uea streetlaw scheme of work primary ks2
DESCRIPTION
see http://classroomtales.wordpress.com/2010/01/09/citezenship/ for more infoTRANSCRIPT
Written by TH, LLB hons (PGCE student) | UEA Streetlaw Primary Co‐ordinator
UEA STREETLAW
LAW AND SOCIETY‐ SCHEME OF WORK‐ UKS2
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Contents
Introduction to the Scheme................................. 3
Outline for Session A.............................................6
Outline for Session B.............................................8
Outline for Session C.............................................9
Outline for Session D.............................................11
Outline for Session E.............................................13
Resources for all sessions......................................18
Introduction to the Scheme.
This is a scheme of work prepared by UEA Streetlaw and is designed to be delivered to years 4,5 and
6 as part of the PSHCE curriculum. This scheme has strong cross curricular links to English and
Drama and has been provided to enable you to support and develop the work of UEA Streetlaw in
your school.
The scheme is strongly recommended to be used alongside a session delivered in school by UEA
Streetlaw.
As detailed below, UEA Streetlaw are able to deliver all of this scheme in school if required.
UEA Streetlaw sessions can also be delivered in isolation, and does not need to be preceded or
proceeded by any of the sessions detailed in this scheme; however successfully delivery of this
scheme, in full, will fully cover substantial elements of the non‐statutory guidance for Citizenship at
KS2, specifically:
2 (b) why and how rules and laws are made and enforced, why different rules are needed in
different situations and how to take part in making and changing rules
2 (c) to realise the consequences of anti‐social and aggressive behaviours, such as bullying and
racism, on individuals and communities
2 (g) what democracy is, and about the basic institutions that support it locally and nationally
It can also provide the following breadth of opportunities as set out in the non‐statutory guidance.
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5(a) take responsibility; 5 (b) participate; 5 (d) meet and talk with people; 5 (f) consider social
and moral dilemmas that they come across in life; 5 (g) find information and advice [for example,
through help lines; by understanding about welfare systems in society]
The sessions will also provide experiences that will contribute substantially to most areas of
EN1(Speaking and Listening) in the English National Curriculum at KS2.
The sessions also link in with the Historical, Geographical and Social understanding in proposed
2011 (rose) curriculum, and full delivery of the sessions will help to cover:‐
L.1 how societies have been organised and governed in different ways [and at different
Times.]
M3 to understand how people can take actions and have a say in what happens locally and
Nationally.
M4. to consider issues affecting communities, and reflect on the impact of people’s actions on others and the environment. M5. to understand why laws are made and how they are applied justly. L4. how rights need to be balanced to protect individuals and communities from injustice L5. to engage actively with democratic processes, and address issues of concern to them
through their actions and decision making
L7. to consider how people can live and work together to benefit their communities.
The Scheme is made of 5 ‘sessions’. The sessions have been designed to be as flexible as possible,
can be combined , and can take up as little or as much time as possible. More information on the
structure of the programme and recommendations can be found on the following page.
Session A‐ Overview (recommended as starter to another session) Introduction session ‐ What are laws?, “How are laws made?”(1), “Why do we need laws” (1) [15
mins]
Session B Criminal Law‐ Mock Trial – to be delivered by UEA Streetlaw only. [min 1 hr]
Session C Civil Law‐ Negotiation – it is recommended that UEA Streetlaw deliver this session. [Min 1 hr]
Session D Session D Part 1‐ Why do we need laws (2)‐ Lawless Society role play [approx 30 mins]
Session D Part 2‐ Why do we need laws (3)‐ Impact of not following laws (social, moral
consequences etc) [approx 20 mins]
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N.B Session D made up of 2 closely related parts‐ it is recommended these are delivered together,
however if needed they can be delivered in isolation.
Session E “How are laws made?” (2) ‐ Including mock parliament + Review of units work. [min 70 mins]
The sessions can be delivered in any order, providing session A is delivered initially (it is
recommended that this is the starter to another session). UEA Streetlaw are able to deliver any of
the sessions, but Streetlaw must deliver Session B (mock trial) and it is recommended that Streetlaw
deliver session c (negotiation). Depending on your distance from UEA, UEA Streetlaw is able to
make multiple visits to school.
UEA Streetlaw will discuss the options with you and it will be confirmed with of the session(s) below
the Streetlaw team will deliver in school.
The following pathways through the scheme are recommended, sessions delivered by Streetlaw are
shaded.
Lesson Number
Path 1 Path 2 Path 3 Path 4 Path 5 Path 6 Path 7 Path 8 Path 9
1 A, B+ C A + B A +D (1)
A+D (1+2)
A +D (1+2)
A+ B +C + D (1+2)+ E
A+B+C+D (1+2)
A + D(1+2)
A+ D(1+2)
2 D (1+2) C D(2) B E E B,C,E B+E
3 E D (1+2) E C B C
4 E B+ C E C
Minimum time required for Streetlaw delivery
2h 20‐ 3 h
1h 20 – 1h30
2 h 1h (min)
1h (min)
Full Day (carousal of activities) – min 4h30 contact
3h30 (min)
3h (min)
2h20 (min)
Over the following pages you will find session plans for all the sessions outline above, complete with
photocopy‐safe resources. The included CD contains copies of all resources, as well as Interactive
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whiteboard files for all sessions and links to further sources of information on the internet1
Resources for the Mock trial will be provided by UEA Streetlaw when they visit your school
Please note these session plans are purposefully detailed and provide most of the background
information necessary to deliver the sessions.
1 The legal bit:‐ You are free to copy all material for educational use only, but it must not be
distributed to other parties in any way (including on the internet) without the prior consent of UEA.
