UEA LAW AND SOCIETY- SCHEME OF WORK-

STREETLA UKS2
W

Written by TH, LLB hons (PGCE student) | UEA Streetlaw Primary Co-ordinator
Contents

Introduction to the Scheme................................. 3

Outline for Session A.............................................6

Outline for Session B.............................................8

Outline for Session C.............................................9

Outline for Session D.............................................11

Outline for Session E.............................................13

Resources for all sessions......................................18

Introduction to the Scheme.

This is a scheme of work prepared by UEA Streetlaw and is designed to be

delivered to years 4,5 and 6 as part of the PSHCE curriculum. This scheme has
strong cross curricular links to English and Drama and has been provided to
enable you to support and develop the work of UEA Streetlaw in your school.

The scheme is strongly recommended to be used alongside a session delivered

in school by UEA Streetlaw.

As detailed below, UEA Streetlaw are able to deliver all of this scheme in school if
required.

UEA Streetlaw sessions can also be delivered in isolation, and does not need
to be preceded or proceeded by any of the sessions detailed in this scheme;
however successfully delivery of this scheme, in full, will fully cover substantial
elements of the non-statutory guidance for Citizenship at KS2, specifically:

2 (b) why and how rules and laws are made and enforced, why different rules
are needed in different situations and how to take part in making and changing
rules

2 (c) to realise the consequences of anti-social and aggressive behaviours, such

as bullying and racism, on individuals and communities

2 (g) what democracy is, and about the basic institutions that support it locally
and nationally

2
It can also provide the following breadth of opportunities as set out in the non-
statutory guidance.

5(a) take responsibility; 5 (b) participate; 5 (d) meet and talk with people; 5
(f) consider social and moral dilemmas that they come across in life; 5 (g)
find information and advice [for example, through help lines; by
understanding about welfare systems in society]

The sessions will also provide experiences that will contribute substantially to
most areas of EN1(Speaking and Listening) in the English National Curriculum
at KS2.

The sessions also link in with the Historical, Geographical and Social
understanding in proposed 2011 (rose) curriculum, and full delivery of the
sessions will help to cover:-

L.1 how societies have been organised and governed in different ways
[and at different
Times.]

M3 to understand how people can take actions and have a say in what
happens locally and Nationally.

M4. to consider issues affecting communities, and reflect on the impact of

people’s actions on others and the environment.

M5. to understand why laws are made and how they are applied justly.

L4. how rights need to be balanced to protect individuals and

communities from injustice

L5. to engage actively with democratic processes, and address issues of

concern to them
through their actions and decision making

L7. to consider how people can live and work together to benefit their
communities.

The Scheme is made of 5 ‘sessions’. The sessions have been designed to be as

flexible as possible, can be combined , and can take up as little or as much time
as possible. More information on the structure of the programme and
recommendations can be found on the following page.

Session A- Overview (recommended as starter to another

session)
Introduction session - What are laws?, “How are laws made?”(1), “Why do we
need laws” (1) [15 mins]

3
Session B
Criminal Law- Mock Trial – to be delivered by UEA Streetlaw only. [min 1
hr]

Session C
Civil Law- Negotiation – it is recommended that UEA Streetlaw deliver
this session. [Min 1 hr]

Session D
Session D Part 1- Why do we need laws (2)- Lawless Society role play [approx 30
mins]

Session D Part 2- Why do we need laws (3)- Impact of not following laws (social,
moral consequences etc) [approx 20 mins]

N.B Session D made up of 2 closely related parts- it is recommended these are

delivered together, however if needed they can be delivered in isolation.

Session E
“How are laws made?” (2) - Including mock parliament + Review of units work.
[min 70 mins]

The sessions can be delivered in any order, providing session A is delivered

initially (it is recommended that this is the starter to another session). UEA
Streetlaw are able to deliver any of the sessions, but Streetlaw must deliver
Session B (mock trial) and it is recommended that Streetlaw deliver session c
(negotiation). Depending on your distance from UEA, UEA Streetlaw is able to
make multiple visits to school.

UEA Streetlaw will discuss the options with you and it will be confirmed with of
the session(s) below the Streetlaw team will deliver in school.

