Learning for Life and Work

REVISED GCSE

Scheme of Work

This is an exemplar scheme of work whichsupports the

teaching and learning of theLearning for Life and Work

specification

CCEA Exemplar Scheme of Work: GCSE Learning for Life and Work

GCSE Learning for Life and Work

Contents / Page
Area of Study: Local and Global Citizenship / 5
Area of Study: Personal Development / 23
Area of Study: Employability / 45

CCEA Exemplar Scheme of Work: GCSE Learning for Life and Work

Introduction

CCEA has developed new GCSE specifications for first teaching from September 2009. This scheme of work has been designed to support you in introducing the new specification.

The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.

Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.

Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website ( You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.

I hope you find this support useful in your teaching.

Best wishes

Jill Armer

Subject Officer

Learning for Life and Work

Telephone028 9026 1200 (ext: 2426)

CCEA Exemplar Scheme of Work: GCSE Learning for Life and Work

CCEA Exemplar Scheme of Work:

GCSE Learning for Life and Work

CCEA Exemplar Scheme of Work: GCSE Learning for Life and Work

Area of Study:

Local and Global Citizenship

CCEA Exemplar Scheme of Work: GCSE Learning for Life and Work

Specification:Learning for Life and Work

Area of Study:Local and Global Citizenship

Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Diversity and inclusion in Northern Ireland and the wider world / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

the ways in which people in Northern Ireland express their different cultural identities, for example, through creative action, lifestyle and language;

/ How diverse is our local community/society?
A diversity audit could be carried out to identify different expressions of cultural identity that exist today: for example, religion, age, gender, race, languages spoken, music, foods eaten, dress, festivals and celebrations.
Further activities could include:

a question and answer session with guest speakers from ethnic minorities groups;
organising an assembly or lunchtime event celebrating different cultural groups living in the local community/Northern Ireland today; and
producing a diversity calendar listing religious and cultural celebrations of ethnic minority groups to raise awareness among the community.

/ Gather a collection
of artefacts/photographs to stimulate ideas
The Cultural Traditions
Dictionary (Gary Law)
A Young Person’s Guide to cultural diversity in Northern Ireland (CRC)

Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Diversity and inclusion in Northern Ireland and the wider world
(cont.) / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

the positive contribution of different ethnic groups to Northern Ireland’s society;

/ Students investigate the changing population trends in Northern Ireland.
Evaluate the impact and contribution of new citizens coming to live in Northern Ireland, for example:

Opportunities: promotes tolerance and understanding within communities of different cultures, enriches community spirit by bringing people of different cultures together to share their cultural experiences, more money generated by businesses, increased tax contributions, skills shortages eased; and

Challenges: can lead to an increase in racism and community tensions, the existence of myths and prejudicial attitudes, an increase in discrimination, pressure on resources and public services (e.g. housing, hospital waiting lists, language barriers).

Understand that different expressions of cultural identity can result in division and conflict. Recognise that different identities can result in different treatment which may in turn result in prejudice, stereotyping, sectarianism and racism.

/ Ethnic Minorities: Who Lives Here?

CCEA Key Stage 3 Local and Global Citizenship Resource
Troubled Images CD ROM: The Linen Hall Library

Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Diversity and inclusion in Northern Ireland and the wider world
(cont.) / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

conflict and its resolution without recourse to violence;

/ Discuss definitions of prejudice, stereotyping, sectarianism and racism.
Understand the causes and consequences of prejudice, stereotyping, sectarianism and racism.
Use case studies to examine how sectarianism, racism or opposing political beliefs may result in conflict in a local, national and global context.
Use newspapers/the Internet to find out about wider national and global diversity issues. Students compare and contrast the similarities and differences of these issues to local ones.
Identify sources of conflict that exist in society today – local, national and global (e.g. different religious beliefs, political opinions, cultural practices, race, ethnic background). Use a range of media resources to stimulate ideas.
Demonstrate an understanding of the causes for the
conflict and the range of options available to resolve it, including for example, mediation, sanctions, boycotts, the Judicial System, International Human Rights Instruments, The United Nations.
Explore the effectiveness of these actions in resolving conflict. / The Peace One Day Citizenship Resource Pack2nd edition
Exploring The Criminal Justice System in Northern Ireland – A Citizenship Resource for Post Primary Schools (2005) Pack produced by the Criminal Justice Board

Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Diversity and inclusion in Northern Ireland and the wider world
(cont.) / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

strategies for promoting a more inclusive society, for example:

