Shevington High School Citizen and PHSE Scheme of work: KS4 Year 9 Year 9 term 1 Week 1 Life in modern Britain Key idea Specification content Learning activity and resources The United Kingdom of Great Britain and Northern Ireland is comprised of England, Northern Ireland, Scotland and Wales. The impact of this on identity The issue of identity now focuses on the nature of national identity within the UK. How does identity vary between the nations and regions of the UK? What is the UK? Study the maps.Think about how identities could differ in different parts of the UK. Online research project: Are there inequalities in the UK regarding sex, gender, ethnic minority, social class? Find examples of these. 1
Transcript
Shevington High School
Citizen and PHSE Scheme of work: KS4 Year 9 Year 9 term 1 Week 1 Life in modern Britain
Key idea Specification content Learning activity and resourcesThe United Kingdom of GreatBritain and Northern Ireland iscomprised of England, NorthernIreland, Scotland and Wales. The impact of this on identity debates
The issue of identity now focuseson the nature of national identitywithin the UK. How does identityvary between the nations andregions of the UK?
What is the UK? Study the maps.Think about how identities coulddiffer in different parts of the UK.
Online research project: Are there inequalities in the UK regardingsex, gender, ethnic minority, social class? Find examples of these.https://www.gov.uk/becoming-a-british-citizen
Week 2Key idea Specification content Learning activity and resourcesKey factors that create individual,group, national and global identities
While recognising that we arecitizens of a state, citizens, we arealso individuals with differingneeds and expectations anddiffering identities. This openingsection is intended to introducethe broad concepts of identity inregard to individual, group andglobal identity
Map the identities of your friends and family. What factorscontribute to create this identity?https://www.teachingcitizenship.org.uk/news/17062014-1506/teaching-about-identity-diversity-and-democracy-some-thoughts-and-ideas-act
Week 3Key idea Specification content Learning activity and resourcesThe United Kingdom of GreatBritain and Northern Ireland iscomprised of England, NorthernIreland, Scotland and
The issue of identity now focuseson the nature of national identitywithin the UK. How does identityvary between the nations
What is the UK? Study the maps.Think about how identities coulddiffer in different parts of the UK
Week 4Key idea Specification content Learning activity and resourcesThe United Kingdom of GreatBritain and Northern Ireland iscomprised of England, NorthernIreland, Scotland and Wales. The impact of this on identity debates
This clearly links back to theearlier bullet point about forms of identity and the factors thatdevelop identity. As with manycitizenship issues there is notalways a clear Yes or No answer.Students have to form their ownjudgments based upon evidence.What is important is their ability to gather and use a wider range of evidence often from differingviewpoints to help them arrive at a judgment
Look at the population statistics.How has the population of the UKchanged over the past 50 years?Create a 'now and then' poster toshow the changes in population.https://www.theguardian.com/commentisfree/2013/oct/22/national-identity-whole-uk-not-just-scots
Week 5Key idea Specification content Learning activity and resourcesThe United Kingdom of GreatBritain and Northern Ireland iscomprised of England, NorthernIreland, Scotland
It is important to point out thatthere has been a pattern of migration from the UK since 1945. Office of National Statistics (ONS) materials are readily available
Create a poster about the positive and negative impacts of Polish immigration to the UK.How do we celebrate diversity inthe UK?For example, organise a festival in
regarding population movementwithin the UK. Students may wishto study patterns of population movement within their own local area and then choose a contrasting area and seek to explain why one differs from the other.
school to celebrate diversity.
Week 6Key idea Specification content Learning activity and resourcesThe need for mutual respect and understanding in a diverse society and the values that underpin democratic society
This element links back to theopening section about values andallows for students to consider theimportance of certain values inthe diverse and democratic societythat is the UK today.
How do we celebrate diversity in the UK?
Hold a debate on: `Why are values such as respect andunderstanding important in contemporary society?
Key idea Specification content Learning activity and resourcesIdentity and multiple identities; the diverse nature of the UK population
This diversity can be studied in a variety of ways for example; gender, age, regional location, occupation, class, religion, ethnicity,employment
Continue to organise a festival in school to celebrate diversity. It could be;Music, Arts, Culture or Sports
Week 10Key idea Specification content Learning activity and resourcesThe rights, responsibilities and role of the media and a free press ininforming and influencing public opinion, providing a forum for thecommunication and exchange of ideas and opinions, and in holding those in power to account.
