Risk - Year 8 - Wiltshire Healthy Schools...of all Afghan women. Her much-quoted cry is: ‘You can cut the flower, but you cannot stop the coming of spring.’ Malalai Joya has made

Risk - Year 8

Theme AssemblyTHEME: Risk

ASSEMBLY TITLEThe bravest woman in Afghanistan - Malalai Joya

INTENDED OUTCOMESFor students to consider the bravery of Malalai Joya, the Afghan MP and to consider the risk she places herself under due to her beliefsFor students to consider the risks that people might go to for what they believe in

RESOURCES • Secondary assemblies for SEAL - 40 ready to deliver assemblies on inspirational people• Brian Radcliffe - Optimus Education 2008 Pages 155-158• Music • UNCRC - Article 12 - a right to an opinion

ASSEMBLY PRESENTATION/DESCRIPTION

The assembly describes the bravery of Malalai Joya, how she places herself in danger in order to fight for what she believes in particularly the plight of women in Afghanistan.

The assembly invites students to think about what it might feel like to place yourself in a situation of risk to present your beliefs. It also encourages the students to think about things that they care enough about to warrant them getting involved and presenting their own opinions about human rights. It helps them to think about issues that matter to them within their own community such as bullying, vandalism.

REFLECTION

My voice is a quiet voice, But if I join in with your voice it becomes louder 20 voices forms a chorus 100 voices form a crowd And a crowd cannot be ignored May I have the courage to be the first voice

Do you feel able to voice your own opinion? What issues matter to you that you would risk speaking out? Why might you not speak out - what are the risk factors involved?

155

SecoNdary aSSeMBlIeS for SEAL

Taken by: Date:

Given to:

Comments:

© Optimus Education 2008 ISBN 978 1 905538 51 5 May be photocopied for use only within the purchasing institution

The bravest woman in Afghanistan • page 1 of 4

Seal Key aspect Motivation

The bravest woman in Afghanistan Malalai Joya

Key Stage 4 and 5

SEAL Key Aspect: Motivation

Summary:In this assembly students are encouraged to consider the bravery of Malalai Joya, the afghan MP.

Resources:l Two readers.

Engagement

LeaderAfghanistan is a country that’s often in the news.

Here are two sides of the story.

Reader 1Afghanistan has a democratically elected

government. The country’s new constitution

requires that two women are elected from each of

its 34 provinces. They make up about a quarter of

the country’s parliament. Malalai Joya is one of

these women MPs.

Reader 2Malalai Joya is always accompanied by up to six

heavily armed bodyguards. She wears a burqa in

public, not simply because she is a Muslim but in

order to conceal her identity. She never sleeps in

the same house for more than one night and

frequently has to borrow fresh clothes to attend

meetings. Her husband lives 600 miles away. She

sees him infrequently and under conditions of

great secrecy.

Malalai Joya has been physically attacked in the

assembly, her home has been bombed and she’s

survived four assassination attempts. She’s been

called the bravest woman in Afghanistan.

Reflection

LeaderWhat has made Malalai Joya such a target? In

simple terms it’s her refusal to do anything other

than tell the truth as she sees it about corruption

and human rights in her country.

On 17 December 2003 she made her maiden speech

in the embryonic national assembly. It wasn’t a very

long speech but it was received in stunned silence

followed by violent uproar. What did she say that so

enraged many of her fellow members? Her crime

156




The bravest woman in Afghanistan


Malalai Joya

© M

alal

aiJo

ya.c

om

157






was first of all to identify the fact that many

members of Afghanistan’s ruling assembly were in

fact fundamentalist warlords, criminals and drug

traffickers who had assumed power in their areas.

She said that they had no right to take part in

shaping the country’s future. Her further point was

that those people should in actual fact be tried as

war criminals. The atmosphere turned ugly and,

under pressure from many of those she’d accused,

security guards threw her out.

Malalai’s words struck a chord with many ordinary

Afghanis. In September 2005 she was elected as a

member of parliament. She continued to be a

fierce critic, stating that even though people wore

suits and ties it didn’t mean that they weren’t the

same, corrupt and murdering warlords that had

ruined the country. For this she was banned from

parliament until 2009.

What is it that motivates this woman to put herself

in a situation of grave danger? It’s primarily to do

with the plight of Afghan women, even in the new

democracy. Let’s hear some facts and figures:

Reader 187% of Afghan women are illiterate.

Reader 2Only 30% of girls have access to an education.

Reader 1One in three Afghan women suffer physical,

psychological or sexual violence, often in their

own home.

Reader 2As many as 80% of Afghan girls face the prospect

of a forced marriage.

