Lesson video

Hello everybody and welcome to your citizenship lessons with me, Mrs. Baker.

This is actually our last lesson on our unit, how can citizens bring about change.

And it's a chance for us to reflect and review the learning that we've done so far and for you to develop your own evaluation tool.

So, lots of work for you to do today guys and a little bit less for me.

So, I hope that you've got someone nice and quiet to learn, that you've got some space to yourself, if you're using your phones, that you've turned off your notifications so you're ready to focus on our lesson for today.

I'll meet you in just a moment to tell you what you need for today's lesson.

Welcome back everybody.

So, hopefully now everyone's ready to get on with our learning for today, so what will you need to make this happen.

You're definitely going to need a pen, because you are going to be writing things down and an exercise book or paper to do that on.

It might also help you if you have downloaded or printed off that worksheet from today, but it's not essential because you can do your own copy on your paper or in your exercise book.

And of course, as ever, you're going to need that brain of yours, working out the questions and thinking about your own opinion, because today is very much about your own evaluations and what you think is important and what you think is good and effective change.

So, let's have a look at the lesson stage by stage and see what we'll be doing.

So, we're going to look at what effective change is, because you can all try and change things, but if it's not effective and it doesn't work well, then really what's the point? So let's see how we can create good effective change and lets you be the judge of what you think effective change will be.

We're going to evaluate the case studies that we've looked at in this unit to see if they are effective and what they did if they are.

We're going to make a decision about what effective change could look like in the long term, as well as the short term and you are going to draw up a checklist for effective change.

So, when you become change makers, when you get involved in making change for the better in your communities, you're going to know what you're aiming for.

And then we'll be at the end of the lesson and indeed at the end of this unit and time for you to take just one last exit quiz.

Okay, let's get ready to learn.

So, if we are going to talk about effective change for the whole today's lesson, it's probably a good idea if we agree on a definition of what effective change is.

So this is when an event or change happens which makes a difference for the better.

However, to be effective, it has to be lasting.

So, sometimes things can change just for a short period of time and we think, oh, that's really helped, but before long, it goes back to the way it was before, so, that's not really that effective.

Sometimes we call this a sticking plaster, it kind of holds the things together but it's not going to last forever.

So, when citizens need to bring about change, what we're really looking for is this evidence of effective change.

Something that's going to last for a long time, maybe even generations.

Especially if it's something like changing policy or changing laws, we want it to be really long lasting and something that everybody can benefit from.

So, what can change look like then? In citizenship we often talk about creating change and being change makers.

We take part and arrange campaigns.

However, what does change look like? We've looked at a range of different case studies during our investigation of how can citizens bring about change.

Today, you are going to decide which ones you think have been effective and why.

So, it's very much up to you today guys to make your decisions and there's not necessarily going to be a wrong or right answer, because you are going to write the criteria for success.

So, straight into our first task then please everybody.

What does effective change look like? Before we can start to evaluate, we need to think about what effective change should look like.

Write a list of things you would, you think would prove that a change was successful.

So, it's up to you to identify elements that you think a change would mean it's been successful.

So, think about things that have been changed perhaps in your school or perhaps at your local, in your local communities, or perhaps change that you know have happened nationally, and you decide what do you think means successful change.

Should only take maybe two or three minutes to come up with this list, so pause your video now and complete your task.

Well done everybody, I'm sure you've come up with some really good ideas and here's some that you may have included, and if you haven't, you might want to add them to your list.

There are many things that could have been included, but some of the core ones could be the aim of the campaign for the change was achieved.

So, when we think about what we're going to change, we normally have one aim or maybe one clear aim with some smaller ones attached.

So, to know whether a changes works or not, we should really be able to see they've achieved their aim.

