citizenship · 2020-03-13 · citizenship equips pupils with the knowledge and skills needed for...

CitizenshipProgramme of study: key stage 3

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Curriculum aimsLearning and undertaking activities in citizenship contribute to achievement of the curriculum aims for all young people to become:

• successful learners who enjoy learning, make progress and achieve• confident individuals who are able to live safe, healthy and fulfilling lives• responsible citizens who make a positive contribution to society.

The importance of citizenshipEducation for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Pupils learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy. They learn to take part in decision-making and different forms of action. They play an active role in the life of their schools, neighbourhoods, communities and wider society as active and global citizens.

Citizenship encourages respect for different national, religious and ethnic identities. It equips pupils to engage critically with and explore diverse ideas, beliefs, cultures and identities and the values we share as citizens in the UK. Pupils begin to understand how society has changed and is changing in the UK, Europe and the wider world.

Citizenship addresses issues relating to social justice, human rights, community cohesion and global interdependence, and encourages pupils to challenge injustice, inequalities and discrimination. It helps young people to develop their critical skills, consider a wide range of political, social, ethical and moral problems, and explore opinions and ideas other than their own. They evaluate information, make informed judgements and reflect on the consequences of their actions now and in the future. They learn to argue a case on behalf of others as well as themselves and speak out on issues of concern.

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The importance of citizenship: This reflects the three principles of effective citizenship education set out by the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools. These are that citizenship should develop social and moral responsibility, community involvement and political literacy.

EXPLANATORY NOTES

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Citizenship equips pupils with the knowledge and skills needed for effective and democratic participation. It helps pupils to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world.

Key conceptsThere are a number of key concepts that underpin the study of citizenship. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

Democracy and justice

a Participating actively in different kinds of decision-making and voting in order to influence public life.

b Weighing up what is fair and unfair in different situations, understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflict.

c Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions within a changing democratic society.

d Understanding and exploring the roles of citizens and parliament in holding government and those in power to account.

EXPLANATORY NOTES

Democracy and justice: This focuses on the role that citizens can take within the political and justice systems in the UK. It includes: freedom as part of democracy; fairness and the rule of law as part of justice; power and authority; and accountability. Pupils should understand that accountability happens at many levels, ranging from a responsible opposition in parliament challenging, testing and scrutinising what government is doing, to citizens in local communities challenging decisions that affect them.

Pupils should learn about the need to balance competing and conflicting demands, and understand that in a democracy not everyone gets what they want. Linking teaching about democracy, elections and voting with the student council provides a way for pupils to apply their learning to real decision-making situations. Active participation provides opportunities to learn about the important role of negotiation and persuasion within a democracy.

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Rights and responsibilities: There are different kinds of rights, obligations and responsibilities – political, legal, human, social, civic and moral. Pupils should explore contested areas surrounding rights and responsibilities, for example the checks and balances needed in relation to freedom of speech in the context of threats from extremism and terrorism.

Identities and diversity: living together in the UK: This includes the multiple identities that may be held by groups and communities in a diverse society, and the ways in which these identities are affected by changes in society. For example, pupils could learn about: how migration has shaped communities; common or shared identity and what unifies groups and communities; and how living together in the UK has been shaped by, and continues to be shaped by, political, social, economic and cultural changes. The historical context for such changes should be considered where appropriate.

All pupils, regardless of their legal or residential status, should explore and develop their understanding of what it means to be a citizen in the UK today.

Community cohesion: Citizenship offers opportunities for schools to address their statutory duty to promote community cohesion.

Rights and responsibilities

a Exploring different kinds of rights and obligations and how these affect both individuals and communities.

b Understanding that individuals, organisations and governments have responsibilities to ensure that rights are balanced, supported and protected.

c Investigating ways in which rights can compete and conflict, and understanding that hard decisions have to be made to try to balance these.