The following pathways through the scheme are recommended, sessions

delivered by Streetlaw are shaded.

Lesson Path Path Path Path Path Path Path Path Path
Number 1 2 3 4 5 6 7 8 9
1 A, B+ A+B A +D A+D A +D A+ B A+B+ A+ A+
C (1) (1+2) (1+2) +C + C+D D(1+ D(1+
D (1+2) 2) 2)
(1+2)
+E
2 D C D(2) B E E B,C,E B+E
(1+2)
3 E D E C B C
(1+2)
4 E B+ C E C

4
Minim 2h 1h 2h 1h 1h Full 3h30 3h 2h20
um 20- 3 20 – (min) (min) Day (min) (min) (min)
time h 1h30 (caro
require usal
d for of
Streetla activit
w ies) –
delivery min
4h30
conta
ct

Over the following pages you will find session plans for all the sessions outline
above, complete with photocopy-safe resources. The included CD contains
copies of all resources, as well as Interactive whiteboard files for all sessions and
links to further sources of information on the internet1 Resources for the Mock
trial will be provided by UEA Streetlaw when they visit your school

Please note these session plans are purposefully detailed and provide most of
the background information necessary to deliver the sessions.

1
The legal bit:- You are free to copy all material for educational use only, but
it must not be distributed to other parties in any way (including on the internet)
without the prior consent of UEA. The copyright and rights to the material
remain with UEA at all times, unless otherwise attributed.

5
SESSION A
Introduction session
Length:- min 15 mins Number of ch:- any

Learning Objectives:- Resources:-

Gain a basic understanding of the
meaning of the word ‘law’ and what
laws are.
Gain an initial understanding of the
basic legal processes in the United
Kingdom
IWB / Data Projector
Post it notes (or scrap/blank paper)
Box
Mini-Whiteboards- optional
Resources provided with the
scheme of work.
IWB Files- ‘Session A’ in Smart and
.flipchart formats

Success Criteria (Learning Suggested organisation:-

Outcomes)
I can name at least 3 Laws in the UK.
I can start to describe the legal
process in the UK, including parliament
and courts.
Relationship to prior learning
No prior learning required.
It is recommended that this session is
carried out as the starter to another
session from this scheme of work. In
most pathways through the scheme
UEA Streetlaw will deliver this session.
This session works well with any
number of children, therefore all ch in
school who are taking part in the
Streetlaw sessions can have this
sessions delivered together.
Key Vocabulary
Law, Court, Legal, Judge, Jury,
Sentence, Parliament, Queen, Prime
Minister, MP’S.

Lesson Activities

Start the session with a basic introduction to what the ch will be learning/covering
over this sequence of lessons, followed by the following short activities

Activity 1:- What is law? - ‘Law in a box’

Hand out scraps of paper/post it notes to the children. Ask them to write or draw
the first thing they think about/of when they hear the word ‘law’. Explain to the
ch this can be anything, but could include things like what law is, what happens if
you break a law etc... Ask the ch to put their hand up when they have finished
and ask them to fold up their piece of paper and place it in the box.

Once all ch have finished, shake the box, and select some ch to draw out a piece
from the box. Adult then to read it out/describe it and discuss with the children.

The following activities are recommended for the rest of this session, however
you should use the outcome of the above activity to guide the rest of this session.
--
Activity 2:- ‘ Name a law’

If not already covered in the first activity, ask the children to name some laws. If
practical you can record these on the IWB and save this list for use later/in later
sessions. Try to ensure the following types of laws are covered:-
- ‘traditional’ Criminal Laws- e.g. Murder, Burglary, Assault
(GBH/ABH/Battery) etc...
- Traffic Laws- e.g. speeding, drink driving etc..
- Human rights
- Laws that specifically effect ch- e.g. obligation for parents to send ch to
school (which will be returned to in6 session C)

Activity 3:- ‘True or false’

SESSION B
Mock Trial
Length:- min 60 mins Number of ch:- max 32 (or 1 class) in each mock trial
group.

