Lesson video

Hi, I'm Mrs. Allchin and I'm going to be taking you through your Citizenship lesson today.

I'm going to be giving you all the information that you need to be successful, and I'll be pausing and telling you when you need to complete a check for understanding or a larger task.

I hope you enjoy the lesson.

This lesson is called, "What does Fairness mean in society?" And it's taken from the unit of lessons, Citizenship: What's it all about? By the end of this lesson, you'll be able to explain what fairness means and how we can fight for a fairer society.

The keywords for today's lesson are fairness, which is the quality of treating people equally or in a way that is right or reasonable.

Equal opportunities, allowing all people access to the same opportunities no matter who they are or their personal characteristics.

For example, disability, religion, age, ethnicity, gender or sexual orientation.

Society, people living together in an ordered community.

And campaigning, actions or events organised by an individual or a group of people to achieve an aim.

Our lesson outline for what does fairness mean in society is we're going to look at what does fairness mean? We're then going to look at our school uniforms fair.

And then we're going to look at who fights for fairness? So let's start by looking at what does fairness actually mean? Fairness is often described as the quality of treating people equally or in a way that is right or reasonable.

This could mean having the same expectations of people like expecting all citizens to keep the law or charging all customers at the same price for the same item.

Research has found that there tends to be two main ideas of what fairness is.

So treating everyone the same, or treating people differently according to their needs or characteristics.

Fairness is about ensuring equal opportunities for everyone.

Equal opportunities means allowing all people access to the same opportunities no matter who they are or their personal characteristics.

For example, their age, religion, ethnicity, or gender.

Let's have a check for understanding.

Which of these statements describes the two different ideas of what fairness is.

Fairness is about, is it A, treating people the same.

B, people getting what they want.

C, treating people according to needs and or characteristics.

So fairness is about treating people the same, and it is about treating people according to needs and or characteristics.

Giving people what they need to get fair access is important.

It's not always about people getting what they want.

For things to be fair and to ensure equal opportunities, some things might need changing or adapting for some people to make a part of society fairer for them.

For example, it is important to have step-free access to buildings for wheelchair users like Lucas or those with mobility difficulties.

Other examples of changing or adapting things for some people to make society fairer for them could include having leaflets written in a larger font so that people with visual impairments can read them more easily.

Giving a pupil with dyslexia additional time in an exam so it's fair they've got enough time to be able to read the text.

Or providing sign language interpretation at public events or in classrooms, so information is accessible to people who are deaf or have a hearing impairment.

Let's have a check for understanding.

True or false.

Treating people fairly always means treating them exactly the same.

Is that true? Is that false? And can you tell me why? It's false and why? Fairness is about treating people according to their needs or characteristics, which might not always mean that it's exactly the same.

For Task A, I would like you to consider the school rules that you are going to see on the next slide.

And for each of these rules, I want you to explain why you agree or disagree with each rule.

So you might use some sentence starter of, I disagree with this rule because, or you might use Alex's, which is, I agree with this rule because.

And I then want you to rewrite three of the rules to make them fairer.

So let's look at that again.

I want you to consider the rules that are gonna be on the next slide.

Explain why you agree or disagree with each rule, and then rewrite three of the rules to make them fairer.

These are your school rules.

Pupils will be sent home if they fail to wear correct school uniform.

Pupils may not gather in groups of three or more during school hours.

Teachers can check pupils bags whenever they want.

Teachers may take any personal items from pupils at any time.

If a pupil corrects a teacher's mistake, the whole class will receive a detention.

The headteacher may expel any pupil at any time for any reason.

Anyone who criticises these rules will be punished.

So pause while you have a go at completing this task.

So your answers may have included.

"I disagree with teachers being able to check pupil's bags whenever they want.

This is an invasion of pupil's privacy and is unfair." Or "The headteacher expelling any pupil at any time for any reason is unfair 'cause some pupils could be excluded for less than others or 'cause the headteacher simply does not like them.

Being excluded is a really serious consequence and should not be given just for anything the headteacher wants or decides in the moment." So they might have been two of the examples you might have disagreed with.

You then needed to rewrite three of the rules to make them fairer and your answers may have included.

"People should walk down corridors in groups of no more than three, so the corridors do not get blocked." "Teachers can take people's possessions if they are dangerous or not allowed in school.

