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Overview

Framework:
RQF
Level:
Level 1
Unit No:
K/615/8720
Credits:
2
Guided learning hours:
10 hours

Assessment Guidance

Learners are likely to come from a wide variety of backgrounds and whilst some will have some idea about what is meant by British Values many will not or may be confused. There are some complex concepts that will need to be broken down into understandable language.

Unit Learning Outcomes

1.

Know about democracy.

•An exploration of the definition of the term ‘democracy’ in the United Kingdom

A representative democracy which is based on power being held by elected representatives.

An accountable democracy where people can vote for their representatives and vote them out if they do not like the decisions they make.

A participatory democracy where people can become involved in politics - e.g. joining a party, trade union or pressure group, campaigning in elections.

•What are elections and who is allowed to vote in the United Kingdom?

•Key elections Local ( Parish,District and Borough, County and City Councils)

Regional ( Scotland Northern Ireland and Wales)

National

European

Referenda

•What is a political party and what are the main political parties in the United Kingdom?

•How the UK parliament is constructed - House of Commons, House of Lords and where the monarchy fits in.?

•What is meant by national government, the Prime Minister and the Official Opposition

•What other ways can an individual participate in the democratic process?

Joining pressure groups

Joining Trade Unions

Taking part in peaceful campaigns and lawful protest

Assessment Criteria

  • 1.1

    Give a definition of the term ‘democracy’.

  • 1.2

    Give examples of democratic practices.

  • 1.3

    Give examples of democratic organisations in Britain.

  • 1.4

    Outline ways for individuals to get involved in the democratic process in Britain.


2.

Know about the rule of law.

•A basic definition of the rule of law in the United Kingdom

e.g. that fair law should govern the country and that the law should apply equally to everyone, including government so:

a) No one is more powerful than the law.

b) Everyone is equal under the law

c) Judges apply the law independently

So the rule of law is a set of rules that protects peoples rights and stops dictatorship.

The strongest laws are made by Parliament because it is representative and accountable, and by changing the people in Parliament, we can have a say in changing the law.

•Why the rule of law is important? Outline benefits to individuals –

e.g. equality,

protection of rights,

fairness,

keeping public order.

No punishment without a court decision that the law has been broken.

Different types of punishment if you are found guilty of breaking the law e.g.

e.g. prison sentence,

fines,

community orders

Suspended sentence

Tagging etc.

Examples of different laws that affect day to day living to support learner understanding, including some that impinge directly on their lives or have been recently introduced,

e.g. compulsory education,

driving on the left hand side of the road

the use of mobile phones while driving

Equality Act 2010

Health and Safety at Work Act 1974

Assessment Criteria

  • 2.1

    Give a definition of the term ‘rule of law’.

  • 2.2

    Give examples of different laws in own part of the United Kingdom.

  • 2.3

    Outline benefits of living under the rule of law.

  • 2.4

    Outline possible consequences for individuals of breaking the law. 


3.

Know about individual liberty.

•A definition of the term Individual liberty

e.g. the liberty (freedom) of an individual to make choices and decisions where they are not controlled by government and law.

Examples of Individual liberties enjoyed by people in Britain:

e.g. freedom of association,

freedom of thought, belief and religion,

freedom of speech and peaceful protest,

The right to a fair trial

The right to life

•An introduction to The Human Rights Act 1998 - defending an individual’s rights in UK courts and requires public organizations to treat everyone equally, with fairness, dignity and respect.

•What are the benefits to be gained from having individual liberty?

Assessment Criteria

  • 3.1

    Give a definition of the term ‘individual liberty’.

  • 3.2

    Give examples of current individual liberties enjoyed by people in Britain.


4.

Know about mutual respect and tolerance.

•What is meant by mutual respect and tolerance, i.e. they are values that recognise and respect the individual liberty of others – even if their choices, lifestyle and beliefs are ones someone does not agree with or like.

Mutual Respect treating others as you would like to be treated

Tolerance accepting the right for others to have different views to yours

•The nine protected characteristics in the Equality Act 2010

Age

Disability

Gender reassignment

Marriage and Civil partnership

Pregnancy and Maternity

Race

Religion or belief

Sex

Sexual Orientation

Main faiths and belief groups in Britain e.g. Christianity, Islam, Hinduism, Sikhism, Judaism, Buddhism. The importance of not imposing our beliefs on others, recognition of the importance of religious practices, traditions, cultural heritage, and preferences.

•What are the negative impacts of labelling people and being prejudiced for any reason?