Studies need to define what is currently meant by the term’ the media’ from traditional to new to e media to social media. The concept of a free press needs to be explored via a range of differing media formats.In citizenship terms, what is thefunction of the media? Contemporary case studies enable students to readily understand the concepts involved
How effective are the media in influencing public opinion?Consider a citizenship issue, MPs expenses, attitudes towards the EU, 2011 riots - what role did the media play. Create a PowerPoint of media headlines and analyse the influence of the media
Week 11Key idea Specification content Learning activity and resourcesThe right of the media toinvestigate and report on issues of public interest subject to the need foraccuracy and respect for people's privacy and dignity.
What is the balance in modernsociety between individual privacyand the right to know? What do we mean by ‘in the publicinterest’? This topic can be explored through studying a range of newspapers’ coverage of topical issues and can provide a basis for class debate. The Leveson Inquiry provides a wealth of source materialregarding this element
Class discussion: should more information in the UK becensored?Class debate: freedom of press vs the right to privacy. Research and organise your argument.Find out about the experiences of JK Rowling or Hugh Grant at the Leveson Enquiry. What were theirissues with the press? Were they justified in these?http://webarchive.nationalarchives.gov.uk/20140122144906/http://www.levesoninquiry.org.uk/https://freedomhouse.org/report/freedom-press/2015/united-kingdom
Week 12Key idea Specification content Learning activity and resourcesThe operation of press regulation and examples of where censorship is
Should there be media regulation? When, if ever, is censorship a valid policy? Building on some of the
Write a set of guidelines for the press. How would you regulate their activities? Look at case studies from
used work from the previous element, topical news stories can be discussed. What happens if there is no media regulation? While the contentrefers to press regulation it is helpful, if only briefly, to outline to students how other media formats are and are not regulated. This will engender a discussion of differing forms of regulation
countries where the press is strongly censored eg North Korea.https://cpj.org/2015/04/10-most-censored-countries.phphttps://www.thebalancecareers.com/how-media-censorship-affects-the-news-you-see-2315162
Week 13 What is the UK's role in key international organisationKey idea Specification content Learning activity and resourcesThe role of the UK withinthe United Nations, NATO, theEuropean Union (EU), theCouncil of Europe, theCommonwealth and theWorld Trade Organisation(WTO)
Students are required to understand the UK’s role within a number of key international organisations.
This can be achieved through a coverage grid so that comparative evaluation can take place.Heading may include; function of theorganisation ie, free trade, date of formation 1957, date of UK membership 1973, size ofthe organisation - the UK is one of 28 European country members.
Since the 23 June Referendum - studentsneed to be aware of the process regarding
Thought shower: How many international organisations can you name?
Research the roles of the key international organisations. Create a profile of each organisation with key information, eg, broad aims, date it was established, date the UK joined, role played by the UK,structure of the organisation, recent work of the organisation, current UK attitude of the UK towards the organisation.
Week 14Key idea Specification content Learning activity and resourcesThe role of the UK withinthe United Nations, NATO, theEuropean Union (EU), theCouncil of Europe, theCommonwealth and theWorld Trade Organisation(WTO)
A class debate can be held regarding the case for and against membership of these bodies.To what extent do we gain or lose national power by belonging? What impact do these bodies have globally?
If the EU is considered as the last on the list, its impact upon the UK can be considered in more depth that the other bodies. The debate around the June 2016 Referendum provided awealth of contrasting evidence and materials that students can evaluate
Class debate: Should the UK have remained a member of the EU? Research and present the opposing arguments. Use the campaigns from the 2016 referendum to support your preparationhttps://www.nato.int/https://europa.eu/european-union/index_enhttps://www.coe.int/en/http://www.thecommonwealth.org/https://www.wto.org/https://www.bbc.co.uk/news/uk-politics-32810887
Week 15Key idea Specification content Learning activity and resources
ow the UK has assisted inresolving internationaldisputes and conflicts, andthe range of methods used
It is best within this element to focus uponactions by the UK government as the finalelement relates to NGOs. This relates back to our role within the UN and the EU
n groups, research one conflict which the UK has assisted in. Assess how effective the action was.https://www.gov.uk/government/publications/2010-to-2015-government-policy-conflict-in-fragile-states/2010-to-2015-government-policy-conflict-in-fragile-states
Week 16Key idea Specification content Learning activity and resourcesHow international law hasassisted those involved inconflict and has helpedestablish the rules of war
As well as an historical approach looking about how international law has developed especially since the 19th century, this topic can provide a link to the Rights and Responsibilities section if the focus is through say a current case at the International Criminal Court (ICC) andstudents trace back the development ofcurrent offences. The International RescueCommittee (IRC) provides excellent resources regarding this topic.