Learning Objectives:- Resources:-

Gain a basic understanding of the legal
system in the UK, including the right to
trail by Jury and what this means.
Understand what the different people in
court do.
Gain an awareness of what happens if
you are charged with a crime.
Success Criteria (Learning
Outcomes)
I can explain how a court works
I can explain what the different people
in court do.
I can explain what a Jury does and why
a Jury is important.
I understand what happens if you are
charged with a crime.
IWB
Materials
Gowns and Wigs (children and adult!)
Suggested organisation:-
SL volunteers will deliver this session.
They can deliver the start of the session
to as many ch as needed together;
however each mock trial group should
have a maximum of 1 class (preferably
no more than 32) in it.

Relationship to prior learning Key Vocabulary

Session A needs to be delivered prior to Law, Court, Legal, Judge, Jury,
this session Sentence, Barrister, Solicitors, Usher,
Crown Court, Magistrates Court,
Charged.

Lesson Activities

This session will be delivered by UEA Streetlaw.

Additional Notes

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8
SESSION C
Civil Law- Negotiation
Length:- approx 60 mins Number of ch:- any

Learning Objectives:- Resources:-

Understand that Laws help us in IWB / Data Projector
everyday life, not just with protecting Handouts
us from crime.
Understand the basic principles of a
successfully negotiation.

Success Criteria (Learning Suggested organisation:-

Outcomes)
I can take part in a negotiation and use
appropriate negotiating skills.
I can explain basic information about
civil law in the UK.
The shared learning of this session can
be delivered to any number of children
together. If possible split the ch into 2
groups in 2 separate rooms to deliver
the briefing for the negotiation.

For the main negotiate take care not to

have too many groups of ch negotiation
in one room.

Relationship to prior learning Key Vocabulary

Session A needs to be delivered prior to Civil Wrong, Civil Law, Lawyer, Solicitor,
this session. Negotiation, Contract.

Lesson Activities

Activity 1:- It’s not all about crime. (4 mins)

Ask the ch to vote true or false on the statement:- ‘ Laws only exist to punish
crime'
Explain to the ch that laws aren’t just to punish crime, that laws are also there to
help people get along and to help people who are hurt by other people in some
way- known as Civil Law.

Provide the ch with common example- personal injury claims. Ask who have seen
the adverts on TV that say ‘have you been injured in an accident that wasn’t your
fault?’ – The person who has been injured can sometimes sue the people they
think are responsible to try and get money or other things from them to help put
right the damage that was caused.

Activity 2:- Why are we at school? (5 mins)

Ask the ch why they come to school? Who makes them come to school? Explain
to the ch that there is a law that says that all children between the ages of 5-18
must be in full time education or training.
Ask the ch what would happen if they didn’t go to school? Explain that their
parents are criminally responsible for them attending school and if they didn’t
attend school for a long time, their parents could be arrested and even put in
prison.

Ask the ch why a teacher comes to school? Who makes them come to school?
Explain that there is no law that says that Mr/Mrs X must be a teacher and come
to school to teach. Explain that teachers choose to teach, and they can stop
teaching if they want.
Ask the ch if schools would work if teachers could suddenly decide that one day
they didn’t want to teach and stops coming into school? Explain that to stop this,
when you start a job you sign a contract, which says what is expected of you.
Contracts are legally binding and are an example of civil law that is designed to
help people get on.

Explain that lots of civil law never reaches a court, and issues to do with civil law
are often sorted out by negotiations- ask9the ch what a negotiation is and explain
it is when people talk and try and come to an agreement that is good for
everyone.
10
SESSION D
(1)Why do we need laws
(2)Impact of breaking laws

Length:- 50-60 mins Number of ch:- 20-30

Learning Objectives:- Resources:-

Gain an understanding of the need for IWB / Data Projector
laws Handouts (provided)
Gain an understanding of some of the
laws people follow in everyday life Resources provided with this
Gain an understanding of the scheme:- Number of copies needed is
consequences of breaking laws, both on in brackets.
the individual and the wider
community. IWB Files- ‘Session D’ in Smart and
.flipchart formats

