Hello, my name's Miss Ikomi and I'm a teacher from London.

I'm going to be guiding you through today's lesson.

We've got lots to get through, so we're gonna get started.

(mouse clicking) Today's lesson is our deliberative discussion about how identity can affect our rights.

It is part of the wider unit of how our identity affects rights.

By the end of today's lesson, you will be able to create a reasoned discussion about this topic of how our identity affects our rights.

I'm gonna run through some ground rules as today's topic could be regarded as sensitive.

We have to make sure that we listen to others, it's okay to disagree with each other, but we should listen properly before making assumptions or deciding how to respond.

When disagreeing, challenge the statement, not the person.

We also must respect privacy.

We can discuss examples, but please don't use anyone's names or descriptions that might identify somebody, including yourself.

We do not judge, we can explore beliefs and misunderstandings about a topic without fear of being judged.

We can choose our level of participation.

Everyone has the right to not to answer a question or join in with a discussion, we never put anyone on the spot.

Some of the key words we're gonna think about today are as follows.

First of all, identity.

This means who a person is or the qualities of a person or group that make them different to others.

Next are rights.

This is something we are entitled to by law.

And lastly, deliberative.

This is the decision making or discussion approach where people take time to consider different viewpoints and weigh up all the relevant information.

We're gonna start by thinking about what do we mean when we say identity? Identity is all about who we are and it's made up of lots of different things.

For example, we could have individual identities, group identities, or national identities or all of the above.

Aisha's telling us identity is personal.

We each understand ourselves in unique ways and we use different things to describe and define ourselves.

British values are part of our identity.

The government have stated that there are five fundamental British values.

Can you stop and have a think about what they might be? The five fundamental British values are tolerance, democracy, rule of law, individual liberty, and mutual respect.

So although these are called the British values, they are values that lots of people outside of Britain in other democratic countries see to be important.

We're gonna think about whether everybody believes that British values represent our national identity.

We'll think about the example of tolerance.

Of course, we are a tolerant nation.

We have laws like the Equality Act 2010 to ensure that all people are treated equally.

However, some people might think there are other examples which demonstrate a little bit less tolerance.

So Andeep is asking, is tolerance part of our national identity when some of our citizens experience hate crimes? We're gonna come back to this idea later.

Okay, let's check what we've done so far.

True or false? Individual choice is a British value.

Pause your video and choose your answer.

The correct answer is false, let's think about why.

Let individual liberty is a British value, not individual choice.

Although individual liberty does mean a person has the freedom to make their own decisions and choices.

Well done if you got that right.

Stereotypes are an oversimplified view of a group of people based on an aspect of their identity.

They can be positive and negative.

When they're negative, stereotypes can sometimes lead to prejudice, meaning that we think poorly of a group based on something that isn't necessarily true.

Izzy is saying that prejudice is pre-judging a person or people based on mis-characteristics.

For example, having a negative view of a person because of their background.

Britain has lots of stereotype linked to our national identity, for example, that British people drink lots of tea or that we like to queue.

These two stereotypes aren't necessarily negative because they won't lead to prejudice, but there are some other negative examples about British people such as the fact that maybe we are rude or we only speak one language, being English.

Okay, let's check what we've done so far.

True or false? There are not negative stereotypes of British people.

Pause your video and choose your answer now.

Try and have a think about why you've chosen your answer.

The correct answer is false, let's think about why.

There are negative stereotypes about the British.

For example, as a group of people, we have a poor reputation for speaking foreign languages, this is a negative stereotype about the English.

The British are a diverse group of people.

Throughout history, Britain has experienced migration from different places.

This has also had an impact on our national identity.

For example, in 400CE, the Angles, Saxons, and Jutes arrived in Britain from mainland Europe.

Later on between 1930-1945, we had the Kindertransport, which was helping children in Europe come to the UK to find safety.

In more recent history, we had the Windrush Generation, where people came from countries in the Caribbean to help rebuild Britain after the war.

Each group of people, including those we've just spoken about, has contributed something to our national identity.

For example, the Anglo-Saxons gave us the name England, which means home of the Angles.

Or the Windrush Generation, who came to Britain to help rebuild the country.

They came, stayed, raised families, and now Britain is more diverse as a result of it.

Okay, true or false? The British are mono-cultural, we're just made up of one people.

Pause your video and choose your answer.

The correct answer is false, let's have a think about why.

Britain is a diverse nation, that means that we are made of different groups who've come to Britain to make it their home.

For example, the Anglo-Saxons came here from Europe and settled in Britain.

