- Drawing on their learning in this unit (and additional research if necessary), pupils could decide on certain messages they think others in the school and local community ought to hear. Ask them to list ways of delivering these messages, eg assemblies, displays (including poetry, artwork, stories, factual writing, photos, interviews, videos), drama/dance productions, visiting speakers, oral/ICT presentations, workshops (for parents/younger pupils). Where appropriate, they also identify with staff any work that could be carried out through other subjects, eg writing, dance, music, art, photography.
- Pupils could then go on to organise one of these activities. They consider their chosen audience, eg other classes in the year group, the rest of the school, parents, local community groups; which activity would be most appropriate for that audience; and the resources available, eg if a school celebration of Human Rights Day is to be planned, what sort of activities could be organised; or if an assembly or presentation would be more appropriate. If the school already celebrates Human Rights Day, pupils who have studied this unit could take a lead role in its organisation.
- Ask pupils, in groups, to discuss the work they have carried out in this unit and how effectively they communicated with others. They consider the following questions: What evidence do I have of my contribution to the group activities? What can I use for my portfolio? How effective were the activities? What can we learn from them? What might we do differently next time?
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- use a combination of methods to inform a particular audience about basic human rights and responsibilities, and what happens when people's rights are infringed
- demonstrate skills of communication, participation and responsible action
- present information that is accessible for their target audience
- identify their own and others' contribution to activities, and produce evidence of their learning/achievements for their portfolios
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