Identities and diversity: living together in the UK

a Appreciating that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK.

b Exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them.

c Considering the interconnections between the UK and the rest of Europe and the wider world.

d Exploring community cohesion and the different forces that bring about change in communities over time.

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Key processesThese are the essential skills and processes in citizenship that pupils need to learn to make progress.

Critical thinking and enquiry

Pupils should be able to:

a engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems

b research, plan and undertake enquiries into issues and problems using a range of information and sources

c analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias.

Advocacy and representation


a express and explain their own opinions to others through discussions, formal debates and voting

b communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate

c justify their argument, giving reasons to try to persuade others to think again, change or support them

d represent the views of others, with which they may or may not agree.

Critical thinking and enquiry: Using real case studies to explore issues and problems can help to develop skills of critical thinking, enquiry, debate and advocacy. Pupils should learn how to make judgements on the basis of evidence, exploring ideas, opinions and values that are different from their own.

Topical and controversial issues and problems: Political, social and ethical issues and problems can be controversial and sensitive, and can lead to disagreement. They should not be avoided, but need to be handled so that pupils develop skills in discussing and debating citizenship issues and considering points of view that are not necessarily their own. Setting ground rules and using distancing techniques can help to manage the discussion of such issues.

Analyse and evaluate: This includes pupils evaluating and assessing different opinions and challenging what they see, hear and read through research and investigation, considering scenarios and case studies.

Advocacy and representation: Developing skills of advocacy and representation provides opportunities for pupils to build on the skills of speaking and listening, reading and writing from the English programme of study. In the context of citizenship, they learn to take account of different points of view and the various ways in which people express themselves. They practise communicating with different audiences, including those in positions of power, to try to influence and persuade them about ways of making a difference to political and social issues.

Voting: This includes knowing about and participating in different kinds of voting, for example a show of hands, a secret ballot and simulating division. Voting can be part of activities, for example to decide on a motion within a debate or to agree a new policy for the student council.

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It helps pupils to become informed, critical, active citizens

Taking informed and responsible action


a explore creative approaches to taking action on problems and issues to achieve intended purposes

b work individually and with others to negotiate, plan and take action on citizenship issues to try to influence others, bring about change or resist unwanted change, using time and resources appropriately

c analyse the impact of their actions on communities and the wider world, now and in the future

d reflect on the progress they have made, evaluating what they have learnt, what went well, the difficulties encountered and what they would do differently.

EXPLANATORY NOTES

Take action: Action should be informed by research and investigation into a political, social or ethical issue or problem. This includes developing and using skills, while applying citizenship knowledge and understanding. Actions could include: presenting a case to others about a concern; conducting a consultation, vote or election; organising a meeting, event or forum to raise awareness and debate issues; representing the views of others at a meeting or event; creating, reviewing or revisiting an organisational policy; contributing to local community policies; lobbying and communicating views publicly via a website, campaign or display; setting up an action group or network; training others in democratic skills such as advocacy or campaigning.

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Range and contentThis section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. Citizenship focuses on the political and social dimensions of living together in the UK and recognises the influence of the historical context. Citizenship also helps pupils make sense of the world today and equips them for the challenges and changes facing communities in the future.

The study of citizenship should include:

a political, legal and human rights, and responsibilities of citizens b the roles of the law and the justice system and how they relate to

young peoplec key features of parliamentary democracy and government in the

constituent parts of the UK and at local level, including voting and elections

d freedom of speech and diversity of views, and the role of the media in informing and influencing public opinion and holding those in power to account

e actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment

f strategies for handling local and national disagreements and conflictsg the needs of the local community and how these are met through public

services and the voluntary sectorh how economic decisions are made, including where public money comes

from and who decides how it is spent

Political rights: This includes the development of universal suffrage and equal opportunities, which can be linked with the study of the development of democracy in history.

Human rights: Human rights and the rights of the child can be revisited in many different contexts. Linking teaching to topical issues provides a way of engaging pupils in learning about the values and principles underpinning human rights, including exploring decisions that need to be made to balance conflicting rights and the extent to which conventions and declarations have been enshrined in national law.

