|
Warning: No JavaScript! You do not have JavaScript enabled, so the main navigation will not work. Click here to find out how to enable it Click here to navigate using the text links on the site map |
|
resources introduction to lesson plans |
 |
Every year hundreds of Street Law students take legal & rights education into the South African school system. This is normally during their fourth year and is one of the modules for their law degree.
Each student conducts approximately 25 lessons in their chosen school. They are required to submit their lesson plans and journals at the end of the year, which forms part of their assessment. These lesson plans have proven very helpful to local educators and trainers. We have therefore chosen some of these lesson plans and we invite you to access them for use with your learners. Although these lesson plans provide an excellent outline for a lesson, they shouldn't be used in isolation. Educators and trainers are advised to research the material they are presenting. Often the content for civic education can be controversial and difficult to articulate if you as the educator or trainer don't have all the facts. |
list of lesson plans |
These lesson plans are presented in Rich Text Format, which can be opened in most word processors including Microsoft Word and Wordperfect. For help on how to download and open them, click here. |
points to consider
Assault is an unlawful and intentional physical attack or the threat of an attack upon another person
The South African Bill of Rights ensures that people's right to dignity, equality and privacy are protected A parent or guardian of a child under 14 years of age must consent to the child's medical treatment on their behalf |
Democracy, human rights and legal education does not need to be complicated. Whilst it is important to start off by teaching the learners about the laws that govern human rights and democracy principles both nationally and internationally, it doesn't have to be boring.
What has always worked for the Street Law programme, has been its use of activity-centred learning, otherwise referred to as 'participatory learning methods'. This means that the learners are actively involved in the lesson, be it through discussions or work groups. As the educator or trainer, provide the background information to the learner/participants and then try and incorporate their life experiences into the discussions. These will probably prove to be chaotic on most occasions because everyone generally has much to say about what is happening in their lives. For this reason, in order to control the session, you as the educator/trainer, must know your subject - research it so that you can adequately facilitate the discussion. ALSO, you must remain unbiased - you are there to facilitate discussion and provide facts and NOT to coerce learners into accepting your point of view.
If you need to assess learners, for example, perhaps give them the task of drawing up their own lesson around a particular subject that they have learnt about. For example, if you've covered domestic violence in class, ask the learners to read the paper or watch the news for a week and then come up with a lesson based on what they have read/watched. |
| | Street Law | Design: | |
