Learning 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 citizenship
Education for citizenship equips young people with the knowledge, understanding
and skills 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 and responsibilities,
duties and freedoms, laws and justice, and democratic institutions. They
learn to take part in decision-making and different forms of action and
how to play an active role in the life of their schools, neighbourhoods,
communities and wider society.
Citizenship encourages respect for different national, religious and ethnic
identities. It also equips students to be able to engage critically with
and explore diverse values, beliefs, cultures and identities and the values
we share as citizens in the UK. Students begin to understand how society
is changing in the UK, Europe and the wider world. Citizenship addresses
issues relating to social justice, human rights and global community, and
encourages students to challenge injustice, inequalities and discrimination.
It helps young people to develop their critical skills and to consider a
wide range of political, social, ethical and moral problems and explore
opinions other than their own. They learn to evaluate information, make
informed judgements and reflect on the consequences of their actions now
and in the future. They can argue a case on behalf of others as well as
themselves and speak out on issues of concern.
Citizenship equips students with the knowledge and skills 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.
The importance of citizenship
The importance statement reflects the three principles of effective citizenship
education as set out by the Advisory Group on Education for Citizenship
and the Teaching of Democracy in Schools. These were
that citizenship should develop social and moral responsibility, community
involvement and political literacy.
Key concepts
There 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
- Actively participating in different kinds of decision-making and voting
in order to influence public life.
- Understanding that justice is fundamental to a democratic society and
laws and rules are applied to try to ensure everyone is treated fairly.
- Understanding that justice, diversity, toleration, respect and freedom
are valued by people with different beliefs, backgrounds and traditions
within a changing democratic society.
- Understanding that government is held to account for its actions by
parliament and by citizens.
Democracy and justice
At key stage 4 students continue to develop their understanding of the
political system in the UK and the role of citizens within it. Students
contrast government in the UK, with other forms of government and the
role of citizens within them, beyond the UK.
Students explore freedom as part of democracy; fairness as part of justice;
power and authority; and accountability. Accountability happens at many
levels. For example, in parliament the role of a responsible opposition
is to challenge, test and scrutinise what government is doing.
Students will learn about the need to balance competing and conflicting
demands and that in a democracy not everyone gets what they want. They
also learn that sometimes justice means treating everyone the same, sometimes
it means treating people differently.
Linking the student council with teaching about democracy, elections and
voting in citizenship provides a way for students to apply learning to
real decision-making situations. Active participation provides opportunities
to learn about the important role of negotiation and persuasion within
a democracy.
Rights
and responsibilities
- Exploring political, legal and human rights and how these affect both
individuals and communities.
- Understanding that individuals and organisations have responsibilities
to ensure rights are supported and protected.
- Understanding that rights can compete, and conflict and hard decisions
are made to try to balance these.
Rights and responsibilities
Within a democracy, citizens have rights and responsibilities. There are
different kinds of rights and different kinds of responsibilities (political,
legal, human and moral). There are also contested areas surrounding rights.
For example, the checks and balances needed in relation to freedom of
speech to address threats from extremism and terrorism. At key stage 4
students should make links between the concepts of 'rights and responsibilities'
and 'democracy and justice'. For example the responsibility we all have
to support and promote democratic values.
Identities
and diversity: Living together in the UK
- Appreciating that people living together in the UK have individual,
group and national identities, which can change over time and are informed
by a person's understanding of what it means to be a citizen.
- Understanding connections between the diverse cultures and communities
in the UK.
- Understanding connections between the UK and the rest of Europe and
the wider world.
- Exploring the different forces that bring about change in communities
over time.
Identities and diversity: Living together in
the UK
This includes the multiple identities that may be held by members of an
ethnically and religiously diverse society, and the ways in which identities
are affected by change in society overtime. For example how migration
has shaped communities; how poverty affects life chances. This also includes
how life in the UK today has been shaped by and continues to be shaped
by political, social, economic and cultural change. 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.
At key stage 4 students consider the action that has been, or could be
taken, to improve conditions of life for different groups. Sometimes it
is important to consider the historical context for such changes and how
this relates to the values and traditions of the UK.
Critical thinking
- Engaging with opinions, ideas, beliefs and values, and understanding
and responding to the main issues.
- Challenging opinions, actions, assumptions or policies on grounds of
ethics, evidence or argument.
- Developing own views, taking account of a range of cultural, ethical
and moral contexts and views other than their own.
Key processes
These 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:
- question and reflect on different opinions, ideas, beliefs and values
by exploring topical and controversial issues and problems
- research, plan and undertake enquiries into topical and controversial
issues
and problems, using a range of information, sources and methods
- interpret and critically analyse sources used, identifying different
values, ideas and viewpoints and recognising bias
- evaluate different viewpoints, identifying connections and relationships
between viewpoints and actions in different contexts (local to global).
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. This includes
students interrogating evidence, developing judgements based on that evidence
and exploring, questioning and reflecting on their own opinions and values
as well as those of others.
Issues and problems
These are topical political, social and ethical issues and problems, which
can be controversial and sensitive and can lead to disagreement. They
should not be avoided but handled so that students develop skills to discuss
and debate citizenship issues and consider points of view that are not
necessarily their own. Ground rules and the use of distancing techniques
are some of the ways to manage the discussion of such issues.
Taking
informed and responsible action
Students should be able to:
- work individually and with others to identify
citizenship issues within the school and wider community and
initiate a plan of action to address them
- negotiate, decide on and take
action to try to influence others, make change or resist unwanted
change, managing time and resources appropriately
- critically assess the impact of their actions on communities and the
wider world, now and in the future, and make recommendations to others
for further action
- reflect on the progress they have made, evaluating what they have learnt
from the intended and unintended consequences, and the contributions of
others as well as themselves to the project.
