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NATIONAL CURRICULUM ROLLOUT
Year 7 from September 2008
Year 8 from September 2009
Year 9 from September 2010
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The key sections of the Citizenship programme of study for Key Stage 3, extracted from The National Curriculum, which relate to BBC News School Report, are listed below.
Teachers may also find these extracts useful.
THE IMPORTANCE OF CITIZENSHIP
Citizenship encourages young people to take an interest in topical and controversial issues and to engage in discussion and debate.
They [pupils] 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.
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.
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.
1 KEY CONCEPTS
1.1 Democracy and justice
d Understanding and exploring the roles of citizens and parliament in holding government and those in power to account.
1.2 Rights and responsibilities
a Exploring different kinds of rights and obligations and how these affect both individuals and communities.
1.3 Identities and diversity: living together in the UK
c Considering the interconnections between the UK and the rest of Europe and the wider world.
2 KEY PROCESSES
2.1 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.
2.2 Advocacy and representation
Pupils should be able to:
b communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate.
d represent the views of others, with which they may or may not agree.
2.3 Taking informed and responsible action
Pupils should be able to:
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.
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.
3 RANGE AND CONTENT
The study of Citizenship should include:
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.
4 CURRICULUM OPPORTUNITIES
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.
c work individually and in groups, taking on different roles and responsibilities.
d participate in both school-based and community-based citizenship activities.
f work with a range of community partners, where possible.
h take into account a range of contexts, such as school, 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.
AIMS
Successful Learners
....develops successful learners who are equipped to play a full part in public life and in the democratic process.
...gives learners the ability to engage critically with challenging questions facing society today and to take action on political and social issues of concern.
Pupils consider complex problems and interrogate evidence about real issues. Pupils learn to speak out for themselves and others on issues and problems using their research to support their point of view. Learners work independently and collaboratively to plan and undertake action to try to make a difference in their communities and in society.
Learners develop understanding of the key concepts of democracy and justice as they question and reflect on what may be fair and reasonable in different situations, explore the likely impact of decisions, and consider how the rights and responsibilities of individuals and groups are effected. Through in-depth research and enquiry, learners develop analytical and evaluative skills to ensure that their arguments are informed, clear and coherent. Pupils demonstrate toleration of different views, including those with which they may not agree, and they develop understanding of how different views are formed and influenced.
Confident individuals
... to develop understanding of the ways in which citizens can participate in decisions that shape the communities in which they live.
... provide a range of opportunities to develop learners who have the confidence to participate. Pupils are encouraged to think and act for themselves, and to relate to and work with others. They build an understanding of their own identities and begin to appreciate that identities are both complex and changing within our diverse society.
... provides an environment for pupils to explore and express their ideas and opinions and to challenge those with which they do not agree. Learners have opportunities to present to and communicate with real audiences, both in school and in the wider community. Pupils engage with and listen to others as they consider different viewpoints, actions, decisions, values and beliefs. By recognising and debating different ideas and issues, pupils learn to respond with confidence, develop logical arguments and justify viewpoints with evidence.
Regular participation in group discussions and in community-based action develops pupils' confidence in dealing with a range of real and complex issues and problems. Pupils work in groups and teams, trying out different courses of action and ideas to address issues or to achieve agreed objectives. Pupils take collective responsibility for completing projects, and they reflect on their activities in order to improve the quality of their work.
Responsible citizens ... inspires pupils to think about their role in society and in the wider world, and about how their decisions and actions can make a difference. Pupils engage with a wide range of political, social and ethical dilemmas that affect individuals, communities and the environment. Learners think about issues in new and critical ways and are willing to challenge ideas, policies, behaviours and actions with which they disagree. Pupils gain a sense of empowerment and achievement by participating in activities where they:
try to make a difference to the lives of others contribute to real decision-making are involved in bringing about change to policy or practice (bullet points)
Taking part in individual and collective actions engenders in pupils a sense of responsibility for themselves and for others. Pupils research issues affecting local, national and global communities.
Learners develop an understanding of the world as an interconnected and interdependent place. Pupils consider what is fair and reasonable, discriminatory or unjust, and learn about cultures and ideas that are different from their own. These activities develop pupils' understanding of what it means to be an informed, active, responsible citizen.
PERSONAL, LEARNING AND THINKING SKILLS (PLTS)
Independent enquirers
...provides opportunities for pupils to plan and undertake research developing key processes of critical thinking and enquiry. They investigate many different kinds of issues and problems that have an impact on individuals, groups and communities in society. They consider information from a wide range of sources and judge its relevance and value in the light of the issues they explore.
They learn toleration and respect for opinions and ideas across a range of cultures and traditions that are different to their own. They explore how ideas, experiences and values can be similar, with common threads, or different, sometimes leading to tension or conflict.
Creative thinkers
Pupils develop their ideas and understanding of key concepts by identifying and posing questions as they explore issues and challenge assumptions.
Pupils use different research methods to investigate issues and problems and generate ideas and possibilities as they plan and try out courses of action.
They learn to adapt ideas and plans as circumstances change.
They make connections between concepts, ideas, viewpoints and actions in a range of contexts. They communicate their ideas and learning in relevant ways for different audiences.
Team workers and effective participators
As they [pupils] undertake action they work individually and in groups, taking on and trying out different roles and responsibilities.
...opportunities to work with a range of community partners, professionals, and organisations. This involves developing effective ways to communicate and make real choices.
Self-managers
They [pupils] plan activities to make effective use of time and resources. They learn to negotiate and anticipate change, as well as how to work flexibly and cooperatively.
