Post on 21-Apr-2022
The Rule of Law for Citizenship Education
RESOURCE PACKSecond edition
Devised and written by:Xiao Hui Eng, Naina Patel, Lawrence McNamara and Natalie Brinham
Layout and illustrations:Cai Jia Eng
Multimedia:Sam Mejias
© Bingham Centre for the Rule of Law, 2015
Suggested citation: XH Eng, N Patel, L McNamara, N Brinham, The Rule of Law for Citizenship Education: Resource Pack, 2nd Edition,Bingham Centre for the Rule of Law,
London, 2015
www.binghamcentre.biicl.org/schools
The Bingham Centre for the Rule of Law is grateful for the assistance it has received from:The Legal Education Foundation who provided funding for the development and piloting of this book; LexisNexis who contributed to the printing of the printing of the first edition of this book; the project advisory panel of Professor Hugh Starkey, Brenda East and Sam Mejias; Lord Justice Maurice Kay, Lord (David) Pannick QC and Baroness (Helena) Kennedy QC who provided expert interviews for video materials; lawyers from Slaughter & May who provided voices for audio recordings and slideshows; Sophie Eser who provided invaluable support during the development of the project; and the numerous students and teachers who have participated and given feedback that has informed the project in many ways.
We would like to thank the Association for Citizenship Teaching for their support and en-thusiasm for Rule of Law teaching.
The Bingham Centre for the Rule of Law is devoted to the study and promotion of the rule of law in the UK and around the world. The Centre’s focus is on considering the challenges the rule of law faces; providing an intellectual framework within which it can operate; and fashioning the practical tools to support it. The Bingham Centre was launched in 2010. Its Director is Professor Sir Jeffrey Jowell QC, KCMG. It is part of the British Institute for International and Comparative Law (BIICL) which is an independent research institute established in 1958 and a registered charity.
The Rule of Law for Citizenship Education
RESOURCE PACKSecond edition
The Rule of Law for Citizenship Education
RESOURCE PACKSecond edition
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Lesson One: Thinking About Law and Justice 1.1 Introduction: A World Without Laws1.2 Equality, Fairness, Liberty and Justice1.3 Equality1.4 Fairness1.5 Liberty1.6 Justice1.7 Round-up of Law and Justice1.8 Conclusion
Lesson Two: Equality Before the Law 2.1 Introduction: Equality Before the Law2.2 Equal Benefit of the Law2.3 Being Equally Subject to the Law2.4 Conclusion
Lesson Three: Clarity, Certainty and the Exercise of Power3.1 Introduction: Clarity, Certainty and the Exercise of Power3.2 Clarity and Certainty3.3 Exercise of Power3.4 Conclusion
Lesson Four: Access to Justice and Fair Trial4.1 Introduction: Access to Justice and Fair Trial4.2 Access to Justice4.3 Fair Trial4.4 Conclusion
Lesson Five: Human Rights5.1 Introduction: Human Rights5.2 Human Rights5.3 Absolute and Non-Absolute Rights 5.4 Where do the rights contained in the Human Rights Act come from? 5.5 Conclusion
Lesson Six: The International Legal Order 6.1 Introduction: The International Legal Order6.2 An Overview - The International Legal Order 6.3 International Law Case Study 1- Armed Force and International Peace and Security 6.4 International Law Case Study 2 - Climate Change and International Treaties6.5 Conclusion
Contents Page
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The Rule of Law for Citizenship Education – Resource Pack
This introduction explains:• HowtheseresourcesenableteacherstousetheruleoflawasavehicleforteachingtheKS3citizenship curriculum• Whatthelessonsandresourcescontain,including:
o Lesson mapo Materialsforteacherso Materialsforstudentso PowerPointslideso Video and multimedia resources
• Optionsfordeliveringlessonsindifferentwaysoradaptingthemfordifferentschools
1. Foreword
1.1 About the resources: The rule of law for citizenship education
Thisresourcepack introduces‘theruleof law’withinthecontextof theCitizenshipcurriculum. It isintendedforuseinKeyStage3classroomsandbeyond.TheresourcesareappropriateforaddressingthelegalaspectsoftheKeyStage3Citizenshipcurriculum,andasanintroductiontothelawandjusticecontentoftheKeyStage4andGCSECitizenshipcurriculums.TheresourcesalsoprovideanopportunityforschoolstodemonstratefulfilmentoftheDepartmentforEducation’srequirementtoteachtheruleoflawaspartofpromoting‘Britishvalues’forspiritual,moral,socialandculturaldevelopment(SMSC)asexpressedintheDepartment’sNovember2014guidance.