The copyright and rights to the material remain with UEA at all times, unless otherwise attributed.
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SESSION A Introduction session Length:‐ min 15 mins Number of ch:‐ any
Learning Objectives:‐ Gain a basic understanding of the meaning of the word ‘law’ and what laws are. Gain an initial understanding of the basic legal processes in the United Kingdom
Resources:‐ IWB / Data Projector Post it notes (or scrap/blank paper) Box Mini‐Whiteboards‐ optional
Resources provided with the scheme of work. IWB Files‐ ‘Session A’ in Smart and .flipchart formats
Success Criteria (Learning Outcomes) I can name at least 3 Laws in the UK. I can start to describe the legal process in the UK, including parliament and courts.
Suggested organisation:‐ It is recommended that this session is carried out as the starter to another session from this scheme of work. In most pathways through the scheme UEA Streetlaw will deliver this session. This session works well with any number of children, therefore all ch in school who are taking part in the Streetlaw sessions can have this sessions delivered together.
Relationship to prior learning No prior learning required.
Key Vocabulary Law, Court, Legal, Judge, Jury, Sentence, Parliament, Queen, Prime Minister, MP’S.
Lesson Activities Start the session with a basic introduction to what the ch will be learning/covering over this sequence of lessons, followed by the following short activities Activity 1:‐ What is law? ‐ ‘Law in a box’ Hand out scraps of paper/post it notes to the children. Ask them to write or draw the first thing they think about/of when they hear the word ‘law’. Explain to the ch this can be anything, but could include things like what law is, what happens if you break a law etc... Ask the ch to put their hand up when they have finished and ask them to fold up their piece of paper and place it in the box. Once all ch have finished, shake the box, and select some ch to draw out a piece from the box. Adult then to read it out/describe it and discuss with the children. The following activities are recommended for the rest of this session, however you should use the outcome of the above activity to guide the rest of this session. ‐‐ Activity 2:‐ ‘ Name a law’ If not already covered in the first activity, ask the children to name some laws. If practical you can record these on the IWB and save this list for use later/in later sessions. Try to ensure the following types of laws are covered:‐
‐ ‘traditional’ Criminal Laws‐ e.g. Murder, Burglary, Assault (GBH/ABH/Battery) etc... ‐ Traffic Laws‐ e.g. speeding, drink driving etc.. ‐ Human rights ‐ Laws that specifically effect ch‐ e.g. obligation for parents to send ch to school (which will be
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returned to in session C)
Activity 3:‐ ‘True or false’ If wanted, you can split the ch into equal teams for this activity. Explain to the ch that you are going to read out some questions/statements that are either true or false. If the statements are true, the ch are to stand up, if they are false, they are to remain seated. Use the statements as quick discussion points to briefly explain the elements of law/the legal system. Q1:‐ The queen decides which laws to make (Answer FALSE‐ the queen has to give royal assent to all laws, but by precedent she does this to all laws passed by parliament. Parliament therefore decides which laws to make. Use this question as an opportunity to briefly discuss the law making process in the UK (which is covered in more detail in Session D) Q2:‐ You can vote at 16‐ (Answer FALSE‐ link into age at which you can vote etc) Q3:‐ When you are arrested you will always go to court‐ (Answer FALSE‐ you need to be charged by the police‐ link into what happens if you are arrested) Q4:‐ There is more than one type of court in the UK‐ (Answer TRUE‐ link into the different types of court and their responsibilities‐ magistrates, crown, youth etc) Q5:‐ The judge in criminal court decides if you are guilty‐ (Answer FALSE‐ in the crown court the jury decides if you are guilty or not guilty‐ the judge decided what sentence you get) Q6:‐ If you are found guilty of Murder, you always get a sentence of life imprisonment‐ (Answer TRUE‐ but a life sentenced does not mean life imprisonment) Q7:‐ If you are found guilty of Robbery, you will always go to prison‐ (Answer‐ FALSE‐ other sentences can be given‐ use this, and the previous question to discuss sentencing, and briefly some of the different type of sentences a court can give) Q8:‐ If you are 8, you can’t be charged with most crimes‐ (Answer‐ TRUE‐ age of responsibility) Q9:‐ If you 13 you will go to a prison with people over 16 (Answer‐ FALSE‐ will not go to ‘prison’‐ secure children’s home) NB You can also run this session in a hall‐ with ‘true/false’ walls‐ the ch have to run to which wall they think is correct.
Additional Notes
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SESSION B Mock Trial Length:‐ min 60 mins Number of ch:‐ max 32 (or 1 class) in each mock trial group.
Learning Objectives:‐ Gain a basic understanding of the legal system in the UK, including the right to trail by Jury and what this means. Understand what the different people in court do. Gain an awareness of what happens if you are charged with a crime.
Resources:‐ IWB Materials Gowns and Wigs (children and adult!)
Success Criteria (Learning Outcomes) I can explain how a court works I can explain what the different people in court do. I can explain what a Jury does and why a Jury is important. I understand what happens if you are charged with a crime.
Suggested organisation:‐ SL volunteers will deliver this session. They can deliver the start of the session to as many ch as needed together; however each mock trial group should have a maximum of 1 class (preferably no more than 32) in it.
Relationship to prior learning Session A needs to be delivered prior to this session
Key Vocabulary Law, Court, Legal, Judge, Jury, Sentence, Barrister, Solicitors, Usher, Crown Court, Magistrates Court, Charged.
Lesson Activities
This session will be delivered by UEA Streetlaw.
