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

15

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

16

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