Thematerialsaimtoteachandencouragestudentstodiscuss,understandandquestionthekeyconceptsandprinciplesthatunderpinlawandcitizenshipthroughruleoflawprinciplesthatareexplainedstep-by-step.
Ourproject responds to the2013government reviewof thecitizenshipcurriculumwhich resultedinastronger focusonunderstanding lawanddemocracy.Against thisbackdrop,ourmaterialsguidestudentsthroughtopical,curriculum-relevantissueswheredemocracy,justice,andindividualrightsariseincontextssuchasimmigration,criminaljustice,diversityatwork,righttoafairtrial,accesstojustice,equality before the law and the abuseof power.Ourmaterialsmove away from teachingonly theproceduralelementsofthelawandwhatthelawis,towardsteachingthecorevaluesandconceptsthatunderlieourjusticesystem.
Thematerialshavealsobeendesignedtodevelopstudents’functionalskillsandpersonallearningandthinkingskillsinlinewiththebroadernationalcurriculumforKeyStages3and4.Thelessonsprovokethought,generatediscussion,developcritical thinkingskills, and invitestudents to formopinionsandcommunicatetheirpointsofviewtoothers.Theyencourageindependentenquiry,team-work,effectiveparticipation,creativethinkingandreflectivelearning.
Aware thatmany teachers teachingCitizenshipdonothavea legalbackground,weaim toprovidecomprehensiveguidanceandsupporttoteachers inorderthattheyfeelcomfortableandconfidentteaching legalconceptsand leadingdiscussionsabout lawand justice.Tothatend,allactivitiescome
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withstructuredguidanceforteachersonhowtointroducelegalconcepts, lessonplansanddetailedbackground information for teacherswritten by rule of law experts to enhance both teacher andstudentunderstanding,andsupplementaryaudio-visualmaterialsthatbringlegalexpertisedirectlyintotheclassroom.
DrawingonthelegalexpertiseoftheBinghamCentreforRuleofLaw,ourmaterialsdeliverruleoflawprinciplesthroughaccessibleandinterestingexamplesandactivities.Theyencouragestudentstocritiqueandapplytheseprinciplestoeverydaylifeandtoissuesthatarerelevanttothem.
1.2 Opportunities for Citizenship Action Theresourcesaimtoprovideastartingpointforstudentstoidentifytheirownviewsonlawandjusticeissuesbyexposingthemtoarangeofviewpointsandbyequippingthemwiththeskillstoconsiderandevaluateour justicesystemforthemselves.Partofthisprocess includestakingadvantageofvaluableopportunitiesforstudentstobeinvolvedwithcausesofparticularinteresttothem.
Therearehundredsoforganisations throughout theUK thatworkon lawand justice issues.Someoperateonanationallevelwithbranchesindifferentregions,whileothersarelocal/community-based.Theseorganisations provide the chance for students to findoutmore and to engage furtherwithparticularcausesthattheycareabout.
Throughoutthecourse,studentsshouldbeencouragedwhereappropriatetotheirabilitytoresearchissuesof interestcovered in thematerialsandtoexploreopportunities toengagewithworkbeingdoneontheissue.AquickGooglesearchisagoodplacetostart.Youmaywishtoexplainthatdifferentorganisationsmay have a variety of different views on any particular topic, ormay address slightlydifferentpointsonthesameissueintheircampaigns.Itisvaluableforstudentstobeabletoconsideravarietyofstancesandissuesandtomaketheirownmindsuponwhichtheyagreewithandwanttobeinvolvedwith.
