•To trial vertical teaching.• For students to reflect on prior learning and apply it to new situations.• To establish firm cross-curricular links.

• To plan and teach a new scheme of work that covers global citizenship other than what I teach during normal lessons.

Year 7 and 8 student timetables collapsed periods 5 and 6 on a Thursday from 30th June to 22nd July.

Teachers will have new class lists that include both Year 7 and 8 students.

I paired myself up with an art teacher to ensure that there were cross curricular links.

Staff 30th June 7th July 14th July 22nd July

JXB V10Who am I?What is Britishness?

V10Am I a global citizen?

V14Who am I?What is Britishness?

V14Am I a global citizen?

V10Am I a global citizen?

V14Am I a global citizen?

V10Evaluation

Have both classes together in a large room?

Celebration assembly

JDW V14What do landscapes mean to me?

V14What do landscapes mean to me?

V10What do landscapes mean to me?

V10What do landscapes mean to me?

V14Come into my world

V10Come into my world

V14Evaluation

Celebration assembly

StarterWho do we think we are? Students produce an identity profile. Passport

style photographs to be used from SIMs as the centre of the mind map.

How does the world around me contribute to my life?

Around a copy of a local map students will label particular places that they know and visit. These places must then be annotated to explain why these places are important to their identity. As an extension students could identify some places that aren’t on the map but still contribute to who they are. Students should draw their own maps, and again explain how they are important to their identity.

Do you feel British? Show students the power point that shows

images that might be considered to represent “Britishness”.

Get students to consider if any of the pictures surprise them and would they remove or add any other images.

Students create their own power point presentation or poster to answer the question, "what is Britishness?”. Text and music can be used also.

On a post-it-note, students write one word that sums up what Britishness means to them. Create a word wall so students can see what has been written.

As a class, use the words to come up with an overall definition of the word Britishness.

It may be found that this is difficult as the term means too many different things to different people.

Show students a passport. Ask them to discuss and feedback their ideas on the following question.

Official documents like passports are used to check a persons identification. Is a passport a good representation of who you are?

Starter What does being a global citizen mean to me? Students write down words beginning with different letters

of the alphabet that describes what certain skills, attitudes, values and types of knowledge that a global citizen has.

Ask students to choose 5 and complete the following sentence.

A global citizen is someone who... Compare student’s definition with the UNICEF definition. “A

global citizen is someone who believes in global justice and acts to make the world a safer, fairer and more sustainable place in which people’s rights and responsibilities are recognised and respected”.

Students will work in groups to develop an Action Plan to assist people who have been affected by a humanitarian disaster e.g. earthquake, flood.

Eight groups working on each of the four categories which represent organisations that can provide assistance. Worksheets provided.

1. The raising awareness campaign2. The aid agency3. The activists4. The British government Groups that have worked on the same category should join

together and compare answers to produce a final plan.

Students feed back to explain what they have included in their action plan and how they are going to carry it out.

Discuss with students which group’s plan should be made a priority.

Karen Howse – Textile artist. Works with the local environment to explore the

essence and energy of a place. Sketches different types of landscapes and creates

in a textile workshop a piece of textile that sums up her experience of the environment.

Students write summary statements on luggage labels that can be hung around the finished art work.

“St John’s is an innovative and dynamic community recognised for excellence in teaching and learning that provides all learners with the confidence and capability to be full participants in the global community.”