Law and the justice system: This includes the criminal justice system. Some topical areas of law, such as antisocial behaviour legislation, can provide a focus for exploring the difference between criminal and civil justice.

Key features of parliamentary democracy and government: This includes an understanding of the role of political parties, the ‘first past the post’ system of elections, the role of government and opposition, and cabinet decision-making.

The constituent parts of the UK: This includes how democracy has changed in recent times with the devolution of power to the Scottish Parliament and the assemblies in Northern Ireland and Wales. This can be linked with the study of the origins of the UK in history.

Environment: This provides opportunities to evaluate individual and collective actions that contribute to sustainable practices. Pupils could consider the different ethical implications of actions, policies and behaviour. This work can be linked with work in science and geography.

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Changing nature of UK society: Change is a constant feature of UK society and pupils should understand some reasons why change occurs (eg migration, economic factors, globalisation) and how communities change as a consequence (eg shops, food, schools, languages).

Diversity: Diversity includes our different and shared needs, abilities and membership of groups and communities such as gender, sexual orientation, race, ethnicity, physical and sensory ability, belief, religion and class. Learning about diversity involves recognising that culture, including the language, ideas, customs and traditions practised by people within a group, also forms part of identity. Pupils should explore the diversity of groups and communities and examine the changes that occur. They should also explore things that unify us, including the shared values that UK society is committed to, and what groups and communities have in common as we live together in society.

Europe: A European dimension can be incorporated when exploring many topical issues, including human rights, the environment, immigration, trade and economic issues, diversity and identities.

The Commonwealth: This includes the development, membership and purpose of the Commonwealth. It can be linked with the study of the British Empire in history.

The United Nations: This includes exploring the role of the United Nations in the context of topical events such as conflict situations affecting the international and/or global community.

i the changing nature of UK society, including the diversity of ideas, beliefs, cultures, identities, traditions, perspectives and values that are shared

j migration to, from and within the UK and the reasons for thisk the UK’s relations with the European Union and the rest of Europe, the

Commonwealth, the United Nations and the world as a global community.

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Curriculum opportunitiesDuring the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

The curriculum should provide opportunities for pupils to:

a debate, in groups and whole-class discussions, topical and controversial issues, including those of concern to young people

b develop citizenship knowledge and understanding while using and applying citizenship skills

c work individually and in groups, taking on different roles and responsibilities

d participate in both school-based and community-based citizenship activities

e participate in different forms of individual and collective action, including decision-making and campaigning

f work with a range of community partners, where possible g take into account legal, moral, economic, environmental, historical and

social dimensions of different political problems and issuesh take into account a range of contexts, such as school, local, regional,

national, European, international and global, as relevant to different topicsi use and interpret different media and ICT both as sources of information

and as a means of communicating ideasj make links between citizenship and work in other subjects and areas of

the curriculum.

Community-based citizenship activities: These encourage pupils to work with people beyond the school community to address real issues and decisions. They can involve inviting people into schools to work with pupils on issues and/or pupils working with others beyond the school site.

Campaigning: This can help pupils learn how to influence those in power, take part in decision-making and participate positively in public life in ways that are safe, responsible and within the law.

Community partners: These could include voluntary organisations and public and private bodies. For example, the police, magistrates and the courts could support work relating to the law and justice system. Local councillors, MPs and MEPs could support work relating to parliament, democracy and government.

Historical: This includes considering relevant historical contexts in order to inform citizenship issues and problems. For example, pupils could consider the movement and settlement of peoples within the British Isles over time and the impact of migration on diversity in communities living together in the UK today.

Media and ICT: This includes: using different media and ICT to communicate ideas, raise awareness, lobby or campaign on issues; using and interpreting a wide range of sources of information during the course of enquiries and research; and learning how different media inform and shape opinion. Pupils need to evaluate the extent to which a balanced or partial view of events and issues is presented.