Itmaybehelpfultohighlighttostudentssomeofthedifferenttypesofworkthatorganisationsworkingonissuesrelatingtolawandjusticedo.Forexample,organisationsmaydooneormoreofthefollowing:
• Lobbyingandcampaigningtochangegovernmentpolicyorpracticeonaparticularissue.Forexample,manyorganisationsruncampaignsonlawandjusticeissuesthatincludelegalaidandhumanrights(thatareaddressedintheresources)withspecificopportunitiesformembersofthepublictobeinvolvedintryingtochangepolicybywritingtotheirMPsamongotheractions.BeforewritingtotheirMP,studentsshouldbeencouragedtoresearchasubjectofconcernthoroughlyandtoidentifytheirpositiononanissueandwhatchangetheyhopetosee.TheparliamentarywebsiteprovidesinstructionsonwritingtoMPs:http://www.parliament.uk/get-involved/contact-your-mp/contacting-your-mp/
• Campaigningtospreadawarenessandeducatethepublicgenerallyonaparticularissue,sometimeswiththeaimofchangingtheirbehaviour.Forexample,thereisawidevarietyoforganisationsworkingtoeducatethepubliconclimatechange(addressedintheresources)withsomeprovidingtheopportunityformembersofthepublictomakeadifferenceonanindividualandcommunitylevelthroughchangingtheirhabitsandencouragingotherstochangetheirhabits.
• Strengthening capacity and providing direct help and advice to particular groups who may bedisadvantagedfordifferentreasons.Forexample,thereareorganisationsthatworkwithmigrantsandrefugees,advisingthemandhelpingthemtoaccesstheirrights.
• Working directly with schools to engage young people. Some organisations are able to sendrepresentatives toschools to talk tostudentsonaparticular issueandtoexplainhowtheycanbeinvolvedwithacauseonanindividuallevel.Amongthecampaigningorganisations,AmnestyInternational
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isperhapsthebestknownforitsworkinsettingupschoolandyouthgroupstoinvolvestudentswithhumanrights issues.Youmaywish to refer students toAmnesty International’swebpages foryoungpeoplewhoareinterestedinstartingschooloryouthgroupsasanexampleofthewaysthatstudentscanhelptospreadawarenessofanyjustice-relatedissue(includingbutnotconfinedtohumanrights)andgathersupportforit:http://www.amnesty.org.uk/groups#/youth
2. Finding your way around the resource pack
2.1TheresourcepackisavailableasaprintedbookletwithanaccompanyingCD-ROM.
ItprovidesalltheinformationneededforteacherstodeliversixcompletelessonsonCitizenshipandtheRuleofLawtoKeyStage3studentsandupwards.Thesesixlessonsare:
1) Thinkingaboutlawandjustice2) Equalitybeforethelaw3) Clarity,certaintyandexerciseofpower4) Accesstojusticeandfairtrial5) Humanrights6) Theinternationallegalorder
2.2 The resource pack contains:
2.2.1Amapofthelessons
Thisisanoverviewofthematerialsforeasyreferenceandcontainsinformationataglanceontheconcepts,skillsandactivitiesthataretaughtineachlesson.
2.2.2 Sixsetsofteachers’materials
Thesecontaininformationonhowtoteacheachofthecomponentsoftheruleoflaw.
Eachsetofmaterialscontains:
• Guidance on how each lesson contributes to the developing students’ functional skills and Personal Learning and Thinking Skills (PLTS) asoutlinedinthewidernationalcurriculumforKeyStage3students• Suggested starter and plenary activities• Copies of the student printouts and activitieswhichcanbephotocopiedforstudents• Instructions and guidance on how to use each activityandsuggestionsofhowtoadaptthematerials• Background information for the teacher on each teaching point, topic and activity whichisaimedatteacherswithoutalegalbackgroundtodeveloptheirunderstandingandconfidenceinlegalconcepts• Guidance on timing ofthelesson• Glossary whichcontainsdefinitionsonkeylegaltermsandconceptsusedinthematerials.Itisintendedtobeusedasaneasyreferencetoolforteachersandstudentswhenrequired
2.2.3 Sixsetsofstudentmaterials
Thestudentworksheetsandhand-outsareclearlymarkedwithintheteachingmaterials.Worksheetsandhand-outsmaybeprintedoutbytheteacherasrelevanttoeachlesson.
Theteachers’materialscontaininstructionsonhowtouseeachsetofstudentmaterials,backgroundinformationfortheteacheronthestudentactivitiesandtopicscovered,andguidanceaboutwhich
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activitiesareoptional.
2.2.4 SixsetsofPowerPointpresentations
PowerPointpresentationsareavailableontheCD-ROMandareforoptionaluseinclass.Theyhave
beendesignedspecificallytobeusedwiththematerialsintheresourcepack.Theyareintendedtobeusedasavisualaidtoaccompanythelessonstocomplementandenhancelessondelivery,butarenotintegraltothelessons.WhereveraPowerPointslideisavailabletoaccompanyateachingpointoractivityinthelesson,therelevantsectionoftheteachers’materialswillbemarkedwitha
red ‘P’.