Additional Notes
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SESSION C Civil Law‐ Negotiation Length:‐ approx 60 mins Number of ch:‐ any
Learning Objectives:‐ Understand that Laws help us in everyday life, not just with protecting us from crime. Understand the basic principles of a successfully negotiation.
Resources:‐ IWB / Data Projector Handouts
Success Criteria (Learning Outcomes) I can take part in a negotiation and use appropriate negotiating skills. I can explain basic information about civil law in the UK.
Suggested organisation:‐ The shared learning of this session can be delivered to any number of children together. If possible split the ch into 2 groups in 2 separate rooms to deliver the briefing for the negotiation. For the main negotiate take care not to have too many groups of ch negotiation in one room.
Relationship to prior learning Session A needs to be delivered prior to this session.
Key Vocabulary Civil Wrong, Civil Law, Lawyer, Solicitor, Negotiation, Contract.
Lesson Activities Activity 1:‐ It’s not all about crime. (4 mins) Ask the ch to vote true or false on the statement:‐ ‘ Laws only exist to punish crime' Explain to the ch that laws aren’t just to punish crime, that laws are also there to help people get along and to help people who are hurt by other people in some way‐ known as Civil Law. Provide the ch with common example‐ personal injury claims. Ask who have seen the adverts on TV that say ‘have you been injured in an accident that wasn’t your fault?’ – The person who has been injured can sometimes sue the people they think are responsible to try and get money or other things from them to help put right the damage that was caused. Activity 2:‐ Why are we at school? (5 mins) Ask the ch why they come to school? Who makes them come to school? Explain to the ch that there is a law that says that all children between the ages of 5‐18 must be in full time education or training. Ask the ch what would happen if they didn’t go to school? Explain that their parents are criminally responsible for them attending school and if they didn’t attend school for a long time, their parents could be arrested and even put in prison. Ask the ch why a teacher comes to school? Who makes them come to school? Explain that there is no law that says that Mr/Mrs X must be a teacher and come to school to teach. Explain that teachers choose to teach, and they can stop teaching if they want. Ask the ch if schools would work if teachers could suddenly decide that one day they didn’t want to teach and stops coming into school? Explain that to stop this, when you start a job you sign a contract, which says what is expected of you. Contracts are legally binding and are an example of civil law that is designed to help people get on. Explain that lots of civil law never reaches a court, and issues to do with civil law are often sorted out by negotiations‐ ask the ch what a negotiation is and explain it is when people talk and try and come to an agreement that is good for everyone. Explain that lawyers spend quite a bit of their time negotiating. Things that are often negotiated
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included personal injury settlements and the terms of contracts Activity 3‐ Negotiations in everyday life. (10 mins) Ask the ch if they think they are a good at negotiating already? Explain that people negotiate in everyday life‐ ask the ch if the following situation is familiar? [ using resource C1 2 adults act out the small scene] Explain that negotiating over bedtime is a great example of when people negotiate in everyday life‐ without even realising it! Get the adults to re‐read the negotiation and pause them to pick out elements of what makes a good negotiation‐ [ Using the notes in C2 and the presentation] Introduce the Pocket money negotiation scenario (C3 and presentation) – pair the children up and ask them to assign each other a number‐ 1 or 2. Tell the ch that all number 1’s are a parent and number 2’s are a child. Say they have 3 minutes to negotiate pocket money . Ask at the end who has managed to get the most money! Explain that often in negotiations each person knows something which the other side doesn’t and can use this to help the negotiation. Activity 4‐ Mack Lefron and Colby Film and Music Company. (30 ‐40 mins) Explain to the ch that they are going to take on the roles of solicitors trying to negotiate a contract for a major start‐ Mack Leffron. Run through the common facts on the presentation (and on C4). Get the ch to pair up, and then to pair with another pair. Get the ch to assign each pair either a number 3 or 4. Reveal that number 3’s will be representing Mack and 4’s Colby Film and Music. Split the groups up into 3’s and 4’s, if possible in separate rooms, and handout the briefing documents. Explain that this contains the instructions from their client, and that they mustn’t let the other side see it. If possible use the presentation to talk each group through their briefing document and give them some ideas about what they could use to help negotiate. Give the ch 15 mins to plan their negotiation‐ ask them to think about things like:‐ what they are going to try and achieve, where they are going to start their negotiation, what bargaining points they have, what info they have that the others side doesn’t and what things they are willing to ‘give in’ on After the prep time is up, get the ch to negotiate. Pair together a pair from each group, who should sit formally around a table. Get the ch to start the negotiation with a handshake. Set the timer on the IWB to 15 mins and say that the ch should negotiate! Whilst the negotiation is happening adults should listen in to each group, and if need be offer assistance. After the negotiation compare different groups agreements.
Additional Notes
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SESSION D (1) Why do we need laws (2) Impact of breaking laws
Length:‐ 50‐60 mins Number of ch:‐ 20‐30
Learning Objectives:‐ Gain an understanding of the need for laws Gain an understanding of some of the laws people follow in everyday life Gain an understanding of the consequences of breaking laws, both on the individual and the wider community.
Resources:‐ IWB / Data Projector Handouts (provided)
Resources provided with this scheme:‐ Number of copies needed is in brackets. IWB Files‐ ‘Session D’ in Smart and .flipchart formats Handouts D1 (one per child), D2 (one scenario between 2/3‐ sliced up before session)
Success Criteria (Learning Outcomes) I can explain why we need laws I can discuss what it would be like if we had no laws. I can explain some of the consequences of vandalism and the need to think carefully about other peoples feelings and viewpoints when decide ding how to behaviour. I understand and can describe how the wider community is affected by anti‐social behaviour.
