JUMP START: ANIMATION’ ‘WHO who sits in the House and their routes in, as well You can view and discuss the Jump Start as how this process has changed over time. animation in around 30 minutes. Extend this activity to up to two lessons by following on with Step Three ten minutes – the ‘Nominate once the film has finished, allow some time for a peer’ or Pops’ exercises included in ‘Public the class to share their thoughts on the film: this pack. All timings approximate. did the make-up of the House match your – expectations? You will need did anything surprise you about the various – Jump Start animation ready to view ‘who’ – routes into the House? did you agree or disagree with the pros and – cons of an appointed House? Step One ten minutes – what do you think of now when you hear the Before you watch the Jump Start animation, – word ask the class to openly share their views on ‘Lord’? their understanding of the make-up of the Step Four optional extensions House of Lords by asking a few key questions: – what do you think of when you hear the Run the a peer’ activity (full – ‘Nominate instructions and worksheets included) to give word ‘Lord’? who do you think sits in the House of Lords the class an opportunity to consider who they – might nominate for the role this will also and how do they get there? support the class to explore the challenges and what qualities might a member of the House – of Lords have? opportunities faced by the panel when considering nominations. the House of Lords is appointed, not elected, – what does this mean? Alternatively, go straight to the Pops’ ‘Public film to spark further debate about the Step Two approx three minutes – membership of the House of Lords and use the Now watch the Jump Start animation together debate cards in this pack to get your class (around three minutes).this short animation talking . introduces the of Lords with a focus on Who
JUMP START: ‘WHO ANIMATION’ You can view and discuss the Jump Start animation in around 30 minutes. Extend this activity to up to two lessons by following on with the ‘Nominate a peer’ or ‘Public Pops’ exercises included in this pack. All timings approximate. You will need ‘who’ Jump Start animation ready to view – Step One – ten minutes Before you watch the Jump Start animation, ask the class to openly share their views on their understanding of the make-up of the House of Lords by asking a few key questions: – what do you think of when you hear the word ‘Lord’? – who do you think sits in the House of Lords and how do they get there? – what qualities might a member of the House of Lords have? – the House of Lords is appointed, not elected, what does this mean? Step Two – approx three minutes Now watch the Jump Start animation together (around three minutes).this short animation introduces the of Lords with a focus on who sits in the House and their routes in, as well as how this process has changed over time. Step Three – ten minutes once the film has finished, allow some time for the class to share their thoughts on the film: – did the make-up of the House match your expectations? – did anything surprise you about the various routes into the House? – did you agree or disagree with the pros and cons of an appointed House? – what do you think of now when you hear the word ‘Lord’? Step Four – optional extensions Run the ‘Nominate a peer’ activity (full instructions and worksheets included) to give the class an opportunity to consider who they might nominate for the role this will also support the class to explore the challenges and opportunities faced by the panel when considering nominations. Alternatively, go straight to the ‘Public Pops’ film to spark further debate about the membership of the House of Lords and use the debate cards in this pack to get your class talking . Who
Teachers-Pack-WHO.docx