Alternativesareprovided forallPowerPoint slides, suchas readingorwritingexampleson theboard.The PowerPoint presentations, where applicable, also duplicate student activities to aidwhole-classdiscussionsorround-updiscussions.
2.2.5 Acompletesetofmultimediamaterialsforuseinthelessons
MultimediamaterialsareavailableontheaccompanyingCD-ROM.Theyhavebeendevelopedtobeusedinconjunctionwiththeteachingmaterials.Themultimediamaterialsincludevideos,audiorecordingsandaudioslideshowsthathavebeendevelopedtoillustrateteachingpoints,improveunderstandingoftopics,generatediscussionandenhancestudentengagementgenerally.
Facilitiesacrossclassroomsvary,asdotheteachingstyles,learningstylesandtheskillsofstudents.Assuch,mostofthemultimediamaterialscanbeusedonanoptionalbasisbyteachersand,whereapplicable,alternativesuggestionstointroducingordevelopingtheteachingpointortopichavebeenprovided.
Inonecase,(thevideoonpolice‘stopandsearch’powers),thevideolinkhasbeenprovidedasaninternetlink.Itisrecognisedthatnotallclassroomshaveeasyaccesstotheinternet,sothisactivityisoptionalandalternativeactivitiesareprovided.
3. Using the resource pack
3.1 Delivering the materials as a course
Standard – 6 lessons: Thematerialshavebeendividedintosixlessons.Itisexpectedthateachlessonwilltake50-60minutestodeliver.
• Lesson1,‘Thinkingabout lawand justice’, is intended toprovideabroad introduction toall thesubsequent lessons relating to theruleof law. It invites students to thinkabout thekeyconceptsofequality,fairness,libertyandjusticethatunderpintheruleoflaw.Theseconceptsarerevisitedindifferentcontextsthroughouttheotherlessons.
• Lessons2-6areaccessibletostudentswithorwithoutthefirstintroductorylesson.Ifteachersfeelthattheirstudentsarenotreadytograpplewiththesebroadconceptsatthebeginningofthecourse,teachersmayprefertouselesson1asthebasisforaround-uplessonattheendofthecourse.
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Alternative – 8 lessons: Forteacherswishingtodelivermorematerialand/ortodeliveracrosseightlessons, each lesson also containsoptional and additionalmaterials. Lesson5 (‘Human rights’) andLesson6(‘The international legalorder’)particularly lendthemselvestobeingdeliveredovermorethanoneclass.
Alternative – drop down day: Forteacherswishingtodeliverthelessonsacrossa‘dropdown’day(s)itisrecommendedthattheyselectthelessonsmostrelevanttotheirstudentsanddelivertheselessonsintheirentiretysothatstudentscandeveloptheirunderstandingoftherelevanttopics,ratherthanattemptingtocoverthefullcourse.
3.2 Identifying different components in the materials
Foreaseofidentification,allcomponentsinthematerialshavebeenmarkedwithadifferentidentifyingiconasinthekeybelow:
3.3 Adapting materials
Thematerialscanbedeliveredbyteachersexactlyastheyappearintheresourcepack.However,whereteacherswishtoadaptmaterialstheycaneasilydoso.
3.3.1 Personalisingmaterialsandgivingthemlocalrelevance
Possibleadaptionsincludeusingexamplesthatarelocalorregional,thatarecurrentlyinthemedia,orthatincludethenameoftheschool,studentsorfamiliarlocations.
PowerPointpresentationsontheCD-ROMareinaneditableformatthatteacherscanchangeandadapt.
3.4 Adapting to learning/teaching styles and mixed ability classes
Thesematerialshavebeendevelopedwithparticipatoryandstudent-centredlearningapproachesinmind inorder todeveloppersonal learningandthinkingskills.However, it is recognisedthatsomeclassesmayrespondbettertomoredirectedandstructuredapproachestolearning.Forthisreasonsomeofthemoreparticipatoryactivitiesareprovidedasoptions.