They carry out independent research and investigation and seek advice and support from appropriate sources. They use and interpret different media and ICT as part of their research but also as a medium through which to communicate their ideas and findings to others.
Reflective learners
Pupils question, think through and interpret different ideas, opinions, assumptions, values and beliefs, including those they do not agree with.
They consider the progress they have made in achieving their aims and goals. They evaluate what they have learned from the intended and unintended consequences of action and the contributions of others as well as themselves.
PERSONAL DEVELOPMENT AND EVERY CHILD MATTERS
The following extracts show how School Report links to the personal development and Every Child Matters outcomes developed through Citizenship.
Enjoy and achieve
Pupils enjoy being able to tackle real and topical issues of concern and they value participation in decision-making.
Pupils are motivated to take part in debates and to find out about more about local and global issues of concern. They enjoy using ICT or media...to present and express their ideas to others. ...helps them to develop their ability to communicate effectively. This helps pupils to achieve...across the curriculum and in the world beyond.
Be healthy
They [pupils] learn to respect views that are different from their own, to voice their opinions.
Participation increases pupils' sense of wellbeing and gives them a sense of purpose. They feel empowered to try to change things in their communities or to take action that contributes to the wellbeing of others.
Celebration of all types of participation is important to ensure that pupils feel that their contribution is valued and appreciated, even when the outcome is not as successful as desired.
...provides opportunities for pupils to learn about the politics of everyday life.
Developing knowledge and understanding of issues of this kind helps pupils to make informed and responsible decisions about their own lives and to consider how their own choices and actions can affect others.
Stay safe
...gives pupils the confidence to ask questions, rather than taking things at face value. Through researching a wide range of political and social problems, pupils develop the skills to evaluate the validity of what they are told, to identify bias, to compose informed opinions and to make responsible decisions.
...provides a safe environment in which to explore controversial issues, situations and dilemmas. For example, pupils learn ground rules for handling sensitive discussions, and become aware of how to use ICT safely as they research or consult on issues.
Pupils are given opportunities to work in a range of situations where there are difficult choices to make; perhaps where rights and responsibilities compete or conflict.
Learners become practised in using skills to weigh evidence and to make informed decisions. Pupils learn how to seek appropriate help and advice, and how to reduce risks for themselves and for others, when working in the wider community.
Achieve economic wellbeing
...encourages pupils to ask questions; to be resourceful and enterprising in finding creative solutions to problems; to plan and prepare to put their views and ideas across for maximum effect; to negotiate; to influence others; to take effective action; to make decisions; and to work effectively and cooperatively in groups and teams. All these skills and attributes are valued by employers.
Make a positive contribution
Through different forms of individual and collective action, pupils develop the knowledge, skills and confidence to participate effectively, responsibly and democratically in society.
Pupils develop skills of critical thinking...and representation. Pupils learn evaluative and reflective skills that enable them to consider the impact of their actions and the actions of others.
CROSS-CURRICULUM DIMENSIONS: TECHNOLOGY AND THE MEDIA
The media plays a significant role in shaping and defining our culture and our view of the world. New technologies continue to transform the way we work and learn.
Informed and responsible citizenship requires that young people become critical consumers of media, able to reflect on the relationship between reality and the world portrayed by the media. They should be aware of the ability of the media to inform, entertain and influence public opinion, and its important role in society. Young people need opportunities to become discerning and critically literate in relation to the media and the internet, learning to question the authenticity, accuracy and reliability of the information they encounter.
Similarly, to participate fully in a technology-driven society, young people must develop the practical skills to use technology confidently and productively. They need to develop the competencies to use technology safely and effectively to find things out, try things out, develop and present their ideas, and communicate and collaborate with others across the world.
Developments in technology continue to change the relationship between consumers and producers. Technology gives unprecedented access to events, experiences, opinions and sources of knowledge from around the world. It allows young people to communicate and collaborate with others locally and internationally, and extends the range of opportunities they have to develop as successful learners and global citizens.
Developing a curriculum that supports the technology and media dimension In order to help learners appreciate the role of technology and the media in their lives and make informed decisions about how to use it, they should have opportunities across the curriculum to:
- Access and use a rich range of technologies, including broadcast media, film, printed communications, games, web, podcasts and animation
- Consider media as both consumers and authors of content
- Develop the skills to adapt to the changing nature of both technologies and media
- Ask and answer questions such as: 'Can I believe what I read?', 'How can I use technology safely?' and 'How can the media be used to benefit society?'
- Use technology to create products for real situations, and increase their awareness of its role in the creative industries and media
- Access a culturally and historically diverse range of technologies and media products
- Access the information that contextualises the way in which technologies are used and media products are made
- Use technology to personalise learning, so they can work at different times, in different places and with a wider audience.
1999 NATIONAL CURRICULUM FOR CITIZENSHIP
The key sections of the Citizenship programme of study for Key Stage 3, extracted from the existing National Curriculum 1999, which relate to BBC News School Report, are listed below.
Knowledge and understanding about becoming informed citizens
Pupils should be taught about:
1h The significance of the media in society.
Developing skills of enquiry and communication
Pupils should be taught to:
2a Think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-based sources.
2b Justify orally and in writing a personal opinion about such issues, problems or events.
2c Contribute to group and exploratory class discussions, and take part in debates.
Developing skills of participation and responsible action
Pupils should be taught to:
3a Use their imagination to consider other people's experiences and be able to think about, express and explain views that are not their own.
3b Negotiate, decide and take part responsibly in both school and community-based activities.
3c Reflect on the process of participating.
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