Year 11 Citizenship Full Course GCSE:
Lesson Plans for Theme 3 Fairness & Justice
Law and Order
Broad topic that covers many citizenship issues:
Human rightsCourt system
PunishmentJustice
PoliceCrime
NB. Homework ideas are provided for every lesson for convenience. Department policy is to set one homework every two weeks.
Lesson A Introduction to law
- Introduction to the English legal system.
- Basic differences between civil and criminal law
Resources:“Why Laws?” discussion worksheet
Criminal/civil law differences, card sort.
“Civil or Criminal” case sort worksheet
Starter:Write Law in big letters on the board
Students to brainstorm origins.
Understanding that law has evolved over 1000’s years. Religion, Morality, Custom, Constitution, Role of Parliament, Europe, International law and Treaties.
Why do we need law?“Why Laws?” Discussion sheet
Order, security, peace, orderly settlement of disputes, justice etc.
Main Task: Criminal/Civil law differences – card sort
Emphasise the basic differences between criminal and civil law.
Students to copy chart into books after group based card sort
Criminal / CivilBetween individual and state (Queen) / Disputes between private parties
Eg. murder, theft, assault, robbery, possession, arson, / Eg contracts, neighbour’s hedge, divorce, wills, land, property, negligence (accidents etc)
Regina (Crown or Queen) v Smith / Smith v Jones
Magistrate or Crown Court / Small Claims, County or High Court
Magistrates or judge and juries / Judge only
Must be sure of guilt / More likely than not party is to blame
Punishments / Damages
Plenary:Criminal or Civil Case Sort sheet
Homework: Describe how society would be without laws (100 words)Lesson B: Overview of Legal System
- Introduction to the English legal system.
- Overview of criminal justice system
- Understanding of the key institutions and key words in British legal system.
Resources:Legal System Concepts Chart, blank & teacher version.
Concept cards, blu-tac
Starter:Students to test each other on some civil/criminal knowledge from last week
Main Tasks:Concept cards distributed around students. Come to board to pin up with blue tack. Students to fill in chart while compiling.
Plenary:Test students knowledge from chart
Homework: Tell the story of a teenager’s experience with the criminal justice system from committing a crime, to arrest, to trial, to sentence.
Lesson C : Court System
- Understanding how the court system works
- Understanding the differences between the Crown and Magistrates Court
Resources:Overview of Criminal Justice System
The Court Structure, Inside a Magistrates’ Court,The Crown Court
StarterStudents to fill in Overview of Criminal Justice System
Peer assessment: Other Students to mark. (recap of previous lesson, allow students to use concepts chart they filled out last lesson)
Main Task:Court Structure cut out boxes and in groups get students to reassemble as jig saw.
Then provide as a completed sheet.
Questions for students to answer in books:
- What are Appeals? – right to challenge/review decision of court either because got law wrong or didn’t follow correct procedure, error in conviction or error in sentence. Available to both sides.
- What is Highest court of Appeal in UK? - House of Lords
- What is Highest Court of Appeal? – European Court of Justice
Magistrates Court – fill in
Crown Court - fill in and questions
Video Resource: Magistrates Court. (filing cabinet in S1)
Homework:Dissect a court case from a newspaper 1-200 words
What type of case, Who was involved, which court, what happened, outcome
Lesson DYoung People and the Law: “Yob Culture”
- Understanding young people’s rights and responsibilities
- Anti-social behaviour and ASBO’s
Resources:
“Young Offenders, Youngsters on the street making life miserable for residents”
Starter:Students to relate general or local examples of anti-social behaviour
May include: noise, graffiti, harassment, music, underage drinking, vandalism, vehicle crime, threatening behaviour, verbal abuse, bullying, begging etc.
Main task:Assign roles and students to read
“Young Offenders, Youngsters on the street making life miserable for residents”
Groups to come up with 5 possible solutions to the problem.
As a class pool and discuss options available for residents.
May include: Better facilities for young people, youth clubs, playgrounds etc.
Youth workers, CCTV, community meetings to address problem
Use of the media
More investment/involvement from local council
Holding parents responsible, parenting classes, curfews
ASBO with conditions attached such as curfews, no go zones
Increased police or community officer presence,
Neighbourhood watch, community groups
Zero tolerance
Increased criminal punishment, setting an example
Etc.
Students to copy into books
Plenary: Assign roles for mock trial, R v. Cook
4 Lawyers (2 pros. 2 Def), 1 Judge, 4/5 witnesses, 1 usher, rest of class is Jury
Homework: Research and prepare individual role. (100 words)
Lesson EOrder, Order!
Staging a Mock Trial: R v. Cook
L.O.Understanding how a trial works
Encouraging oral communication skills
Resources:Mock Trial materials package
(if students or time does not allow, fully scripted version may be available)
Trial self assessment sheets
Starter:rearrange class as a crown court. Get students to identify what is needed, draw on board and then rearrange furniture as necessary
Main Tasks:Stage mock trial. Teacher’s role is Judge’s Clerk to ensure the smooth running of the trial.
Judge leaves room with Usher.
Usher enters followed by Judge “All rise”
Judge to read brief summary of case.
Judge’s Clerk asks Pros to call first witness.
Witness is sworn in by the Usher.
“Do you promise to tell the truth the whole truth and nothing but the truth”
Pros can ask witness questions, then Defence etc for each witness.
When Pros is finished Defence can call their witnesses
And pros can cross examine. Etc for each witness
Pros and Def closing speech. Why should jury find defendant guilty/not guilty.
Jury retires to deliberate
Plenary:Jury deliberates and provides verdict
Homework: Trial Self Assessment sheets.
Lesson FLock ‘em up! A Fair and Appropriate Sentence
Learning objectives: Understanding the consequences of crime for defendant (sentence), victim and society.
Understanding theories of sentencing
Resources:Diamond Nine worksheet
Match the Sentence worksheet
Just Desserts DVD
Starter:What sort of sentence should Danny Cook receive?
Can class remember the options open to a Judge
Fine, prison, community service, other conditions?
Would your views change if:
What if Danny had previous convictions for violence?
What if Danny was very sorry and had written a letter of apology to the victim
Main Task:a.Class brainstorm to identify some of the reasons for sentencing offenders
Diamond Nine exercise. Copy into books
b.Match the Sentence exercise
Plenary:Just Desserts DVD ? in filing cabinet of S1
Homework : 100 words
“If I were Judge I would sentence Danny Cook to ….
This is because ….”
Lesson GThe Law Can Make Mistakes
Learning objectives: Understanding Miscarriages of Justice
Is the law Tough enough?
Resources:Folens p.44 -45
Starter:Is the law tough enough? Class brainstorm to identify problems
Main Task:Read p44-45, discuss and exercise on p.45
Plenary: Students to read out MP letters
Homework : Mini Essay. “The English Criminal Justice System Is Very Thorough and Fair.” Discuss. (writing frame available)