Suggested organisation:‐ It is recommended that this session is delivered in full in one lesson, however if needed this session can be delivered as 2 separate lessons. Due to the nature of the activities is recommended that this session is delivered to no more than one class of ch at a time. If UEA Streetlaw are delivering this session, they can deliver simultaneously to multiple groups.
Relationship to Prior Learning. This session links into the initial themes discussed in session A, therefore it is important that session A is delivered prior to this session.
Key Vocabulary Law, Court, Legal, Judge, Anti‐social behaviour, vandalism, community
Lesson Activities Part 1 Activity 1 ‘ Why do we need laws’? Whole group discussion (3 mins) Explain that when a people live together with a range of different views and opinioons, like the do in a community, conflict often arises and that laws are there to help tackle and prevent problems with a just and fair system. Activity 2:‐ ‘How many laws do you follow in a day?’ – Initially liken laws to rules‐ ask the ch what rules they follow everyday at school? Explain that just like we follow rules everyday at school, people follow laws in their everyday life. Ask the children how many laws they think they follow in a day? Walk the ch through the timeline of a ‘typical’ day, asking them to point out any laws they are following‐ use the timeline included in the resources‐ with the following points:‐
Wake up‐ go downstairs and get breakfast, and watch TV‐ Ever household in the UK with a TV must have a TV Licence
Get in the car to school, put your seatbelt on. Every passenger in a car must wear a seatbelt.
You drive to school‐ lots of traffic laws. You go into school‐ every child must be in full time education
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You buy some healthy tuck at break‐ you must not steal You go out for a meal in the local pub, and your parents drink some wine‐
you have to be over 18 to purchase alcohol. Remember to also point out that we follow most laws in everyday life by not doing things‐ give the example that on the way into school this morning, no‐one stole anything, hit someone etc... Activity 3‐ ‘Cloville‐ lawless society’ Using the resocurces provided, introduce ‘cloville’ – a city that has no laws. Ask the ch to discuss in groups what they think it would be like in Cloville‐ what would be happening? – Draw these together on IWB, discuss and save for use in Session E. Ask the ch if they would like to live in Cloville? Why/Why not? Part 2 For this part of the session, introduce the ch to the scenario detailed in handout D1 and in the presentation (vandalism of a park). Explain that we will work through the different impact of breaking the law and vandalism. Give out the handouts one between two. Activity 1 Personal Consequences Ask the ch to think about the impact of breaking the law on the people who broke the law. Ask them to talk in small groups about the impact:‐
‐ If they are caught by the police ‐ If they
aren’t caught by the police. Bring together as a whole group, and record on the IWB. Activity 2 Consequences for other people and society etc... Ask the ch if they think the vandalism will affect anyone apart from the people who did the crime? Get the children to discuss who it would affect and how? (record on IWB) The effects on everyone mentioned in the scenario are considered in more detail in activity 3, but at this stage ensure the children have considered the effects to:‐
‐ Children who use the park ‐ The people opposite the park ‐ The Icecream man
Activity 3 News‐report‐ Drama (10 mins) Explain to the ch that we are going to make up a TV news report about the antisocial behaviour. Split the children into groups of 3‐4 and assign each group a different groups – detailed in handout D2 and give each group 5 mins to work out what they would say to a News reporter about the vandalism.Then ‘record’ the news report‐ using the script provided on resource X‐ going round to each group asking them for their opinions etc...
Additional Notes
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SESSION E How are laws Made? Length:‐ min 60‐80 mins Number of ch:‐ any
Learning Objectives:‐ Gain a basic understanding of the law making process in the UK Understand the basic functions of Parliament, and how MP’s are elected. Understand some of the difficulties when making laws, in particular the need for different laws in different situations.
Resources:‐ IWB / Data Projector Box (for Ballot box) Handouts from the resources section NB a Large room is required for the mock parliament.
Resources Provided with this scheme for this session. The number of copies required are in brackets. IWB Files‐ ‘Session E’ in Smart and .flipchart formats E1 ( on profile per child‐ sliced up before session), E2a (copy for adult only), E2b ( on ballot paper per child sliced up before session) , E3 (on per child), E4 (4 copies), E5 (4 copies), E6 (for reference ony), E7 (1 copy, printed onto card if possible)
Success Criteria (Learning Outcomes) I can name at least 3 Laws in the UK. I can start to describe the legal process in the UK, including parliament and courts.
Suggested organisation:‐ This session works well with any number of children, therefore all ch in school who are taking part in the Streetlaw sessions can have this sessions delivered together.
Relationship to prior learning Session A and D(1) should be delivered prior to this session
Key Vocabulary Law, Court, Legal, Judge, Jury, Sentence, Parliament, Queen, Prime Minister, MP’S.
Lesson Activities At the start of the session, hand each child a slip of paper from resource E1 , which contains a ‘profile’‐ this will be used during the activities in the session. Start the session with the question:‐ How are laws made? Use the ch’s answers to structure the rest of the session. Ask the ch what they would like to know about the law making process‐ use IWB slide to record these and aim to answer these during the session. [optional]
Activity 1‐ This palace called Westminster
Activity 1a‐ Introduction to parliament [approx 5 mins] Using the ‘spot light’ or ‘reveal’ function on the IWB show a picture of the palace of Westminster, with only a small section of the image showing. Move the spotlight around the image and ask the ch to guess what the picture is. If not guessed, introduce the picture as the palace of Westminster which is where parliament sits. Show a few more images and ask the ch if anyone can tell you what happens here? Explain that the palace of Westminster contains parliament, and parliament discusses and ultimately make the laws of England.