Handouts D1 (one per child), D2 (one

Success Criteria (Learning
Outcomes)
I can explain why we need laws
I can discuss what it would be like if we
had no laws.
I can explain some of the
consequences of vandalism and the
need to think carefully about other
peoples feelings and viewpoints when
decide ding how to behaviour.
I understand and can describe how
the wider community is affected by
anti-social behaviour.
Relationship to Prior Learning.
This session links into the initial themes
discussed in session A, therefore it is
important that session A is delivered
prior to this session.
Lesson Activities
scenario between 2/3- sliced up before
session)
Suggested organisation:-
It is recommended that this session is
delivered in full in one lesson, however
if needed this session can be delivered
as 2 separate lessons.
Due to the nature of the activities is
recommended that this session is
delivered to no more than one class of
ch at a time. If UEA Streetlaw are
delivering this session, they can deliver
simultaneously to multiple groups.
Key Vocabulary
Law, Court, Legal, Judge, Anti-social
behaviour, vandalism, community

Part 1

Activity 1 ‘ Why do we need laws’?

Whole group discussion (3 mins)
Explain that when a people live together with a range of different views and
opinioons, like the do in a community, conflict often arises and that laws are there
to help tackle and prevent problems with a just and fair system.

Activity 2:- ‘How many laws do you follow in a day?’ –

Initially liken laws to rules- ask the ch what rules they follow everyday at school?
Explain that just like we follow rules everyday at school, people follow laws in
their everyday life.

Ask the children how many laws they think they follow in a day? Walk the ch
through the timeline of a ‘typical’ day, asking them to point out any laws they
are following- use the timeline included in the resources- with the following
points:-
 Wake up- go downstairs and get breakfast, and watch TV-
Ever household in the UK with a TV must have a TV
Licence
 Get in the car to school, put your seatbelt on. Every
passenger in a car11 must wear a seatbelt.
 You drive to school- lots of traffic laws.
 You go into school- every child must be in full time
education
SESSION E
How are laws Made?
Length:- min 60-80 mins Number of ch:- any

Learning Objectives:- Resources:-

Gain a basic understanding of the law
making process in the UK
Understand the basic functions of
Parliament, and how MP’s are elected.
Understand some of the difficulties
when making laws, in particular the
need for different laws in different
situations.
IWB / Data Projector
Box (for Ballot box)
Handouts from the resources section
NB a Large room is required for the
mock parliament.
Resources Provided with this
scheme for this session. The number
of copies required are in brackets.

IWB Files- ‘Session E’ in Smart and

.flipchart formats

E1 ( on profile per child- sliced up

Success Criteria (Learning
Outcomes)
I can name at least 3 Laws in the UK.
I can start to describe the legal process
in the UK, including parliament and
courts.
before session), E2a (copy for adult
only), E2b ( on ballot paper per child
sliced up before session) , E3 (on per
child), E4 (4 copies), E5 (4 copies), E6
(for reference ony), E7 (1 copy, printed
onto card if possible)
Suggested organisation:-
This session works well with any
number of children, therefore all ch in
school who are taking part in the
Streetlaw sessions can have this
sessions delivered together.

Relationship to prior learning Key Vocabulary

Session A and D(1) should be delivered Law, Court, Legal, Judge, Jury,
prior to this session Sentence, Parliament, Queen, Prime
Minister, MP’S.

Lesson Activities

At the start of the session, hand each child a slip of paper from resource
E1 , which contains a ‘profile’- this will be used during the activities in
the session.

Start the session with the question:- How are laws made? Use the ch’s answers to
structure the rest of the session. Ask the ch what they would like to know about
the law making process- use IWB slide to record these and aim to answer these
during the session. [optional]

Activity 1- This palace called Westminster

Activity 1a- Introduction to parliament [approx 5 mins]

Using the ‘spot light’ or ‘reveal’ function on the IWB show a picture of the
palace of Westminster, with only a small section of the image showing.
Move the spotlight around the image and ask the ch to guess what the
picture is. If not guessed, introduce the picture as the palace of
Westminster which is where parliament sits. Show a few more images and
ask the ch if anyone can tell you what happens here?
Explain that the palace of Westminster contains parliament, and parliament
discusses and ultimately make the 12laws of England.

Activity 1b- Representing YOU [approx 15 mins]

Explain that parliament is made up of 2 parts- the house of commons and
C
Session C- Bedtime Negotiation Script.

To be read out by 2 adults during the shared learning of session C.

Parent:- Right then X, It’s 7:30 and time for bed.

