The 1999 Asylum Act
Aim
To understand how the 1999 Act was created
Objectives
| • | Understand the process through which a Bill becomes an Act of law. |
| • | Understand how changes occur in this process. |
| • | Interpret information from a cartoon. |
Resources
| • | Activity Sheet 1.1 A3 cartoon |
| • | Activity Sheet 1.2 Check Your Understanding |
Tasks
1. Reading
| • | Hand out Activity Sheet 1.1 , ask students to read it through individually or in pairs. |
| • | Ask students to identify any new words and clarify their meaning. |
2. Comprehension
| • | Ask students to complete Activity Sheet 1.2 on their own if possible. |
| • | Check answers together, ensuring students provide a reason for their answers; pause to check if people have made mistakes - if so, allow students to correct their answers. |
| • | The questions are designed to encourage students to interpret and think about the information, so allow for discussion about the answers. |
Discussion Points
| • | How easy is it to influence a law? |
| • | Was anything surprising in the cartoon? |
| • | How influential was the Refugee Council? |
Extension
Students could make up additional questions to check each other's understanding.
Differentiation
The questions get more difficult towards the end; it may be useful to shorten the comprehension questions on
Activity Sheet 1.2
.
Homework
Ask people at home what they know about the Immigration and Asylum Act 1999.
National Curriculum Focus
| 1(a) Human and legal rights | |
| 1(d) Key characteristics of parliamentary and other forms of government | |
| 2(a) Analyse information | |
| Key skills: communication |