Make links: This includes: making links with work on the media in English and ICT; work on diversity and inclusion in history and RE; and work on the environment and sustainability in geography and science.

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Level 1Pupils can talk about citizenship issues that are suggested to them. They think of questions they would like to ask about these issues and identify who could help them answer these questions. They consider what their opinions are and share their ideas with others. They describe some of the groups and communities they belong to and recognise that people in their communities are different. They begin to describe how needs are different from wants. They take part in some of the decisions that affect them and their communities.

Level 2Pupils begin to ask questions to find out more about the different groups and communities they belong to, and discuss with others the similarities and differences between them. They give opinions about the communities they belong to and their neighbourhood. They describe how things might be improved through the actions that they or others might take. They begin to recognise that all people have needs and wants and can identify the difference between the two. They begin to explore what is fair and unfair in different situations.

Level 3Pupils recognise that issues affect people in their neighbourhood and wider communities in different ways. They investigate issues and find answers to questions using different sources of information provided for them. They present their ideas to others and begin to acknowledge different responses to their ideas. They discuss and describe some features of the different groups and communities they belong to. They identify different kinds of rights and understand that rights can conflict. They begin to recognise some features of democracy and

lives of others and explain the impact of actions taken. They show some knowledge of the operation of the political and justice systems in the UK, by describing the key features of democratic processes and the work of government in the UK. They participate effectively in activities involving representation, voting and campaigning on issues they have explored.

Level 6Pupils are aware of the diversity of opinions on topical and controversial issues and describe some of the influences that shape those opinions. They decide on appropriate research strategies and develop questions to investigate issues. They explore and interpret different sources of information and begin to assess these for validity and bias. They develop informed arguments, taking account of diverse viewpoints, and challenge assumptions or ideas as they explore them. They use their findings to present a persuasive case for a particular course of action, giving reasons for their view. They negotiate their role, and plan and undertake courses of action with others. They reflect on the extent of their success in achieving an improvement or influence in the community and suggest what they might do next. They show understanding of the complexity of identities and diversity in groups and communities, and explain the impact of some of the changes in UK society and the global community. They consider a range of scenarios (from local to global) where there are inequalities and explain how different kinds of rights need to be protected, supported and balanced. They begin to make comparisons between the UK system of democratic parliamentary government and those systems in different parts of the world. They show understanding of interdependence, describing interconnections between people and their actions in the UK, Europe and the wider world.

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know that people have a say in what happens locally and nationally. They identify what could be done to change things in communities and plan some action. They take part in decision-making activities with others on citizenship issues, in contexts that are familiar to them.

Level 4Pupils explore a range of sources of information to engage with topical and controversial issues, including where rights compete and conflict. They identify different and opposing views and can explain their own opinion about what is fair and unfair in different situations. They develop research questions to explore issues and problems and begin to assess the impact of these for individuals and communities. They use what they find out to make informed contributions in debates. They appreciate that there are many diverse groups and communities in the UK and the wider world and use this understanding to explore the communities they belong to. They work together with others to plan and undertake a course of action to address significant citizenship issues. They begin to explain different ways in which people can participate in democracy through individual and collective actions and how they can change things in communities and wider society. They show understanding of democracy by making connections with their knowledge and experience of representation and taking action in the local community.

Level 5Pupils discuss and debate topical and controversial issues including those where rights are in conflict and need to be balanced. They consider what is fair and unfair to different groups involved and make reference to relevant national, European and international dimensions of the issues. They use different methods of enquiry and sources of information to investigate issues and explore a range of viewpoints, drawing some conclusions. They communicate their arguments clearly, giving reasons for their opinion and recognising the range of ideas involved. They identify the contributions of different cultures and communities to society and describe ways in which the UK is interconnected with the wider world. They work collaboratively with others from the wider community, to negotiate, plan and carry out action aimed at making a difference to the

