Freedom of movement between the UK and the EU will come to an end on December 31, ushering in huge changes for how Britons and Europeans live, work and travel.
The UK’s upcoming departure from the European Union’s orbit will see the rules governing how Britons and Europeans live, work and travel between the country and the continent change dramatically.
1.3 Why did freedom of movement between the United Kingdom (UK) and the European Union (EU) come to an end on 31 December 2020?
1.4 What will happen to the rights of the one million UK citizens living in the EU and the three million EU citizens living in the UK?
1.5 It is expected that the new rules that came into place after 31 December 2020 will have a major impact on the labour market. What is expected to happen?
1.6 UK citizens travelling to the EU for holidays have to keep three important things in mind before going. Which three things do they need to keep in mind?
1.7 Explain the difference between emigration and immigration.
1.8 EU citizens who want to live or work in the UK cannot do so very easily anymore. How does the UK want to cut back immigration from the EU?
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?
Go to ‘You Europe’ and answer the questions below.
2.6 For how much time are you allowed to live, work or study in another EU country without registering?
2.7 Which requirement(s) are there to live, work or study in another EU country at all times?
You would like to work in another EU country.
2.8 On what conditions are you allowed to keep residing in another EU country if you lose your job?
2.9 What is needed when you want to / have to register yourself as a worker in another EU country?
If you have lived legally, meeting the conditions to stay in another EU country, for a continuous period of 5 years you automatically acquire the right of permanent residence there.
2.10 Does this also apply to someone who only lives there for 7 months a year? Explain why / why not.
2.11 Does this also apply to someone who hasn’t lived in the country for 12 consecutive months due to illness?
2.12 Does this also apply to someone who hasn’t lived in the country for 12 consecutive months due to vocational training?
2.13 In which cases can you obtain permanent residence in another EU country before the continuous period of 5 years mentioned before have passed?
2.14 In which case can you lose your right to permanent residence?
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… Read more 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
Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.
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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.
