Citizenship at key stage 3    (Year 7-9)

• Ask pupils briefly to review the ground rules they established for working together in introductory unit 1. Stress the importance of these rules in discussions about rights and responsibilities.
• In small groups, pupils produce a list of their rights within the school. Then, for each right, they work out the corresponding responsibility, eg We have the right to opportunities to learn and to achieve, and the responsibility not to obstruct the learning and achievements of others. Pupils compare the school rules with the rights they have listed, dividing the former into rules that protect pupils' and teachers' rights, eg listen when others are speaking; for pupils not to be bullied; for teachers not to be abused, and rules that relate to the organisation of the school, eg uniform must be worn by all pupils. Are there any other rights that pupils would like to have while at school and what responsibilities would there be?
• In groups, ask pupils to identify situations, either in school or elsewhere, where they felt their rights were being infringed or where different people's rights were in conflict, eg a group of pupils were playing football in the playground at lunchtime - that was their right, but it meant that we couldn't use the playground to play basketball. They could also think about what they should do if someone's rights are being infringed, eg if my classmate is being bullied, what should I do about it?
• Ask pupils to create a charter of rights for the school/class. They could start by referring to any policy documents the school produces, including its statement of values and aims. Pupils consider what basic rights all members of the school have, and what values underpin those rights, eg fairness, tolerance, respect for others, desire for justice. They could compare the finished charter with the UN Convention on the Rights of the Child. Is there anything pupils would like to add to their charter, or change? Why?

• Tell pupils about the Human Rights Act (1998), that it sets out the basic legal rights of everyone in Britain and is underpinned by common values.
• Ask pupils to look again at the charter of rights they created in the previous section. Would it be suitable for other communities outside the school? What other rights might need to be included? Ask pupils to compare the rights in their charter with the 16 basic rights listed in the Human Rights Act (1998). Which rights didn't they include? Why? Pupils could consider how human rights affect everyday life, whether at home, school or work.
• Are human rights absolute? In groups, pupils identify and discuss situations where the rights of an individual might conflict with the rights of a group. They could consider how to balance conflicting rights in situations where there may be no single correct answer. As an example, refer to Article 8 of the Human Rights Act (1998) ('Right to respect for private and family life'). Ask pupils when it is acceptable to intrude into someone's privacy. Is the use of CCTV to prevent crimes acceptable? What about on a housing estate to prevent graffiti? In the school toilets to prevent vandalism? In a shop changing room to prevent shoplifting? Pupils could also consider the right to respect for family life. Are there any circumstances in which it is acceptable to split up a family? What if parents are unable to care for their children? (Other examples include: free speech, access to land or footpaths, property ownership.) Pupils report back on their group discussions.
• Pupils consider how basic human rights are protected by law in democratic societies, eg by the Human Rights Act (1998) in Britain. Reiterate the point that in many situations, human rights compete and/or conflict and so need to be balanced.

• What happens when human rights are infringed? Ask pupils to identify situations around the world where people have had their rights denied and, in some cases, have become refugees. Pupils should draw on their knowledge from other subjects such as geography, history, RE, eg war or the prospect of war resulting in people fleeing their home countries (Jews during World War II, war and famine in African countries or refugees from events in the Balkans) or the destruction of the Amazon rainforest by large corporations leading to Amerindians losing their land and homes.
• What do we mean by refugees? Using a range of source material, including first-hand accounts of refugee life (available on video and on websites), pupils investigate what a refugee is and what experiences a refugee might have. Ask pupils, in groups, to focus on one situation that led to many people becoming refugees, detailing each stage of the process. They also look at the rights refugees have, eg the right to freedom of thought and movement, freedom from torture and degrading treatment, food, clothing, access to medical care, welfare services and benefits. They report back to the class, discussing how, when and why people were affected, and at what stage their human rights were infringed.
• Scenario activity: following class feedback, give pupils a scenario to respond to where they have 15 seconds to select belongings and flee their home. Ask pupils randomly to list what they would take with them. If pupils cannot answer immediately then they can take nothing with them.
• Pupils could investigate and discuss the roles and responsibilities of the UN, the UNHCR, national and local governments across the world, agencies, charities and other voluntary organisations, eg Amnesty International, in supporting refugees and upholding human rights. What is the purpose of the Universal Declaration of Human Rights? Pupils find out why it is important to have charters that are international for human rights.

• Drawing on their learning in this unit (and additional research if necessary), pupils could decide on certain messages they think others in the school and local community ought to hear. Ask them to list ways of delivering these messages, eg assemblies, displays (including poetry, artwork, stories, factual writing, photos, interviews, videos), drama/dance productions, visiting speakers, oral/ICT presentations, workshops (for parents/younger pupils). Where appropriate, they also identify with staff any work that could be carried out through other subjects, eg writing, dance, music, art, photography.
• Pupils could then go on to organise one of these activities. They consider their chosen audience, eg other classes in the year group, the rest of the school, parents, local community groups; which activity would be most appropriate for that audience; and the resources available, eg if a school celebration of Human Rights Day is to be planned, what sort of activities could be organised; or if an assembly or presentation would be more appropriate. If the school already celebrates Human Rights Day, pupils who have studied this unit could take a lead role in its organisation.
• Ask pupils, in groups, to discuss the work they have carried out in this unit and how effectively they communicated with others. They consider the following questions: What evidence do I have of my contribution to the group activities? What can I use for my portfolio? How effective were the activities? What can we learn from them? What might we do differently next time?