–in schools;
–in the community; and
–in the workplace. / Investigate the role of human rights relating to diversity and inclusion.
In groups, students could research and prepare presentations on strategies for promoting a more inclusive society, asking the question:
What is being done at present?
For example:
In schools: How is inclusion promoted in schools? Students could research strategies and policies in place in schools to promote a more inclusive environment, for example, inclusion policy (traveller children, children with learning disabilities, different religions, language barriers), bullying policy, teaching and raising awareness of human rights, diversity and inclusion in schools.
Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Diversity and inclusion in Northern Ireland and the wider world
(cont.) / In the community: Students could research the role of and contribution of local councils, the Community Relations Council, cross-community projects, the role of the PSNI and NGOs in promoting a more inclusive society.
In the workplace: Students could research the legal rights and responsibilities of employers/employees in relation to discrimination in the workplace, health and safety, equal pay, equal opportunities policies (age, disability, ethnicity, religion, gender and sexuality) and present their findings on how these strategies are aimed at promoting a more inclusive society.
Ask each group: Could anything more be done to promote a more inclusive society? If so, what?
For example, harsher punishments/penalties for those found guilty of discrimination, increased funding made available for schools to work together on community based projects to promote community cohesion.
Demonstrate an understanding of why tolerance is important in a multicultural society. / Potter and Lynagh (2005) Joined-Up: Developing Good Relations in the School Community, The Corrymeela Press

Young Citizen’s Passport – YCP2 (your guide to the law in Northern Ireland) Citizenship Foundation
Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Rights and responsibilities regarding local, national and global issues / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

ways in which the individual can become more aware and active in local, national and global issues, for example, through pressure groups, volunteering;

/ Explore students’ views about what social responsibility is. Students offer suggestions of individuals who they feel are socially responsible and give reasons why, for example, Bono.
Ask students to present an idea for a community-based activity which may improve the quality of life in their local area, for example, cleaning the local children’s play park, helping the elderly.
Students identify ways in which this activity illustrates how young people can demonstrate individual and social responsibility in their community.
Research and listen to appropriate song lyrics which have specific messages on social issues, for example, Feed the World, Talking About a Revolution, Another Day in Paradise, Where is the Love?
Groups of students could be given a theme/social issue to research or create an iPod play list on a given theme.
Students present and listen to their findings and finish by creating a class song which highlights a particular social issue or theme at either local/national or global level. / CD ROM
Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Rights and responsibilities regarding local, national and global issues
(cont.) / Watch selected scenes from films such as Cry Freedom, Hotel Rwanda or show clips from soaps/recent news items to exemplify different levels and types of participation.
Class discussion: Evaluate the effectiveness of some of the examples of active participation in influencing decisions and effecting change at local/national/global level.
Demonstrate a knowledge of the tactics of pressure group campaigns, these may include the following: voting, lobbying MPs, writing to local councillor/press, peaceful protest, organising a petition, marching, join an NGO, volunteering, use of celebrities, propaganda, publicity stunts and fundraising.
Carry out a ranking activity to explore student views on the effectiveness of these methods of active participation from the most effective to the least effective in terms of bringing about change.
Demonstrate an understanding of the difference between direct and indirect action to bring about change. / DVDs, media clips
CCEA Local and Global Citizenship Key Stage 3
Resource: Democracy and Active Participation
Get Global
resources/get_global/?9
Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Rights and responsibilities regarding local, national and global issues
(cont.) / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

the following aspects of the ‘Universal Declaration of Human Rights’:

–life, liberty and the security of the person(Article 3);
–interference with privacy, family, home or correspondence (Article 12);
–the right to vote(proportional representation) (Article 21);
–the right to work with equal pay for equal work(Article 23);
–adequate health and well-being for self and family(Article 25); and
–free education, at least at elementary/fundamental stage(Article 26). / Students explore the question: Why do we need human rights?
Students review the Universal Declaration of Human Rights (UDHR) in a historical context and what it means for them as citizens of a country.
Produce a time-line of the human rights story.
Demonstrate an awareness of the role of the government in protecting the human rights of their citizens.
A guest speaker from the Northern Ireland Human Rights Commission (NIHRC)could visit the school.
Using student friendly versions of the UDHR, select the articles/rights identified. Students evaluate their significance in today’s world.
‘Each One Teach One’ activity could be used for this, or alternatively students could be asked to rank order the articles/rights in terms of ‘the most needed’ to ‘the least needed’.
Students should justify and explain their positions.
Pose the questions: Can your human rights ever be limited? Should we be free to do whatwe want? /
Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Rights and responsibilities regarding local, national and global issues
(cont.) / Using the UDHR articles given, students research examples from newspapers orcase study material from NGOs to investigate times when it has been necessary to limit some people’s rights in order to protect the rights of others. For example, the right to privacy: the use of CCTV surveillance to prevent crime or the reading of prisoners’ letters and the censoring of what they read.
Explore the balance between citizens’ rights and responsibilities.
Discussion point: Is it true that too much emphasis is placed on rights in our society today and too little on citizens’ responsibilities? /
Rowe and Thorpe(2002) Your Rights and Responsibilities available from the Citizenship Foundation, Volume 2, Key Stage 4, Evans Brothers
Talking Rights, Taking Responsibility (1999) Resource PDF version of handbook free to download, Unicef
Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
The role of society and government in safeguarding human rights / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

laws relating to:

–equal opportunities;
–discrimination(Section 75); and
–responsibilities of the First and Deputy First Ministers of the Northern Ireland devolved government. / Pose the question: Is treating someone fairly the same as treating them equally?
Give students an activity which demonstrates the difference between fairness and equality that involves them all doing exactly the same thing so that it will advantage some students over others, for example, a handwriting competition that only allows students to write with their left hand.
Ask students to share how they felt when completing this activity, especially if they were disadvantaged.
Class to come up with a definition of equal opportunities.
Demonstrate a knowledge and understanding of why people/groups may be marginalised in our society today, for example, gender, race, sexuality, disability. Film and media clips could be used to introduce inequality issues, for example, My Left Foot, Philadelphia.
Identify the consequences for people who are treated in such a way: discrimination, hate crime, depression, loneliness. / Film/media clips
Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
The role of society and government in safeguarding human rights
(cont.) / Tell students the background/rationale for Section 75 of the Northern Ireland Act (i.e. promoting equality of opportunity and good relations).
Provide students with a list of groups, some of which are protected under this legislation and some which are not.
Students identify, with reasons, the groups they have chosen for inclusion in Section 75.
Divide the class into groups to find out how each of the groups protected under Section 75 may have had their rights infringed.
Invite a guest speaker from the Equality Commission and/or NIHRC to raise awareness of how government at various levels can safeguard individual and group rights and promote equality.
Representatives from the NIHRC and Equality Commission could present mock case study scenarios.
Demonstrate a knowledge and understanding of the responsibilities of the First and Deputy First Ministers in promoting and protecting the individual and collective/societal rights. / Guest speaker

Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Non-Governmental Organisations
(NGOs) / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

the role and contribution of the following NGOs: (we review this list every three years; for an up-to-date list, see the subject microsite at

–the Northern Ireland Council for Voluntary Action(NICVA);
–Amnesty International;
–Friends of the Earth;
–Oxfam;
–Save the Children; and
–War on Want. / Explore the concept of equality and social justice.
Use newspapers and the Internet to highlight equality and social justice issues, for example, unemployment, poverty, hunger, HIV.
Demonstrate a knowledge and understanding of the causes and consequences of social inequalities and social justice.
Investigate the role and contribution of NGOs in addressing social inequalities and social injustice.
For the specified NGOs students could research and prepare a presentation (leaflet/poster/PowerPoint/article for the school magazine) to raise awareness of:

the history of the NGO;
the issues it deals with;
how it addresses such issues;
how the public, society and the government can play a part;
current campaigns/projects of the NGO; and
the effectiveness of the NGO.

Students could organise an awareness-raising event to include leaflets, organising debates, guest speakers, displays, assemblies and fundraising to promote the work of the NGOs researched. / Newspapers
Internet

Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Key democratic institutions and their role in promoting inclusion, justice and democracy / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

features of the main institutions set up under the Good Friday Agreement, the Northern Ireland Assembly and the Executive Committee, for example:

–the Human Rights Commission; and
–the Police Ombudsman’s Office. / Students explore the question: What do we mean by democracy?
Demonstrate a knowledge and understanding of the key characteristics of a democracy, for example, participation rights, freedom of expression, elected government, accountability of government.
Explore briefly what the Good Friday Agreement means to the citizens of Northern Ireland. Identify the key issues enshrined in the Agreement.
Pose the question: How will the Good Friday Peace Agreement benefit the people of Northern Ireland?
Students identify what might be some of the problems in upholding this agreement.
Examine the role of the Northern Ireland Assembly and the Executive Committee. Activities could include a possible trip to Stormont or inviting an MLA to visit the school. Students should have a knowledge and understanding of the role and function of both of these layers of government.
Students could create a ‘Who’s Who?’ of the Northern Ireland Assembly and/or Executive Committee. / peace/docs/agreement.htm

Specification content / Learning outcomes / Suggested teaching and learning activities / Resources
Key democratic institutions and their role in promoting inclusion, justice and democracy
(cont.) / Explore how the government in Northern Ireland can safeguard both individual and collective rights.
Use case studies to illustrate the role of the government in defending citizens’ rights and in promoting equality and fairness through the work of the Northern Ireland Human Rights Commission and the Police Ombudsman’s Office.
Students research how these organisations safeguard rights and evaluate how effective they are. Students could investigate areas such as:

taking on cases;

educating people about their work/role;
lobbying;
advocacy; and
challenging the government.

Pose the questions: How does the organisation safeguard rights? How effective is it in doing do? What are the benefits to individuals and the wider Northern Ireland society of having organisations like these? /