Child:- But Muuuum/Daaaaad can’t I stay up till 10 tonight?

Parent:- No, of course you can’t that’s way too late.

Child:- But Muuummm/Daaaad I’ve been ever so good today. Pleaaaasssee can I stay
up till 10

Parent:- No, you’ll be exhausted for school tomorrow, now come on, let go to bed.

Child:- Plllleeeassssseee

Parent:- NO!

Child:- Can I stay up till 9 tonight then? I have been ever so good.

Parent:- No, your bedtime is 7:30, get off to bed.

Child:- 8:30?

Parent:- NO

Child:- 8:15?

Parent:- No, as I said your bedtime is 7:30 on a school night, you know the rules.

Child:- But i’ll be really good tomorrow, it’s not thaaat much later so it won’t make me
exhausted for school tomorrow I promise.

Parent:- No, it will still make you exhausted!

Child:- I’ll make you breakfast in the morning if you let me stay up till 8:15

Parent:- No, I can make my own breakfast thankyou- off to bed.

[Silence- about 10 seconds]

Child:- Muumm/Daad Do you love me?

Parent:- Of course I do

Child:- If you loved me you’d let me go to bed at 8:15

Parent:- Love has nothing to do with it and you know that. [pause] How about going to
bed in 10 more minutes at 7:45,

Child:- Well, I would like to do that, but I know how much you love Eastenders and how
you’d hate to miss some of it when you put me to bed halfway through- so how about 8?

Parent:- Go on then, 8 o’clock it is, as long as you promise to be good and behave at
school tomorrow.

13
Child:- I promise!!! You’re the best Mum/Dad in the whole wide world!

14
C
Session C- Bedtime Negotiation Script- with notes

To be read out by 2 adults during the shared learning of session C.

Parent:- Right then X, It’s 7:30 and time for bed.

Made the initial expectations / offer clear.

Child:- But Muuuum/Daaaaad can’t I stay up till 10 tonight?

Made a counter offer- set the initial offer high (ask did they expect to stay up till
10)

Parent:- No, of course you can’t that’s way too late.

A firm response- they didn’t concede straight away.

Child:- But Muuummm/Daaaad I’ve been ever so good today. Pleaaaasssee can I stay
up till 10

A firm response- they didn’t concede straight away.

Parent:- No, you’ll be exhausted for school tomorrow, now come on, let go to bed.

Gave a reason

Child:- Plllleeeassssseee

Parent:- NO!

Child:- Can I stay up till 9 tonight then? I have been ever so good.

Made a concession- but not a big one. Backed it up with a reason.

Parent:- No, your bedtime is 7:30, get off to bed.

Child:- 8:30?

Made another concession- showed willing to negotiate.

Parent:- NO

Child:- 8:15?

Parent:- No, as I said your bedtime is 7:30 on a school night, you know the rules.

Child:- But i’ll be really good tomorrow, it’s not thaaat much later so it won’t make me
exhausted for school tomorrow I promise.

Reflected back the reasons stated earlier and used them for their benefit.

Parent:- No, it will still make you exhausted!

15
Child:- I’ll make you breakfast in the morning if you let me stay up till 8:15

Tried to add something else into the negotiation- another bargaining tool.

Parent:- No, I can make my own breakfast thankyou- off to bed.

[Silence- about 10 seconds]

Silence is powerful

Child:- Muumm/Daad Do you love me?

Changing the subject and diverting the attention away from the issue/gaining
more information

Parent:- Of course I do

Child:- If you loved me you’d let me go to bed at 8:15

Using the information gained to make a stronger negotiating position.

Parent:- Love has nothing to do with it and you know that. [pause] How about going to
bed in 10 more minutes at 7:45,

Made the first concession.

Child:- Well, I would like to do that, but I know how much you love Eastenders and how
you’d hate to miss some of it when you put me to bed halfway through- so how about 8?

Provided a benefit and advantage of conceding.

Parent:- Go on then, 8 o’clock it is, as long as you promise to be good and behave at
school tomorrow.

Success! But with a condition- something in return for the concession.

Child:- I promise!!! You’re the best Mum/Dad in the whole wide world!

Ending positively.