LeaderFor Malalai Joya this is enough motivation. She

cares deeply about the lives of ordinary women

who’ve seen little difference to their experience

since the new democracy began. Tirelessly she

visits refuges and sanctuaries for women who are

victims of violence and other abuses, speaking out

for human rights and true justice in her country.

She knows she’s likely to be killed but asserts that

nothing can silence her voice since it’s the voice

of all Afghan women. Her much-quoted cry is:

‘You can cut the flower, but you cannot stop the

coming of spring.’

Malalai Joya has made a huge personal sacrifice

for the sake of others. She’s even given up the

hope of having children, not only because of the

separate lives she and her husband have to live,

but also because she’s unwilling to sacrifice the

nine months of pregnancy, because there’s too

much to do. She also states pragmatically that,

since there are so many orphans in her country,

they could adopt a child if the situation

stabilised.

Response

How much do you care about what goes on in the

world, in this country, in this community? Human

rights are not simply an issue thousands of miles

away. They are here among us. The right to

personal security is about bullying. The right to

own property is about petty theft. The right to a

fair hearing is about victimisation. The right to free

speech is about listening to one another’s opinions

without interrupting or ignoring.

Do you care enough to speak out for the human

rights of others? There’s just as much a sense of

risk in voicing what you might truly think about

158






certain issues here in this school as out in the

wider world. Take the brave way and speak out

like Malalai Joya.

Meditation/prayer

Think about the words of this response.

Make it your own prayer if you wish.

My voice is a quiet voice,

But if I join it with your voice it becomes louder.

20 voices form a chorus.

100 voices form a crowd.

And a crowd cannot be ignored.

May I have the courage to be the first voice.

Amen

Something to do

Plant a tub with a selection of seeds.

Attach a sign reading ‘you can cut the flower,

but you can’t stop the coming of spring’.

Place the tub somewhere it can be easily seen.

Water it regularly. Each time you water it,

check on the internet for up-to-date news

about Malalai Joya.

Leading questions

1. What does it take to stop you expressing

your opinion:

• Someone disagreeing with you in objective

terms?

• Sarcasm?

• Rejection by your friends?

• Vandalism of your property?

• Physical violence?

2. Which countries are at present in the news

because of the denial of human rights,

particularly the right to freedom of speech?

RiskThought for the week

Don’t be timid and squeamish

about your reactions. All life is an experiment.

The more experiments you make the better


Only those who dare to fail

greatly can ever achieve greatly


It is easy to follow, but it is uninteresting to do easy things.

We find out about ourselves only when we

take risks, when we challenge and

question


You have to go out on a limb sometimes, because that is where the

fruit is


Life is ‘trying things to see if

they work’


A life spent making mistakes is not only more honourable but

more useful than a life spent

doing nothing

PS

HE

Per

son

al

Wel

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and

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atte

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atio

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ealt

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oo

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rite

ria

SE

AL

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llsS

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fo

r Y

ear

8

Rig

hts

R

esp

ecti

ng

S

cho

ols

P1.

2b

Und

erst

andi

ng th

at

phys

ical

, men

tal

and

sexu

al h

ealth

, af

fect

our

abi

lity

to

lead

fulfi

lling

live

s,

and

that

ther

e is

he

lp a

nd s

uppo

rt

avai

labl

e w

hen

they

ar

e th

reat

ened

P1.

3.a

Und

erst

andi

ng r

isk

in b

oth

posi

tive

and

nega

tive

term

s an

d un

ders

tand

ing

that

in

divi

dual

s ne

ed

to m

anag

e ris

k to

th

emse

lves

and

ot

hers

in a

ran

ge o

f si

tuat

ions

. P

1.3.

b A

ppre

ciat

ing

that

pre

ssur

e ca

n be

use

d po

sitiv

ely

or n

egat

ivel

y to

in

fluen

ce o

ther

s in

si

tuat

ions

invo

lvin

g ris

k.P

2.1a

Refl

ect

criti

cally

on

thei

r ow

n an

d ot

hers

’ val

ues.

P

2.1c

rec

ogni

ze h

ow

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rs s

ee th

em a

nd

give

and

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eive

fe

edba

ck

E1.

2a

expl

orin

g w

hat

it m

eans

to b

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terp

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g

E 1

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U

nder

stan

ding

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k in

bot

h po

sitiv

e an

d ne

gativ

e te

rms.

E 2

.3.b

as

sess

, un

dert

ake

and

man

age

risk

Sta

y S

afe

Saf

e fr

om

acci

dent

al in

jury

an

d de

ath.

Be

Hea

lth

y

Cho

ose

not

to ta

ke il

lega

l dr

ugs.