Now, has that aim continue to be met, or did it only last for the week that it was happening or the month after, or has it continued to be met year after year? So, for example, if your school was going to try and reduce plastic use, did everyone stop using plastic bottles just for the week that everyone was talking about it? Or, is it now that most people don't bring plastic bottles into school and they all use reusable bottles? Is that the difference between creating a change and creating an effective change? Can we see that people were helped, or that their lives are improved? Is there evidence that this change has actually helped real people? Has the campaign allowed other people to be involved? So, in order to be democratic we'd expect more than just one person to be organising it's change.

Did the campaign allow different voices and views to be heard? So, did it take in a range of different people's opinions or did it just rely on the views of a few, in which case it might not be that effective because it might not be representing everybody.

Can we see evidence that the campaign was democratic? In other words, everybody has a say in what they thought should happen.

Did a campaign go on to achieve more than it originally planned? So perhaps it was so successful that they're able to be doing more than they thought they could.

Some people change their views to agree with the campaign.

So, have we actually seen that people who started out against the campaign came round to agree with that idea? Would that be an example of effective change? So, you can see there's quite a few different elements to what effective change can be, and you may think some of these are more important than others, or maybe it depends what the change was.

Let's have a look at the next part of the lesson.

You're going to design your own evaluation tool for effective action.

Now, if you've got access to the worksheet, you will see a copy of this table that you can start to complete.

If you haven't, just draw a copy on your paper or in your exercise book.

It's quite a simple table to complete.

Now, where the gaps are, I would like you to select the most important elements of effective change.

Perhaps from your list, or perhaps from the list that I've just shared.

And you are going to use these to go to the change makers that we studied over this unit.

So, think about what you think could be the most important one.

For me, I would definitely want to say that the aim was met and continue to be met for a long period of time.

That to me would be evidence that change was effective.

What else do you think would be really important? Try and list it in the rows that you have.

If you want to do a longer table with more rows, then of course you can add to it.

Pause the video now and complete your evaluation tool.

Welcome back everybody.

So, everyone should now have their own, a unique effective evaluation tool.

And we're going to use the criteria that you set up, so the stages that you selected as being important to decide whether or not the change-makers and the campaigns that we've looked at were in fact effective change.

So, you should remember that we've met Marcus Rashford, Amika George and Christina Adane through our units, and they all were involved in creating change and holding a campaign.

We're going to review this campaign now and you are going to judge each of them according to your criteria.

Do you think their change was effective or not? Let's start.

So, task two.

Marcus Rashford and his free school meals campaign.

There's a recap of what he did.

He campaigned to extend the government's free school meal provision, to include school holidays during the COVID-19 pandemic.

He met with prime minister Boris Johnson, took to social media to raise awareness, sets up an online petition and wrote an open letter urging MPs to gain support for his campaign.

He was successful.

The government announced they would fund free school meals in school holidays, until Easter 2021.

So, using your criteria now everybody, I would like you to decide whether or not Marcus Rashford had a effective campaign.

Did he create effective change? You might want to put a tick or a cross by your criteria, and then write a short summary of why you think his change was effective.

Probably only need to spend about three minutes doing this for Marcus Rashford's campaign, then we'll move on to our next change maker.

So, pause your video now and complete your task.

Welcome back everyone.

Did you think that Marcus Rashford's campaign was successful or not? I'd love to find out what you thought, so don't forget at the end of the lesson you can ask your parents or carer to send me in your views, I'd love to see some of these evaluations.

Let's move on to our next change maker.

This is Christina Adane and she also works on free school meals.

Christina is 16 years old.

She created an online petition asking prime minister Boris Johnson, not to abolish free school meals for children during half term and summer break, which Marcus Rashford supported.

So you can see the connection between the two change-makers.

1.

3 million children in UK receive free school meals and that included Christina.

So, what do you think? Did Christina actually help with effective change? Knowing what we know with regards to Marcus Rashford's campaign, do you think Christina is an effective change maker? Use your evaluation tool to make a judgement about Christina's campaign and her change as a change maker.

Pause your video now and complete the task.

Well done everybody, let's go to our third change maker.

Amika George, you dealt with period poverty.

So, if you remember Amika, she arranged an online petition for free sanitary products for girls from low income families.