Non-dangerous items can be returned at the end of the school day, perhaps to a parent or carer if appropriate." "Pupils may correct a teacher's mistake politely without the risk of a whole class detention." We're now going to have a look at our school uniforms fair.

So you might have your own opinions on this.

So let's remember what fairness involves.

So fairness involves a process to establish what is fair and what is not, so there needs to be some kind of process.

Considering whether everyone can achieve the same outcomes, decisions that make sure people receive their fair share, so there are many areas in life which some people see as fair, whilst others see as unfair.

It's quite a hotly debated topic, the concept of fairness.

For example, some people see wearing uniform as unfair, whereas others see it as fair.

Some see it as unfair if their parent checks their phone, whereas others see it as fair.

So again, a difference of opinion.

This can make it difficult to find a decision that suits everyone.

Let's have a check for understanding.

True or false.

Everyone will always agree on what is fair and unfair.

It's false.

Can you tell me why? People have different opinions and ideas.

So reaching a decision on what is fair that everyone is happy with can be difficult.

Many schools choose a uniform on the fairness principle that everyone can achieve the same outcome.

In other words, having the uniform is accessible for all and promotes equality.

So let's have a look at some of our Oak pupils are saying.

So Sam is saying, "I think uniforms mean we all look the same and don't need to worry about what we wear." Because it could be really difficult for some pupils that might be worried that they haven't got fashionable clothes or that people might not like what they're wearing.

So having that same dress for everyone means that they can take away that worry for some pupils.

Whereas Alex is saying, "I like to express myself through what I wear." So for some students they might find that really restricted having to look the same as everyone else.

And Sofia is saying, "I don't find uniforms very comfortable," because ultimately the uniform is the uniform and you might prefer things to be looser or tighter, or be in a different material for example.

Let's have a check for understanding.

Complete the list of three ways to decide if something is fair.

So we've got establish a process for what is and isn't fair, and consider whether everyone can achieve the same outcomes.

What was the third thing? Can you remember? It was make decisions that make sure that people receive their fair share.

For Task B, I would like you to create a mind map of your ideas about other than school pupils, who else in society usually has to wear a uniform and why? So that's gonna help us think about fairness.

So uniforms in society, who in society has to wear uniforms? And then why do they have to wear those uniforms? So your answers may have included, retail staff in shops, nurses, firefighters, police, lots and lots of roles in society require the wearing of a uniform.

And why? Easy identification.

So you know where to go to for help if you need it.

Sometimes it's safety or protection both for the public or actually for the person wearing that uniform.

To advertise or promote.

Sometimes a business or an organisation.

And it sometimes it can be for appearance to make sure that they look smart and presentable.

For part two of Task B, I want you to really think about this statement and really start to think about those critical thinking skills.

So the statement is, "It's not fair to have to wear a uniform to school." And what I'd like you to do is use the hands method to list up to five arguments for, and up to five arguments against this statement using the sentence starters on one hand, on the other hand.

So you're trying to think of arguments for, and against the statement it's not fair to have to wear a uniform to school.

So pause while you have a go at the second part of Task B.

So your completed arguments for and against a statement could look like this.

So for school uniforms are unfair.

You might have come up with it's expensive, not accessible to all families due to how much it costs, but they need to be replaced regularly when growing quickly, that students can't express individuality.

It's only fair if teachers also wear uniform and that own clothes may be more comfortable.

However, you might have said that school uniforms are fair because it makes you look smart and you don't have to worry about what to wear every day.

Everyone looks the same, which reduces the chances of bullying over someone's appearance.

Everyone feels part of the community that everyone can concentrate on learning rather than what they look like.

And that you don't have to spend money on lots of fashionable clothes or different outfits.

We're now going to look at who fights for fairness.

Many organisations fight for fairness.

They take part in discussions and campaign on issues that affect society.

Some advise governments are making fair decisions in their laws, while some are dedicated entirely to fighting fairness for children.

Some are based in one country whilst others work globally, they work worldwide.

So Sam is saying, "Campaigns are actions or events organised by an individual or a group of people to achieve an aim." And Izzy is saying, that "Laws are rules usually made by parliament that are used to order the way in which a society behaves." And it's important that we understand and remember what a campaign is on what laws are 'cause that's sometimes involved in the fight for fairness.