1 P

SH

E

1. u

ses

the

PS

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fram

ewor

k to

del

iver

a

plan

ned

prog

ram

me

of

PS

HE

, in

line

with

DC

SF

/QC

A

guid

ance

Sel

f-aw

aren

ess

Mot

ivat

ion

Em

path

y

6 . I

can

refl

ect o

n m

y ac

tions

an

d id

entif

y le

sson

s to

be

lear

ned

from

them

.

30. I

can

take

res

pons

ibili

ty

for

my

life,

bel

ieve

that

I ca

n in

fluen

ce w

hat h

appe

ns to

me

and

mak

e w

ise

choi

ces.

36.I

unde

rsta

nd th

e im

pact

of

bul

lyin

g, p

reju

dice

and

di

scrim

inat

ion

on a

ll th

ose

invo

lved

, (in

clud

ing

peop

le w

ho

bully

, peo

ple

who

are

bul

lied

and

peop

le w

ho w

itnes

s bu

llyin

g, a

nd

othe

rs s

uch

as fr

iend

s,, f

amily

an

d th

e w

ider

com

mun

ity)

and

can

use

appr

opria

te s

trat

egie

s to

su

ppor

t the

m.

41. I

can

ass

ess

risks

and

co

nsid

er th

e is

sues

invo

lved

be

fore

mak

ing

deci

sion

s ab

out

my

pers

onal

rel

atio

nshi

ps.

43. I

can

wor

k an

d le

arn

wel

l in

gro

ups,

taki

ng o

n di

ffere

nt

role

s, c

oope

ratin

g w

ith o

ther

s to

ac

hiev

e a

join

t out

com

e

45. I

can

ach

ieve

an

appr

opria

te

leve

l of i

ndep

ende

nce

from

ot

hers

, cha

rtin

g an

d fo

llow

ing

my

own

cour

se w

hile

mai

ntai

ning

po

sitiv

e re

latio

nshi

ps w

ith o

ther

s.

I can

iden

tify

wha

t ot

hers

do

that

is

effe

ctiv

e an

d ap

ply

this

to m

y ac

tions

and

un

ders

tand

ing

I can

sho

w r

espe

ct fo

r pe

ople

from

a w

ide

varie

ty o

f bac

kgro

unds

.

I can

rec

ogni

se th

at

peop

le w

ith d

iffer

ent

skill

s, a

ttitu

des

and

valu

es e

nhan

ce m

y lif

e ex

perie

nces

I ca

n ba

lanc

e th

e ne

eds

of a

few

clo

se

frie

nds

with

bei

ng p

art

of a

larg

er g

roup

I can

bre

ak fr

iend

s w

ithou

t fal

ling

out

I am

abl

e to

dis

cuss

th

e im

port

ance

of r

ight

s an

d re

spon

sibi

litie

s an

d re

cogn

ise

why

they

are

im

port

ant.

I can

pre

dict

co

nseq

uenc

es o

f fai

ling

to m

eet r

espo

nsib

ilitie

s.

I can

take

on

and

try

out d

iffer

ent r

oles

in a

te

am/g

roup

.

Art

icle

13

- C

hild

ren

have

th

e rig

ht to

get

an

d to

sha

re

info

rmat

ion,

as

long

as

the

info

rmat

ion

is

not d

amag

ing

to th

em o

r to

ot

hers

.

Art

icle

33

- T

he

gove

rnm

ent

shou

ld

prov

ide

way

s of

pro

tect

ing

child

ren

from

da

nger

ous

drug

s.

Art

icle

36

- C

hild

ren

shou

ld

be p

rote

cted

fr

om a

ny

activ

ities

that

co

uld

harm

thei

r de

velo

pmen

t

Kale

idoscope - R

ela

ted A

spects

- R

isk Y

ear

8 - S

um

mer

Term

PS

HE

Per

son

al

Wel

lbei

ng

Cri

teri

aP

SH

E

Eco

no

mic

w

ellb

ein

g

and

fin

anci

al

cap

abili

ty

crit

eria

Eve

ry C

hild

M

atte

rsN

atio

nal

H

ealt

hy

Sch

oo

ls C

rite

ria

SE

AL

Ski

llsS

EA

L O

vera

ll O

utc

om

esS

EA

L In

ten

ded

L

earn

ing

ou

tco

mes

fo

r Y

ear

8

Rig

hts

R

esp

ecti

ng

S

cho

ols

P2.

2.b

find

info

rmat

ion

and

supp

ort f

rom

a

varie

ty o

f sou

rces

P

2.2.

c as

sess

and

m

anag

e th

e el

emen

t of

ris

k in

per

sona

l ch

oice

s an

d si

tuat

ions

P

2.2.

d us

e st

rate

gies

for

resi

stin

g un

help

ful

peer

influ

ence

and

pr

essu

re

P2.