Let's put this into practise.

I would like you to have a go at defining the term identity, considering some of the things we've looked at so far.

How stereotypes shape our view of others, the role of British values and shaping national identity, and what makes up national identity in Britain.

Pause your video now and write your answer.

I asked you to define the term identity.

Your answer might have included some of the following points.

Identity is about who we are, both individually and as a group and even as a nation.

In Britain, our identity is shaped by British values such as tolerance and mutual respect.

These values are central to our national identity, helping others understand who we are as a nation.

Our national identity is important because it's what people around the world know about us.

National identity is also influenced by stereotypes, like the idea that we drink a lot of tea.

While some of these may be true, they don't capture the full complexity of our identity.

Britain's a diverse country made up of people from various backgrounds shaped by centuries of migration.

That's why our national identity is so unique, constantly changing, and diverse.

Next, we're gonna think about what we mean when we say the word rights.

Citizenship means being a citizen of a country and being vested with the rights and responsibilities of that state.

Normally, when you are born in a country, you're given citizenship.

When a person wants to remain in a country that they have moved to, migrated to, they might request to become a citizen, meaning that they will be vested with the rights and responsibilities of that country.

Alex is telling us that rights for an important part of citizenship.

Rights give us legal entitlement to do something.

For example, eligible British citizens have the right to elect their representatives during a general election.

If you are choosing to stay in a country, that might be a right that's really important for you because the representatives are gonna have an impact on some of the changes that will have an impact on your life.

As citizens grow older, they're given more rights.

Our rights change depending on our maturity.

So for example, citizens are able to drive a car at 17 years old, but not before.

When you reach 18, you are considered an adult and therefore you can make even bigger decisions such as getting married.

Okay, let's check what we've done so far.

Which of the following statements is true? A, our rights changes, we get older, B, We're born with rights, they never change, or C, We get the right to vote at 15.

Pause your video and choose your answer.

The correct answer is A, our rights change as we get older.

For example, you can choose to get married at 18, but not before.

Everyone has rights regardless of citizenship.

For example, if you move to a new country, you might be a migrant.

Migrants move to different countries for lots of reasons.

There are push and pull factors.

Pull factors, things that pull you to a new country might include a better lifestyle or a better economy to get a job in.

Push factors are things that push you out of the country you started in such as the fear of persecution or conflict.

People who have fled their countries to escape conflict have a well-founded fear of persecution and have sought safety in another country, these might be called refugees.

When they arrive to the safe country, they will look to be granted the legal right to remain there.

That means that they would be given refugee status.

During the process of getting refugee status, they are called asylum seekers.

Asylum seekers have rights and they're protected by international law.

For example, they might be safeguarded, looked after by the UN Refugee Agency.

However, if asylum seekers arrive in the UK, they don't automatically have the rights of a UK citizen.

For example, in general they're not able to start working straight away.

The UK's considered a safe country, so sometimes asylum seekers do arrive here looking for refuge.

Once the government has assessed their claim, they might be given that status.

As soon as they have that status, that means that they're entitled to more rights.

For example, you might be able to open a bank account once you have refugee status.

You can apply for a job.

They could apply for certain benefits, for example, support with housing.

Okay, true or false? Asylum seekers are granted the same rights as UK citizens.

Pause your video and choose your answer.

The correct answer is false, let's have a think about why.

UK citizens are given their rights from birth, although these do change as you get older.

However, asylum seekers don't have the same right straight away.

Their claim has to be assessed, and if they are then granted refugee status, then they are given more rights, so it's not something that automatically comes just from moving to a country.

Despite the rights given to citizens and refugees, we still have a number of hate crimes that take place every year.

The government produce yearly reports about levels of hate crime in England and Wales.

According to government statistics, racially motivated hate crimes account for 70% of all hate crimes that were reported.

Pakistani and Nigerian applicants for jobs who grew up in the UK and have British citizenship and qualifications are invited to interview significantly less often than white British applicants, which shows us that potentially people's rights aren't always respected.

Okay, Izzy is going to explain to us what the term rights mean and describe how identity affects our rights.

Rights are things that we are legally entitled to.

As a citizen of a country, you get certain rights.

These can change as you get older.

Everyone in the UK has the same rights no matter who they are.

I'd like you to think about whether what Izzy is saying is correct.

If not, rewrite her explanation giving some specific examples.

Pause your video and do this now.

I asked you to think about whether Izzy's statement about how right affect identity is correct.

You might have included some of the following in your answer.