She arranged a peaceful protest outside down in the street, where MPs spoke to support her cause.

She gained media attention and spoke at many events on the topic of period poverty.

In March, 2018, the government pledged money to support free sanitary products for girls from low income families in schools and from November, 2020, Scotland is offering free products to anybody who needs them.

So, what do you think? Use your evaluation tool again and decide whether or not Amika created effective change.

Again, you write a short summary to say why you think her change was, or wasn't effective.

Pause your video now and complete the task.

Excellent work now everybody.

All of you could have come up with really different ideas and really different criteria.

But I expect that most of you would think that some or all of those change makers have had effective change.

And we need to think about what makes change effective and that's exactly what we're going to do now.

So now you're going to complete a Diamond 9 task.

And this may be an activity that you've done in other lessons as well.

So, having evaluated these three examples of change, you should be able to see what effective change looks like.

You now need to decide which factor is the most important in creative change.

You're going to complete your Diamond 9.

So, looking back at your evaluation tool criteria, decide which element of the action was the most important reason for the action being effective.

If you need some help with the criteria, you can find some on the worksheet.

So there's some extra hints on picking out the criteria that might help you on the worksheet that accompanies this lesson.

You then need to rank them from one to nine, with one being your most important quality and nine being your least important quality.

So for example, you may think that effective change comes when people support you and make changes in the law.

You may think that the least important factor is getting media support.

So, your number one factor, go at number one and your least important will go on number nine.

Pause your video now and complete your task.

Welcome back everybody.

It can be difficult when we try and arrange things according to importance.

It's quite hard creating that diamond nine, because sometimes things all seem of equal importance, but there's always something that's just that little bit more important and depending on what change you could be looking at creating, those factors could change.

So, let's see what you're going to do now for task four.

Now that you've identified the elements you think are most important for creating effective change, it's time for you to get creative.

We're going to design an information broadcast.

Now that could be a video, a podcast, a web page or a cartoon for people who want to create change.

This is a short advert, so it should be about 30 seconds long if you were to record it and could be shown to people who are passionate about an issue and want to create effective change.

You need to complete a storyboard of what you want to communicate and what you will include in your broadcast.

You can find a template for this on your worksheet for this lesson.

So, basically on your storyboards, you map out what you would put in your video, podcast, or webpage, or cartoon.

You tell the story of how you would give information to people to create a really good piece of effective change.

I'm sure you can come up with some brilliant ideas and ways of doing this.

So, pause your video now and complete your task.

This is probably going to be quite a long one especially if you do it really well.

So, you may take upto 15 or 20 minutes on this, depending on how much detail you want to put in.

Well done everybody.

I hope you've come up with some really exciting idea to tell other people about how to create effective change.

I'd really love to see them.

So, over to our last takeaway task for this unit, what examples of change can you find locally or nationally? Use your evaluation tool to see if they really are effective.

Using your storyboard, record your information broadcasts to advise people on how to create effective change.

We would absolutely love to see the finished product here at Oak National Academy.

So, if you're happy to share your work with us, I'd like you to please ask your parents or carer to share your work on Instagram, Facebook, or Twitter and tag us in @OakNational Academy and #LearnwithOak.

It will be brilliant to see all your creative ideas and your evaluation tool and see how you guys can advise other people on how to create effective change, because you really are the experts from completing these units, and I bet you could really, really help other people.

It's been a real pleasure working with you in this unit and I think it's one of my favourite units to teach, because it's actually skilling you guys up for being effective change makers and making a real difference in society.

Not just when you get older, but from now.

Now you've completed this unit, you can start making change from today.

How exciting is that? Just one last task for one last time I need you to do please everybody, and that's go over to your exit quiz just to prove how much learning you've got.

So, congratulations everybody.

You're now able to make effective change, you understand what citizens need to do.

I hope I see you again on some other citizenship lessons, and until I see, until I do, take very good care of yourselves.

Bye bye for now.