2.e

know

whe

n an

d ho

w to

get

hel

p P

2.3.

b us

e th

e so

cial

sk

ill o

f neg

otia

tion

with

in r

elat

ions

hips

, re

cogn

isin

g th

eir

right

s an

d re

spon

sibi

litie

s an

d th

at th

eir

actio

ns

have

con

sequ

ence

s

P3.

g w

ays

of

reco

gnis

ing

and

redu

cing

ris

k,

min

imis

ing

harm

an

d ge

tting

hel

p in

em

erge

ncy

and

risky

si

tuat

ions

P

3.h

a kn

owle

dge

of

basi

c fir

st a

id

47. I

can

use

a r

ange

of

stra

tegi

es to

sol

ve p

robl

ems

and

know

how

to r

esol

ve

confl

icts

with

oth

er p

eopl

e (s

uch

as m

edia

tion

and

confl

ict

reso

lutio

n).

50. I

can

be

asse

rtiv

e w

hen

appr

opria

te

I kno

w h

ow to

sel

ect

and

form

an

effe

ctiv

e te

am/g

roup

taki

ng

acco

unt o

f the

feel

ings

of

oth

ers.

I und

erst

and

wha

t it

mea

ns fo

r on

e pe

rson

or

gro

up to

hav

e po

wer

ove

r an

othe

r. I

know

how

to h

andl

e re

latio

nshi

ps o

f une

qual

po

wer

.

I can

take

oth

er

peop

le’s

thou

ghts

and

fe

elin

gs in

to a

ccou

nt

whe

n I m

ake

deci

sion

s

Overview of Lessons

Theme: Risk Year: 8

Lesson Title Intended Learning Outcomes

1. What is Risk? • I can define and understand what risk means to me (P2.2c)

• I understand there are levels of risks with varying outcomes (P1.3a)

• I understand that I may need to take risks to achieve my goals (SEAL 30)

2. Why Do People Take Risks? • I understand that all human beings need to take risks in order to meet their human needs (SEAL 41)

• I understand my own human hungers (SEAL 41)

• I can empathise with others whose hungers are different to mine (P2.1c)

3. Risks Worth Taking? • I can identify how my human hungers lead me and others to take risks (E1.3a)

• I understand what motivates people to take risks in order to gain human rights(SEAL 30)

• I understand that the declaration of Human Rights supports human needs (P1.2b)

4. Risks and Rights • I understand that there may be risks involved in standing up for something that you believe in (P1.3b)

• I can try to see things from other people’s points of view (SEAL 33)

• I can respect people’s right to hold their own beliefs (P2.1a)

5. Reaching a Goal • I understand that to reach my goal in life I may need to take some risks (P1.3a)

• I know how to weigh up risks (SEAL 6)• I understand the negative consequences of

some risk taking (P1.3a

6. Weighing Up the Risk • I understand that I need to weigh up which risk to take and which to avoid (P2.2c)

• I can work well in groups, cooperating with my peers to achieve an outcome (SEAL 43)

• I believe that I can overcome obstacles in order to achieve my goals (SEAL 47)

End of Theme Product/ Project Outcome:This unit has no work to be kept each lesson for the final product However in Lesson 6 the students will make a large snakes and ladders display thinking about the risks they need to take to be a successful adult. This will draw on the work from the previous five lessons.

YEAR GROUP:8 LESSON 1 TERM: SummerTHEME: Risk: What is risk?

LEARNING INTENTION/’I’

I can define and understand what risk means to me

I understand there are levels of risks with varying outcomes

I understand that I may need to take risks to achieve my goals

VOCABULARYRisk, adrenalin rush, agree, disagree, goal, perceive, risk.

RESOURCES • Slips of paper or Post Its• Handouts - Variety of pictures• Resources to make their Risk-ometer - Card and a split pin enough to make a risk-ometer for one between two

TEACHING/LEARNING ACTIVITIES

Engagement

Give each student 5 pieces of paper and write down the 5 most risky things they can think of. This work is to be completed individually. This will give you a formative assessment of your students’ concept of risk.

Ask the students to choose the one from their list that is the most risky and the students in turn read these out. The students keep this one piece of paper with them and ask them to organise themselves in a physical continuum of most risky to least risky.

• Was this easy to do?

• Did some people disagree on what is risky and what is not risky?

• What are the potential risks in some of these activities?

Using several examples of the risks that they have given. Ask your students:

• Why might people choose to take these risks?

• What is in it for them e.g. adrenalin rush, fitting in with your friends, excitement.

Teacher draws out the positive and negative outcomes of taking these risks.