16
C Top 10 tips to remember in a Negotiation

1) Establish something common that you want to

achieve i.e. ‘We both want the best for...’
2) Set your first offer- generally higher/more than
you expect to get
3) Listen to the other people and Reflect what they
have said back later for your advantage.
4) Wait for a response
5) Discuss your reasons for wanting something
(but don’t give too much away).
6) Try to understand their reasons.
7) Be prepared to change what you ask for- but
don’t change too much too early
8) Also try to get something in return for a change
9) Bargain with the other party- use things you
know are important to them.
10) Silence sometimes works well

17
C

Mack Lefron and Colby Film and Music.- Common Facts

Mack Lefron is 18 and is a celebrity figure. He is currently employed and

managed by Tony management limited, who currently take a 25% cut
of all his earnings and control all his work.

Mack came to fame as a film star. He started in Low School Musical 2,

which was released 3 years ago and was a highly successful film, which
made over £900 million in the UK alone. Mack also made a lot of
money from his work advertising a number of major brands and his
most recent advertisement campaign, for Cool Cola reportedly made Mack
over £5 million. Mack is also very keen to release a music album within
the next year. Unfortunately for Mack his popularity, and income,
is decreasing as it has been some time since Low School Musical 2
was released.

Macks contract with Tony management limited is about to end, and Colby
Film and Music Limited are very keen to employ and manage Mack
Lefron.

Colby Film and Music is a successful management company for

celebrities. There most high profile celebrity is Kylie Kyrus, who has
recently been voted the top celebrity of last decade. Colby Film and
Music have been managing her film career for the past 3 years and
have recently launched her music career, and she is currently one
of the most popular singers.

Solicitors for Mack Lefron and Colby Film and Music ltd have arranged a
meeting to negotiate the terms of a possible contract with Colby Film and
Music. There meeting is 20 minutes long and by the end of the meeting
they want to have agreed on most of the following:-

- How much of Makcs income Colby Film and Music will take

- How long the contract is for.

- What activity (films, TV) Colby Film and Music can arrange for Mack
over the next year.

- How many hours a week Mack will be required to work on publicity

for Colby Music and Film.

18
 - If Colby Film and Music will agree to launch Makcs Music career. If
you have time you should also try to agree and how much they
will pay him for his record contract and how many albums this is for.

Macks Solicitors have his permission to sign a contract at the end of the
meeting if the terms are favourable to Mack. The solicitors will then
meet again in a few weeks to sort out the final details of the contract.

19
C
UEA Streetlaw Primary Project- Negotiation Scenario 1

Briefing Document for Larry and Partners, representing Mack Lefron.

Mack Lefron has asked you to represent him in his contract

negotiation with Colby Film and Music LTD.

Below is information that will help you negotiate the best deal for
Mack. The solicitors for Colby Film and Music have not seen this
information.

Mack wants as many film and TV deals as possible. The

more deals Colby Film and Music can promise, the
more Mack is willing to ‘give away’ to Colby Film and
Music.

Macks current company have refused to manage him

again so a deal is vital, but Mack does not want you to
reveal this to Colby Film and Music.

Mack would ideally like Colby film and Music to take no more
than 18% of his income, however his is willing to give up to
26% of his income if the other terms of the contract are good.

Mack does not want to be in a contract for more than 4 years-

Mack will not accept a contract that is any longer. The
shorter the contract the better

Mack wants to work as little as possible on publicity for Colby

Music and Film, and if possible he doesn’t want to work more
than 15 hours a week.

Mack really wants Colby Film and Music to agree to launch his
music career as Mack thinks this will really help him to become
really famous again and earn him a lot of money. Macks
music contract is very important to him, and many
other companies would not want to launch his music
career. If you have time Mack does not really mind how
much Colby Music pay him for the contract, but you
should try and get as much money as possible (you know

20
that Kylie Krass got paid £2million for her contract) but
doesn’t want the contract to be for more than 3 albums.

21
C UEA Streetlaw Primary Project- Negotiation Scenario 1

Briefing Document for Lark and Partners, representing Mack

Lefron.

Colby Film and Music have as asked you to represent them in their
contract negotiation with Mack Lefron.

Below is information that will help you negotiate the best deal for Colby
Film and Music. The solicitors for Mack Lefron have not seen this
information.