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Activity 1b‐ Representing YOU [approx 15 mins] Explain that parliament is made up of 2 parts‐ the house of commons and the house of lords. Explain that the house of commons is made up of representatives from every area of the country, who are known as Members of Parliament (MP’s). Ask the ch how they think MP’s are chosen? Explain that MP’s are chosen by election, in a general election which has to be held at least once every 5 years. If helpful, liken this to the way the ch elect school council members etc... Ask the ch how old they think you need to be to be an MP? Explain that anyone over the age of21 can stand for election, but generally only a few people run in each area. Explain that in the UK there are different political parties, which have different opinions on how the country should be run, and each candidate is normally part of one of the parties. The prime minister is an MP and is the leader of the party who has the most votes at the general election. Ask the ch how old they think you have to be to vote in a general election? Explain that before an election, the different parties and the people in each area who are running for that party let the public know what they would do if they were elected, and what laws etc they would make. Explain that different people vote for different candidates as people have different things they would like the government to do. The person with the most votes in each area gets elected. Tell the ch that we are going to pretend that there is a general election and that it is the day we are going to vote. Explain that on the piece of paper they were given at the start is the type of person they are going to pretend to be, and what they would like most from the next government. Tell the ch that they are going to here from the 3 people running in their area and that they should listen out and decide which person they should vote for. Get 3 ch or adults to read out the statements provided in E2a Hand out the ballot paper (E2b) to each ch and tell them to mark the person they want to vote for with an X and to put it in the box. Explain that whilst we are doing the next piece of work we are going to count up the votes and see who we have elected.
Activity 1c‐How Parliament Works‐ Making laws [apprx 5 mins] Use the IWB resources provided, quickly though how parliament works. If you require more background knowledge on this, http://www.parliament.uk/about/how/laws.cfm is an excellent website (NB the version presented in the IWB file is a simplified version!!)
Activity 2‐ The problems with making laws This activity covers the various problems, challenges and consideration s MP’s and peers face every day when making laws.
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Activity 2a‐ Different situations, different laws [approx 5 mins]
Briefly discuss with the ch if you can simply say ‘don’t do something’? Provide the examples on the IWB. Get the ch to discuss each scenario, and encourage debate about what is right/wrong etc. Explain that often when people make laws they need to be careful to make sure they don’t have unintended circumstances and that MP’s often have to make decisions about what is right or wrong on behalf of the country. Provide the ch with the example provided on the presentation of a mis‐worded law!
Activity 2b‐ Some dumb laws [approx 2 mins] Explain that once a law has been made it is a law until parliament says it isn’t‐ so many laws aren’t really relevant now‐ and (thankfully) aren’t enforced !Using teachers notes Y and the presentation give some examples of some dumb laws that have been made over time. If time exists, you can re‐visit the List of problems the ch identified in Colville in session E, and ask them to decide which 3 laws are the most important to make. Activity 3‐ Mock Parliament [approx 30‐40 mins] Explain to the ch that they have now all been elected as MP’s and in a few minutes will go into parliament to decide on a law. Ask the children if they would like to come to school only 4 days a week?. Explain that we can see in our own parliament if that would be made law. Explain that the X party (use the party elected by the group) have proposed the law (show on IWB). When we go into parliament, it is the final reading of the bill, and we will discuss the bill and decide if it should be law or not. Ask the ch as a whole class to quickly think about what the advantages and disadvantages of a 4 day school week would be‐ on everyone‐ teachers, parents, children etc... Feedback to a whole group. Split the class into 2 groups‐ one of which is slightly larger than the other. Explain that the larger group is [the political party proposing the law] and that the other group is [the other political party] Explain that we are going to have 15 mins for the ch to look at the law and come up with some points for (proposing) and against (opposition) the law. We will then debate it in parliament. When in the 2 groups, assign an adult to each group, and provide the ch with the appropriate handout (E3) which details some points for and against the law.. Quickly select one pupil to be the leader of the party, and provide them with the short pre‐written speech which they will read out (E5/6) Get the ch to think about, and write down the points that are for/against the law. Explain it may be helpful o think about things that the opposing party may say (provide examples) in order to come up with good responses. Ask the opposition party to think if they can suggest any other ways to achieve a similar effect (more time for teacher to prepare) to suggest? After the preparation time, arrange the room as per the layout in E6 , and briefly remind the ch of some of the rules of parliament:‐
‐ Once someone has finished speaking, if you wish to speak you should stand up. The speaker will chose who speaks next (it doesn’t always go in ‘turns’ from opposition to government etc)
‐ You refer to other people in parliament as ‘My honourable friend’ or ‘The honourable
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Lady/Gentleman’ ‐ You address everything you say to the speaker – ‘Mr/Mrs Speaker... ‘ ‐ If you agree with something being said you can cheer or boo‐ but be careful as the speaker
may tell you to be quiet! ‐ Whatever the speaker says goes!
An adult should act as speaker and an additional adult(s) should sit with each side if possible.. The leader of the proposing party should start, and then anyone with anything to say should stand up and will be chosen by the speaker‐ follow the procedure guide in teachers notes Y. Encourage ch to discuss the law between them, and encourage as many people to speak as possible. If the debate comes to a hault, the adults on each side can re‐start it by speaking. Once an appropriate amount of time has passed, call time on the debate and call a vote. Get the children to walk through either the Aye or Nay door (Marked by signs in E7) and as they are walking through and adult should count the votes (as happens in a real parliament) Convene parliament again, and announce the results of the vote!
Additional Notes
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Session C‐ Bedtime Negotiation Script.
To be read out by 2 adults during the shared learning of session C.
Parent:‐ Right then X, It’s 7:30 and time for bed.