Level 7Pupils explore the origins of a range of opinions, including their own, on topical and controversial issues. They question assumptions and their own views as a result of informed debate and examination of relevant evidence. They argue persuasively and represent the views of others including those they do not agree with. They weigh up and assess the implications of situations where an individual’s or group’s rights and obligations are contested. They use a range of research strategies and sources of information with confidence. They work with others to initiate, negotiate, plan and carry out appropriate courses of action in the local and wider community to bring about change. They analyse the reasons for diversity in the make-up of UK society and explain how it changes over time. They begin to evaluate the roles citizens can take in shaping decisions and the extent to which they can influence the operation of political and legal systems. They compare the role of citizens in the UK with those in other parts of the world to illustrate the strengths and weaknesses of different forms of government.

Level 8Pupils use and apply their detailed knowledge of citizenship issues, problems and events to analyse how these affect groups and communities in different parts of the world. They make connections between information derived from different sources and their own experience in order to make perceptive observations. They have a detailed understanding of the key citizenship concepts of democracy, justice, rights and responsibilities, identities and diversity, including how these can change over time. They carry out different types of research and hypothesise alternative courses of action, exploring the different implications of each. They put some of these courses of action to the test in their communities and analyse and draw conclusions about the impact and limitations of these. They understand how citizens participate in bringing about change in society through democratic processes and different kinds of action. They ask challenging questions to explore the ways in which justice, laws and governments operate in different places and the roles citizens can take in shaping society.


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Exceptional performancePupils use and apply what they have learnt about the origins and substance of different viewpoints to present coherent, perceptive and compelling arguments on a wide range of citizenship issues. They research complex issues, selecting appropriate methodologies and drawing on their own and others’ experience of taking action. They assess and evaluate the validity of a wide range of viewpoints and evidence, synthesising them to draw clear conclusions. They take an overview of the key citizenship concepts of democracy, justice, rights and responsibilities, identities and diversity and make sophisticated observations relating to the connections between them. They take a leading role in defining, negotiating and undertaking courses of action with others to address citizenship issues and problems. They apply this practical understanding to analyse approaches citizens can take to improve society through individual and collective actions and democratic processes. They evaluate the impact and limitations of policies on communities (local to global) now and in the future and suggest alternatives. They debate challenging questions about the relationship between the UK and the wider world and the kind of society they as citizens would like to live in.

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CitizenshipProgramme of study: key stage 4


Curriculum aimsLearning and undertaking activities in citizenship contribute to achievement of the curriculum aims for all young people to become:

• successful learners who enjoy learning, make progress and achieve • confident individuals who are able to live safe, healthy and fulfilling lives• responsible citizens who make a positive contribution to society.

The importance of citizenshipEducation for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Students learn about their rights, responsibilities, duties and freedoms, and about laws, justice and democracy. They learn to take part in decision-making and different forms of action. They play an active role in the life of their schools, neighbourhoods, communities and wider society as active and global citizens.

Citizenship encourages respect for different national, religious and ethnic identities. It equips students to engage critically with and explore diverse ideas, beliefs, cultures and identities and the values we share as citizens in the UK. Students begin to understand how society has changed and is changing in the UK, Europe and the wider world.

Citizenship addresses issues relating to social justice, human rights, community cohesion and global interdependence, and encourages students to challenge injustice, inequalities and discrimination. It helps young people to develop their critical skills, consider a wide range of political, social, ethical and moral problems, and explore opinions and ideas other than their own. They evaluate information, make informed judgements and reflect on the consequences of their actions now and in the future. They learn to argue a case on behalf of others as well as themselves and speak out on issues of concern.

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EXPLANATORY NOTES

The importance of citizenship: This reflects the three principles of effective citizenship education set out by the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools. These are that citizenship should develop social and moral responsibility, community involvement and political literacy.


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Citizenship equips students with the knowledge and skills needed for effective and democratic participation. It helps students to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world.