Create a leaflet explaining the key points ofthe Geneva Conventionhttps://www.rescue.org/
Key idea Specification content Learning activity and resourcesHow non-governmentalorganisations (NGOs) respondto humanitarian crises.
This element moves away from conflict and its resolution and issues to consideringhumanitarian crises, which may result fromwar and civil conflict but can also be the result of natural and human initiated disasters.
Students study different natural disasters eg,Haiti earthquake, Indian Ocean tsunami,Typhoon Haitian. Research task is to find out what NGOs did to respond to the crisishttp://borgenproject.org/5-top-humanitarian-aid-organizations/https://www.oxfam.org.uk/
Week 20 How can citizens make their voice heard and make a difference in societyKey idea Specification content Learning activity and resourcesThe opportunities and barriers tocitizen participation in democracy.The range of actions a citizen can take who wishes to hold those in power to account; the advantages and disadvantages of joining aninterest group or political party
This element of the course considers participation in society, based upon living in a democracy. Clearly it is easier if the focus for this activity is the UK, but otherdemocratic and non-democratic societies may be referenced to help develop points or provide contrasts
Find membership of different interest groups/pressure groups. Why would a person choose to joineg Friends of the Earth? What would they hope to achieve?
standing for election, campaigning, advocacy, lobbying, petitions, joining a demonstration and volunteering
Week 21Key idea Specification content Learning activity and resourcesContinued Barriers may include such issues as
access to information, ability to influence decisions, or simply lack of interest or motivation. The use of case studies helps develop understanding. This can be local, national or global.
What factors are needed for a successful campaign to bring about change? What different types of action couldcitizens/groups take? Make an information leaflet with ideas about how to make a difference in society
Week 22Key idea Specification content Learning activity and resourcesContinued When looking at actions which are
acceptable and which are not acceptable in a democracy; how and why do we make a distinction? Each of the actions outlined can lead to research tasks and class presentations
Run your own campaign to work together and make a difference.Choose an issue in school whichyou want to change and organize a campaign to try and achieve your aims. Research other campaigns to gain the knowledge to be successful and use different techniques to get your message across to the leadership within the school.
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Week 23Key idea Specification content Learning activity and resourcesContinued Contact a local interest group who is
campaigning to bring about change. Ask them to come intoschool to discuss why they are campaigning, their campaign, what action they have taken,successes, disappointments etc.https://www.gov.uk/government/organisations/charity-commission
Week 24Key idea Specification content Learning activity and resourceshe role of organisations such aspublic services, interest groups,pressure groups, trade unions,charities and voluntary groups and how they play a role in providing a voice and support for different groups in society
Class discussion: Should the police be allowed to strike?https://www.tuc.org.uk/
Week 26Key idea Specification content Learning activity and resourcesHow those who wish to bring about change use the media
Developing the area of mediaunderstanding, students need tobe aware of how campaignersattempt to use the media toinfluence and promote theircause
Make a collage of newspapercuttings about a particularcampaign. What role do the mediaplay in campaigning? How canthey influence the public?Consider different campaigns andthe role the media have played
Week 27Key idea Specification content Learning activity and resourcesHow those who wish to bring about change use the media
This element is best developedthrough the use of recent casestudies, which can be local,national or global and involvecampaign groups and individuals.
Write a news story about the impacts of a strike eg, doctors, firebrigade, teacher
Party political electioncampaigning does not form a partof this element
Week 28 Rights and responsibilitiesKey idea Specification content Learning activity and resourcesThe fundamental principles of law to ensure rights and freedoms, the presumption of innocence and equality before the law.