Child:‐ But Muuuum/Daaaaad can’t I stay up till 10 tonight?
Parent:‐ No, of course you can’t that’s way too late.
Child:‐ But Muuummm/Daaaad I’ve been ever so good today. Pleaaaasssee can I stay up till 10
Parent:‐ No, you’ll be exhausted for school tomorrow, now come on, let go to bed.
Child:‐ Plllleeeassssseee
Parent:‐ NO!
Child:‐ Can I stay up till 9 tonight then? I have been ever so good.
Parent:‐ No, your bedtime is 7:30, get off to bed.
Child:‐ 8:30?
Parent:‐ NO
Child:‐ 8:15?
Parent:‐ No, as I said your bedtime is 7:30 on a school night, you know the rules.
Child:‐ But i’ll be really good tomorrow, it’s not thaaat much later so it won’t make me exhausted for school
tomorrow I promise.
Parent:‐ No, it will still make you exhausted!
Child:‐ I’ll make you breakfast in the morning if you let me stay up till 8:15
Parent:‐ No, I can make my own breakfast thankyou‐ off to bed.
[Silence‐ about 10 seconds]
Child:‐ Muumm/Daad Do you love me?
Parent:‐ Of course I do
Child:‐ If you loved me you’d let me go to bed at 8:15
Parent:‐ Love has nothing to do with it and you know that. [pause] How about going to bed in 10 more
minutes at 7:45,
Child:‐ Well, I would like to do that, but I know how much you love Eastenders and how you’d hate to miss
some of it when you put me to bed halfway through‐ so how about 8?
Parent:‐ Go on then, 8 o’clock it is, as long as you promise to be good and behave at school tomorrow.
C1
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Child:‐ I promise!!! You’re the best Mum/Dad in the whole wide world!
21
Session C‐ Bedtime Negotiation Script‐ with notes
To be read out by 2 adults during the shared learning of session C.
Parent:‐ Right then X, It’s 7:30 and time for bed.
Made the initial expectations / offer clear.
Child:‐ But Muuuum/Daaaaad can’t I stay up till 10 tonight?
Made a counter offer- set the initial offer high (ask did they expect to stay up till 10)
Parent:‐ No, of course you can’t that’s way too late.
A firm response- they didn’t concede straight away.
Child:‐ But Muuummm/Daaaad I’ve been ever so good today. Pleaaaasssee can I stay up till 10
A firm response- they didn’t concede straight away.
Parent:‐ No, you’ll be exhausted for school tomorrow, now come on, let go to bed.
Gave a reason
Child:‐ Plllleeeassssseee
Parent:‐ NO!
Child:‐ Can I stay up till 9 tonight then? I have been ever so good.
Made a concession- but not a big one. Backed it up with a reason.
Parent:‐ No, your bedtime is 7:30, get off to bed.
Child:‐ 8:30?
Made another concession- showed willing to negotiate.
Parent:‐ NO
Child:‐ 8:15?
Parent:‐ No, as I said your bedtime is 7:30 on a school night, you know the rules.
Child:‐ But i’ll be really good tomorrow, it’s not thaaat much later so it won’t make me exhausted for school
tomorrow I promise.
Reflected back the reasons stated earlier and used them for their benefit.
Parent:‐ No, it will still make you exhausted!
C2
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Child:‐ I’ll make you breakfast in the morning if you let me stay up till 8:15
Tried to add something else into the negotiation- another bargaining tool.
Parent:‐ No, I can make my own breakfast thankyou‐ off to bed.
[Silence‐ about 10 seconds]
Silence is powerful
Child:‐ Muumm/Daad Do you love me?
Changing the subject and diverting the attention away from the issue/gaining more information
Parent:‐ Of course I do
Child:‐ If you loved me you’d let me go to bed at 8:15
Using the information gained to make a stronger negotiating position.
Parent:‐ Love has nothing to do with it and you know that. [pause] How about going to bed in 10 more
minutes at 7:45,
Made the first concession.
Child:‐ Well, I would like to do that, but I know how much you love Eastenders and how you’d hate to miss
some of it when you put me to bed halfway through‐ so how about 8?
Provided a benefit and advantage of conceding.
Parent:‐ Go on then, 8 o’clock it is, as long as you promise to be good and behave at school tomorrow.
Success! But with a condition- something in return for the concession.
Child:‐ I promise!!! You’re the best Mum/Dad in the whole wide world!
Ending positively.
23
Top 10 tips to remember in a Negotiation
1) Establish something common that you want to achieve i.e. ‘We
both want the best for...’
2) Set your first offer‐ generally higher/more than you expect to
get
3) Listen to the other people and Reflect what they have said back
later for your advantage.
4) Wait for a response
5) Discuss your reasons for wanting something (but don’t give
too much away).
6) Try to understand their reasons.
7) Be prepared to change what you ask for‐ but don’t change too
much too early
8) Also try to get something in return for a change
9) Bargain with the other party‐ use things you know are
important to them.
10) Silence sometimes works well
C3
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Mack Lefron and Colby Film and Music.‐ Common Facts
Mack Lefron is 18 and is a celebrity figure. He is currently employed and managed by Tony
management limited, who currently take a 25% cut of all his earnings and control all his
work.
Mack came to fame as a film star. He started in Low School Musical 2, which was released
3 years ago and was a highly successful film, which made over £900 million in the UK alone.
Mack also made a lot of money from his work advertising a number of major brands and
his most recent advertisement campaign, for Cool Cola reportedly made Mack over £5
million. Mack is also very keen to release a music album within the next year.
Unfortunately for Mack his popularity, and income, is decreasing as it has been some time
since Low School Musical 2 was released.