Key conceptsThere are a number of key concepts that underpin the study of citizenship. Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

Democracy and justice

a Participating actively in different kinds of decision-making and voting in order to influence public life.

b Weighing up what is fair and unfair in different situations, understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflict.

c Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions within a changing democratic society.

d Understanding and exploring the roles of citizens and parliament in holding government and those in power to account.

EXPLANATORY NOTES

Democracy and justice: Students develop their understanding of the political and justice systems in the UK. They contrast government in the UK with other forms of government beyond the UK and consider the role of citizens within them.

They explore freedom as part of democracy; fairness and the rule of law as part of justice; power and authority; and accountability. They should understand that accountability happens at many levels, ranging from a responsible opposition in parliament challenging, testing and scrutinising what government is doing, to citizens in local communities challenging decisions that affect them.

Students should learn about the need to balance competing and conflicting demands and understand that in a democracy not everyone gets what they want. They should also learn that justice can mean treating everyone the same or treating people differently.

Linking teaching about democracy, elections and voting with the student council provides a way for students to apply their learning to real decision-making situations. Active participation provides opportunities to learn about the important role of negotiation and persuasion within a democracy.

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Participating actively in decision-making and voting

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Rights and responsibilities

a Exploring different kinds of rights and obligations and how these affect both individuals and communities.

b Understanding that individuals, organisations and governments have responsibilities to ensure that rights are balanced, supported and protected.

c Investigating ways in which rights can compete and conflict, and understanding that hard decisions have to be made to try to balance these.

Identities and diversity: living together in the UK

a Appreciating that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK.

b Exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them.

c Considering the interconnections between the UK and the rest of Europe and the wider world.

d Exploring community cohesion and the different forces that bring about change in communities over time.

Rights and responsibilities: There are different kinds of rights, obligations and responsibilities – political, legal, human, social, civic and moral. Students should explore contested areas surrounding rights and responsibilities, for example the checks and balances needed in relation to freedom of speech in the context of threats from extremism and terrorism. Links between ‘rights and responsibilities’ and ‘democracy and justice’ include the shared responsibility we all have to support and promote democratic values.

Identities and diversity: living together in the UK: This includes the multiple identities that may be held by groups and communities in a diverse society, and the ways in which these identities are affected by changes in society. For example, students could learn about: how migration has shaped communities; common and shared identities and what unifies groups and communities; how poverty affects life chances; and how life in the UK today has been shaped by, and continues to be shaped by, political, social, economic and cultural changes. The historical context for such changes should be considered where appropriate.

All students, regardless of their legal or residential status, should explore and develop their understanding of what it means to be a citizen in the UK today.

Community cohesion: Citizenship offers opportunities for schools to address their statutory duty to promote community cohesion.

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Key processesThese are the essential skills and processes in citizenship that students need to learn to make progress.

Critical thinking and enquiry

Students should be able to:

a question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems

b research, plan and undertake enquiries into issues and problems, using a range of information, sources and methods

c interpret and analyse critically sources used, identifying different values, ideas and viewpoints and recognising bias

d evaluate different viewpoints, exploring connections and relationships between viewpoints and actions in different contexts (from local to global).

Advocacy and representation


a evaluate critically different ideas and viewpoints including those with which they do not necessarily agree

b explain their viewpoint, drawing conclusions from what they have learnt through research, discussion and actions, including formal debates and votes

c present a convincing argument that takes account of, and represents, different viewpoints, to try to persuade others to think again, change or support them.

Critical thinking and enquiry: Using real case studies to explore issues and problems can help to develop skills of critical thinking, enquiry, debate and advocacy. Students should interrogate evidence, develop judgements based on that evidence, and explore, question and reflect on their own ideas as well as those of others.

Topical and controversial issues and problems: Political, social and ethical issues and problems can be sensitive and can lead to disagreement. They should not be avoided, but need to be handled so that students develop skills in discussing and debating citizenship issues and considering points of view that are not necessarily their own. Setting ground rules and using distancing techniques can help to manage the discussion of such issues.

