At the end of the day each class had produced a law to help prevent the spread of the disease.  Studetns, representing their class,  produced powerpoint presentation which were delivered to the whole year group in the Assembly Hall.  A final vote was taken to choose the best law.  It was then fed into the simulator and resulted in 36 million citizens losing their lives to the disease.  Would a different law hav seen less people die ? Find out by trying the resource in your school or just experiment using the online simulator.  Do let us know the result!

Comments from teacher Wendy Hildreth: 

“You have made a very good pack which can be delivered by non-specialists and specialists alike and can be taken at many different levels.  I am hoping that having put in all the work that we can run the same thing next year.  The students and teachers thoroughly enjoyed working through the Crisis Point scenario”.

Judith Scott, Rawlett Community Sports College, Tamworth, Staffordshire.

A group of Sixth Form students from the South West took part in a Euroscola Day at the European Parliament in Strasbourg on 12 March. 

This is the fifth year that a group of Sixth Form students from the South West have competed for a place on a visit to the Euroscola Day at the European Parliament in Strasbourg. Back in December 35 students from 9 schools (Callington CC, Hele’s, DHSG, DHSB, Plymstock, Coombe Dean, PHSG, Ivybridge CC and Torquay Boys Grammar) competed for 25 places by presenting their views on a European issue, in French, and answering questions from a judging panel. The visit to Strasbourg took place on 11th – 14th March, with Euroscola Day on Friday, 12th March when the students took the place of MEPs in the ‘hémicycle’. They discussed a number of European issues both in groups with their peers from the other European member states, and in a plenary session, and also asked questions of a panel of experts including an MEP and Parliament officials. This year was even more successful than previous ones since, according to the party leader, Mrs. Wolstencroft, the Brits certainly took over in their eagerness to lead discussion groups (we had 2 out of the 6 group Presidents), one reporter, and almost all the students took the opportunity to ask questions in the plenary – not an easy task in front of 500 young people. The following day the whole group descended on the square in front of the cathedral in Strasbourg and did a survey of people’s views on Europe – all in French! The following is a selection of their feedback on the Euroscola experience.

Jon Allsop (DHSB): I suppose I’ve always been quite pro-Europe and so in that respect the day didn’t exactly revolutionise my views, it rather affirmed what I already believed. I am a firm believer that most British Euroscepticism is based on xenophobia, media scaremongering and general ignorance and completely reject the view that the EU is undemocratic. I accept that the EU needs to have certain key competences (purely for the reason that intergovernmentalism doesn’t completely work in anything other than an ideal world), although do think that we should be wary of federalism. Euroscola day really helped me to justify this viewpoint, as I was able to see for myself that the cultural differences dividing each different European people were tangible enough to render a single European government an impracticality. This was reflected in the findings of my Commission, the majority of whom voted to keep Europe as it is at the moment. Euroscola day helped me to realise that European problems can be solved both diplomatically, democratically and independently of certain binding agreements, although it seems to me to be clearer than ever that a federal European ’super-state’ would create more problems than it would solve. Europe should now work towards combatting negative perceptions of its work, in order to turn itself into a more coherent and credible authority on the world stage.

Fran Daykin (DHSG): Euroscola was a really amazing experience; people were so willing to take part in the day’s events that making friends was easier than expected- I was even lucky enough to get invited to Belgium.
Presenting the group alongside Rob from Ivybridge was a really daunting yet rewarding experience. Having represented your group in front of the entire Hemicycle leaves you feeling ready for anything and as a consequence I was confident enough to get very vocal in the group debates.

 I now have a further understanding of the political setup in the European Parliament and as a result feel like an EU citizen which wasn’t the case before. I think knowing what goes on in the European Parliament and how it effects you really makes a difference.
During the ‘sondage’ it was clear from the answers the participants gave with regard to Britain that our country as a member of the EU is viewed to be selfish. This has made me feel like I need to make others aware of what goes on in the European Parliament; however getting your friends to listen to you talking about politics proves no easy feat!

Laura Cheney (Coombe Dean): I think that my experience didn’t make me feel any more European, as I have always thought of myself as European, but I do think that I am more aware of how unwilling England/Britain as a whole is to participate in Europe, which I think is a shame as it has so much to offer everyone.

Rhys Hancock (from Heles School and one of the group president’s): On the 12th of April 2010 I was lucky enough to be able to visit the European Parliament in Strasbourg, France. On arrival each country was introduced and there was a cheer from every corner of the room as their names were read out. Then came a chance to ask questions in the Hemicycle used by the real MEPs. After lunch we had to team up with 3 other students from all across Europe to enter a competition of language and knowledge, it was a challenging experience but one which used my communication and negotiation skills.
We were then split into our groups for a debate on 6 different subjects. Here I was elected as the president of my group and had the amazing opportunity to conduct a debate with about 100 people from all over Europe. I can assure you, it was a very nerve-racking situation but once I had settled in and had my reporter, from Portugal, by my side I soon got the feeling of how to control a large group of very opinionated teenagers.

Again the nerves built up as I had to present our ideas and answer questions from the floor of 600 people in the Hemicycle, trying to convince the entire room I knew what I was talking about is very hard to do but something I will definitely not forget!

I even managed to come away with a number of contact details of students from Portugal to Romania and even Estonia and I often speak to them online and am even looking into having one person over to stay to practice their English as we get on so well.

I most definitely feel more European now in comparison to before I went on the trip. I also realised how all the stereotypes which we are brought up to believe are really not true and it was funny to learn of some of the stereotypes Europeans have of the British! As for my views on Europe, I now believe it is a great opportunity to build relationships and is the future and therefore something which needs lots of support and development especially from the public.All in all it was an experience which I will never forget and something which has made me so grateful to those who made it possible.

Crisis Point is a fantastic new (and free!) resource to help teach citizenship in schools for years 7 – 12.  It works as a collapsed timetable event taking a day to play for a whole year group or slightly less if you want to break it into smaller groups.  Just follow the links to download the pack.

This great new resource is provided by The UK Office of the European Parliament and aims to help students and teachers get a better understanding of some of the basics of just what the European Parliament is and does, as well as letting students put themselves into the  shoes of MEPs for the day.

Here’s a few snapshots of some of the parts to the day:

The Spring Day for Europe website includes a large and flexible programme of events activities and games for primary and secondary schools.

If you would like to participate, further information and electronic registration can be found at the following website http://www.springday2010.net