Collins Citizenship Today — EDEXCEL GCSE Citizenship Teacher's File

citizenship today for Edexcel GCSE The fourth edition of this bestselling course combines clear coverage of the 2016 students to become active and engaged citizens and to help you prepare them for examination success.

This Teacher’s File suggests ways to teach and add depth to every topic in the Student’s Book, with a focus on exam preparation.

• Save time on planning with a full two-year scheme of work.

• Pick up and teach each double-page topic in the Student’s Book with clearly structured lesson plans as well as prompts for discussion, homework activities, suggested answers and web links for students to explore further. Activities to suit a range of learning styles include traditional extended writing tasks alongside quizzes, crosswords, storyboards and whole-class competitions.

• Support and stretch all your learners with ready-made worksheets and ‘Extra challenge’ activities in each lesson plan. tests and longer practice questions and mark schemes.

citizenship today Teacher’s File

Teacher’s File 4th edition

• Adapt the resources to the needs of your classes with the editable

citizenship

today for Edexcel GCSE

ISBN 978-0-00-816293-1 Jenny Wales

Citizenship Today Student’s Book 4th edition • 978-00-0-816292-4

62931 Citizenship Today TG 4thEd.indd 1

9 780008 162931

Victoria Marston and Jenny Wales

Victoria Marston works as a full-time teacher in Yorkshire, having obtained a Citizenship PGCE in 2004. She is passionate about bringing citizenship to life for teenagers and highlights of her career include overseeing school councils and enabling enders to better understand their rights.

citizenship

today for Edexcel GCSE

Teacher’s File

Victoria Marston and Jenny Wales

26/09/2018 11:14

Contents About Citizenship Today Schemes of work

Theme A 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12

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4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9

11 14 17 22 25 28 32 35 38 41 44 47 50 53 56 59 63 67 70 73 76 79

Democracy at work in the UK

Getting elected Does everyone’s vote count?

Who shall I vote for?

Into power Forming a government How are laws made?

Apart or together?

How are we governed?

Balancing the budget Bringing it all together

Theme C

Theme D

Living together in the UK

What is a community?

Where are your roots?

Religious understanding What’s happening to the UK population?

Migration: the pros and cons What is identity?

Respect and communities Meeting barriers Discrimination and the law Developing mutual understanding What are human rights?

Human rights in the UK Political rights Legal rights Fair play at work Protecting the customer Rights with responsibilities Human rights: checks and balances Who represents us?

How does the council work?

What does the council do?

Bringing it all together

Theme B

4

83 87 91 95 99 102 105 108 111 115

How the law works

What’s the point of law?

What is law?

Civil and criminal law: what’s the difference?

Who puts the law into practice?

Criminal courts Solving civil disputes What sort of sentence?

Young people and the justice system What’s happening to crime?

How can we reduce crime?

The law: a citizen’s responsibilities and rights Bringing it all together

119 123 126 129 132 135 138 141 145 148 150 153

4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26

Playing your part in democracy Playing a political role Putting on the pressure Making a difference Getting out the vote Digital democracy Does your vote count?

Supporting society Trade unions and the protection of people at work What is the media?

Why should the press be free?

The media: informing or influencing?

Legal, decent, honest and truthful?

The media: investigation and scrutiny People, pressure groups and the media What is the European Union?

The EU: benefits and obligations The Commonwealth The United Nations The UN at work NATO: what it is and what it does The World Trade Organization International justice Who can help?

Conflict: what can the UK do?

Bringing it all together

Theme E 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12

Power and influence 157 160 163 166 170 173 176 179 183 186 189 192 195 198 201 204 208 211 214 218 221 225 228 231 234 237

Taking Citizenship action

Choosing your action Carrying out research Whose point of view?

Planning your action Developing your skills: teamwork Developing your skills: questionnaires Developing your skills: advocacy Developing your skills: the message Developing your skills: protesting Participation in action The impact of your action Bringing it all together

242 244 247 250 253 256 260 262 264 266 268 271

ASSESSMENT PRACTICE Assessment practice for paper 1 Marking: Assessment practice for paper 1 Assessment practice for paper 2 Marking: Assessment practice for paper 2

274 285 290 300

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1.4 What’s happening to the UK population?

SB pp. 14–15

Note: Internet access required.

Objectives LO 1 To discuss why people migrate and the types of migrants in the UK. LO 2 To discuss how the UK population is changing in terms of age, disability and ethnicity.

Class:

Date:

Last lesson:

G & T pupils:

SEN pupils:

M: ■

Connect Students discuss the following questions: ● What would you like to know more about from the lesson on religious understanding (or a previous lesson)? What about your partner? ● Is it our duty to support immigrants whose lives would be in danger in their own countries?

