Assembly: The people's protest (Secondary)

Teacher notes

This assembly is suitable for KS3-5. Please note that the film contains civil unrest scenes at the beginning. This would be an excellent assembly to partner with 'Assembly: the right to protest' where Kootyin in Hong Kong demonstrates against the destruction of her village. You may like to play some Sudanese music on entry and departure from assembly OR some of the more recognisable protest songs mentioned in Kootyin's assembly, e.g.: What's Going On- Marvin Gaye; Do You Hear the People Sing?- cast of Les Misérables. There are a number of Sudanese protest songs you can also research. **Protest songs are powerful agents for free speech and creative expression - you will hear and see several during the film.** **Lyfta core themes:** Community and Citizenship, Culture and Identity, Equality and Human Rights, Technology and engineering. **Lyfta core skills and values**: active citizenship, conflict resolution, human rights, generosity and kindness, lifelong learning. **SDGs:** 1, 4, 11, 16. **National Curriculum objectives:** KS3 Citizenship Students reflect on issues in a different region e.g.: - the role of governments, democracy and when democracy goes wrong - citizens’ liberties, especially those of the right to protest. KS4 Citizenship: - Learn about different electoral systems and forms of government, both democratic and non-democratic, beyond the UK; human rights and international law. KS3 PSHE L20. that features of the internet can amplify risks and opportunities, e.g. speed and scale of information sharing, blurred public and private boundaries and a perception of anonymity L22. the benefits and positive use of social media, including how it can offer opportunities to engage with a wide variety of views on different issues L23. to recognise the importance of seeking a variety of perspectives on issues and ways of assessing the evidence which supports those views L24. to understand how the way people present themselves online can have positive and negative impacts on them L25. to make informed decisions about whether different media and digital content are appropriate to view and develop the skills to act on them L26. that on any issue there will be a range of viewpoints; to recognise the potential influence of extreme views on people’s attitudes and behaviours. **Note:** KS2 PSHE introduces human rights: L2. to recognise there are human rights, that are there to protect everyone. You could use this as a way in for students. KS4 PSHE L24. that social media may disproportionately feature exaggerated or inaccurate information about situations, or extreme viewpoints; to recognise why and how this may influence opinions and perceptions of people and events L27. strategies to critically assess bias, reliability and accuracy in digital content L28. to assess the causes and personal consequences of extremism and intolerance in all their forms. KS5 PSHE L23. how social media can expand, limit or distort perspectives and recognise how content they create and share may contribute to, or challenge this L24. to be a critical consumer of online information in all its forms, including recognising bias, propaganda and manipulation. KS3 Music - develop a deepening understanding of the music that they perform and to which they listen, and its history. KS4 Music (Musical contexts) - the effect of purpose and intention (e.g. of the composer, performer, commissioner) on how music is created, developed and performed in different historical, social and cultural contexts; the effect of audience, time and place (e.g. venue, occasion) on how music is created, developed and performed in different historical, social and cultural contexts.