Citizenship

A scheme of work for key stage 3

Teachers guide

Acknowledgements
This exemplar scheme of work has been prepared jointly by the Qualications and Curriculum Authority (QCA) and the Department for Education and Skills (DfES). We would like to thank the many teachers, individuals, schools, local education authorities and other organisations who have helped in the production of this scheme of work. Special thanks are due to all those who gave up valuable time to assist in the development of the materials by contributing their expert knowledge.

First published in 2001 Qualications and Curriculum Authority 2001 ISBN 1 85838 484 2 This scheme of work for citizenship contains photocopiable materials. For in-school educational use, these materials may be freely photocopied. Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for educational purposes, without permission, provided full acknowledgement is given. Printed in Great Britain The Qualications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993. Qualications and Curriculum Authority 83 Piccadilly London W1J 8QA www.qca.org.uk/

Contents
Introduction I What is citizenship? I What is the purpose of this scheme of work? I Who is this scheme of work for? I What does the scheme of work include? Section one: how to use the scheme of work Addressing the requirements of the programme of study I Aspects of the key stage 3 programme of study addressed by the units I The units
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3 3 3 3 4 5 5 6 7 10 10 11 13 14 16 19 20 21 25 25 26 27 28 34 38 43 44 46 49

Section two: how to plan citizenship provision Developing a whole-school approach I Planning for citizenship I Links between citizenship and other subjects I Teaching and learning approaches I Assessing progress I Inclusion I The Key Stage 3 National Strategy and citizenship I Links with other areas of the curriculum
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Appendices I Appendix 1: I Appendix 2: I Appendix 3: I Appendix 4:

I I I I I I

Appendix 5: Appendix 6: Appendix 7: Appendix 8: Appendix 9: Appendix 10:

exemplar framework for audit and planning combining modes of delivery recording the results of whole-school planning examples of how to use the materials in the scheme of work to plan citizenship provision citizenship and teaching about diversity approaches to teaching and learning involving pupils in running events planning an enquiry into a topical issue in citizenship guidance on the teaching of sensitive and controversial issues useful contacts and resources*

*QCA recognises that website addresses and contents can and do change, sometimes at very short notice. So that we can monitor and maintain a reliable and useful resource, the website addresses of the organisations listed in this appendix can be accessed through the key stage 3 citizenship scheme of work site at www.standards.dfes.gov.uk/schemes

Introduction
What is citizenship?
Citizenship is more than a statutory subject. If taught well and tailored to local needs, its skills and values will enhance democratic life for us all, both rights and responsibilities, beginning in school and radiating out. (Bernard Crick chairman of the advisory group for citizenship and the teaching of democracy in schools) Citizenship is a new national curriculum subject to be taught at key stages 3 and 4 from August 2002. It enables pupils to develop the knowledge, skills and understanding to become informed, active and responsible members of local, national and global communities. The programme of study for citizenship is designed to be light touch and exible so that schools can build on what they are already doing and develop a curriculum that is relevant to their pupils, connecting with their interests and experiences, and relating to their abilities and backgrounds. It should also provide pupils with opportunities to address real-life issues and show them that they can make a difference. Citizenship is complemented by the non-statutory guidelines for personal, social and health education (PSHE) at key stages 3 and 4.

What is the purpose of this scheme of work?

In this scheme of work the materials are designed to help schools prepare for the introduction of citizenship for all year groups at key stages 3 and 4 from August 2002. The scheme of work illustrates the different ways that teachers can develop learning opportunities to respond to the specic needs and priorities of pupils, their communities and the schools themselves. It also builds on pupils citizenship experiences and earlier learning from the non-statutory guidelines for PSHE and citizenship at key stages 1 and 2 (August 2000). This scheme of work is designed to allow teachers to deliver citizenship through a combination of: I discrete provision for citizenship within separate curriculum time; I explicit opportunities in a range of other curriculum subjects; I whole-school and suspended timetable activities; and I pupils involvement in the life of the school and wider community. The scheme of work is also published on the DfES Standards and Effectiveness Units website at www.standards.dfes.gov.uk

Who is this scheme of work for?

This scheme of work is for all teachers responsible for the delivery of citizenship and for senior managers with responsibility for developing a whole-school approach to the subject. As the citizenship curriculum has implications for the whole school, it is essential that the senior management team and governors consider how it is provided alongside other aspects of wholeschool planning.

What does the scheme of work include?