They would really like to Manage Mack as they think he will make
them a lot of money, however they are prepared not to manage
Mack if they can’t agree on a sensible contract. You have heard
rumours that Mack has recently fallen out with his current company-
you can’t be sure of this information so should only use it if
necessary.

They ideally want 30% Income, however they are willing to go

as low as 22% as long as the rest of the contract is good. You
should try and get as higher percentage as possible.

Standard contract lengths are 6 years long, and most of their

biggest stars are on 6 year contracts, including Kylie Krass.
However as Mack is very important they are willing to redcue this
and the minimum length they will offer is 4 years, as long as they
control all of Macks work. The longer the contract the better.

They want Mack to work on publicity for 20 hours a week, but are
willing to reduce this if it helps the negotiation- the minimum they
will accept is 10 hours a week.

They can offer Mack a lot of TV and Film deals. The better the
contract, the more deals they are willing to offer. They can
offer:-

- 1 or 2 films (sequals to Low School Musical)

- Up to 5 TV shows which are set to be really popular with

teenagers.

- If necessary you can also offer Mack a chance to star in his

own TV chat show in the UK.

22
 Colby are willing to launch Macks Music career, and have had
huge success with many of their clients- they are known as the most
successful music company in the business. You know that other
companies would not be able to offer to launch his music career.
You know that a music career is very important to Mack. If
you have time you are willing to pay him up to £1.5 million for as
many albums as possible. Other stars have been paid more, but
Mack’s voice isn’t as good!

D
The Local Park

The local park is full of life, everyday you can see:-

• Children playing in the park after school

• Mothers bringing small children to the park during

the day

• The ice-cream van that is always very popular on a

sunny afternoon

• Dogs running around and playing

• Grandparents taking a walk

• The couple across the road admiring the lovely

view of the park- they have just brought the house.

But last night, Harry, Harriet, Lucy and Jed got bored
and decided to have ‘fun’ damaging the park.
This morning, the local people woke up to find the park
in a terrible mess

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 • Words have been sprayed all over the play ground
(graffiti)

• Broken grass is all across the grassy area

• The swings have been broken

• The slide has a hole smashed in it

• The football posts have been damaged

The local people are very upset.

24
D
You are :- The Children who play in the park after
school

You are:- Parents who bring small children to the

park during the day

You are:- The ice-cream van owners whose van is

always very popular on a sunny afternoon

You are:- People who bring their dogs to the park

You are:- Grandparents taking a walk

You are:- The couple across the road they have just
brought the house.

You are:- Council workers who are going to have to

spend time and money repairing the park. The
council were planning to add a new skateboarding
area, but this can’t happen now as the money has
to be spent on re-pairing the park.
You are:- Jed, Harry, Harriet and Lucy- who have
been caught by the police, fined, given community
service and an ASBO.

Session D- News Report- Role Allocations

25
E

Session E- Character Descriptions- to be handed out at

start of lesson

You are: A young adult, aged 20. You think that good job
opportunities and a stable economy are important. You are not
that worried about childcare, or pensions or support for older
people.

You are: A working Parent, who has just had your first baby.
You think that support for childcare is really important. You
also would like to have a promise to increase job opportunities.
Support for older people or pensions do not really worry you.

You are: A married man, aged 63 with grown up children. You

think that a good pension is really important. You would like to
have a promise of increased support for older people. Jobs or
childcare do not really worry you now.

You are: A young adult, aged 20. You think that good job
opportunities and a stable economy are important. You are not
that worried about childcare, or pensions or support for older
people.

You are: A working Parent, who has just had your first baby.
You think that support for childcare is really important. You
also would like to have a promise to increase job opportunities.
Support for older people or pensions do not really worry you.

You are: A married man, aged 63 with grown up children. You

think that a good pension is really important. You would like to

26
have a promise of increased support for older people. Jobs or
childcare do not really worry you now.

27
E2a

Election Statements- Session E

Statement for the Liberal Democrat Party Candidate-

James Henzley.

Ladies and gentlemen, as we come out of this time of economic

uncertainty, myself and my party believe that increased Job
opportunities vital to our economic recovery and therefore will
make it our pledge to increase the number of well paid jobs
that are available. Rest assured, it is our governments priority
to ensure we have a stable a strong economy once again by
the end of the next decade.

