Citizenship
Citizenship Key Stage 3
| Importance of Citizenship: Using Makutano Junction can promote the following elements of Citizenship | |
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| 1. Key Concepts | |
| 1.1 | Democracy and Justice |
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Activity 3: Structure of a Soap Activity 8: Money and Livelihoods |
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| b: Weighing up what is fair and unfair | |
| c: Considering how democracy, justice[.. ] diversity, respect and freedom are valued by people with different beliefs, backgrounds and traditions | |
| d: Understanding and exploring the roles of citizens and parliament in holding government and those in power to account. | |
| 1.2 | Rights and Responsibilities |
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Activity 17: Tourism and Sustainability |
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| a: exploring different kinds of rights and obligations and how these effect both individuals and communities. | |
| 1.3 | Identities and diversity: living together in the UK |
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Activity 10: Soaps and Stereotypes |
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c: Considering the connections between the UK and the rest of Europe and the wider world |
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| d: Exploring community cohesion and the different forces that bring about changes in communities over time. | |
| 2. Key Processes : Pupils should be able to ...... | |
| 2.1 | Critical thinking and enquiry |
| a: engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues | |
| b: research, plan and undertake enquiries into issues and problems | |
| c: analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias. | |
| 2.2 | Advocacy and representation |
| a: express and explain their own opinions to others through discussions | |
| b: communicate an argument, taking account of different viewpoints | |
| c: justify their arguments, giving reasons to try and persuade others to think again, change or support them | |
| d: represent the views of others, with which they may or may not agree. | |
| 2.3 | Taking informed and responsible action |
| Activity 2: MDGs and Me | |
| c: analyse the impact of their actions on communities and the wider world, now and in the future | |
| d: reflect on progress made, evaluating what they have learnt. | |
| 3. Range and Content . Study should include | |
| a: political, legal and human rights and responsibilities of citizens | |
| 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 conflicts | |
| k: the UK’s relations with the world as a global community. | |
| 4. Curriculum opportunities: should provide opportunities for pupils to.... | |
| a: debate, in groups and whole class discussion, topical and controversial issues | |
| c: work individually and in groups, taking on different roles and responsibilities | |
| e: participate in different forms of individual and collective action, including decision making and campaigning | |
| g: take into account legal, moral, economic, social, dimensions of different political problems and issues | |
| 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. | |
Citizenship Key Stage 4 as Key Stage 3 with the following additions/ changes:
| 2. Key Processes | |
| 2.1 | a: question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems |
| c: interpret, analyse and evaluate sources used, questioning 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) | |
| 2.2 | 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 discussions | |
| 2.3 | 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. | |
| 3. Range and Content | |
| 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 of sustainable development and their impact on the environment | |
| m: the UK’s role in the world, including in Europe, the EU, the Commonwealth and the UN | |
| n: the challenges facing the global community, including international disagreements and conflict, and debates about inequalities, sustainability and the use of the world’s resources. | |