Advocacy and representation: Developing skills of advocacy and representation provides opportunities for students to build on the skills of speaking and listening, reading and writing from the English programme of study. In the context of citizenship, they learn to take account of different points of view and the various ways in which people express themselves. They need regular opportunities to practise communicating with different audiences within and beyond the school community, including those in positions of power, to try to influence and persuade them about ways of making a difference to political and social issues.

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Taking informed and responsible action


a explore creative approaches to taking action on problems and issues to achieve intended purposes

b research, initiate and plan action to address citizenship issues, working individually and with others

c negotiate, decide on and take action to try to influence others, bring about change or resist unwanted change, managing time and resources appropriately

d assess critically the impact of their actions on communities and the wider world, now and in the future, and make recommendations to others for further action

e reflect on the progress they have made, evaluating what they have learnt from the intended and unintended consequences of action, and the contributions of others as well as themselves.

Taking informed and responsible action: When taking informed and responsible action, students develop and practise their skills, while applying citizenship knowledge and understanding. Actions could include: presenting a case to others about a concern; conducting a consultation, vote or election; organising a meeting, event or forum to raise awareness and debate issues; representing the views of others at a meeting or event; creating, reviewing or revisiting an organisational policy; contributing to local community policies; lobbying and communicating views publicly via a website, campaign or display; setting up an action group or network; training others in democratic skills such as advocacy, campaigning or leadership.

Take action: Action should be informed by research and investigation into a political, social or ethical issue or problem. Understanding what constitutes citizenship actions can help students to develop political literacy. They should have the opportunity to select issues and problems that matter to them and to recognise that having an influence in the school or a community group is as relevant as having an influence at national or international levels and uses the same kinds of skills.

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EXPLANATORY NOTES

Range and contentThis section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. Citizenship focuses on the political and social dimensions of living together in the UK and recognises the influence of the historical context. Citizenship helps students make sense of the world today and equips them for the challenges and changes facing communities in the future.

The study of citizenship should include:

a political, legal and human rights and freedoms in a range of contexts from local to global

b the roles and operation of civil and criminal law and the justice systemc how laws are made and shaped by people and processes, including the

work of parliament, government and the courtsd actions citizens can take in democratic and electoral processes to

influence decisions locally, nationally and beyonde the operation of parliamentary democracy within the UK and of other

forms of government, both democratic and non-democratic, beyond the UK

f the development of, and struggle for, different kinds of rights and freedoms (speech, opinion, association and the vote) in the UK

Human rights: Human rights are part of national and international law. Students should explore the roles of the United Nations and the European Union in securing human rights and learn that International Humanitarian Law aims to provide protection for victims of armed conflict and children caught up in fighting.

The justice system: This includes institutions, such as the police, youth offending teams, courts, lawyers, prisons and the probation service, and the range of sanctions available.

Democratic and electoral processes: This includes voting, the importance of consultation, membership of pressure groups, the role of the media and other ways of influencing decision-making.

The operation of parliamentary democracy within the UK: This includes an understanding of the role of political parties, different forms of voting and the system of elections, the roles of government and opposition, and cabinet decision-making. Recent changes to democracy include the devolution of power to the Scottish Parliament and the national assemblies in Northern Ireland and Wales.

Other forms of government: The study of forms of government other than parliamentary democracy can help students understand and evaluate the UK system. Examples can be selected from the present day or the recent past from the rest of Europe and the wider world. This topic encourages consideration of the ways in which both democratic and non-democratic power and authority operate.

The development of, and struggle for, different kinds of rights and freedoms: This includes considering the historical context of rights and freedoms when exploring living together in the UK. For example, looking at the struggle some men and women went through to gain the right to vote in general elections will help students understand the importance of voting and how informed action can bring about change in a democratic society.