This element aims to give an introduction to the main principles of any legal system. Many of the elements of the system students take for granted so it is importantfor them to understand that they are all building blocks that bothprotect the innocent and protect society. These key concepts are further developed throughout the theme
lass discussion - What laws do we have in our society? Why do we need these laws? What would happen if we had no laws?https://www.equalityhumanrights.com/en
Week 29Key idea Specification content Learning activity and resourcesThe nature of rules and laws inhelping society to deal with complex problems of fairness, justice and
This element seeks to helpdevelop understanding of the concepts relating to the application of the law. This work can be discussed in class through
Class activity: Working in groups, students are to set up their own new society. What laws do they think are necessary to allow society to function? What rights/ freedoms do the citizens need? Once groups have established
discrimination the use of case studies so thatstudents themselves are then ableto develop their understanding ofterms like fairness, justice and discrimination
their society, ask two groups to work together. Do they have the same rights/rules/freedoms?Could their citizens live together?
Week 30Key idea Specification content Learning activity and resourcesRights in local to global situations where there is conflict and where rights and responsibilities need to bebalanced
This element further develops thepoints raised in the elementabove. How do we define rightswhen both sides in a dispute claimright is on their side? How shouldthe legal system deal with suchconflicts?
Research case studies of conflict between rights and responsibilities eg, parents who have takenchildren abroad for medical treatment and now face legalaction.http://www.vision.org/visionmedia/social-issues-rights-vs-responsibilities/4750.aspx
Week 31 What are a citizen’s rights and responsibilities within the legal systemKey idea Specification content Learning activity and resourcesThe operation of the justicesystem:
The first element divides into twoparts, firstly the role of the police
Watch a recording of a court procesdure or arrange a visit to a court to watch a variety of different cases.Observe the different roles of the people who work
o the role and powers ofthe policeo the role and powers ofthe judiciaryo the roles of legalrepresentativeso how the differentcriminal and civil courtsworko tribunals and othermeans of disputeresolution
regarding criminal and civil lawmatters and secondly the legalprocedures by which civil andcriminal matters are dealt with bythe court system
there.https://www.cps.gov.uk/Run a class quiz show. Give examples of different crimes/civilcases and ask students decide if it relates to civil or criminallaw. Follow up the response by
Week 32Key idea Specification content Learning activity and resourcesHow civil law differs from criminallaw.• How the legal systems differ withinthe UK:o England and Waleso Northern Irelando Scotland
When considering the differentcourts and their operation it ishelpful to ensure that studentsare aware that there aredifferences within the differentparts of the United Kingdom
lass research project: On flags of England/Wales/Northern Ireland/Scotland list the differences in the legal systems. Write thesimilarities on a Union Jack flag.https://www.judiciary.uk/about-the-judiciary/the-justice-system/court-structure/
Week 33Key idea Specification content Learning activity and resourcesights and legal As well as a factual record Research activity.
entitlements ofcitizens at differing ages: the age of criminal responsibility and other legal ages when young people becomelegally responsible for their actions (drive, marry, vote, join the forces)
thiswork can lead to debate aboutrights and responsibilities atdifferent ages.Students can make suggestionsfor change and see if they canconvince the class of theirproposal whilst another groupcould research and present thecounter argument
Students to find out the legal entitlements for differentresponsibilities (e.g. drive, marry,vote, join the forces etc.) Organise a quiz game in groups for students to ask questions about their research.
Week 34 How has the law developed over time, and how does the law protect the citizen and deal with criminals?Key idea Specification content Learning activity and resourcesHow citizens' rights have changed and developed over time, from the importance of Magna Carta (1215) totoday and the Human Rights Act (1998)
It is not intended that this elementbe taught as an extended legalhistory of the UK, but rather bylooking at Magna Carta as thestarting point for the developmentof legal rights and then using theHuman Rights Act 1998 which
Thought shower: What rights did citizens have in 1215? How doesthis compare to our rights today? Why has this this changehappened? Make a time line of key changes incitizens’ rights since 1215. Students could produce this eithervia power point or another form of interactive media
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consolidated existing legislation tounderstand how rights havedeveloped for citizens since 1215.
Week 35Key idea Specification content Learning activity and resourcesCommon law, legislation and how they differ.
The common law system in theUK is a distinct element of ourlegal system and provides ameans whereby case law can beupdated to deal with changes insociety. Students need to beaware of the distinction betweencommon law, determined byprecedent and judge’s rulings andlegislation, which is determined byparliament and can later beamended by parliament orscrapped
Make a poster to show different examples of the differencesbetween common law and legislation.