The scheme of work consists of exemplar teaching units that can be combined in different ways to address the requirements of the key stage 3 programme of study for citizenship. They may be supplemented with materials from other subjects. These can be adapted to create explicit opportunities for citizenship. A number of units illustrate this approach, including unit 10 Citizenship and geography: Debating a global issue, unit 12 Citizenship and history: Why did women and some men have to struggle for the vote in Britain? What is the point of voting today?, unit 13 Citizenship and RE: How do we deal with conict?. As citizenship is a new national curriculum subject, this Teachers guide gives information about planning and developing provision, including an exemplar audit and planning framework at appendix 1. Teachers and managers can use it to identify appropriate opportunities for citizenship within the curriculum and the life of the school as a whole. The questions in the audit and planning framework (appendix 1) have been organised into three broad areas to help with coordination and progression across the citizenship curriculum. These are: I rights and responsibilities; I communities and identities (local, national and global); and I democratic processes and government. These are not separate themes but are aspects of citizenship highlighted and illustrated within the units. This booklet also gives guidance about: what whole-school issues need to be considered when planning the citizenship curriculum; I deciding how best to combine the different ways of delivering citizenship; I links between citizenship and the non-statutory guidelines for PSHE, the other national curriculum subjects and religious education (RE), as well as literacy, key skills and thinking skills; I how citizenship relates to issues of inclusion and diversity; I how to assess pupils and involve them in reviewing their own progress; I different approaches to teaching and learning, including ideas for developing active citizenship skills, such as participation and communication; I how to use and combine units to ensure that the requirements of the key stage 3 programme of study for citizenship are addressed; and I dealing with sensitive and controversial issues.
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As well as units, the scheme of work contains: subject leaets that identify opportunities for citizenship and help teachers to plan delivery through other national curriculum subjects, PSHE and RE; and I a booklet of ideas Getting involved: extending opportunities for pupil participation to help schools identify other ways for pupils to develop skills of participation and responsible action by involving them in the life of the school and wider community.
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Section one: how to use the scheme of work

The following suggestions are made in the context of whole-school planning and the exible nature of the programmes of study. Schools should decide in what depth they wish to address the various aspects of the programme of study so that they meet the needs and priorities of their pupils. Steps to ensure this might include: I making all staff and governors aware of this guidance and involving them in discussions about provision. Pupils should also be involved in decision-making about needs, priorities and provision; I using the whole-school planning guidance on page 12 and the subject leaets to ensure that the development of citizenship provision is linked to pupil needs and other whole-school priorities and that appropriate decisions about delivery and stafng are made; I selecting the most appropriate units from the range listed on page 6 and deciding where best to deliver them in combination with other subjects, and building on what the school is already doing. Introductory unit 1 Citizenship whats it all about? suggests starting points for year 7 and review unit 19 Assessing progress and recognising achievement at the end of year 9 suggests some ways of approaching end of key stage 3 assessment activities; I using Getting involved, a booklet of additional ideas for participating in citizenship, and ways for pupils to take part in the life and decision-making of the school and community; I combining these units and activities with any other appropriate materials to ensure that the requirements of the programme of study are addressed; and I amending and adopting units as needed.

Addressing the requirements of the programme of study

This scheme of work is designed to offer schools exibility in the way they choose to address the requirements of the key stage 3 programme of study. Teachers should select and combine units to address the programme of study in a way that meets the needs of the school and its community. Also, they should decide in what depth to cover various aspects and choose from and/or supplement the units offered in this scheme. The units can be modied as necessary. This might include selecting activities from a range of different units, varying the demand according to pupil needs or when in the key stage the unit is delivered, or changing the focus to take account of local priorities. Some units may be adapted for use at key stage 4 and some key stage 4 units may be adapted for use at key stage 3. Examples of how schools can select and combine units into a scheme are provided at appendix 4.

Aspects of the key stage 3 programme of study addressed by the units

Unit Programme of study requirements 1a 1b 1c 1d 1e 1 Citizenship whats it all about 2 Crime 3 Human rights 4 Britain a diverse society? 5 How the law protects animals a local-to-global study 6 Government, elections and voting 7 Local democracy 8 Leisure and sport in the local community 9 The signicance of the media in society 10 Citizenship and geography: Debating a global issue 11 Citizenship and history: Why is it so difcult to keep peace in the world today? 12 Citizenship and history: Why did women and some men have to struggle for the vote in Britain? What is the point of voting today? 13 Citizenship and RE: How do we deal with conict? 14 Developing skills of democratic participation 15 Crime and safety awareness a whole-school multi-agency approach 16 Celebrating human rights citizenship activities for the whole school 17 School linking 18 Developing your school grounds 19 Assessing progress and recognising achievement at the end of key stage 3 1a 1c 1d 1e 1f 1g 1a 1a 1a 1b 1b 1d 1c 1d 1e 1c 1c 1f 1g 1g 1h 1i 1i 1f 1g 1h 1i 1f 1g 1h 1g 1i 2a 2b 2c 3a 3b 3c 2a 2b 2c 3a 3b 3c 2a 2b 2c 3a 3b 3c 2a 2b 2c 3a 2a 2b 2c 3a 3b 3c 2a 2b 2c 3a 3b 3c 2a 2b 2c 3a 3b 3c 2a 2b 2c 3a 3b 3c 2a 2b 2a 2b 2c 3a 3b 3c

Introduces aspects of the programme of study

1g 1h

1i

2a 2b 2c 3a

1a 1b

1d 1e

2a

2c 3a 3b 3c

1f

1g 1g 1h

1i

2a 2b 2c 3a 2a 2b 2c 3a 3b 3c 2a 2c 3a 3b 3c

1a 1b 1b

1f 1i 1f 1g

2a 2a

2c 3a 3b 3c 2c 3a

2a 2b 2c 3a 3b 3c

Assessing progress, reviews each strand of the programme of study

The units
Expectations
These are broad descriptions of what most pupils will know and be able to do after completing the unit. They may be used to help set targets.

