e r S e c o n d a r y

n d i L o w
iPrimary a D o c u m e n ts
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Sample C c h e m e o f W o r k
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iPRIMARY GLOBAL CITIZENSHIP YEAR 1

YEAR 1
SOCIAL JUSTICE

Reference Specific Focus Learning Objectives Guidance

Recognise fairness and unfairness in everyday

SJE1.1A Justice and injustice Students can recognise and understand fairness and unfairness in everyday situations.
situations.

Wealth and poverty in Appreciate that greater wealth does not make Students can recognise that just because someone is rich it does not mean they are more
SJE1.1B
society you a better person. important.
Appreciate that not everyone likes the same Students can recognise that people like different things and may like to be treated
SJE1.1C Equality of opportunity
things or wants to be treated the same. differently.
SJE1.1D Challenging injustice Awareness of right and wrong. Students can recognise right from wrong.

IDENTITY AND DIVERSITY

Reference Specific Focus Learning Objectives Guidance

ID1.2A Who am I? Ability to find connections with people I meet. Students can make and share connections with other people.
Humankind: all equal; Students are interested in and respectful of people who look different from them or are from
ID1.2B Show an interest in and a curiosity about others.
all different different backgrounds to theirs.

Challenging prejudice
ID1.2C Know how to be a good listener. Students learn how to listen well.
and discrimination

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iPRIMARY GLOBAL CITIZENSHIP YEAR 1

GLOBALISATION AND INTERDEPENDENCE

Reference Specific Focus Learning Objectives Guidance

People and places Understand my home and local place within the
GI1.3A Students know where they live and how it connects with the wider world.
around the world wider world.
Global trade, ethics, Know that we rely on many different people in
Students can explain simply how they rely on other people around the world to be able to
GI1.3B production and many different countries to produce the things
buy the things they use.
consumption we buy.
Global wealth and
GI1.3C Awareness of money and what it is used for. Students can share examples of what money is used for.
poverty
Information, technology Knowledge about some of the uses of digital
GI1.3D Students can give examples of some of the uses of basic digital technology.
and communication technology.
Global health, food and
GI1.3E Know how to keep clean, safe and well. Students can give reasons as to how they can keep themselves clean, safe and healthy.
well-being

PEACE AND CONFLICT

Reference Specific Focus Learning Objectives Guidance

Conflicts in the Ability to share things and play with others
PC1.4A Students know the benefits of sharing and playing peacefully and cooperatively.
community peacefully and cooperatively.
Resolving conflicts How to share, care for others and be a good
PC1.4B Students can talk about ways to share, care for others and be a good friend.
peacefully friend.

Conflicts around the Knowledge that sometimes people fight and that Students can understand that falling out with a friend does not necessarily mean the end of
PC1.4C
world they can become friends again. a friendship.

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iPRIMARY GLOBAL CITIZENSHIP YEAR 4

YEAR 4

SOCIAL JUSTICE

Reference Specific Focus Objective Guidance

Know that serious injustices can occur in all
SJE4.1A Justice and injustice Students can give examples of when an injustice has occurred nationally.
countries.
Wealth and poverty in
SJE4.1B Awareness of what people need to thrive. Students can give examples of what people need to thrive.
society
Understand some of the barriers to equality of Students can give reasons why not all people are treated equally and have not been
SJE4.1C Equality of opportunity
opportunity now and in the past. treated equally, both now and in the past across different countries.

Students can explain why appearances do not reveal anything about what a person is like
Understand that it is not possible to know what a
SJE4.1D Challenging injustice inside and that they should not judge a person by their appearance, nor should others
person is like inside, simply by their appearance.
make assumptions about them on how they look.

IDENTITY AND DIVERSITY

Reference Specific Focus Objective Guidance

Appreciate that our individual life circumstances
ID4.2A Who am I? Students can recognise that their individuality makes them unique and incredible.
make each of us unique and different.
Humankind: all equal; Learn about some great people now and in the Students can name some inspirational people who have fought for equality and prompted
ID4.2B
all different past, who have fought for equality. change for many others.

Understand that stereotyping, assumptions and

Challenging prejudice Students can recognise that words, gestures and assumptions that stereotype or generalise
ID4.2C generalisations have power and that they can
and discrimination can be extremely hurtful and discriminatory.
cause damage and be discriminatory.