The National Society for the Prevention of Cruelty to Children, an NSPCC, is one of the leading child protection organisations in the UK and Channel Islands.

It works to prevent child abuse and support the wellbeing of children, fight for fairness, including campaigning for changes in laws and policies to better safeguard children, provide support and resources for families, professionals, and groups, and research and report on the treatment of children in UK society.

The NSPCC does not charge families for its services.

That's another element of its commitment to fairness.

The NSPCC pushes for equal opportunities, rights, and fairness for all children in the UK and Channel Islands, aim to create a society where every child can thrive in a safe and fair environment.

And Jacob is reminding us that equal opportunities means allowing all people access to the same opportunities no matter who they are or their personal characteristics.

For example, their disability, religion, age, ethnicity, gender, or sexual orientation.

The NSPCC involves children in their research to really understand childhood experiences.

The NSPCC uses this information to fight for better and fairer conditions for children.

So it's really child focused in its approach.

The NSPCC has phone, text, and online helplines for those who have been victims of abuse or in danger of it.

The workers are specially trained to listen and to be able to help.

Let's have a check for understanding.

Who does the NSPCC fight to help? Is it the picture for A, the picture for B, or the picture for C.

It's not A, it is B children.

And it's not C, adults.

The United Nations International Children's Emergency Fund, UNICEF is an international organisation.

This means it works globally, it works right across the world and its work involves ensuring that a child's basic needs are met, and that children have the opportunity to reach their potential.

Promoting childhood education, running immunisation programmes and providing emergency disaster relief.

So for example, if there was a natural disaster.

And also promoting equal opportunities, particularly for women and girls across the world where things might not always be fair.

UNICEF works to empower children through speaking to them and supports children to speak out about their experiences.

So again, like the NSPCC, child focused.

UNICEF also trains youth workers to support children in youth groups.

For gender equality and fairness, UNICEF works hard to make partnerships with local organisations to improve healthcare, education, employment, and mental health services for girls.

UNICEF does not charge families for its services.

So again, like with the NSPCC, that is an element of that commitment to fairness because not everyone is going to be able to afford the same things.

Let's have a check for understanding.

Which statements are true about UNICEF? A, they involve children in their research.

B, they campaign for equal opportunities.

C, they fight for fairness across the world.

D, families must pay for their help.

So A is true.

They do involve children in their research.

B is also true, they do campaign for equal opportunities.

C is true, they do fight for fairness across the world.

But D is false.

Families must pay for their help is false.

For Task C, I would like you to write one paragraph to answer these questions about either the NSPCC or UNICEF.

Which organisations fight for fairness for children? How do these organisations fight for fairness? And you might want to include the following in your answer.

The name of the organisation, the country or area these organisations work in, the things they do to fight for fairness, and if they charge families for their support.

So pause while you have a go at Task C.

So if you chose to write about UNICEF, you may have included, "UNICEF works around the world fighting for fairness for children.

It fights for them to be treated equally and have equal opportunities in education, food, and health.

UNICEF also helps protect children from being hurt, and if they do get hurt, they help to support them.

The organisation listens to what children have to say and works with communities around the world to make life better for every child.

If a disaster happens like a war or famine, UNICEF goes to that place to help the children.

They do not charge for the help or services that they provide." Or you may have chosen to write about the NSPCC and you may have included.

"The NSPCC fights for fairness by working to prevent child cruelty and abuse in the UK and Channel Islands.

It tries to make sure every child has equal opportunities to learn and play no matter where they come from or how much money they have.

It also makes sure that children's voices are heard and that they are treated with respect.

It trains professionals and works with families as well as running helplines on text, phone and online that children can use.

The NSPCC does not charge children or families for their support." In summary of the lesson, what does fairness mean in society? Fairness means treating people equally or in a way that is right or reasonable.

This might include changes or adaptations to make access equal for all people in society.

Fairness involves a process to decide what is and isn't fair, considering if everyone can achieve the same outcomes and making sure people get their fair share.

There are different organisations that fight for fairness, rights and equal opportunities for children, including the NSPCC and UNICEF.

Some fairness organisations work in one country, whereas others work globally.

They take part in discussions and campaign on issues that affect children.

This brings us to the end of the lesson.

Well done for working hard and I hope that you'll come back to some more Citizenship lessons in the future.