Activate Worksheet 1.4a: Why do people migrate? ●

Students answer questions 1–5 using the information in the speech bubbles. (Answers: 1 – B, C and F, 2 – A, D and E, 3 – A and E, 4 – Freedom of speech is encouraged and we live in a democracy. Also, British public is encouraged to hold politicians to account via online forums, etc. 5 – NHS, flee from war, own country bans journalists from reporting facts, improve spoken English to get better job at home, British schools have good reputation, etc.)

Students complete Worksheet 1.4b, choosing five facts found during their research. Ensure that the focus is on how the population is changing.

Extra support: the group researches age and is supported by the teacher/HLTA.

Consolidate ● ●

●

Students move around the room, reading each other’s work.

Class discussion: students discuss: How can we summarise the way the UK population is changing in terms of age? Disability? Ethnicity?

Class vote: students vote to decide whose work should be chosen for the wall display.

Extra challenge Ask more able students: In what ways does it benefit the UK government to have economic migrants working here?

Demonstrate

Recommended websites

Worksheet 1.4b: How is the UK population changing?

See ‘Demonstrate’ activity. Also: www.bbc.co.uk/news/uk-33266792 www.refugeecouncil.org.uk

Note: Internet access required. ● Students create material for a wall display about how the UK population is changing in terms of age, disability and ethnicity: ■ Each student researches online one of age or disability or ethnicity (recommended websites: http://web.ons.gov.uk/ons/interactive/historicuk-population-pyramid/index.html (age), http://visual.ons.gov.uk/disability-census (disability) and www.ons.gov.uk/ons/rel/ census/2011-census/key-statistics-for-localauthorities-in-england-and-wales/rpt-ethnicity. html#tab-Changing-picture-of-ethnicity-overtime (ethnicity).

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●

F:

Theme A Living together in the UK

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Homework ●

Find the story of a refugee/asylum seeker living in a country other than the UK. How welcome were they made to feel in their new country?

●

Extra support: find relevant stories via www.refugeecouncil.org.uk, www.refugee-action.org.uk or your local council’s website.

© HarperCollinsPublishers Ltd 2016

13/04/2016 20:08

Worksheet 1.4a: Why do people migrate?

Read the text below and answer the questions that follow.

A.

C.

E.

B.

I absolutely love my country and I’ll miss it every single day when I move to Birmingham. However, I’ll get paid five times more in England as a doctor than I get here for the same job. We’re going to move for five years. It’s to save up enough money to start a family.

D. My brother was tortured last night just because he has a bible in his house!

I won’t put my children through growing up in my country. It’s so violent and the police are corrupt. I’m desperate to escape to the UK before the local gangs realise that my children are Christians too.

My cousin lives in Swansea. She’s just helped me find a job as an architect there. I reckon I’ll work in Wales for about 10 years, because female architects are way more respected in Britain than where I live.

When I come home, I’ll have saved up enough money to build a house for myself in my own country.

F.

In my village, a man has just been stoned to death for being gay.

I’m terrified! I went to university in Edinburgh where I was openly out and lived with my boyfriend.

I’ll do anything I can to get back there and be safe.

I’m looking forward to moving to London for a year to do a counselling course. It’s meant to be one of the best courses in Europe, so I’m really excited. Once I’m qualified, I’m going to come home and support teenagers with mental health issues in my own country.

I cannot put into words how frightened and angry I am. I was overheard telling a friend that I don’t agree with our Prime Minister’s views on education. I was reported and the next night armed men came to my house to take me away.

Luckily, I was away on business so they couldn’t find me. They hurt my daughter though. I’ll never forgive them for that!

We’ll spend our life savings tomorrow trying to get to Britain.

nly due to fear?

1. Which people above want to live in the UK mainly 2. Which people want to live in the UK mainly in order to earn money/do well in their job?

3. Which people would be described as economic migrants?

4. Why are citizens in the UK allowed to say they disagree with the Prime Minister?

5. Apart from what’s described above, why else might people decide to move to the UK?

Theme A

Living together in the UK

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© HarperCollinsPublishers Ltd 2016

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Worksheet 1.4b: How is the UK population changing?

1. Decide on an area you’d like to research.

2. Carry out your research and then add five key facts to the poster below.

How is the UK population changing in terms of ?

My chosen five key facts from my research are: 1.

2.

3.

4.

5.

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Theme A Living together in the UK

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© HarperCollinsPublishers Ltd 2016

13/04/2016 20:08