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iPRIMARY GLOBAL CITIZENSHIP YEAR 4

GLOBALISATION AND INTERDEPENDENCE

Reference Specific Focus Objective Guidance

Appreciate that people around the world enjoy
People and places Students can explain some of the leisure activities enjoyed by people in many different
GI4.3A similar leisure activities and sharing these can
around the world countries and how they can connect countries and communities.
enrich the lives of everyone.
Global trade, ethics, Consider the working conditions of people who
Students can talk about working conditions of people around the world and show concern
GI4.3B production and provide products for us and show an interest in
for those whose conditions are not safe.
consumption their well-being.
Global wealth and Understand what poverty is and some of its
GI4.3C Students can give reasons as to why there is poverty in the world and some of the causes.
poverty causes.
Information, technology Knowledge of some of the benefits of digital Students can give examples of some of the benefits of digital global communication around
GI4.3D
and communication global communication. the world.
Global health, food and Know about some different types of farms and Students can give examples of some different types of farms and food production, such as
GI4.3E
well-being food production. small and large scale, organic and monoculture.

PEACE AND CONFLICT

Reference Specific Focus Objective Guidance

Conflicts in the Understand that bullying has a negative impact Students can recognise that bullying affects both the child being bullied and the child who is
PC4.4A
community on both the bully and the person being bullied. bullying.

Resolving conflicts Students can explain how they might agree to differ with others whilst maintaining
PC4.4B Know how to disagree whilst remaining friends.
peacefully friendships.

Conflicts around the Know about the Nobel Peace Prize and some of Students can explain what the Nobel Peace Prize is and name those who have won the
PC4.4C
world its winners. prize.

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iLOWERSECONDARY GLOBAL CITIZENSHIP YEAR 7

YEAR 7

SOCIAL JUSTICE

Reference Specific Focus Objective Guidance

Understand that dominant cultures can unjustly Students can recognise that discrimination can occur when dominant groups or cultures
SJE7.1A Justice and injustice
discriminate against minority cultures. have more power than minority cultures.

Understand some of the effects of inequalities in

Wealth and poverty in Students can describe some of the problems of unequal societies and understand how
SJE7.1B societies, including marginalisation and
society people can become marginalised and stereotyped.
stereotyping of people.

Belief in equal opportunities for all and

Students recognise that there should be equal opportunities for all and recognise ways to
SJE7.1C Equality of opportunity knowledge of how to dismantle the barriers to
make this happen.
achieve this.
Understand that not everyone’s cultural capital is Students can begin to explain that not everyone’s experiences are valued equally and the
SJE7.1D Challenging injustice
given equal value. implications of this in society.

IDENTITY AND DIVERSITY

Reference Specific Focus Objective Guidance

Understand the importance of keeping well
ID7.2A Who am I? Students can demonstrate ways to keep mentally and physically fit and healthy.
mentally and physically.
Understand that the reporting, recording and
Humankind: all equal; Students can explain how the reporting, recording and learning of historical events has
ID7.2B learning of historical events is subjective and
all different been selective, causing the history of some people to be excluded or misrepresented.
selective.
Challenging prejudice Understand some of the causes and impacts of
ID7.2C Students can give examples of discrimination sharing some of its causes and impacts.
and discrimination discrimination.

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iLOWERSECONDARY GLOBAL CITIZENSHIP YEAR 9

YEAR 9

SOCIAL JUSTICE

Reference Specific Focus Objective Guidance

Understand the legacy of colonisation, which Students can explain the impact of colonisation on both those who were colonised and the
SJE9.1A Justice and injustice made some people rich and caused exploitation coloniser, including the creation of wealth for some and the exploitation and denial of rights
and degradation to others. of others.

Ability to critique the efficacy of initiatives,

Wealth and poverty in Students can critique the effectiveness of the approaches of various different initiatives,
SJE9.1B groups and individuals who are addressing
society groups and individuals working to alleviate poverty.
poverty.

Know about some of the causes, impacts and

Students can give examples of some of the causes, impacts and complexities of global
SJE9.1C Equality of opportunity complexities of global inequalities of opportunity
inequalities of opportunity and attempts to address them.
and attempts to address them.

Students can explain some of the causes of

Know that injustice has many roots such as ignorance, fear, misuse of power and overt
SJE9.1D Challenging injustice injustice and know that however it has arisen, it
discrimination, but that whatever its cause, it can be challenged.
can be challenged.

IDENTITY AND DIVERSITY

Reference Specific Focus Objective Guidance

Understand that identity can be fluid and
Students can explain what identity means to them, why a person may choose to change
ID9.2A Who am I? complex and that a positive sense of self is
their identity and the importance of having a positive sense of self.
crucial.
Ability to use research skills to critically evaluate
Humankind: all equal; Students can research and critically evaluate media coverage about individuals seeking
ID9.2B stories in the media about people who are trying
all different equality for being who they are.
to gain equality for who they are.

