This Unit has 3 sections designed to cover work in either Yr 7,8 and 9 or as a self contained Consumer Education package deliverable as an intense experience.

This unit has been developed by Cambridgeshire County Council Trading Standards Service in conjunction with Cambridgeshire PSHE Service and all necessary teaching notes and activities can be accessed via the Ask Cedric website.

Unit 1 - What is a Consumer?
Students will think about what is meant by the term 'Consumer' and be able to recognise that they are consumers, who buy goods and services every day.

Students will also look at the importance of having general rules at home and at school they will also be able to relate this to the rules of buying and selling.

Unit 2 - Consumer/Trader Rights and Responsibilities
Students will look at the difference between rules and the law and will start to understand the importance of the law for Consumers. They will also explore the differences between civil and criminal law and will learn how each is dealt with via the Court System.

Students will examine the civil and criminal laws covered by Trading Standards Departments and will learn about the effects of underage product sales on both young people and traders.

Unit 3 - Exercising Consumer Rights
Students will look at who protects the rights of consumers and will examine their own legal rights when buying goods and services. Students will understand how Trading Standards can help them when they have a problem and will also learn about other organisations that they can visit for help and advice about a range of problems.

Students will also start to examine how to complain effectively and will also look at the role the County Court plays in resolving consumer disputes.

All of these Units address the following aspects of the key stage 3 Citizenship programme of study:

Knowledge and Understanding about becoming informed Citizens
Pupils should be taught about:

1a the legal and human rights and responsibilities underpinning society, basic aspects of the criminal justice system and how both relate to young people

1g the importance of resolving conflict fairly

1h the significance of the media in society

Developing skills of enquiry and communication
Pupils should be taught to:

2a think about topical, political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT based sources

2b justify orally and in writing a personal opinion about such issues, problems or events

2c contribute to group and exploratory class discussions and take part in debates

Developing skills of participation and responsible action
Pupils should be taught to:
3a use their imagination to consider other people's experiences and be able to think about, express and explain views that are not their own

3b negotiate, decide and take part responsibly in both school and community-based activities

3c reflect on the process of participation

At the end of KS3,

Most pupils will have an awareness of their rights as a consumer and understand where to seek help if needed. They will understand who is responsible for making and upholding consumer law and have a basic knowledge of how the court systems work.

some pupils will have not so made so much progress, they will have some understanding of their personal rights but will find some difficulty with the range of consumer problems and solutions. An awareness that Trading Standards exist to offer advice and information to consumers will help these students.

some pupils will have progressed further, and have a clear understanding of their Consumer rights and responsibilities. They will be able to resolve many consumer problems for themselves or others using informed decision-making skills.

They will be able to think clearly and articulate their views and have an ability to make informed and wise purchasing decisions and recommendations to others.

It is helpful if pupils have:

• Experience of speaking in front of others
  
• Small groups work
  
• Individual and groups research
  
• Knowledge of how to gather information from books, articles and from the internet
  
• Be able to critically evaluate literature
  

These Units will offer opportunities to introduce/reinforce the following Speaking and Listening learning objectives

Speaking

• Reviewing their strengths and limitations when speaking to different audiences and in different contexts
• Present a talk which holds the attention of an unfamiliar audience

Listening

• Identify the underlying themes, implications and issues raised by a talk
• Recognise how people use language to signal their status or to exert power over others

These units will offer opportunities to introduce/reinforce the following Text Level learning objectives

Writing

• Integrate diverse kinds of information into a coherent account using formal and impersonal language
• Explain complex processes and ideas effectively and economically in print and on screen
• Present a personal view with clarify and conviction
• Use persuasive techniques and rhetoric to gain the attention and influence the responses of readers

Reading

• Collate and synthesise information from a range of shaping material sources to meet the reader's needs
• Evaluate the presentation, reliability and validity of information available through print, ICT and other media sources
• Explore the ways in which the nature and purpose of the media products can influence presentation, content and meaning and how audience reaction may vary?

This Unit has clear links to other subjects within the wider curriculum, including:

• Citizenship
  
• PSHE
  
• Maths
  
• History
  
• ICT
  
• Geography
  
• Economics
  

Every suggested teaching area on the teaching plan is linked to:

Teaching Notes
Suggested Teaching Activities
Suitable materials on other websites

You may also wish to speak to your own local Trading Standards Department for help and advice on Consumer Education. You can find your local office in the telephone directory or by typing in your School's postcode on the Trading Standards Institute website.