Core Activity

In groups give each student 3 post its and they write down the three risks that they take themselves (NB that they actually take not what they might take) Then each group share its ‘post its’ (remembering the right to pass) using at least one post it from each student the group diamond nine this work.

Most risk at the top least risk at bottom

Feedback and discuss

Were there some risks that a lot of Year 8 take?

Have these risks changed as they have got older?

If mixed gender class - were these risks different for boys and girls?

In pairs make a risk-ometer using card; split pins. The card is cut in a semi-circle and the arrow cut out and fixed with a split pin. One side of the risk-ometer is labelled high risk the other side low risk.

One risk-ometer between two

Give each group the variety of pictures

In their groups of six they work in pairs. The whole group looks at the same picture and identifies the risk. Then in their pairs decide where on the risk-ometer their needle will point to - where would the arrow be pointing to - high risk or low risk?

Do the other pairs in the group agree?

Is their risk-ometer in the same position for each of the three pairs?

If not why?

Work through the pictures in turn.

Plenary

Teacher draws out from the work with the risk-ometer, that individuals will perceive risks in many ways, what might seem a high risk to one person does not seem a risk at all to another.

Creativethinkers

Connect their own and others’ ideas and experiences in inventive ways

KEY QUESTIONS

Why do some people think one thing is a high risk and others see no risk at all?

Have their high risks changed as they have got older?

Do they think that they will take more risks the older they get?

AFL

Students are encouraged to ask questions to find out about how others perceive risk

DIFFERENTIATION

By allocating the students to groups or being mindful of pairs in paired work the teacher can aim to achieve a suitable mix in which students can contribute to their own level.

NOTES

YEAR GROUP:8 LESSON 2 TERM: SummerTHEME: Risk: Why Do People Take Risks?


I understand that all human beings need to take risks in order to meet their human needs

I understand my own human hungers

I can empathise with others whose hungers are different to mine

VOCABULARYEmpathy, feelings, needs, impact, human needs, recognition, security,Excitement, contact.

RESOURCES • Resource Sheet - Day in the Life…..• Resource Sheet - Human Needs• Handout - Human Needs Cards• Bar of chocolate/bag of food• Paper


Engagement

Big bar of chocolate/bag of food at the front. (And/or picture of food on the white board) Teacher explains that she is really hungry

Ask the students to imagine how they would feel if they had not had anything to eat for two days, while you are getting the responses show the pictures of food. The students need to understand the feelings of need and craving in every human being.

Core Activity

Tell the story of a day in the life of a person using the Resource Sheet, Day in the Life……..

In groups, each group takes ONE of the Human Needs (Use Human Needs Cards) and identifies when Sam has that need in the story.

How does she feel when that need is met?

How does she feel when that need is not met?

Does it make a difference to her behaviour when that need is not met?

Each group feed back to class.

Teacher then summarises all five of the Human Needs/Hungers.

Reinforce that ALL humans experience these needs and draw attention to the points in the ‘Also Remember’ section on the Resource Sheet

Then back in groups, students discuss:-

‘Would Sam take any risks to get her human hungers/needs met?’

Think about what sort of risks she might take for each hunger

Which hunger might need the most risk taking?

Feedback and class discussion.

Summary:- We all have these hungers/needs and sometimes we will all take risks to get these needs met.

Plenary

Give each student a piece of paper to draw a pie chart on. The students then divide the circle up into sections of each of the hungers to show their own hungers and needs. If students would like to share their work then time can be given for this. This work needs to be kept or next lesson.

KEY QUESTIONS

How do the human hungers affect our day to day life?

How do they make us take risks?

AFL

The core activity introduces a number of complex ideas about human hungers. Encourage the students to ask questions to extend their thinking

DIFFERENTIATION

Make sure the students are in mixed ability groups for the core activity to enable discussion.

CROSS CURRICULAR OPPORTUNITIES

NOTES

Team workers

Reach agreements, managing discussions

to achieve results

Day in the Life of a Young Girl

One sunny morning Sam woke up early with the sun beaming through the bedroom window and birds singing like it was Spring .It was one of those mornings that made you feel alive and energised. She could smell the coffee and toast that her big sister was making for a quick breakfast before she left for work. Sam grabbed her dressing gown and rushed downstairs hoping to see her sister and tell her how she did at football yesterday after school, it was a stunning goal after all.“Not now Sam , I’m in a rush to get to work…”

“Ah well” thought Sam, but felt a bit dejected as she went back upstairs to have a wash and clean her teeth…Oh No..Dad had bought that Tesco value toothpaste again…disgusting taste…made her feel a bit sick and put her off her breakfast.

