You have been looking at rights people hold: claims somebody else owes them. Today turns that around. If other people hold rights, what do you owe, and what does defending somebody else's right look like when it costs you something real?

Look at these two solid lines first:

• Claim: I have a right to privacy. Duty: I do not share other people's messages, photos or rumours.
• Claim: I have a right to be heard. Duty: I make space for quieter voices and do not talk over them.

In pairs, rewrite 'I respect everyone' as one checkable duty: name something a person would see you do, or stop doing, this week. Be ready to share one rewrite with the class.

Work in pairs. Set this out in your own notes.

Before-and-after pattern:

• Bad duty: Be respectful.
• Rewritten duty: I let others finish speaking before I reply, even when I disagree.

Four rights (core):

1. The right to be heard in decisions that affect you
2. The right to privacy
3. The right to express your opinion
4. The right to be treated equally

Four test situations (match by number only):

1. A group-project chat leaves out the one person who missed the first meeting. They still have to do the work.
2. A funny screenshot of someone's private message is being passed around.
3. Someone in your year states an opinion most of the room finds annoying or wrong. People start talking over them.
4. The same two students are always picked first for teams and the same two are left last, treated as a laugh.

For each right, write one responsibility that sits opposite it. Phrase it as something a person can do or not do, in words somebody else could check. If your first line sounds like 'be respectful', use the before-and-after pattern and rewrite.

Then run the Tuesday test: test right 1 against situation 1 only, right 2 against situation 2 only, and so on. Ask: would you still keep this responsibility if that situation happened this week? If the honest answer is no, or only if it was easy, rewrite the responsibility until it is something you could actually do on a Tuesday.

Share two rewritten responsibilities with the class. Keep the ones that survived the test. They will feed the charter the class agrees.

• Which responsibility was hardest to make real, and why?
• What made a responsibility too vague to keep?
• Name one duty you wrote that would cost you something. What is the cost?

You can now:

• say what a responsibility is, as distinct from a right you hold
• write a duty opposite a right in words somebody could check
• test a duty against a real cost and rewrite it until it is something you could do on a Tuesday

The responsibilities that survived today are the kind of lines a class charter can actually use.