Ability to recognise the unquestioned wisdom,

Challenging prejudice truths and normality of a dominant group, and Students can recognise when the domination of a point of view, the status quo or an
ID9.2C
and discrimination actively challenge it when it causes prejudice unquestioned wisdom causes prejudice and discrimination and can activity tackle it.
and discrimination.

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9
 Year 2

Teaching topic iPrimary objectives Activities

Year 2 Term 1: Social Justice and Equity
Session 1 SJE2.1A Know how to treat others Ask the students to think of a time when they have been treated fairly and a time
Justice and injustice fairly. they have been treated unfairly.

Cross-curricular links: Students can recognise when they How did each situation make them feel?
English, PSHE, have treated someone fairly and
Citizenship, Drama when they have been unfair. Describe this scenario to students: You are alone on the playground and you ask
to join in with a game. Some of the students agree to allow you to join in, but
others refuse.

Is it good to treat others in this way?

How would you be feeling?

Support students by replaying the scenario, showing how to be fair and

recognising the importance of letting all student join in.
Session 2 SJE2.1B Growing awareness that Share the book What Is Given from the Heart by Patricia C. McKissack, about a
Wealth and poverty in people live in different financial family showing love and compassion through hard times, or a similar text.
society circumstances in society, and that
some people need support. Ask the students what they think has happened to the main student in the story.
Cross-curricular links:
English, PSHE, Students can recognise that people Who does he want to help?
Citizenship, Art Why is it difficult for him?
find themselves in different
What are some of his initial ideas?
situations, where some will need Why does he reject them?
more support than others. What was his final idea?
Why was it so special?
Was it an expensive gift?
Did it matter in the end that they did not have money to buy expensive presents?

Ask the students what gift they would put in their special box. Students can draw a
picture showing their gift. The teacher can provide a ‘special box’ in which

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 students can place their pictures.

Ask the students in turn to say what is special about their gift as they place it in
the box.
Year 2 Term 1: Power and Governance
Session 3 PG2.6A Ability to work Remind students of the rights they have already looked at and learnt about in
Good governance collaboratively to create and follow a Year 1 Term 3. List the rights that they can remember.
class agreement based on rights
Cross-curricular links: and respect. Work together with students to create a Class Charter of Rights.
English, PSHE, Use the following guidance from UNICEF to support setting it up:
Citizenship Students can work together to https://www.unicef.org.uk/rights-respecting-schools/wp-
create and follow school rules content/uploads/sites/4/2018/08/A-complete-guide-to-creating-charters_1.1.pdf
based on the rights and respect of
the self and others. Display the Class Charter in the classroom and encourage every class to do this
by sharing with the School Council.
Year 2 Term 1: Social Justice and Equity
Session 4 SJE2.1D Interest in doing the right Ask the students what makes a Global Citizen.
Challenging injustice thing. Is it:

Cross-curricular links: Students are willing to do the right • Someone who throws litter?
English, PSHE, thing. • Someone who is kind to new students that join the school?
Citizenship, Art • Someone who shares skipping ropes at playtime?
• Someone who loves nature?
• Someone who is interested in other people?
• Someone who takes things that don’t belong to them?
• Someone who tidies the classroom?
• Someone who throws rulers and pens in the classroom?
• Someone who listens to adults in the school?
• Someone who is able to say sorry?
• Someone who tries to do the right thing?

Ask the students to answer ‘yes’ or ‘no’ to each question.

Cut out an outline of one of the students on paper and stick it on the wall.
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 Ask the students to write a sentence or draw a picture showing one aspect of a
Global Citizen and stick it onto the cut out. Discuss students’ responses.
Year 2 Term 1: Peace and Conflict
Session 5 PC2.4A Know why it is important to How difficult is it to tell the truth when it might mean you get into trouble?
Conflicts in the community tell the truth and be able to Why is it important to tell the truth even when we are worried about it?
recognise a mistake.
Cross-curricular links: Share the book The Boy Who Cried Wolf or an alternative and discuss what the
English, PSHE, Drama, Students can understand the boy did in the story.
Citizenship importance of telling the truth and
admitting when they have done Why was it hard to believe what he said?
something wrong. What would have been the right thing to do?

Ask the students to write a question to ask either the boy, his mother or one of the
villagers about the boy’s behaviour. Hot seat the role of the boy and his mother
and invite students to ask their questions.
Session 6 PC2.4B Know what to do when Remind students of the scenario from Term 1 Session 1.
Resolving conflicts someone hurts you in some way.
peacefully Set up a role play between two adults (or an adult and a student) where the
Students know how and when to teacher pretends to have a dispute with another adult or student. This can be
Cross-curricular links: say sorry and what to do if someone overplayed for effect!
English, PSHE, Drama, hurts them.
Citizenship Ask the students to give suggestions as to what should happen next. Discuss
words and phrases that could be used in order to resolve the situation.