Additionallystructuredlead-inquestions,cues,closedquestions,key-wordsandpointshavebeenprovided inmostactivities tostimulateresponses from lessconfidentor forthcomingstudents. Teachersmaychoosetoomitthesecuesandlead-insandmovestraightontobroaderactivitiesanddiscussionsdependingontheknowledge-base,skill-baseorpreferredlearningstyleofindividualclasses.Similarly,thepresentationofteachingpointsmaybeadaptedbytheteacherstofittheirteachingstyleandthestudents’interestsandknowledge-base.
Studentmaterials
Teachers’instructions
Teachers’background
Teacher-ledintroduction/discussion
Multimedia activity
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3.5 Optional Activities/Options for Activities
Optionalactivitiesanddifferentoptionsforactivitiesarelabelledassuchintheteachers’materialsandinthemapofthelessons.
3.5.1 OptionalActivities
Differentclassesrespondtoandenjoydifferentactivities.Withthisinmindadditionalandoptionalactivitieshavebeendevelopedforeachlesson.Activitieshavebeenmarkedasoptionalwherethey cover similar concepts to other activities, orwhere they develop understanding of singletopicswithintheconceptsthathavebeencoveredmorebroadlyelsewhereinthelesson.Forthisreason,itisrecommendedthattheactivitiesnotmarkedasoptionaltakepriorityovertheonesmarkedoptional.
3.5.2 Optionsforactivities
Someactivitieshavealternativewaystheycanbepresentedorused.Forexample, theteachermaychoosetoreadoutasituation,havestudentsactoutasituation,orpresentthesituationasanaudioslideshow.Theteachermaychoosetheoptions thataremostappropriatetostudentinterest,studentabilityandthefacilitiesavailableintheclass.Someoftheseoptionscanbeusedasextensionactivities.
3.5.3 Introductionandstarteractivities
The‘Introduction’sectionineachlessonisintendedtoprovidestudentswithanideaofthetopicsthatwillbecoveredinthatlesson.Thestarteractivitiesareintendedtogenerateinitialinterestintheconceptstaughtinthelessonandtoallowtheteachertobrieflyassesstheknowledgebaseofthestudentsbeforethelesson.Bothintroductionandstarteractivitiesshouldbeadaptedtosuitindividualclasses,andcanbeomittediftheteacherwishes.
3.6 Instructions for teachers
Intheteachers’materials,beneatheachofthekeyteachingpointsandbeneaththestudentactivities,there are sections labelled‘Instructions for teachers’.These sections contain suggestionsonhow topresentandorganiseactivitiestostudentsandguidanceontheaimoftheactivity.
3.7 Background for teachers
Intheteachers’materials,beneatheachofthekeyteachingpointsandbeneaththestudentactivities,therearesectionslabelled‘Backgroundforteachers’.
Theinformationcontainedinthesebackgroundsectionsisintendedtoprovideinformationforteacherswithoutalegalbackgroundonkeyconceptstoensuretheyfeelfamiliar,comfortableandconfidentwithpresentingthestudentmaterialsandansweringquestionsstudentsmayhave.
Reading these sections will enhance the teacher’s understanding of the key concepts and it isrecommendedthattheyarereadbeforepresentingthelessons.However,itisnotessentialthatteachersreadallthebackgroundinformation.Thesesectionsareintendedtoprovidereferenceandbackground.Itisnotintendedthatteacherspresentallthisinformationtotheclass.
Thefootnotescontainreferencesto legalsourcesandmaterials.Theyare includedfortheteacher’sreferenceandforcompleteness,butitisnotnecessarytoreadallthefootnotesinordertounderstandtheprinciples.
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3.8 Timing
Nexttothe‘Instructionforteachers’`foreachteachingpointandactivity,thereisanestimatedtime.Thesetimeswillvaryconsiderablydependingontheinterests,knowledgeandskillsofthestudentsaswellashowtheteachingpointsandactivitiesarepresentedandused.Inconsideringwhichactivitiesareoptionalwithinalesson,wehaveconsideredtheestimatedtimeforeachactivity.Teachersshouldtakeestimatedtimesintoconsiderationwhenplanningtheirlessons.3.9 Teacher-led introductions to topics
Ascripthasbeenprovidedforteacherstousetopresentthekeyconceptsandprinciplescontainedinthelessons.Thisscriptcaneitherberead,paraphrasedoradapteddependingonthechosenteachingstyleandbackgroundknowledgeoftheteachers.Insomelessons,alternativesinpresentingthesekeyconceptsandprinciplesareprovided,includingaudio-visualmaterials.
