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Stage: Stage 4

Fair or Unfair?

What pupils understand by the term ‘fair’ and how developed their understanding of justice is. Do they think injustice is inevitable?

Which tomatoes would you buy?

What criteria shape pupils’ decisions about the products they buy? To what extent do ethical or environmental implications influence their behaviour as consumers?

Which jobs are for women or men?

Explore which characteristics and skills pupils define as typically feminine or typically masculine. What do pupils think are prerequisites for different jobs and do they relate to gender characteristics or skills?

What’s the best way to protect the environment?

What pupils think and know about the impact of our choices on the environment, the connections between local environmental actions and global impacts, and their own willingness to take action for the environment.

What would make most difference?

To what extent pupils understand their potential power as consumers and as agents for change – individually or as part of a bigger group; whether they consider the consequences of their actions and whether they are motivated enough by injustice to take action.

What do you think about migrants?

Find out what pupils think about migrants and whether pupils associate positive, neutral or negative characteristics with them. Explore pupils critical thinking skills and their awareness of bias in the media representation of migrants.

Whose Responsibility are Human Rights?

Whether pupils are aware of Human Rights and how systems to protect them work around the world. To what extent pupils are willing to take advantage of opportunities to take action for social justice in relation to Human Rights.

Where do the world’s refugees go?

Pupils’ knowledge and understanding about the inequalities in the global distribution of population, wealth and refugees, and their attitudes to these inequalities. Explore awareness of bias in the media and pupils’ critical thinking skills.