This unit has been developed by Cambridgeshire County Council Trading Standards Service in conjunction with Cambridgeshire PSHE Service and all necessary teaching notes and activities can be accessed via the Ask Cedric website.
Unit 1 - Consumers and the Environment
Students will look at the current problems that our environment faces and look at the problems with wasting energy and water. Students will also learn the importance of dealing with waste and rubbish in a way that is of benefit to the environment and will also consider different aspects of animal welfare.
Unit 2 - Global Citizenship
Students will look at the whole concept of global citizenship and think about what it really means for themselves. They will look at how the way they shop affects different aspects of our world and also think about the concept of fair trading. Students will also consider the whole concept of sustainable development and how it affects their world.
All of these Units address the following aspects of the key stage 4 Citizenship programme of study:
Knowledge and Understanding about becoming informed Citizens
Pupils should be taught about:
1b the origins and implications of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
1f the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally
1h the rights and responsibilities of consumers, employers and employees
1j the wider issues and challenges of global interdependence and responsibility, including sustainable development and Local Agenda 21
Developing skills of enquiry and communication
Pupils should be taught to:
2a think about topical, political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT based sources
2b justify orally and in writing a personal opinion about such issues, problems or events
2c contribute to group and exploratory class discussions and take part in debates
Developing skills of participation and responsible action
Pupils should be taught to:
3a use their imagination to consider other people's experiences and be able to think about, express and explain views that are not their own
3b negotiate, decide and take part responsibly in both school and community based activities
3c reflect on the process of participation
At the end of KS4:
Most pupils will have an awareness of the different global issues that affect our world and realise the impact that their shopping choices can have. They will understand the importance of saving energy and water and be able to put some of these energy saving ideas into practice. They will also understand why it is important to think about and try to reduce the rubbish we produce and they will also understand different areas of animal welfare and cruelty.
Some pupils will not have made so much progress and will have some understanding of the different global issues but may find some difficulty with the way in which their actions affect the world at large. These students will have a basic awareness of the different areas where energy and water are wasted and also understand the basic principles of animal welfare and cruelty.
Some pupils will have progressed further and will have a clear understanding of the differences of the various issues that affect both our environment and our world. They will be able to understand the importance of energy, water and waste and be able to understand the actions that can be taken to improve the environment. They will also understand the concepts of 'fair trade' and 'sustainable development'.
It is helpful if pupils have:
These Units will offer opportunities to introduce/reinforce the following Speaking and Listening learning objectives
Reviewing their strengths and limitations when speaking to different audiences and in different contexts
Presenting a talk which holds the attention of an unfamiliar audience
Identify the underlying themes, implications and issues raised by a talk
Recognise how people use language to signal their status or to exert power over others
These units will offer opportunities to introduce/reinforce the following Text Level learning objectives
Integrate diverse kinds of information into a coherent account using formal and impersonal language
Explain complex processes and ideas effectively and economically in print and on screen
Present a personal view with clarity and conviction
Use persuasive techniques and rhetoric to gain the attention and influence the responses of readers
Collate and synthesise information from a range of sources of shaping material to meet the reader's needs
Evaluate the presentation, reliability and validity of information available through print, ICT and other media sources
Explore the ways the nature and the purpose of the media products can influence presentation, content and meaning and how audiences reactions may vary.
This Unit has clear links to other subjects within the wider curriculum, including:
Ask CEdRIC provides links to all the resources you will need to teach this Unit.
Every suggested teaching area on the teaching plan is linked to:
You may also wish to speak to your own local Trading Standards Department for help and advice on Consumer Education. You can find your local office in the telephone directory or by typing in your School's postcode on the Trading Standards Institute website (www.tradingstandards.gov.uk/).