Ask the students to choose a word or phrase to decorate and display as a

reminder.
Session 7 PC2.4C Developing skills to live as Play the conveyor belt game. (A large space may be needed for this activity.)
Conflicts around the world part of a collaborative community.
Ask the students to stand in a line and then lay down on the floor side by side.
Cross-curricular links: Students can work collaboratively Give the first student a teddy. The objective is to pass the teddy bear from the first
English, PSHE, PE, within the school community. student to the last student. They can do this using just their hands, then just their
Citizenship feet.

Other obstacles can be put in place such as blindfolds or a larger distance

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Year 9

Teaching topic iLower Secondary objectives Activities

Year 9 Term 1: Social Justice
Session 1 SJE9.1A Understand the legacy Look at the cotton industry and how it caused exploitation of some people and immense
Justice and injustice of colonisation, which made some wealth for others.
people rich and caused
exploitation and degradation to For example, one of the impacts of colonisation in India was how the process of spinning
others. cotton into cloth was removed from India and set up in England. This transferred the main
profits and power to England. It also enriched mill owners and importers in England, at the
Students can explain the impact expense of people in India who produced the cotton.
of colonisation on both those who
were colonised and the coloniser, Gandhi’s protest against this practice, as well as other injustices caused by colonisation,
including the creation of wealth eventually led to the independence of India.
for some and the exploitation and
denial of rights of others. Find out additional information about:
• the cotton industry
• Gandhi’s role during this time
• how the people of India were denigrated by this policy.

Working in Talk Partners, ask the students to role play a conversation between Ramsay
MacDonald (the Prime Minister of the UK at the time) and Gandhi.

What powerful arguments would have been shared by each side?

If accessible, the following two website links might be useful for research:
http://indiafacts.org/british-destroyed-indian-textile-industry/
https://indianexpress.com/article/research/when-gandhi-was-welcomed-by-textile-mill-
workers-of-lancashire-england-in-1931-4869860/
Session 2 SJE9.1B Ability to critique the Choose an initiative, group or individual whose is in charge of addressing poverty. This
Wealth and poverty efficacy of initiatives, groups and could be something local, national or international.
in society individuals who are addressing
poverty.
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 Using their choice of initiative, group or individual, ask the students to fill in the following
Students can critique the report card in order to decide how effective the initiative, group or individual is at addressing
effectiveness of the approaches of poverty:
various different initiatives, groups
and individuals working to
alleviate poverty.
Name of the organisation,
initiative or individual

What approaches are being

used to address poverty?

What does the organisation

say about the effectiveness
of its work?

What do other
people/reports say about the
effectiveness of its work?

Would you recommend

supporting this initiative,
group or individual?

Session 3 SJE9.1C Know about some of the Find out about some of the causes, impacts and complexities of global inequalities of
Equality of causes, impacts and complexities opportunity in education.
opportunity of global inequalities of
opportunity and attempts to Research Goal 4 of the UN SDGs: https://www.undp.org/content/undp/en/home/sustainable-
address them. development-goals/goal-4-quality-education.html

Students can give examples of What is Goal 4 of the UN SDGs?

some of the causes, impacts and When do they hope it will be achieved?
complexities of global inequalities How many children are out of primary school worldwide?
of opportunity and attempts to Is this figure rising or falling?
address them. What are some of the reasons?
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 Are boys and girls affected equally?

Now, ask the students to explore an initiative from around the world that aims to make
education more accessible. For example, the solar-powered floating schools in Bangladesh
(so teaching can be continued during monsoon season). More information can be found in
the following links:
https://www.youtube.com/watch?reload=9&v=u3j2K2XQz7I&t=72s
https://www.shidhulai.org/

Working in Talk Partners or groups, ask the students to find out as much as possible about
the chosen initiative. Students could look at:

Who came up with the idea and why?

Why is it run as a not-for-profit company?

Now, looking specifically at the impact of floating classrooms, ask the students to explore
the following:

Why has this initiative worked so well?

What are the key features of the initiative?
Do you think any elements of this could be used in another educational context?
Apart from education, are there any other inequalities it is addressing?

Write each question on a large sheet of paper and place them around the classroom. Each
Talk Partner pair, or group, should add their responses to the corresponding sheet.

As a reflection exercise, ask the students how this could be used in the context of climate
change.

How does this support Goals 7 and 10 of the UN SDGs?

Session 4 SJE9.1D Students can explain Draw a large tree on a piece of A2 paper. The tree should have roots, a trunk and branches.
Challenging injustice some of the causes of injustice Label the following:
and know that however it has
arisen, it can be challenged. • on the trunk, write INJUSTICE (core problem)

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 Come and create the next generation
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