange as a diamond 9 card sort. <br />
With Doc 2, students match the people on the left hand side of the info sheet to the work that they do in the community. They should then explain how these people/groups might contribute to solving problems of anti-social behaviour. Potential answers in notes section of ppt slide 7, and can be printed to help lower-ability students. More able students are invited to explain which are the most useful people or groups. <br />
The Office of the Children’s Commissioner (OCC) recognises that antisocial behaviour causes serious harm to individuals and communities and that, for the good of individuals and society, such behaviour must be addressed through robust and effective measures. However these must be proportionate and recognise the unique vulnerabilities inherent to children. Most particularly, measures to address antisocial behaviour (ASB) by children need to recognise that children who engage in ASB have typically suffered significant disadvantage.
A booklet that offers a variety of lessons & approaches to dealing with weapons issues.
It includes guns, knives, gangs, bullying, teacher violence & ASB.
It has been written to be cherry picked for the audience & the issues to be addressed.
Booklet of lessons that address homophobic bullying.
The resource can be used as a generic bullying resource as it includes homophobic issues amongst other issues in the earlier lessons. The later lessons are specific to homophobic bullying.
Powerpoint resource that includes a definiton of Sexting, the legal issues, a case study and how to avoid problems.
Apologies, this is a word heavy Powerpoint. It was written for people (my clients) to adapt to their own audience. I should have put this when I added it to the TES site.
Abortion: When does a human become a fetus- history, definitions and more<br />
this is designed to give students background information to decide for themselves when a fetus becomes a human. It provides background information such as definitions, the history of abortion and information of fetal development which can lead to a great discussion
Roe Vs. Wade Challenged in history- the battle for reproductive Rights DBQ <br />
Reproductive Rights: Court Cases DBQ: Is this a win for Pro- choice people or Pro-life? lesson plan<br />
court Cases Include:<br />
Doe v. Bolton (1973)<br />
Parental Consent/Notification an dNARAL<br />
1992 Planned Parenthood v. Casey<br />
Cutting of Medicaid – Hyde Amendment<br />
Bellotti v. Baird (1976) and Bellotti v. Baird II (1979)<br />
Harris v. McCrae (1981)<br />
Thornburg v. American College of Obstetricians & Gynecologists (1986)<br />
Webster v. Reproductive Health Services (1989)<br />
Planned Parenthood of Southeastern Pennsylvania v. Casey (1992)<br />
Stenberg v. Carhart (2000)