C-Consider if all rights are absolute
B- Understand that rights of different people have to be balanced
A- Evaluate different rights against each other
ALL: Identify the two Houses of Parliament
MOST: Explain the work done by the two Houses of
Parliament.
SOME: Understand the process by which the Houses of
Parliament makes laws.
OBJECTIVE:
TO CONSIDER THE RIGHTS OF
POLICE AND THE RIGHTS OF
SUSPECTS.
* MUST: Identify some of the rights police
have
* SHOULD: Explain police rights and
responsibilities to maintain a suspects
rights.
* COULD: Consider your opinion on
whether police rights/ powers should be
OBJECTIVE
TO CONSIDER
CASES OF EQUAL
OPPORTUNITES IN
EMPLOYMENT
Must: 4/5 be able to recognise that stereotypes can lead to discrimination
Should:5/6 be able to identify the difference between direct and indirect discrimination
Could: 6/7 be able to create solutions to the gender pay gap.
By the end of the lesson you…
MUST understand the controversies of
immigration
SHOULD consider the push and pull effects of
migration
COULD have evaluated the extent to which
people have the right to migrate
The Age of Criminal Responsibility
LO
1. To know the age of criminal responsibility
2. To form your own opinion about the age of criminal responsibility
Must
Identify what is meant by ‘democracy’
Should
Understand how political parties are part of a democracy.
Could
Consider why political parties are important in a democracy
Must (C): Understand what children’s rights are for
Should (B): Explain cases where children do not have children’s rights
Could (A): Judge and reflect upon why children’s rights are not always protected and
what can be done about this.
The Age of Criminal Responsibility Writing Scaffold:
I think that the age that young people should be held responsible for their crimes should be age .....
Task:
For example sometimes during conflicts like war a country
cannot (or do not) protect human rights. As such, its citizens
may have the right to migrate to a country where their human
rights will be protected
Link 3 different push / pull factors to human rights.