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EASTER WK 36 & 37
Year 7 term 3 Week 38
Key idea Specification content Learning activity and resourcesThe right to representation; therole and history of trade unions in supporting and representing workers; the role of employers’ associations
Students are required tounderstand the role of TradeUnions and an outline of thehistory of the Trade Unionmovement from the mid 19thcentury. The emphasis should beon the current role of TradeUnions
Research a local trade or industry (present or past). Research theunion associated with that trade, its history, work and where it isnow and what it does. Consider inviting a representativeof a Trade Union or Professional body say like the RCN to discusstheir role with students. L Wigham has been a trade union rep?
Week 39Key idea Specification content Learning activity and resourcesThe nature of criminality in the UK today:o differing types of crimeso profile of criminality in the UKo factors affecting crimerates in society and
This work can be undertaken as aresearch exercise whereby theteacher uses the headings in bothelements to draft questions that
esearch crime statistics in your local area. Which crimes are mostcommon? How has crime changed over the years?
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strategies to reduce crime
the students must research andanswer in groups
Week 40Key idea Specification content Learning activity and resourcesHow we deal with those whocommit crime:o differing forms ofpunishment available inthe UKo the purposes ofsentencingo the effectiveness ofdiffering types ofsentenceo how the youth justicesystem operates
his work could take the form of group feedback to the rest of the class. Once the feedback has been undertaken the teacher could set some debating questions basedupon the feedback and regroup the class ensuring that one person from each original investigation team is in each new group so all aspects of the work are coveredand ask two new teams to present the case for or against the proposition. Based upon four groups two such debates couldtake place where evidence from the initial research is focused upon the question for debate.
Research a local crime problem. What strategies can you think of to reduce crime? Research different forms ofpunishment used in the UK. Class discussion: What punishments should be used for different crimes?Consider your actions if you were the judge in a variety of different cases. What sentence would you give?https://www.nacro.org.uk/
Week 41 What are the universal human rights and how do we protect them?Key idea Specification content Learning activity and resourcesThe importance of key international agreement and treaties in regard to human rights:o the UN UniversalDeclaration on Human Rightso the European Conventionon Human Rightso the UN Convention onthe Rights of the Childo the Human Rights Act(1998).
It is important that studentsunderstand the inter relationshipbetween the listed conventionsand declarations. This is a casewhere a historical approach ishelpful as it enable students tosee progression
Class discussion: What are human rights? What should you have a right to? Why do we need to protect rightshttps://www.bihr.org.uk/http://www.un.org/en/universal-declaration-human-rights/
Week 42Key idea Specification content Learning activity and resourcesThe role of international law inconflict situations:o to protect victims ofconflicto how internationalhumanitarian law helps establish the rules of
This element can be studiesthrough the use of case studies.The existing world situationprovides a number of situationsthat can be studied.This approach enables a
Case study of the Hague and Geneva Conventionshttps://www.futureacademy.org.uk/files/images/upload/25-iccsbs_4230_Fulltext.pdfhttp://www.ppu.org.uk/learn/texts/doc_geneva_con.html
war situationto be related back to internationallaw, rather than an historicalapproach to how international lawhas developed
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Week 44Key idea Specification content Learning activity and resourcestudents through their study,research, investigations orinteraction with members ofthe community shouldunderstand the roles undertaken by citizens within the legal system and how the role of the citizen has beenseen to be pivotal to our justice system. Students should understand the responsibilities and roles of citizens in the legal system;as a juror, witness, a victim
Many of the ways a citizen can be involved in the legal system are identified during the theme, it is therefore better if those identified in this element are integrated into the core teaching for this theme. If they are considered as a standalone element, students canresearch the roles and outline
Arrange for a magistrate, police office, and special constable tovisit school to discuss their role.