She realised she had better get her skates on if she wanted to meet Alfi at the bus stop.”Where is that clean PE kit?”“Where did she put her science book from last night?”“Oh No..It is week 2 of the timetable and I should have got ingredients for Food Tech lesson..I’m supposed to be making a Healthy Pizza…”“Why am I so disorganised this morning?”“I hate starting the day like this!”

In a shambles, Sam raced up the road to meet Alfi, after shouting at the dog to get in his basket, even though he was sitting there eagerly waiting for a hug and a pat , tail wagging before she left..

Thankfully Alfi was there sitting on the wall chatting to one of the other girls from their class. Sam was so pleased to see him and the world started to feel like a much more organised place when he greeted her with his usual massive smile and his Alfi-style High 5.

On the bus, stuck in traffic, Sam was chatting to her mates and wishing she had remembered those cooking ingredients. “What would she have to do while the others were making their Healthy Pizzas?”“Sit and be bored reading a Food Tech textbook on nutrition or something…”What she would give for a bit of excitement…

Human Needs

I’m human so I need…

MY SENSESTo be able to use all my senses to hear, smell, taste, touch and see the world around me

CONTACTTo be able to feel the touch of another human being or a warm-blooded animal…hugs etc

RECOGNITIONOther people to want to bother with me, to let me know I am doing well and praise me when I achieve something

SECURITYMy life to be well-organised so that I know where I stand and what is expected of me

EXCITEMENTTo have exciting events to look forward to or to get my adrenaline pumping

(Based on Eric Berne’s Human Hungers work)

Also remember…At some times of my life I will need some of these more than othersSome people’s personality means they need some of these more than othersThe way people are brought up makes some people need some of these more than others,eg some people might love hugs from friends and others might prefer less physical contact

Human Needs Cards

MY SENSES

To be able to use all my senses to hear, smell, taste, touch and see the world around me

CONTACT

To be able to feel the touch of another human being or a warm blooded animal…….hugs etc.

RECOGNITION

Other people want to bother with me, to let me know I am doing well and praise when I achieve

something

SECURITY

My life to be well organised so that I know where I stand and what is expected of me

EXCITEMENT

To have exciting events to look forward to or to get my adrenaline pumping

YEAR GROUP:8 LESSON 3 TERM: SummerTHEME: Risk: Risks Worth Taking?


I can identify how my human hungers lead me and others to take risks

I understand what motivates people to take risks in order to gain human rights

I understand that the declaration of Human Rights supports human needs

VOCABULARYMotivation, human needs, risks, support, rewards, identity.

RESOURCES • Pictures that were used in Lesson One• Assembly Story• Declaration of Human Rights• Students Pie Charts that they completed last week


Engagement

Look at the pictures that were used in lesson one, which human hunger was the person trying to meet by taking that risk.

Take their pie chart from last week and on each section identify any risks they might take to get that hunger met. This activity could be very sensitive for some students. Ask if any would like to share their ideas, but honour the right to pass.

Core Activity

Use the assembly story and read it again to the students. Put the picture of Malalai Joya on the whiteboard.

In pairs discuss the risks that she is taking and why she is prepared to take these risks?

Are there any human hungers that are driving her?

Are there any rewards to her?

Why is prepared to take these risks?

What does she hope to gain for herself and others?

Discuss this as a class.

Look at the resource sheet with the declaration of human rights and highlight which right she is standing up for.

Plenary

Feedback to the class and discuss are the risks she is taking, worth it?

KEY QUESTIONS

What are the risks that you would be prepared to take?

What part does pressure from other people play, in taking risks?

Which human rights would you be prepared to take risks for?

Are there some human rights that you think are more important than others?

AFL

The core activity introduces a number of complex ideas. Point this out to the students and encourage them to ask questions of you and their peers to find out more and to extend their thinking

DIFFERENTIATION

Teacher and TA support specific students who may find drawing out key points challenging. Be aware of use of questions to extend thinking.

Cross Curricular Opportunities

Literacy - Speaking and listening

Geography

History

RE

Independent enquirers

Explore issues, events and problems from different perspectives

NOTES

This activity could be very sensitive for some students. Ask if any would like to share their ideas, but honour the right to pass.

The Universal Declaration of Human Rights

Article 1 We are all born free. We all have our own thoughts and ideas.

We should all be treated in the same way.

Article 2 These rights belong to everybody; whether we are rich or poor, whatever country we live in, whatever sex or whatever colour we are, whatever language we speak,

whatever we think or whatever we believe.

Article 3 We all have the right to life, and to live in freedom and safety.

Article 4 Nobody has any right to make us a slave. We cannot make anyone else our slave.

Article 5 Nobody has any right to hurt us or to torture us.

