•	Form an opinion on the 1999 Act.
•	Think about the law in relation to human rights.
•	Present and justify an opinion. Listen to others.

	Activity Sheet 3.1, fact cards, photocopied and cut up
	Activity Sheet 3.2, help sheet 'Debating the Issue'
	Activity Sheet 3.3, writing frame for speech
	Activity Sheet 3.4, writing frame for report

1. Preparation

	Explain your rules for debate or discussion and lay out clear time targets through the lesson (a suggested assessment sheet is available in the Teacher Starter File in the Activate! Online range of resources).
	Hand out the fact cards from Activity Sheet 3.1 and ask students to sort them into good and bad (this could be from the point of view of the asylum seeker or personal opinions). You may find it useful to refer to the table of points in the Briefing Notes Option 1 .
	Hand out Activity Sheet 3.2 . Ask students to answer the questions and to share the answers with each other.
	Set a time for preparing a speech. This can be done EITHER by asking students to argue their own opinion OR by splitting the class into two teams and assigning each a role to argue. (This may be easier if the homework from Activity 2 has already been done.)
	Stress the need to justify any opinion.
	Use the writing frame on Activity Sheet 3.3 to support this preparation. Students can add in extra reasons why the Act is good or bad if they wish.

2. Debate

	Teacher introduces debate topic 'Is this a good law?'
	If the class is split it is possible to award points to each team for debating skills; if there are no teams try to note good individual contributions. Explain what is good about each speech.
	Stress turn-taking and listening.
	Possibly reward students who respond to others rather than just read out their speeches.

3. Plenary and vote

	Invite someone to sum up for each side/opinion
	Take a vote
	Follow-up could be through either written work or discussion.

For the debate

•	What helped it go well?
•	What did you enjoy about it?
•	What could you do to improve it next time?
•	Were you happy with your own contribution?

For the content

•	Are laws and rights always the same things?
•	Is this law 'just' or 'fair'?
•	What is the most important element of the Act?
•	What makes a good law?

Ask students to finish off this work with a report on the debate. Try to balance both sides of the debate, and report it as if you did not take either side. Consider all views equally.

This would be a good opportunity to assess students' abilities to recognise the arguments of others and show understanding. One possibility for presenting the work is as a newspaper front page.

Use writing frames to help with speeches and extension work.

Write up the report on the debate

	1(a) Human and legal rights
	1(c) Central government and the services it provides
	2(a-c) Skills of enquiry and communication
	Key skills: communication