Curriculum aims
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 (IE3
explore issues, events or problems from different perspectives)
and explore opinions other than their own (IE5
consider the influence of circumstances, beliefs and feelings on decisions
and events). They learn to evaluate information
(IE4 analyse and evaluate information, judging its relevance and value),
make informed judgements (IE6 support conclusions,
using reasoned argument and evidence) 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.
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 (IE5 consider the
influence of circumstances, beliefs and feelings on decisions and events).
- Understanding that government is held to account for its actions by
parliament and by citizens.
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.
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.
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 (IE5 consider the influence of circumstances, beliefs and feelings
on decisions and events).
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 (IE3 explore issues, events or problems from different perspectives)
- research, plan and undertake enquiries into
topical and controversial issues and problems (IE2 plan and carry out
research, appreciating the consequences of decisions) , using a
range of information, sources and methods
- interpret and critically analyse sources
used, identifying different values, ideas and viewpoints and recognising
bias (IE4 analyse and evaluate information, judging its relevance and
value)
- evaluate different viewpoints, identifying connections and relationships
between viewpoints and actions in different contexts (local to global).
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 (IE1 identify
questions to answer and problems to resolve) and initiate
a plan of action to address them (IE2 plan and carry out research, appreciating
the consequences of decisions)
- 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.
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 (IE6 support their conclusions, using reasoned
argument and evidence)
- 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.
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.
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 (IE5 consider the influence of circumstances, beliefs
and feelings on decisions and events and IE3 explore issues, events or
problems from different perspectives)
- take into account a range of contexts, such
as school, local, regional, national, European, international and global,
as they are relevant to different topics (IE5 consider the influence of
circumstances, beliefs and feelings on decisions and events)
- use and interpret a range of sources of
information from the media and ICT, including statistics (IE4 analyse
and evaluate information, judging its relevance and value)
- make links between citizenship and work in other subjects and areas
of the curriculum.