3.10 Student activities
Thestudentactivitiesandprintoutsarecontainedwithinthehardcopybookletofteachers’materialstobephotocopied,andarealsoavailablewithintheteachers’materialsasaPDFfileontheCD-ROM.
Instructionsonhowtousetheactivitiesandbackgroundinformationcanbefoundafterthestudentmaterialsineachsetofteachingmaterials.Wherethematerialsleadintowhole-classdiscussionsorwhole-classfeedbacksessions,theyhavebeenincludedinthePowerPointpresentationsasavisualaid.
3.11 Plenary and evaluation
Each lessonhasaplenaryactivityat theend.Theseactivitiesare intendedtoallowtheteacherandstudentstoassessifthestudentshavegraspedthekeyconceptsandhowmuchtheyhavelearntineachlesson.
Theyareintendedasatooltoassistteachersandclassesinevaluatingthesuccessofthematerialsintheclassroom.
3.12 Using case-studies
Aspartofthebackgroundforteachers,relevantandrecentcase-studieshavebeenprovidedtoillustratekeypointswithinthelessons.Thecase-studiesareprimarilyfortheteacher’sreference,buttheyareprovidedinaformatthatcanbereadoutandpresentedtothestudentswheretheteacherfeelsthecase-studiesmaydevelopstudentunderstandingorbeofinteresttotheclass.
For further enquiries contact:
XiaoHuiEng,BinghamCentrefortheRuleofLawwww.binghamcentre.biicl.org/schools,x.eng@binghamcentre.biicl.org or schools@binghamcentre.biicl.org.
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Less
onO
bjec
tives
PLT
SFu
nctio
nal S
kills
Act
iviti
esTy
pe o
f act
ivity
1.Thinking
aboutlawand
justice
Studentwillbeintroducedtothekey
conceptsunderpinningtheRuleofLaw:
Equality,Fairness,LibertyandJustice.
Studentswillexplorehowtheconcepts
ofEquality,Fairness,LibertyandJusticeare
applicableintheireverydaylivesatschool
Studentswillmakeconnectionsbeenhow
theseconceptscomeintoplayatschooland
howtheycomeintoplayatthelevelofthe
nationallaw.
Creative
thinkers,
effective
part
icipa
tors
Brainstorming
ideas,organising
thoughtsand
information,
applyingtheoryto
relevantsituations,
orallypresenting
ideas,workingasa
team
1.1.1Starteractivity:Im
aginea
WorldWithoutLaws
1.3.2Activity1:Equalityvideo
(Optionalcanbeusedasalterna-
tivetoteacher-ledintroduction)
1.4.3Activity2:SchoolRules:Fair
orUnfair?
1.6.3Activity3:JusticeatSchool
(Includestwooptions)
1.7.1Activity4:Roundupon
LawandJustice
(Optionalextension)
Brainstorming,mind
mapping
Audio-visual
Groupdiscussion
Options:Videoandclass
discussion,ORreading
andclassdiscussion,
ORroleplayandclass
discussion.
Options:Group
discussionorwritten
homework,optional
asse
ssm
ent t
ool
2:Equality
beforethe
law
Studentswillunderstandtheconceptof
equalitybeforethelaw,brokendowninto
equalbenefitofthelawandbeingequally
subjecttothelaw.
Studentswillunderstandhowtheseconcepts
areapplicableinreallifesituationssuchasthe
workplaceanddisputeresolutionincourt.
Effective
participators,
reflective
learn
ers
Literacy:orally
challengeother
students’ideas
2.1.2Starteractivity:Newsread-
ersandEquality
2.2.2Activity1:Disabilityand
Employment
2.3.2Activity2:Crime,Civil
WrongsandEquality
Extractfrommedia
article–introductory
activity
Grouproleplayandteam
work,classdiscussion
Groupdiscussion
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Less
onO
bjec
tives
PLT
SFu
nctio
nal S
kills
Act
iviti
esTy
pe o
f act
ivity
3:Clarity,
certaintyand
exerciseof
power
Studentswillunderstandtheconceptsof
clarity,certaintyandexerciseofpowerinthe
contextofthelaw.