Statement for the Labour Party Candidate- Sarah

Workingham.

Ladies and Gentleman, I have 3 words for you- Children,

Children, Children! It is children who will shape our country in
the next generation, and they are at the top of our list of
priorities. To demonstrate this, we pledge to create availability
of high quality childcare to every working parent in the UK, for
every child aged 1 and above.

A strong economy is also important for our countries continued

development, and we will do everything we can to achieve this,
and promise to do everything we can to increase job
opportunities for everyone in the UK.

Statement for the Conservative Party Candidate- Miles

Heathcroft.

Ladies and gentleman, in the age of worries about the economy

and jobs for young people, it is easy to forget the most
important part of our community- older people. These are the
people who have worked hard for this country, and now they
are nearing retirement it is not the time to abandon them.
28
We will demonstrate this commitment by increasing the state
pension by 25% to show our respect to the workers of the last
generation. We also pledge to put older people first in all
decision we take, and to support them financially. Ladies and
gentlemen, I urge you not to forget the older people in this
country!

29
Session E- Resource 2a – Provided on Enclosed C.D

30
E3
A four Day School Week

Opinions

For a four day school week:-

“ I think a four-day week is a good idea for taking the pressure off young
people and giving them more time to devote to hobbies and extra-curricular
activities”. Pupil

“ I think a four-day week is an excellent idea. This would greatly reduce my

workload as I would have more time for planning and marking. I could
dedicate more time to creating quality lessons for my students.” Teacher

“I think a four day week is a great idea- I get so exhausted after a 5 days of
learning- 4 days would be so much better and allow me to be refreshed and
ready to learn on Monday again!” Pupil

“I think a 4 day week is a great idea- I’d love to spend an extra day with my
children. I feel like I never see them as they are at school all the time.”
Parent, who works part-time.

Against a four day school week:-

“ I already find it difficult to pay for after school childcare for my children. I
would not be able to afford an additional day of child care and I would not be
able to take the day off work. I may have to change my job so that I can work
a four-ay week and that would mean a great deal less money for my family. “
Working parent

“ Many of the teachers at my school are keen on a four-day week and say that
lessons would be improved with more time to plan them. I am concerned,
however, that standards will fall with less time devoted to teaching and
learning. “ Head teacher

“Teachers already have it so easy and get long enough holidays as it is- why
should we give them a day when they don’t teach?”- University Student

31
E4 A four Day School Week

Statement from the Secretary of State of Education

Speaker, This government is proposing a new law, under the Education Reform Act
2010 that would see the number of days children and young people attend school to
reduced to four days a week. We propose that pupils attend school Monday-
Thursday. Teachers would still have to attend work on the Friday, but would have
this time to devote to planning, preparation and assessment.

We believe that a four-day school week would greatly improve the quality of education in our
schools. It would reduce the workload of teachers by giving them more time to plan and
prepare. This would help reduce stress, a key reason why many good teachers are deciding
to leave the profession. With more preparation time, the quality of lessons in schools will
improve and we could expect to see improvements in standards across all subject areas.

Students would also benefit, enabling them to feel more refreshed and ready to learn on a
Monday after a 3 day break.

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E5

A four Day School Week

Statement from the SHADOW Secretary of State of Education

Speaker, I have to contest that The Government’s plans,

presented by the honourable gentleman/lady are ill-conceived.
In the current state, they would lead to problems for nearly
every household in the UK. Parents would struggle with
childcare, family income would drop and therefore our economy
would struggle.

It is our opinion that there are better options available and that
this proposal, should only be considered if a four-day working
week for employees is considered at the same time. In their
current form, this bill would be a major blow to parents trying to
work to support their families at a time when child care costs
are already preventing some parents from gaining employment.

33
E6
Resource E6- Suggested layout for mock
parliament.

Speakers
Chair

Despatch
Box

Oppos’
Govt’
(Large
Table, with
a box/pile
Benches
Benches of books
placed to
form the
despatch
box)
(rows of
(rows of benches
benches and/or
and/or charis)
charis)

34
Session E- Resource 7 – Provided on Enclosed C.D

35