Article 6 We all have the same right to use the law.

Article 7 The law is the same for everyone. It must treat us all fairly.

Article 8 We can all ask for the law to help us when we are not treated fairly.

Article 9 Nobody has the right to put us in prison without a good reason, to keep us there

or to send us away from our country.

Article 10 If someone is accused of breaking the law they have the right to

a fair and public trial.

Article 11 Nobody should be blamed for doing something until it has been proved that they

did it. If people say we did something bad, we have the right to show this was not true. Nobody should punish us for something that we did not do, or for doing

something which was not against the law when we did it.

Article 12 Nobody should try to harm our good name. Nobody has the right to come into our

home, open our letters, or bother us or our family without a very good reason.

Article 13 We all have the right to go where we want to in our own country and to travel

abroad as we wish.

Article 14 If we are frightened of being badly treated in our own country, we all have the right

to run away to another country to be safe.

Article 15 We all have the right to belong to a country.

Article 16 Every grown up has the right to marry and have a family if they want to. Men and

women have the same rights when they are married, and when they are separated.

Article 17 Everyone has the right to own things or share them. Nobody should take our

things from us without a good reason.

Article 18 We all have the right to believe in what we want to believe, to have a religion,

or to change it if we want.

Article 19 We all have the right to make up our own minds, to think what we like, to say what

we think, and to share our ideas with other people wherever they live, through books, radio, television and in other ways.

Article 20 We all have the right to meet our friends and to work together in peace to defend

our rights. Nobody can make us join a group if we don’t want to.

Article 21 We all have the right to take part in the government of our country. Every grown up should be allowed to choose their own leaders from time to time and should have a

vote which should be made in secret.

Article 22 We all have the right to a home, to have enough money to live on and medical help if we are ill. We should all be allowed to enjoy music, art, craft, sport and to make

use of our skills.

Article 23 Every grown up has the right to a job, to get a fair wage for their work, and to join a

trade union.

Article 24 We all have the right to rest from work and relax.

Article 25 We all have the right to a good life, with enough food, clothing, housing, and

healthcare. Mothers and children, people without work, old and disabled people all have the right to help.

Article 26 We all have the right to an education, and to finish primary school, which should

be free. We should be able learn a career, or to make use of all our skills. We should learn about the United Nations and about how to get on with other people and respect their rights. Our parents have the right to choose how and

what we will learn.

Article 27 We all have the right to our own way of life, and to enjoy the good things that

science and learning bring.

Article 28 We have a right to peace and order so we can all enjoy rights and freedoms

in our own country and all over the world.

Article 29 We have a duty to other people, and we should protect their rights and freedoms.

Article 30 Nobody can take away these rights and freedoms from us.

YEAR GROUP:8 LESSON 4 TERM: SummerTHEME: Risk: Risks and Rights


I understand that there may be risks involved in standing up for something that you believe in

I can try to see things from other people’s points of view

I can respect people’s right to hold their own beliefs

VOCABULARYHuman rights, perspective, knowledge, tableau, declaration.

RESOURCES • Universal declaration on Human Rights from Lesson 3• Access to Computers and/or Library


Engagement

Give each group one of the human rights from the declaration and each group has to make a tableau while the rest of the class try to guess which human right they are portraying.

Core Activity

In groups or pairs take someone from history and research what risk that person has taken to stand up for what they believed to be right – people’s human rights. Pinpoint which particular human right or rights this person was standing up for and what risks they were prepared to take in order to do this.

This work will depend on the children’s knowledge of what they have studied or are studying in History/RE or other subjects E.g.

• Suffragettes

• Miep Gies (The lady who assisted The Frank Family during World War Two)

• A soldier in the 2nd World War

• A Conscientious Objector in the 2nd World War

OR

The teacher chooses a person so that the whole class (in groups or pairs) study that one person. The teacher could use a clip from a film to show how a particular individual stands up for human rights (Schindler’s List)

Write a poem about this person, their life, the rights they stood up for and risks and costs to them.

Alternatively students could write new lyrics for a song they already know to express the above.

Plenary

Students share the work that they have completed. Teacher draws out the rights and risks.

KEY QUESTIONS

Which rights were your persons standing up for?

How great were the risks?

When they took these risks were the rewards/ benefits for themselves or others?

Did religion play a part in this risk?

AFL

Encourage the students to give positive and constructive feedback against given success criteria

DIFFERENTIATION

The poems and song lyrics could be an extension activity. Other students may want to just write down key facts.


History

R.E.