Macks contract with Tony management limited is about to end, and Colby Film and Music
Limited are very keen to employ and manage Mack Lefron.
Colby Film and Music is a successful management company for celebrities. There most
high profile celebrity is Kylie Kyrus, who has recently been voted the top celebrity of last
decade. Colby Film and Music have been managing her film career for the past 3 years and
have recently launched her music career, and she is currently one of the most popular
singers.
Solicitors for Mack Lefron and Colby Film and Music ltd have arranged a meeting to
negotiate the terms of a possible contract with Colby Film and Music. There meeting is 20
minutes long and by the end of the meeting they want to have agreed on most of the
following:‐
‐ How much of Makcs income Colby Film and Music will take
‐ How long the contract is for.
‐ What activity (films, TV) Colby Film and Music can arrange for Mack over the next
year.
‐ How many hours a week Mack will be required to work on publicity for Colby Music
and Film.
‐ If Colby Film and Music will agree to launch Makcs Music career. If you have time
you should also try to agree and how much they will pay him for his record contract
and how many albums this is for.
Macks Solicitors have his permission to sign a contract at the end of the meeting if the terms
are favourable to Mack. The solicitors will then meet again in a few weeks to sort out the
final details of the contract.
C4
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26
UEA Streetlaw Primary Project‐ Negotiation Scenario 1
Briefing Document for Larry and Partners, representing Mack Lefron.
Mack Lefron has asked you to represent him in his contract negotiation with Colby
Film and Music LTD.
Below is information that will help you negotiate the best deal for Mack. The
solicitors for Colby Film and Music have not seen this information.
Mack wants as many film and TV deals as possible. The more deals Colby
Film and Music can promise, the more Mack is willing to ‘give away’ to
Colby Film and Music.
Macks current company have refused to manage him again so a deal is vital,
but Mack does not want you to reveal this to Colby Film and Music.
Mack would ideally like Colby film and Music to take no more than 18% of his
income, however his is willing to give up to 26% of his income if the other
terms of the contract are good.
Mack does not want to be in a contract for more than 4 years‐ Mack will not
accept a contract that is any longer. The shorter the contract the better
Mack wants to work as little as possible on publicity for Colby Music and Film,
and if possible he doesn’t want to work more than 15 hours a week.
Mack really wants Colby Film and Music to agree to launch his music career as
Mack thinks this will really help him to become really famous again and earn
him a lot of money. Macks music contract is very important to him, and
many other companies would not want to launch his music career. If you
have time Mack does not really mind how much Colby Music pay him for the
contract, but you should try and get as much money as possible (you know
that Kylie Krass got paid £2million for her contract) but doesn’t want the
contract to be for more than 3 albums.
C5
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UEA Streetlaw Primary Project‐ Negotiation Scenario 1
Briefing Document for Lark and Partners, representing Mack Lefron.
Colby Film and Music have as asked you to represent them in their contract negotiation
with Mack Lefron.
Below is information that will help you negotiate the best deal for Colby Film and Music.
The solicitors for Mack Lefron have not seen this information.
They would really like to Manage Mack as they think he will make them a lot of
money, however they are prepared not to manage Mack if they can’t agree on a
sensible contract. You have heard rumours that Mack has recently fallen out with his
current company‐ you can’t be sure of this information so should only use it if
necessary.
They ideally want 30% Income, however they are willing to go as low as 22% as long
as the rest of the contract is good. You should try and get as higher percentage as
possible.
Standard contract lengths are 6 years long, and most of their biggest stars are on 6
year contracts, including Kylie Krass. However as Mack is very important they are
willing to redcue this and the minimum length they will offer is 4 years, as long as
they control all of Macks work. The longer the contract the better.
They want Mack to work on publicity for 20 hours a week, but are willing to reduce
this if it helps the negotiation‐ the minimum they will accept is 10 hours a week.
They can offer Mack a lot of TV and Film deals. The better the contract, the more
deals they are willing to offer. They can offer:‐
‐ 1 or 2 films (sequals to Low School Musical)
‐ Up to 5 TV shows which are set to be really popular with teenagers.
‐ If necessary you can also offer Mack a chance to star in his own TV chat show
in the UK.
Colby are willing to launch Macks Music career, and have had huge success with
many of their clients‐ they are known as the most successful music company in the
business. You know that other companies would not be able to offer to launch his
music career. You know that a music career is very important to Mack. If you
have time you are willing to pay him up to £1.5 million for as many albums as
possible. Other stars have been paid more, but Mack’s voice isn’t as good!
C6
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The Local Park
The local park is full of life, everyday you can see:-
Children playing in the park after school Mothers bringing small children to the park during the day The ice-cream van that is always very popular on a sunny
afternoon Dogs running around and playing Grandparents taking a walk The couple across the road admiring the lovely view of the
park- they have just brought the house.
But last night, Harry, Harriet, Lucy and Jed got bored and decided to have ‘fun’ damaging the park.
This morning, the local people woke up to find the park in a terrible mess
Words have been sprayed all over the play ground (graffiti) Broken grass is all across the grassy area The swings have been broken The slide has a hole smashed in it The football posts have been damaged
The local people are very upset.
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Session D‐ News Report‐ Role Allocations
You are :- The Children who play in the park after school
You are:- Parents who bring small children to the park during the day
You are:- The ice-cream van owners whose van is always very popular on a sunny afternoon
You are:- People who bring their dogs to the park
You are:- Grandparents taking a walk
You are:- The couple across the road they have just brought the house.