What are the benefits of mutual respect and tolerance? e.g. peace within communities and between people, reduction in crime, a fairer and more balanced society.

Assessment Criteria

  • 4.1

    Outline some different faiths and beliefs held by groups of people in Britain.

  • 4.2

    Give examples of ways for individuals to show mutual respect and tolerance to people with different faiths and beliefs.

  • 4.3

    Give reasons why it is important to respect and tolerate people with different beliefs and views from one’s own.


5.

Know about extremism.

•An understanding of extremism which is sensitive. A generic meaning might be: “to have beliefs that most people think are unreasonable and unacceptable.” Or “the vocal or active opposition to our fundamental values, including democracy”.

An understanding of what is meant by terrorism such as ‘the use or threat of action designed to influence the government or intimidate the public which is done for the purpose of advancing a political, religious or ideological cause and which endangers or causes serious harm to people or property, or seriously disrupts or interferes with an electronic system. (Terrorism Act, 2000).’

An understanding of what is meant by radicalisation such as attempts by individuals or groups to convince others to adopt extreme views and potentially engage in unlawful activities.

Differences between extremism and terrorism i.e. not all extremists are terrorists – extremism is having views or thoughts; terrorism requires use or threat of intimidating action.

Examples of what an extremist group might do could involve breaking the law: bullying, threatening, and/or intimidating someone because they don't share the same belief/views, causing damage to property to get a political viewpoint across.

Examples of what an extremist group might do that would be terrorist activity: calls for the death of members of the armed forces and the police, unlawful violence against others, murder.

•Having extremist thoughts can make people vulnerable to terrorists or terrorist groups. What to do if you have concerns about extremism, terrorism or radicalization (See outcome 6)

Assessment Criteria

  • 5.1

    State what is meant by ‘extremism’, giving examples of different extremist beliefs.

  • 5.2

    Outline how extremist groups can sometimes engage in criminal activity, giving examples of illegal actions carried out by particular groups.


6.

Know about keeping safe from radicalisation.

•Terrorist radicalisation and recruitment is not confined to one faith or ideology

•An explanation about what is meant by the warning signs of radicalisation and ways in which individuals may become radicalised and the methods that may be adopted to encourage people to join in, adopt their radical beliefs and become involved in criminal activity.

e.g.Propaganda particularly on the internet and social media sites

Befriending to become part of a group or ‘community’

Targeting those identified as susceptible and marginalised - such as by gender, age, economic class or ethnicity.

Indoctrination of young children through cartoons, video games

•An outline of ways in which individuals can keep safe from radicalisation - Focus on raising awareness in a safe way.

Online safety could include:

Don’t post personal information like address, phone number

Think carefully before posting pictures or videos of self or others

Keeping privacy settings as high as possible

Not giving out passwords

Don’t befriend people you do not know

Don’t meet up with people you have met online – people are not always who they say they are online

Respect other people’s views, not being rude and insulting if you don’t agree with them

Know your faith so you can identify an extremist version of it, ask for advice from a trusted source if you are unsure or suspicious, don't keep secrets from your family and friends.

Critically think why someone might ask you to become involved in violence, bloodshed or murder.

If something is seen online that makes you feel uncomfortable, unsafe or worried – leave the website, turn off the computer and tell a trusted adult.

Keeping safe with mobile phones

Don’t give your phone number out to someone you don’t know

Don’t send pictures to people you don’t know

Don’t reply to messages from people you don’t know

Don’t reply to nasty messages

Keep messages and show them to a trusted adult, make a note of the time and date

Let withheld callers or unknown got to voicemail.

Block numbers if necessary

Tell someone if you are worried.

Keeping safe in the community

When you are out and about know how to keep yourself safe

Know where safe places are in the community

Radicalisation is a safeguarding issue that everyone should be aware of and act on.

•What to do if you feel you are or another person is at risk of being radicalised - seek support, talk to family, teachers, religious leaders.

•What to do if you become aware of possible or actual extremist activity - There are many ways to get help: report to the police, report this anonymously online. Immediate action may be required to prevent an atrocity.

Assessment Criteria

  • 6.1

    Outline some of the warning signs that an extremist group or an individual with extremist beliefs may be involved in criminal activity.

  • 6.2

    State some of the methods that extremist groups use to encourage people to join them, adopt their beliefs and/or engage in criminal activity on behalf of the group.

  • 6.3

    Outline some key ways individuals can keep themselves safe from radicalisation, including when online.

  • 6.4

    Give examples of what to do if

    (a) you think you or another person is at risk of being radicalised

    (b) you become aware of possible or actual criminal extremist activity.


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