Teaching Resources

CLA is pleased to bring you this mini-scheme of work, which will help your students develop a better

understanding of copyright.

We are all makers and users of content, so it’s important we understand the need to get

permission before we re-use the work of others. It also helps us understand our rights when we create

something.

The following activities are suggestions for around two-three lessons. We hope they are of use,

and feel free to adapt depending on your class’ needs. We’d be delighted to hear any feedback or recommendations you have, and indeed to see any

finished work!

Get in touch at support@claedqueries.zendesk.com

Find out more about your school/college’s CLA Licence at cla.co.uk/licencetocopy

Lesson Plan and Teacher Notes

ContextCopyright law means that before you re-use or copy something, you need to get the permission of the creator. This is to protect the economic and moral rights of the creator. Permission can come in a variety of ways, but it’s still important to check. Obviously the internet has made it very easy to copy material, but just becuase something is possible, doesn’t mean it’s ok. At a point when it seems natural to expect ‘stuff’ to be available for free, and some professions are not being repaid for their work, it’s really important to help students understand why it’s so necessary to get permission and recognise the creator.

Objectives (page 4): By the end of the lesson students will:-know what copyright is-understand how copyright has developed-understand the ow copyright has helped the UK

Starter (page 5): Monkey Bus!Show students the pictures of the London bus and monkey on page 5. This could be a quick discussion or longer research activity.The answer is that they both ended in a court case. In 2012 two photographers argued about the copyright of a London bus photo, and in 2015 a British photographer argued with PETA about the copyright of an accidental selfie (the photographer won!) The bus and monkey are therefore the focus of two famous copyright court cases.

Task: History of Copyright videoYou could just watch the video as is, but there are various points to pause the video and discuss questions. Prompts below:1. What is it? The printing press, invented around 1455. You might want to get students to make potato stamps to see printing in action, and possibly in teams so that a ‘potato’ team can ace a hand-produced team and they can discuss the benefits of print.

2. Why was the printing press great news?- More copies of text produced quickly- The copies were error-free (which can often creep into handwriting)- This would help more people be literate- And for a bonus complex point - the printing press even had an impact on the economy, where bank notes could now be printedYou could ask students if they think this was great news, or would there be any downsides to the printing press?

3. What else can be copyrighted?Anything that is recorded in a material form is automatically copyrighted - it doesn’t need to be registered. So that means you can’t copyright an idea - it has to be put down in some way. But books, films, music, plays, photos, songs, paintings, speeches - they are all automatically copyrighted. The copyright lasts 70 years after the death of the creator. So for instance, Luther-King’s ‘I have a dream’ speech is still copyrighted.You could get students to research the difference between copyright, trademarks and patents, if appropriate.

Copyright - An automatic right over any creation. This creation becomes the person’s intellectual property.Trademark - These are names, slogans or designs that are associated with a product or organisation. They need to be registered.Patent - These protect inventions, and need to be registered.

4. Why have there been so many copyright laws?The law has had to adapt to technology. So each time something like a photocopier, video recorder or internet comes along, the law needs to react to include them.

Depending on your audience you may also wish to show CLA’s short videos on naming your creations, plagiarism and copyright and the internet.

Task: Creative Industries DiscussionAsk students to mind map any jobs they can think of that might rely on copyright. What jobs involve creating, thinking of ideas, producing original things?There’s so many answers, but they include, authors, publishers, photographers, painters, illustrators, computer game design, product design, architects, fashion designers, advertising, musicians, film makers. This doesn’t even include all the people who might rely more on patents like engineers and inventors.

Ask students what this list tells them about the importance of copyright. Hopefully they’ll see that it helps keep people in jobs.

Explain what Gross Value Added (GVA) is. An example would be a baker making a cake. Her cake costs £15 to buy, but she spent £6 on eggs, flour and butter. This means her GVA for that one cake is £9.

Show students the right-hand graph from this infographic and blank out the right hand column. Can students guess the GVA for the creative industries they’ve just listed - WIll it be higher or lower than the UK average? Once revealed discuss why this sector is so important to the UK overall.

Task: Project work (pages 7-9)There are three projects to choose from, in order of difficulty:-A storyboard on the history of copyright-An interview on ‘what copyright means to me’-An election campaign for or against copyright

Students could choose what they want to produce, or could be allocated tasks and they can work as group or individual.If you wish, you can also peer-mark the work and a success criteria/markscheme is supplied in this pack (page 10)

Plenary:Martian speak. Students need to explain copyright to a Martian - they can have up to 15 words in the transmission!Hear some contributionsORTrue or False. Read out/display the statements in this pack (page 6) and students indicate true or false with cards or hands up left/right. Discuss any misconceptions

To know what copyright is

To understand how copyright has

developed

To understand how copyright has

helped the UK

Objectives

What do a London bus and a smiling monkey have in common?

