This KS4 Citizenship lesson poses questions to learners after indepth research activities such as: Should our government ‘interfere’ with human rights policy on other countries? Should we enforce basic human rights in other countries? Should other countries be able to decide for themselves how they want their own people to be treated? Is it acceptable […]
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I don’t teach PSHE or Citizenship. What relevance does sexual orientation/gender identity have to my subject/curriculum/pupils?
Writing lesson plans that reference LGBT experience in Maths or ICT is not blind ‘political correctness’. Instead it is the provision of undiscovered and relevant materials that facilitate attainment in subject specific skills. Don’t forget you will also be supporting your colleagues across the school by being consistent in challenging homophobia/transphobia, which will ultimately raise […]
How do I use Schools OUT lessons for APP (Assessing Pupils Progress)?
We list objectives that cover at least 3 levels in your subject and key stage. This will be familiar to many teachers as the All pupils, Some pupils and Most pupils format. Formative assessment is crucial when delivering this work. We believe assessment for learning (through use of attainment targets to measure progress) is the […]
Attainment targets? What if my school sets objectives based on Programmes of Study?
Opinions can be divided on this. Programmes of Study instruct us what needs to be covered in each subject. Attainment targets tell us the degree of knowledge/aptitude of skill each pupil needs to have at their level. We have linked to attainment targets rather than programmes of study to ensure that these lessons give pupils […]
Who uses homophobia, transphobia and biphobia and why?
Use of verbal abuse ranges from the ubiquitous use of the word gay to denote anything someone does not like or sees as broken to use of specific slurs such as fag, dyke, fudge puncher, rug muncher, lemon, queer, batty boy Cyber bullying is also prevalent and can take the form of bullying on the […]
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