Share Key Learning question with students Share Key Learning question with students. Students will address the core concept of ‘How can I make a difference?’. Students should review the different types of action they could take and plan a real out of classroom action that will support their charity/cause. The class’s social action will be described in each teams presentation and makes up 50% of the judges’ marks for the £1,000 grant. The social action planned and carried out can support citizenship action as part of the GCSE Citizenship curriculum. See the GCSE Citizenship links document to see the full mapping of the programme onto GCSE Citizenship.

Teacher to pull up charity website so the class can fill out the above info in their Coursebooks page 18. This is a really important activity to motivate the whole class towards working together for this charity. The next page of the student book (page 19) is for when the charity comes to meet the class. If you haven’t already, please call the charity to ask them to come in for a 15 minute Q+A with the class as soon as possible (there is more guidance in the lesson 3 folder on this).

Ask the class for ideas – encourage them to think widely about what people do to support charities. This could be give them money, fundraise, volunteer, raise awareness etc. Try to encourage broader discussion about what charities need – why do they need money? Why do they need people to spread awareness of the issue they are addressing and their work? Do they need volunteers and why?

Ask students for suggestions before revealing definition Ask students for suggestions before revealing definition. Social action is taking steps to improve society. During this programme they will do this by supporting local charities that are working to improve society in relation to particular social issues. They can do this by fundraising or taking an action to raise awareness or make a change.

Card sort of social action ideas (perforated cards in the Coursebook page 22). Ask students to sort the activities into categories of fundraising and raising awareness – an example of each shown. These are just examples of generic types of activities– please encourage students to think carefully about their cause and charity and think about how they can take a meaningful action. We also recommend that when students meet their charity, to ask if they have any meaningful opportunities that they can get involved in. For Citizenship teaching, the social action could be a citizenship action such as campaigning, advocacy, petitions or demonstrating. It is worthwhile at this point to share some inspirational examples of meaningful and successful action e.g. 13 year old campaigner for the rights of young people who are deaf https://www.britishdeafnews.co.uk/danny-murphy-13-year-old-hopes-media-career-despite-5th-generation-deaf-family/ 10 year old raises money for Hey Children’s Charity that supports the hospital that has cared for his brother https://www.halifaxcourier.co.uk/news/inspirational-boy-raises-24k-for-hospital-1-8655260 13 year old volunteered for over 300 hours a year for charity ‘SHINE’ http://www.yourlocalguardian.co.uk/news/15391032.Merton_schoolgirl_wins_prestigious_royal_volunteering_prize/ - Y11 pupil raises a huge amount of money to support the charity ‘Dreams Come True’ http://www.pontypriddhighschool.co.uk/news/?pid=76&nid=3&storyid=1377 Additional reading about social action and further opportunities (great extension/homework research task for older groups): http://www.iwill.org.uk/get-involved/young-people/ https://www.girlguiding.org.uk/social-action-advocacy-and-campaigns/social-action-and-campaigns/ http://www.citizensuk.org/

This extension activity is to encourage students to start thinking about how they can get the most out of an idea – 2 examples are shown. So for the fundraising idea of a cake sale, they can also raise awareness by handing out leaflets. For the raising awareness example of an assembly, they could also turn this idea into fundraising by collecting money on the way out. This is all about getting the students to think about how they can have the most impact from their ideas and turn it into the best piece of social action possible. Get the teams to have a go themselves with an activity each.

This is an activity to prompt students to consider efficiency if they choose to do a fundraising activity. Go through the first case study together – they spend in total 5 hours each and make £24. Get the students to fill out the second case study (answer: 4 hours and £42) and answer the question ‘which activity is the most effective and why?’ – discuss findings. They should have realised the most efficient activity is activity 2 because it makes more money in less time. They should be thinking about this if they plan a fundraising activity.

Teams will now make their social action plan Teams will now make their social action plan. If students are stuck you can direct them to the ideas from the card sort. Encourage students to think as deeply as possible as to what their particular charity really needs and how they can conduct a really effective piece of action. They should complete two copies of their plan – one team copy to complete themselves and one teacher copy to hand in for you to keep. Use the myfirstgive portal to log the progress of all of your teams and any money raised. They need to have completed their activities before the School Final, as all money raised/hours given must be presented at the Final.

Highlight that 50% of the judges’ marks are for the class’s social action. Students will have to include details of the class’s collective social action in their presentations, detailing what they did and the impact they had.

While your students are making their plans, load up myfirstgive (http://www.myfirstgive.co.uk) and set realistic targets together with the class for their collective social action in terms of how much money the class wants to raise and how much time they want to give outside of lesson to awareness raising and fundraising activities.

Ask students to turn to the back of the books to page 44 – ask them to tick which professional skills they think they have developed. Share with the rest of the class.