•	Understand the main points of the 1999 Act
•	Work cooperatively
•	Think about the impact of the legislation and how it affects asylum seekers

	Activity Sheet 2.1 , grid containing statements, photocopied onto A3 paper to use as a game board
	Activity Sheet 2.2 , of smiley and sad faces, copied onto two colours of card and cut into small counters (there should be one sheet of each colour for each game)
	Activity Sheet 2.3 , notes

1. Play Connect 4

•	Split students into pairs.
•	Each pair needs a board (A3) and two sets of coloured counters.
•	Each student chooses a colour and takes it in turns to lay a counter.
•	Students gain a point if they lay 4 of their coloured counters in a line: to lay a counter they choose any square and decide if it would be good for an asylum seeker (smiley) or bad (sad).
•	As they play (to ensure they take in the information) ask students to write notes (good and bad points). You could use Activity Sheet 2.3 for this. It is important for the teacher to monitor this activity to ensure students do not just lay counters randomly. Ask them to justify the counters they have already laid down as you approach each pair.

2. Plenary

•	Bring the class together to discuss what they found out.
•	Write a summary together.

•	Try to draw out the main points of the Act and check understanding through the whole class.
•	Share ideas about what would be good or bad for asylum seekers.

Students could go on to prepare for the next lesson's debate.

Use Activity Sheet 2.3 to help students keep notes as they play the game.

Imagine you are a politician in Parliament. Make up the introduction to a speech you might have made as the law went through Parliament. Choose EITHER to be on the government's side saying how good the law is, OR to be on the opposition side arguing that it is bad.

	1(a) Legal and Human Rights
	1(c) central government and the services it offers
	3(a) Consider other people's experiences
	Key skills: communication, working with others