1.11 What is the link between ‘Brexit’ and Gibraltar?
1.12 What would the biggest (but prevented) consequence of Brexit be for workers commuting to and from Gibraltar?
2.1 Why is it so important for the UK government to cut immigration (from the EU)?
2.2 Different rules will apply to UK citizens who want to live in the EU and EU citizens who want to live in the UK after 31 December 2020 than the UK/EU citizens that already live in the EU/UK right now. What will change for them?
2.3 Critics say that the way in which the UK wants to cut back immigration might have major consequences for low-skilled workers. Why might this – in the longer run – become a problem?
Freedom of movement between the UK (including its overseas territories) and the EU has come to an end. However, there are two exceptions.
2.4 Why is there an exception for Ireland? What does the exception entail?
2.5 Why is there an exception for Gibraltar? What does the exception entail?
Imagine that The Netherlands is seriously considering to leave the EU (‘Nexit’). Give your opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • A… on the following questions.
3.1 Name three advantages for The Netherlands if it comes to a ‘Nexit’.
3.2 Name three disadvantages for The Netherlands if it comes to a ‘Nexit’.
3.3 Name an advantage and a disadvantage for the EU if it comes to a ‘Nexit’.
3.4 All-in-all: do you think that a ‘Nexit’ will be a good thing for The Netherlands? Please explain your answer.
Now, team up with another student
3.5 Team up with a fellow student and exchange your answers (3.1 – 3.4). Give each other written feedback. Do you agree with the feedback that you have received from your fellow students? Please explain why / why not.
Core assignments for students
Recommended by teachers
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Student-led class discussion | Dialogue
A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.