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EXPLANATORY NOTES

g how information is used in public debate and policy formation, including information from the media and from pressure and interest groups

h the impact and consequences of individual and collective actions on communities, including the work of the voluntary sector

i policies and practices for sustainable development and their impact on the environment

j the economy in relation to citizenship, including decisions about the collection and allocation of public money

k the rights and responsibilities of consumers, employers and employees l the origins and implications of diversity and the changing nature of

society in the UK, including the perspectives and values that are shared or common, and the impact of migration and integration on identities, groups and communities

m the UK’s role in the world, including in Europe, the European Union, the Commonwealth and the United Nations

n the challenges facing the global community, including international disagreements and conflict, and debates about inequalities, sustainability and use of the world’s resources.

The media: This includes broadcast media, print media and ICT as a means of disseminating information. Students should examine the extent to which the media reflect, distort and create opinion; the use that politicians make of the media in communicating with the public; and the use of the media by other groups wishing to influence public opinion and those in power.

Policies and practices for sustainable development: This includes how the policies of local and national government and of organisations can ensure that future generations can meet their needs, and the ways in which individuals and groups can influence these policies through action.

The economy in relation to citizenship: This includes considering the difficult decisions made by those in power when setting priorities, and raising and spending public money, for example balancing funding of education, health and welfare for all, with fair taxation and a healthy UK economy. Students should consider the role of government in ensuring that business can flourish and citizens can prosper in a free and fair economy.

Employers and employees: This includes the role of the individual in the economy and the right to representation in the workplace.

Origins and implications of diversity and the changing nature of society in the UK: The UK is a constantly changing society to which groups from all over the world have migrated over the centuries. Students need to know about the historical contexts for some of these changes in order to better understand life in the UK today. They should also explore different kinds of communities living together in the UK and issues of community cohesion and integration.

The European Union: This includes the functions of the European Union, the reasons for membership, voting in European elections, the role of MEPs, and different viewpoints on the relationship between the European Union and governments of member states.

The Commonwealth: This includes discussing the development, membership and purpose of the Commonwealth.

The United Nations: This includes investigating the effectiveness of the United Nations in supporting human rights and addressing inequalities, particularly in the context of topical events affecting the international and/or global community.


EXPLANATORY NOTES

Curriculum opportunitiesDuring the key stage students should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

The curriculum should provide opportunities for students to:

a debate, in groups and whole-class discussions, topical and controversial issues, including those of concern to young people and their communities

b develop citizenship knowledge and understanding while using and applying citizenship skills

c work individually and in groups, taking on different roles and responsibilities

d participate in both school-based and community-based citizenship activities and reflect on their participation

e participate in different forms of individual and collective action, including decision-making and campaigning

f work with a range of community partners and organisations to address issues and problems in communities

g take into account legal, moral, economic, environmental, historical and social dimensions of different political problems and issues

h take into account a range of contexts, such as school, neighbourhood, local, regional, national, European, international and global, as relevant to different topics

i use and interpret different media and ICT both as sources of information and as a means of communicating ideas

j make links between citizenship and work in other subjects and areas of the curriculum.

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Campaigning: Campaigning is an important example of a community-based citizenship activity. Students learn about democratic processes and how to influence those in power from being involved in existing campaigns and from running their own. They learn how to participate positively in public life in ways that are safe, responsible and within the law.

Community partners and organisations: These could include local and national voluntary organisations and public and private bodies, such as the police, magistrates and the courts, local interest groups and employers, as well as local councillors, MPs, MEPs, journalists and campaigners.

Media and ICT: This includes: using different media and ICT to communicate ideas, raise awareness, lobby or campaign on issues; using and interpreting a wide range of sources of information during the course of enquiries and research; and learning how different media inform and shape opinion. Students need to evaluate the extent to which a balanced or partial view of events and issues is presented.

Make links: This includes: making links with work on the media in English and ICT; work on diversity and inclusion in history and RE; and work on the environment and sustainability in geography and science.



Encourages students to challenge injustice, inequalities and discrimination

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citizenship · 2020-03-13 · citizenship equips pupils with the knowledge and skills needed for...

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