True or False

Copyright means that if you think of an idea, you own that idea

False, an idea can’t be copyrighted on its own. It has to be put down in material form

Copyright needs to be registered

False, copyright is automatic once the idea is recorded

Copyright means you need to seek permission first

True

Copyright came about because of the printing press

True

The first copyright law in the UK was the 1710 Copyright Act

True

Copyright law has not been updated since then

False, copyright has been updated in response to new inventions, but the basic principles are the same

Copyright is only important in a few, very limited jobs

False, loads of jobs rely on copyright to protect their work

Copyright helps a lot of money come into Britain

True

Copyright is a really good thing for everyone

Let the students decide! and discuss

Sharpen your pencils and flex your graphic skills. You’re going to storyboard the history of copyright

What you need to produceYour outcome is a short video or drawn storyboard The title is ‘a short history of copyright’.

What you need to doDecide if you are going to do this by hand or producing it on a computer

Select your historical copyright moments. You can choose from the ones below or find your own:

The invention of the printing press1710 Statute of AnneThe invention of the photocopierThe invention of the video recorderThe invention of the nternetThe Red Bus caseThe Monkey Selfie case

Plan your script and/or captionsThis depends on what format you’re doing, but either way you need to draft your work and plan it out.

Research your imagesIt’s hard to draw anything without having a good look at it. Make sure you have ooked at images of the things you want to draw.

Remember audio!If you are creating your storyboard digitally, you can always record the captions rather than relying on writing.

Dust off your clipboard and get your mics ready. You’re going to interview someone about copyright.

What you need to produceYour outcome is a short video for a news broadcast or a written interview for a newspaper. The title is ‘what copyright means to me’.

What you need to doDecide if you will create a tv interview or newspaper article.

Select your intervieweeIf you know someone who has a lot to do with copyright, like a writer, photographer, artist, designer or musician, they would be a really good choice to interview.If you don’t know someone who works with copyright, don’t worry. You can interview anyone and find out how much they know, if they ever copy and do they get permission, and what they think about copyright.

Plan your questionsHave questions ready but eady with some reserve questions in case your interviewee gives short answers!

Prepare and hold your interviewRemember all the necessary equipment and remember to thank your interviewee.

Edit your interviewFor the tv interview, edit it so that any mistakes are removed and the video runs smoothly, or draft your written interview using the answers provided.

Gear up your powers of persuasion and be ready to argue. You’re going on an election campaign

What you need to produceImagine that there is an upcoming vote to cancel all copyright - past, present and future. Your outcome is to produce something for the vote, depending on which side you decide to campaign for.

What you need to doDecide which side you want to campaign for. Do you think getting rid of copyright would be a good or a bad thing?

Decide what you want to produce. It could be one or more, of the following:

A party political broadcast for TVA leaflet for people’s homesA speech for the House of CommonsA webpage for voters to visit

Think about your argumentsTake time over this. Why is your view right? What are the effects of copyright that your view will sort out/uphold? Why is the other side wrong? What problems will they create/continue if they win?

Get campaining!Remember this isn’t just about what you say, but how you say it. Be persuasive. That doesn’t mean making things up though! Election promises should be based in fact.

Success Criteria/Marking Grid1-2 marks 3-4 marks 5-6 marks 7-8 marks 9-10 marks

Knowledge and factual support

There are limited facts used and it feels more like ‘ideas’ of what the student thinks

Basic facts are used, mostly naming dates and and events about copyright

Many facts are used well to make it feel like this student knows what they are talking about

The work has started to use more complex facts like statistics

The work is well supported with a variety of relevant facts, some independently researched

Understanding of the impact of copyright

Sometimes you feel like this student isn’t confident on what copyright is

This student shows they understand what copyright is

This student fully shows they understand what copyright is and how it works

This student shows they understand how copyright immediately impacts people today

This student shows they understand the long and short term effects of copyright

Spelling, grammar, punctuation and vocabulary

There are a lot of mistakes in the work and no copyright words are used

Some harder words are spelt incorrectly, but the student is starting to use copyright words

There are some mistakes but basic copyright words are used confidently and appropriately

There are a few mistakes and copyright words are used - not always relevantly though

There are very few mistakes and complex copyright words are used confidently

Overall effort and presentation

The work makes you feel that it was rushed and not planned

The work makes you feel that there’s effort in this, but a bit more planning might have helped

The work makes you feel like there’s effort in this, but the person needs to review their work before handing it in

The work feels like time was taken over this, and there’s just a couple of little mistakes

The work makes you feel like the student took a lot of time and care