Citizenship at key stage 3 (Year 7-9)
Unit 09: The significance of the media in society
Section 4: Should celebrities have a right to privacy?
|
|
Objectives |
| Children should learn: |
- how the interests of different people can conflict
- to develop drama techniques to explore issues in role-play (NSE)
|
Activities |
|
Outcomes |
|
Children: |
- Discuss with the pupils the interests of media companies in maximising sales and profits. Why do stories about celebrities increase sales?
- Pupils role-play or discuss different groups with an interest in the issue of privacy: journalists, photographers, media companies, celebrities, viewers/readers.
- Pupils consider how people can complain about intrusion by the press. They could research the role of the Press Complaints Commission (PCC). Why do we need a code of practice on privacy? Why did Prince William attend the PCC's 10th anniversary celebrations?
- Pupils investigate the role of the 'Right to respect for private and family life'
in the Human Rights Act 1998. Do celebrities have the same rights as other people?
- Ask pupils to think up a set of rules for journalists and photographers, to ensure responsible behaviour by the media.
- Pupils produce a code of practice for their own school/community publications and suggest ways of monitoring its application, eg through a sub-group of the school council or a student press complaints committee.
|
|
- learn that different members of society have competing rights and responsibilities
|
|
Points to note |
- See the past reports of the Press Complaints Commission
at www.pcc.org.uk for
examples of complaints about press intrusion. Pupils could discuss what effect
an upheld complaint might have on the media organisation in question. Also
see the BBC Producers' guidelines, which includes areas for pupils
to consider as they develop their code of practice, such as impartiality,
accuracy, fairness, diversity - www.bbc.co.uk/info/editorial/prodg
- Link with NSE: year 7
S&L15, year
8 S&L15, year
9 S&L12.
|
|
|
This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
|
|
|