You are:- Council workers who are going to have to spend time and money repairing the park. The council were planning to add a new skateboarding area, but this can’t happen now as the money has to be spent on re-pairing the park.
You are:- Jed, Harry, Harriet and Lucy- who have been caught by the police, fined, given community service and an ASBO.
D2
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Session E‐ Character Descriptions‐ to be handed out at start of lesson
You are: A young adult, aged 20. You think that good job opportunities and a
stable economy are important. You are not that worried about childcare, or
pensions or support for older people.
You are: A working Parent, who has just had your first baby. You think that
support for childcare is really important. You also would like to have a promise
to increase job opportunities. Support for older people or pensions do not
really worry you.
You are: A married man, aged 63 with grown up children. You think that a
good pension is really important. You would like to have a promise of
increased support for older people. Jobs or childcare do not really worry you
now.
You are: A young adult, aged 20. You think that good job opportunities and a
stable economy are important. You are not that worried about childcare, or
pensions or support for older people.
You are: A working Parent, who has just had your first baby. You think that
support for childcare is really important. You also would like to have a promise
to increase job opportunities. Support for older people or pensions do not
really worry you.
You are: A married man, aged 63 with grown up children. You think that a
good pension is really important. You would like to have a promise of
increased support for older people. Jobs or childcare do not really worry you
now.
E1
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Election Statements‐ Session E
Statement for the Liberal Democrat Party Candidate‐ James Henzley.
Ladies and gentlemen, as we come out of this time of economic uncertainty,
myself and my party believe that increased Job opportunities vital to our
economic recovery and therefore will make it our pledge to increase the
number of well paid jobs that are available. Rest assured, it is our
governments priority to ensure we have a stable a strong economy once again
by the end of the next decade.
Statement for the Labour Party Candidate‐ Sarah Workingham.
Ladies and Gentleman, I have 3 words for you‐ Children, Children, Children! It
is children who will shape our country in the next generation, and they are at
the top of our list of priorities. To demonstrate this, we pledge to create
availability of high quality childcare to every working parent in the UK, for
every child aged 1 and above.
A strong economy is also important for our countries continued development,
and we will do everything we can to achieve this, and promise to do everything
we can to increase job opportunities for everyone in the UK.
Statement for the Conservative Party Candidate‐ Miles Heathcroft.
Ladies and gentleman, in the age of worries about the economy and jobs for
young people, it is easy to forget the most important part of our community‐
older people. These are the people who have worked hard for this country,
and now they are nearing retirement it is not the time to abandon them.
We will demonstrate this commitment by increasing the state pension by 25%
to show our respect to the workers of the last generation. We also pledge to
put older people first in all decision we take, and to support them financially.
Ladies and gentlemen, I urge you not to forget the older people in this country!
E2a
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Session E‐ Resource 2a – Provided on Enclosed C.D
33
A four Day School Week
Opinions
For a four day school week:‐
“ I think a four-day week is a good idea for taking the pressure off young people and giving them more time to devote to hobbies and extra-curricular activities”. Pupil “ I think a four-day week is an excellent idea. This would greatly reduce my workload as I would have more time for planning and marking. I could dedicate more time to creating quality lessons for my students.” Teacher
“I think a four day week is a great idea- I get so exhausted after a 5 days of learning- 4 days would be so much better and allow me to be refreshed and ready to learn on Monday again!” Pupil
“I think a 4 day week is a great idea- I’d love to spend an extra day with my children. I feel like I never see them as they are at school all the time.” Parent, who works part-time.
Against a four day school week:‐
“ I already find it difficult to pay for after school childcare for my children. I would not be able to afford an additional day of child care and I would not be able to take the day off work. I may have to change my job so that I can work a four-ay week and that would mean a great deal less money for my family. “ Working parent “ Many of the teachers at my school are keen on a four-day week and say that lessons would be improved with more time to plan them. I am concerned, however, that standards will fall with less time devoted to teaching and learning. “ Head teacher “Teachers already have it so easy and get long enough holidays as it is- why should we give them a day when they don’t teach?”- University Student
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A four Day School Week
Statement from the Secretary of State of Education
Speaker, This government is proposing a new law, under the Education Reform Act 2010 that would see the number of days children and young people attend school to reduced to four days a week. We propose that pupils attend school Monday-Thursday. Teachers would still have to attend work on the Friday, but would have this time to devote to planning, preparation and assessment. We believe that a four-day school week would greatly improve the quality of education in our schools. It would reduce the workload of teachers by giving them more time to plan and prepare. This would help reduce stress, a key reason why many good teachers are deciding to leave the profession. With more preparation time, the quality of lessons in schools will improve and we could expect to see improvements in standards across all subject areas. Students would also benefit, enabling them to feel more refreshed and ready to learn on a Monday after a 3 day break.
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A four Day School Week
Statement from the SHADOW Secretary of State of Education
Speaker, I have to contest that The Government’s plans, presented by the honourable gentleman/lady are ill-conceived. In the current state, they would lead to problems for nearly every household in the UK. Parents would struggle with childcare, family income would drop and therefore our economy would struggle. It is our opinion that there are better options available and that this proposal, should only be considered if a four-day working week for employees is considered at the same time. In their current form, this bill would be a major blow to parents trying to work to support their families at a time when child care costs are already preventing some parents from gaining employment.
E5
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Resource E6‐ Suggested layout for mock parliament.
Govt’
Benches
(rows of
benches
and/or
charis)
Oppos’
Benches
(rows of
benches
and/or
charis)
Despatch Box
(Large Table,
with a
box/pile of
books placed
to form the
despatch box)
Speakers
Chair
E6
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Session E‐ Resource 7 – Provided on Enclosed C.D