Literacy

NOTES

NOTES There is potential to make a display of this work or use it in an assembly

A useful book for this lesson is called ‘Unsung Heroes’

Team workers

Collaborate with others to work towards common goals

YEAR GROUP:8 LESSON 5 TERM: SummerTHEME: Risk: Reaching a Goal


I understand that to reach my goal in life I may need to take some risks

I know how to weigh up risks

I understand the negative consequences of some risk taking

VOCABULARYGoals, obstacles, risk, aspirational, achieve, avoid, negative consequences, positive outcomes.

RESOURCES • Post it notes or small pieces of paper• Handout - Obstacle Course


Engagement

Each student writes two goals that they have already achieved (this may not be known by their other class mates) and one that they may like to achieve - this could be aspirational or just put in for fun.

Collect these in and pick one out of the hat and read it out. The rest of the class guess whose goals they are and which is the fake one.

Core Activity

Several students remind the group of who they studied last week, their goal in life and the risks they took.

Each student completes this sentence ‘One goal I have for when I leave school is……………’

They then write that goal on the Obstacle Course Worksheet.

When we have a goal in life sometimes we have to take risks in order to achieve it and sometimes we need to avoid risks in order to achieve our goal.

E.g. to become captain of the Athletics team-

I need to take the risk that my friends will stick with me even though I go training every night.

I need to avoid the risks of ill health by not smoking or misusing alcohol if I want to be Captain of the Athletics team

On the obstacle course worksheet each student-

1. Writes their own goal.

2. On three obstacles, write three risks you might need to take in order to reach your goal

3. On three other obstacles, in a different colour, write three risks you would need to avoid in order to reach your goal

Plenary

Share your goal and obstacle course with two other people.

Were the risks that you avoided, risks that your friends were prepared to take?

If so why?

KEY QUESTIONS

Were the risks that you avoided similar to that of your peers? If not why?

Were the risks that you were prepared to take similar to that of your peers? If not why?

AFL

Students consider the impact of what they say to each other and importance of giving positive feedback during the Plenary session to build self esteem

DIFFERENTIATION

Students encouraged to work to their own level on the individual work (TA support where possible and appropriate). Those who are confident may like to share their work.


Literacy – Speaking and Listening

NOTES

Teachers to link the risks identified in this lesson with issues in the Health Matters unit e.g. drugs and alcohol.

Creativethinkers

Generate ideas and explore possibilities.

YEAR GROUP:8 LESSON 6 TERM: SummerTHEME: Risk: Weighing Up the Risk?


I understand that I need to weigh up which risk to take and which to avoid

I can work well in groups, cooperating with my peers to achieve an outcome

I believe that I can overcome obstacles in order to achieve my goal

VOCABULARYCooperation, human needs, avoid, risk takers, necessary, successful.

RESOURCES • Before the lesson teacher engages several students to make a large grid filling a wall space. This

will be the Snakes and Ladders Board• One snake and one ladder per student. These may need to be enlarged from the ones given here

OR your students design their own


Engagement

In groups of three give each group some challenges

Can the group, by working together, achieve the following-

1. Balance with only three feet on the floor

2. With two feet and two hands on the floor

3. Three feet and three hands

Etc. - Were you prepared to take any risks in this game?

Core Activity

Each student completes this sentence:-To be a happy and successful adult I need to take some risks. A risk I would take is…………………. and a risk I would avoid is………………………………………..

Students volunteer their answers to give a pool of ideas to the class.

Does money feature in this?

Does Health?

Friendship

Stability

Relationships etc

Teacher reinforces the idea that we always need to take some risks in life e.g. by starting a relationship or taking a certain job, but we also need to avoid some risks

Are the risks we try to avoid made harder by peer pressure? How?

Each student has one big snake and one big ladder On the ladder they write/illustrate a risk they are prepared to take in order to be a happy successful adult

On the snake they write a risk that they are not prepared to take etc

Put on board

Each student places his snake and ladder in the grid and explains to the class his reasons for his risks.

Plenary

Are some of the risks that the students are prepared to take similar?

Are some of the risks that the students are not prepared to take similar?

How do these relate to our human needs and hungers?

KEY QUESTIONS

What risks are necessary to be happy and successful?

What risks are definitely not worth taking? If so, why do people take these risks?

Are some people bigger risk takers than others?

AFL

The teachers positive feedback throughout the lesson especially those who are perhaps worried about sharing their work

DIFFERENTIATION

This activity involves collaborative working and mutual support. Ensure that where necessary students are helped to understand the difference between risks that we need to take and other risks that may cause us harm.

Team workers

Show fairness and consideration

to others


NOTES

Certificate of Achievement

Risk Year 8

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Risk - Year 8 - Wiltshire Healthy Schools...of all Afghan women. Her much-quoted cry is: ‘You can cut the flower, but you cannot stop the coming of spring.’ Malalai Joya has made