Divide the class into groups and ask them to research one of the bodies listed in the element and provide for the rest of the group a case study presentation regarding how that group has campaigned against an injustice or brought about a legal change. If the teacher determines a format through a series of questions this enables students to equate one groups work against another’s. This presentational format as wellas improving debating and speaking skills also allows the
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of crime, magistrate, specialconstable, police commissioner or member of a tribunal hearing
their importance within the legalsystem
class to assemble a larger number of examples than if they had been working on their own.https://www.libertyhumanrights.org.uk/
Week 45Key idea Specification content Learning activity and resourcesStudents should be aware ofthe different forms ofdemocratic and citizenshipactions people can take tobring about change and holdthose in positions of power toaccount in regard to issuesrelating to human rights andthe justice system: joining aninterest group; campaigning;advocacy; lobbying; petitions;joining a demonstration;volunteering
lements two and three relate tothe interaction between groups ofcitizens and those who holdpower. This can be studiedthrough the use of contemporarycase studies. Many examples willarise during the course. By usingsuitable examples of case studiesstudents are able in theexamination to demonstrateknowledge, understanding andapplication
similar exercise to that described above can be carriedout with the focus being on investigating not through a groupbut through the methodology of campaigning used.This task builds upon similar work that can be done in earlier andlater teaching elements. This enables teachers to raise theexpectation of work from mere research and description toanalysis and evaluation especially in regard to degrees of successrelated to different methods.
Week 46 Politics and participationKey idea Specification content Learning activity and resourcesThe concept of democracy anddifferent forms of democracy,including representative democracy
The opening element focuses onconcepts relating to democracy,what does the term actuallymean? What is representative anddirect democracy?
Class discussion: What is democracy and why do we needit? Pair activity – Compare the differences and similaritiesbetween liberal, direct and representative democracy.1 minute challenge: Who can accurately describe representativedemocracy in under a minute
Week 47Key idea Specification content Learning activity and resourcesThe values underpinningdemocracy: rights, responsibilities,freedoms, equality, the rule of law
The second element requiresstudents to understand termssuch as; values, rights, democracy,and then link these two conceptstogether, rights andresponsibilities, and what is meant
Divide the class into group and give each a set of blank cards. Onthe board list a variety of terms relating to the element and askeach group to determine an example and a definition. Collatethese responses on the board and collectively determine a wording and example that best fits the term/concept
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by equality and the rule of law
Week 48Key idea Specification content Learning activity and resourcesThe institutions of the Britishconstitution: the power ofgovernment, the Prime Minister and cabinet; the sovereignty ofParliament; the roles of thelegislature, the opposition, political parties, the Monarch, citizens, the judiciary, the police and the Civil Service
In order to understand how thepolitical and governmental systemworks students need to befamiliar with the variouscomponents that makeup thesystem. This is addressed in thethird element. Whilst each termand its power or responsibilitiescan be identified and taught; theaim should be to be able to allowstudents to gain an understandingof the linkage between the variouselements and be able to map outboth mentally and physically thelinkages and relationships
Key word Pictionary: After studying the institutions of theBritish constitution, students play a game in pairs or teams. Astudent is given a card with the key term – they have to draw theterm without speaking. Whoever guesses first wins the point
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Week 50Key idea Specification content Learning activity and resourcesHow the relationships between the institutions form an uncodified British constitution and examples of how this is changing
he final question relates to thenature of the British constitution.Students need to be aware of thenature of the British constitution,unwritten, uncodified and theflexibility this offers, but it ishelpful to look at a contrastingstate with a written, codified andtherefore less flexible constitutionor example the USA. This enablesto grasp more easily the nature ofthe UK constitutional structure.
Discussion: Do we need a written constitution? Why? Why not?Research the main arguments and hold a debate.Write your own class constitution– What is important to include in this? Display the constitution inthe classroom – over a period of weeks is it easy to ensure theconstitution is upheld? Does having a written constitutioncause any issues in the classroom? What happens if students are unable to follow the constitution
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Week 51Key idea Specification content Learning activity and resourcesThe role and structure of elected local government; the services provided by local government for citizens in local communities; roles and accountability of councillors
What services does the localcouncil provide, do you have oneor several local councils? What doyou know about your localcouncillors and what they do?By starting from your own localitythe teacher can then map into thelessons information about otherstructures and types of council.This can be completed as aninternet research task. Askstudents to bring in a local counciltax bill and it additional notes tohelp understand how the money israised and spent and thencompare this with their on lineresearch. Ask students to developa case for a unitary authority if
Card sort activity: Produce cards with a mixture of servicesprovided by local / central government. Students to sort thecards into the correct provider. Extension: why are these servicesprovided by the particular tier of government? Is this the correctdecision to ensure the efficiency of the service?Class activity to discuss what knowledge students have of theirlocal authority. Can they name any councillors / local governmentservices or facilities?
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you have several local councils orif you live within a unitaryauthority a case for having severallocal councils.
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