Izzy's explanation is partly correct, but there are a few points that need changing.

Rights are indeed legal entitlements, but they can vary depending on a person's status, age, or citizenship.

Therefore, not everyone in the UK has the same rights.

For example, asylum seekers who are people applying for refugee status have fewer rights than UK citizens.

For example, they're generally not allowed to work while their application is being processed.

If they're granted refugee status, they gain more rights.

For example, they can apply for a job, they can open a bank account, and they can access welfare support.

Whilst rights may differ depending on certain circumstances, there are certain basic human rights that all people are entitled to, regardless of their situation or identity.

Well done if you've got some of that in there.

You might also have said rights can change as we grow older.

For example, children don't have the right to vote because they are not considered mature enough to fully understand the implications of voting.

You don't gain the right to vote in general elections until you're 18 in the UK.

Another example would be the right to marry.

In the UK, this is another right you don't gain until you are 18.

This shows how age can also impact certain rights.

Well done if you included those examples.

Next, we're going to think about how identity impacts rights.

Deliberative means to carefully consider and discuss a topic.

During a deliberative discussion, we take time to consider different viewpoints and weigh up all the relevant information.

This is an example of how a deliberative discussion can be structured.

We have rationale, examples, analysis, and a link.

Our rationale is a short statement that summarises our overall argument.

Examples might include statistics, case studies, or a story that supports your argument, your rationale.

Analysis gives us a little bit more explanation of your viewpoint to make it really clear which side you are arguing.

And lastly, our link links us back to the rationale and gives us an opportunity to offer some closing words.

Okay, let's see what we can remember.

What do we call your short overall statement that is your argument? Is it A, analysis, B, a link, or C, a rationale.

Pause your video and choose your answer.

The correct answer is rationale.

We are going to prepare to have a deliberative discussion based on the following question, does identity affect our rights? That's what we've been thinking about in today's lesson.

Let's think about what could be some arguments on either side.

The Equality Act 2010 ensures that everyone has the right to live free of prejudice and discrimination.

This means that we're protected by the law and our identity is not affected.

The UK passed the Human Rights Act in 1998, which means we have rights protected by law regardless of our identity.

Alex has given us a really good overview on one side of the debate.

Let's see what we could include on the other side of the debate.

Izzy is saying, our rights are affected by our identity.

For example, asylum seekers and refugees are not granted all the rights of a citizen.

Despite the laws that exist to protect us, hate crimes happen because of our identity.

People are prejudiced against some people.

That shows that our identity does affect our rights.

Okay, which part of a deliberative discussion is this describing? A bit more explanation of your viewpoint to make it really clear.

Is it A, rationale, B, link, or C, analysis? Pause the video and choose your answer.

The correct answer is C, analysis.

Well done if you got that right.

Let's put this into practise.

I would like you to prepare for each element of a deliberative discussion answering the question, does identity affect our rights? I would like you to prepare a rationale, some examples, and analysis and a link.

Pause your video and give yourself some time to attempt this task.

I asked you to prepare for each element of a deliberative discussion on the following question, does identity affect our rights? You might have included some of the following examples in your preparation.

For rationale, you might have said that our rights are affected by our identity.

Despite the British value of tolerance, people from different races are impacted by hate crimes.

For example, in the UK, 70% of all hate crimes are committed because of a person's race.

We might have then gone on to discuss the fact that our citizens are meant to be protected from racism by laws like the Equality Act 2010, and they also have the right to feel safe.

This is even codified in law because of the Human Rights Act 1998.

However, racism has meant that some citizens are not safe because of their skin colour.

The large number of hate crimes committed against people of colour reflects how large this problem is.

Next, we're thinking about our link.

This clearly shows that our rights are affected by our identity.

Racism has meant that people of colour experience discrimination because of their racial identity.

In Britain, we are meant to be tolerant and show mutual respect.

Well done if you use some of those examples, you might have used different examples that we've covered in today's lesson.

In summary, today we have been preparing for deliberative discussion, thinking about how does identity affect your rights.

We have learned that rights are things that we are legally entitled to.

Certain rights may change depending on your status as a citizen, refugee or asylum seeker.

Rights also change over time.

For example, you're given more rights as you get older.

Identity is all about who we are and it's made up of many different things.

For example, we can have individual, group, and national identities.

Identity is shaped by many things and can also change over time.

There is much to discuss about how far identity affects our rights.

Some will argue it's true because of issues like racism, however others see acts like the Equality Act as progressive, and therefore removing the impact of identity on people's rights.

Thanks for joining me today, well done.