Studentswillunderstandtheuseofdiscretion
withinthelaw
Studentswillmakeactiveconnectionsbe-
tweenschoolrulesandlawsatthenational
levelbydrawingontheconceptsofclarity,
certaintyandexerciseofpower
Studentswillusetheframeworkofthelesson
toexplorerecentrelevantsituations
Independent
enquirers,
effective
part
icipa
tors
Writing:Identifying
keypointsand
usingaccurate
languageto
dem
onstr
ate
and
applyknowledge
Communication:
Identifying
problem
sand
resolvingthem
Numeracy:
Interpretingdata
and
statis
tics
3.1.1StarterActivity:Thinking
aboutPower
3.2.3Activity1:SchoolRules
(Optionaloroptionallength)
3.3.3Activity2:StopandSearch
(Optionsprovided-(videoand/
orstatistics))
Introductoryclass
disc
ussio
n
Writingandpairwork
Options:Audio-visual
anddiscussion,AN
D/
ORinterpretingdataand
statis
tics a
nd d
iscus
sion
4.Accessto
justiceandfair
trial
Studentswillexploretheissuesofaccessto
justiceandfairtrialfromdifferentperspectives
Studentswillanalyseandevaluatedifferent
situationsandidentifyinformationrelevantto
theconceptsofaccesstojusticeandfairtrial
Studentswillunderstandhowtheconcepts
ofaccesstojusticeandfairtrialareapplicable
tocontextsrelevanttothemselvesasyoung
peoplelivingintheUK.
Independent
enquirers,
creative
think
ers a
nd
reflective
learn
ers
Aural
comprehension,
listeningforgist,
sortinginformation
forrelevance
4.1.1StarterActivity:Arrestedin
Malt
a
4.2.2Activity1:CaughtUpina
Prot
est
4.2.5Activity2:LegalAidinthe
UK
(Optional)
4.3.2Activity3:ChoosingaJudge
(Optional)
4.3.5Activity4:Video–Lord
JusticeKayontheRoleofJudges
(Optional)
4.3.6Activity5:TheMaverick
Judge
Audio-visual
Collaborativediscussion
inpairsorsmallgroups
Audioandgroup
disc
ussio
n
Collaborativediscussion
insmallgroups
Audio-visual
Writinginsm
allgroups
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Less
onO
bjec
tives
PLT
SFu
nctio
nal S
kills
Act
iviti
esTy
pe o
f act
ivity
5.Human
Rights
Studentswillexplorewhathumanrightsare
inthecontextoftheUK,wheretheycome
fromandhowtheyareprotected.
Studentswillunderstandthedifference
betweenabsoluteandnon-absolutehuman
rights,andwheresomehumanrightsmaybe
limited.
Studentswilllearntoapplyhumanrights
treatiestorelevantsituations.
Independent
enquirers,
teamwork-
ers
Speedreading
andskimreading,
sortinginformation
forrelevance,
intro
duct
ion
to
workingwithlegal
documents,time
managementand
workingasateam
5.1.1StarterActivity:Whatare
HumanRights?
5.2.1Activity1:VideoonHuman
RightsintheUK
5.2.2Activity2:Brainstormingon
HumanRights
5.3.2Activity3:Absoluteand
Non-absoluteRights(Optional)
5.4.3Activity4:Angloniaandthe
RightsoftheChild
Writinganddiscussion
Audio-visual
Brainstorming,speed
reading,classdiscussion
Smallgroupdiscussion
Collaborativegroup
activity,speedreading
6: Th
e int
erna
tiona
l legalorder
Studentswillexploreuseandlimitationsof
internationallawintheexamplesofuseof
forceandclimatechangetreaties.
Studentswillconsiderhowtheconceptsof
equality,fairness,libertyandjusticeapplyin
thecontextofinternationallaw.
Independent
inquirers,
creative
thinkers,
team
workers
andeffective
part
icipa
tors
Literacy:listening
todifferent
perspectives
andnegotiating
cons
ensu
s
IT:internet
rese
arch
skills
6.1.1StarterActivity:Whatis
InternationalLawFor?
6.2.2Activity1:Protecting
Suvania
6.3.2Activity2:VideoonClimate
ChangeandInternationalLaw
6.3.4Activity3:ClimateChange
Negotiations(O
ptional)
6.3.5Activity4:Optional
HomeworkActivity
Brainstorming
Collaborativegroup
activity,discussionand
ranking
Audio-visualandclass
disc
ussio
n
Negotiation,treaty
drafting
Internetresearch,writing