Taking informed and responsible action
When taking informed and responsible action, students will 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 view 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, leadership.
Identify citizenship issues
The action should be informed by research and investigation into a political,
social or ethical issue or problem. Students should have the opportunity
to select issues and problems that matter to them.
Take action
Understanding what kinds of actions constitute citizenship actions can
help develop political literacy. Students can recognise that having an
influence in the school or a community group is as relevant as having
influence at national or international levels and utilises the same kinds
of skills.
Advocacy
and representation
Students should be able to:
- critically evaluate different ideas and viewpoints including those they
do not necessarily agree with
- explain their viewpoint, drawing conclusions from what they have learnt
through research, discussion and actions, including formal debates and
votes
- construct a convincing argument, justifying their point of view and
representing the views of others, to try to persuade others to think again,
change or support them.
Advocacy and representation
Developing skills of advocacy and representation will provide 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,
students need regular opportunities to practise communicating with different
audiences within and beyond the school community, and with those in positions
of power, to try to influence and persuade them about ways of making a
difference to political and social issues.
Range and content
This 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:
- political, legal and human
rights and freedoms, and responsibilities of citizens
- the role and operation of civil
and criminal law and the
justice system
- how laws are made and shaped by people and process, including the work
of parliament, government and the courts
- the roles citizens take in democratic
and electoral processes to influence decisions
- key
features of parliamentary democracy and government and of other
forms of government within and beyond the UK
- the
development of, and struggle for, different kinds of rights and freedoms
(speech, opinion, association and the vote) in the UK
- the role
of the media in informing and influencing public opinion and
how information is used in public debate and policy formation
- the impact and consequences of individual and collective actions on
communities and the environment, and the
role of policies for sustainable development
- strategies for handling local, national, international and global disagreements
and conflicts and the role of pressure and interest groups
- the
needs of communities in the UK and the extent to which these
are met through public services, business and the voluntary sector
- the
economy in relation to citizenship including decisions about
the collection and allocation of public money
- the rights and responsibilities of consumers, employers
and employees
- the origins
and implications of diversity in the UK, including the shared
values, diversity of beliefs, cultures, identities and traditions, and
the changing nature of UK society
- the impact of migration to, from and within the UK, on settlement, places
and communities
- the UK's role and interconnections with the
European Union and the rest of Europe, the
Commonwealth, the
United Nations and the world as a global community and the political,
economic, environmental and social implications of this.
Human rights
Human rights are enshrined in national and international law. The role
of the United Nations and the European Union in securing human rights
is explored. At key stage 4, students also learn that International Humanitarian
Law aims to provide protection for victims of armed conflict and children
caught up in fighting.
Civil and criminal law
This includes the difference between criminal and civil law. Topical case
studies will help students understand the difference.
The justice system
This includes the different institutions such as police, youth offending
teams, courts, lawyers, prisons, the probation service and the range of
sanctions available.
Democratic and electoral processes
These processes include voting, the importance of consultation, membership
of pressure groups, the role of the media and other ways of influencing
decision-making.
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. Recent changes to democracy are explored
for example, 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
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 teaching about living together in the UK. For example, looking at
the struggle for some men and women to gain the right to vote in general
elections will help develop understanding of the importance of voting
and how informed action can bring about change in a democratic society.
Role of the media
This includes broadcast as well as print media, and also the increasing
use of ICT as a means of dissemination of information. Students will examine
the extent to which the media reflect, distort or 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 opinion.
The role of policies for sustainable development
This includes how 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.
The needs of communities in the UK
This includes accessible welfare for all and why needs change, for example
in response to economic factors, migration, globalisation.
The economy in relation to citizenship
This includes considering the difficult decisions made by those in power
when raising and spending public money, for example balancing sufficient
funding of education, health and welfare for all with fair taxation and
a healthy UK economy. Students also 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 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. At key stage 4, students also explore different
kinds of communities living together in the UK and issues of cohesion
and integration.
The European Union
This includes the functions of the EU, the reasons for membership, voting
in European elections and the role of MEPs, and the various viewpoints
on the relationship between the EU and governments of member states.
The Commonwealth
This includes discussing the development, membership and purpose of the
Commonwealth.
The United Nations
This includes discussing the role and operation of the UN, particularly
in the context of topical events affecting the international and/or global
community.
Curriculum opportunities
During 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:
- debate, in groups and whole-class discussions, topical and controversial
issues, including those of concern to young people and their communities
- develop citizenship knowledge and understanding while using and applying
citizenship skills
- work individually and in groups, taking on different roles and responsibilities
- participate in both school-based and community-based
citizenship activities and reflect on their participation
- participate in different forms of individual and collective action,
including decision-making and campaigning
- work with a range of community
partners and organisations to address issues and problems in
communities
- take into account legal, moral, economic, environmental, historical
and social dimensions of different political problems and issues
- take into account a range of contexts, such as school, local, regional,
national, European, international and global, as they are relevant to
different topics
- use and interpret a range of sources of information from the media
and ICT, including statistics
- make
links between citizenship and work in other subjects and areas
of the curriculum.
Community-based citizenship activities
Community-based activities encourage students to work with people beyond
the school community to address real issues and decisions.
Campaigning
Campaigning is an important example of a community-based citizenship activity.
Although care needs to be taken to remove risks, students can learn about
democratic processes from being involved in existing campaigns and from
running their own.
Community partners and organisations
These could include local and national voluntary organisations and public
and private bodies, for example the police, magistrates and the courts,
local councillors, local interest groups, MPs, MEPs, journalists, campaigners
and employers.
Historical
This includes considering the historical contexts of citizenship issues
and problems.
Media and ICT
This includes 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. There
are opportunities to link with other parts of the curriculum, including
English and ICT.
Make links
Links include 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.
