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Lesson plan: Debating
From the Children's rights online resource
This lesson clearly covers a sensitive issue. Here are some points
to consider before doing the lesson.
Think about the content of the lesson, the possible
outcomes and reactions of individual children, and how you will
deal with them. Ensure that systems are in place for children
who may need support.
This lesson may be omitted if you are unsure how
to deal with the outcomes.
Resources:
You will need the book For Every Child by Caroline Castle
(opened at Right number 19).
Introduction and whole-class activity:
Ask the pupils if they know what NSPCC stands for. The NSPCC runs
many campaigns to help protect children. Ask the pupils if they
know about any of the campaigns. The NSPCC supports children who
suffer from abuse or those who need help or protection. The NSPCC
is hugely disappointed because in the UK the government still allows
children to be hit by their parents. The NSPCC, other organisations
and individuals are urging the government to give the same protection
from assault to children as adults receive by law, so that no child
should ever be hit.
Show the pupils the picture from For Every Child showing
Right number 19. Ask the pupils to give reasons why they think hitting
a child should be allowed and why hitting a child should not be
allowed. Make a list of the points on the board.
Group activity:
The pupils present a debate on 'Adults should not be allowed to
smack children'. Divide the class into two teams: one team will
be for the issue and one team against. Then separate each team into
smaller groups. You may have reasons for putting pupils into particular
groups or teams. Each small group will come up with a statement
supporting their team's side of the argument. Remind the pupils
that they do not have to agree with their team. What is important
is to present a convincing argument. Encourage the pupils to use
the points collected by the class during the whole-class activity.
Each group then votes for a spokesperson to present their points
for their team.
Plenary:
The pupils from each team present their points to the class. Those
not directly involved in the presentation can vote for the team
they feel is the more convincing. It is important that the pupils
have the opportunity to share their thoughts and feelings, in particular
if they had to support an argument with which they did not agree.
How easy was it to convince people to think in a particular way,
even if they didn't believe it themselves?
From the Children's rights online resource
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