There are 19 units. The layout of the units with a commentary about the purpose of each section is shown below.

Title

The title indicates the content of the unit. Unit 1 is designed to be taught in year 7 and unit 19 is designed to be taught at the end of year 9. Units 218 are exible and may be adapted for use with pupils in years 7, 8 or 9.

Citizenship

Years 79

Unit 7 Local democracy About the unit

Expectations
At the end of this unit most pupils: are aware of the range of services provided by local

About the unit

In this unit, pupils explore issues of concern within their local community and look at the role of local government in everyday life. They research policies, and find out which local government departments are responsible for dealing with particular issues. They investigate how local decisions are made and consulted upon. They present and discuss their findings in a public meeting. The unit also allows pupils to experience and participate in local democracy. The unit provides opportunities for group work, presentations, surveys, discussions, research and the analysis of information. Pupils will also be asked to imagine the views of others in different situations, and will learn to express opinions that are not necessarily their own.

This sets out the main focus of the teaching and learning. It outlines the knowledge, skills and understanding that the unit will develop.

Where the unit ts in

Where the unit fits in
This unit addresses the following aspects of the key stage 3 citizenship programme of study: Knowledge and understanding about becoming informed citizens Pupils should be taught about: 1c central and local government, the public services they offer and how they are financed, and the opportunities to contribute 1f the work of community-based, national and international voluntary groups 1g the importance of resolving conflict fairly 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 Pupils should be taught to: 3a use their imagination to consider other peoples 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 This unit links with unit 8 Leisure and sport in the local community, unit 14 Developing skills of democratic participation and unit 6 Government, elections and voting.

This indicates the aspects of the key stage 3 programme of study for citizenship that are addressed by the unit.

government and know how local government is financed. They understand that there are local spending priorities that affect the services provided. They show understanding of the legal responsibilities of local government. They appreciate that different values and attitudes, including their own, result in different approaches to, and opinions on, an issue, problem or event, and different levels of participation in local life. They can conduct an enquiry, use the findings to draw simple conclusions, and make suggestions as to how improvements can be made in their local area. They reflect on how to influence peoples opinions, and on why suggestions are sometimes rejected. some pupils have not made so much progress and: demonstrate some knowledge of the services provided by local government. They understand that local government has certain responsibilities. They make suggestions as to how improvements can be made in their local area.
some pupils have progressed further and: demonstrate detailed

knowledge of the range of services provided by local government, and of how local government is financed. They recognise the importance of deciding what local spending priorities there should be. They understand the legal and ethical responsibilities of local government. They understand that some local people are far more active in the community than others, and are able to offer convincing suggestions as to why this is so. They research, analyse and interpret data, and use this to prepare and deliver presentations to a range of different people on local issues, problems and events. They reflect on why suggestions are sometimes rejected, and offer alternatives.

Key stage 3 schemes of work

Literacy and language Links with other subjects

This section identies links with other national curriculum subjects, RE and PSHE. Appropriate references are made to programmes of study and units in the subject schemes of work. In the key stage 3 scheme, this lists examples of vocabulary pupils will need when completing work in the unit and links with the Key Stage 3 National Strategy, Framework for teaching English, Years 7, 8 and 9.

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Resources
References to the Key Stage 3 National Strategy Framework for teaching English, Years 7, 8 and 9 (NSE) are given in brackets and are indicated in appropriate sections of this unit. Through the activities in this unit pupils will be able to understand, use and spell correctly words relating to: local democracy, eg local government, council tax, consultation, local spending priorities, publicprivate partnerships, committee, local election Speaking and listening through the activities pupils learn to: ask questions in interviews to clarify meaning (year 7 S&L1, year 8 S&L5, year 9 S&L3) Reading through the activities pupils learn to: use appropriate reading strategies to conduct research (year 7 R2, year 8 R2, year 9 R2) identify the key points in texts (year 7 R7, year 8 R5)

Resources

This suggests useful materials and sources of information from organisations that may be helpful in delivering the unit.

Literacy and language

Links with other subjects

PSHE: 3b, 3k in the non-statutory guidelines Geography: 1a, 1b, 1c, 1d, 1e, 1f, 2b, 2f, 2g, 3a, 3d, 5a, 5b in the programme of study; unit 23 Local actions, global effects, unit 3 People everywhere in the scheme of work ICT: 1a, 1b, 1c, 3a, 3b, 4a in the programme of study; unit 2 Information and presentation, unit 9 Publishing on the web in the scheme of work

Resources include: information leaflets from local authorities, eg information on the Local Agenda 21 strategy for the area, local community safety and health improvement plans the National Healthy Schools programme national and local newspapers clips from television soap operas dealing with local issues/conflict visits from local government representatives/employees to give presentations and answer pupils questions Many groups and organisations produce online resources that are relevant to citizenship. QCA has not printed these website addresses as it recognises that they can and do change, often at short notice. So that we can monitor and maintain a reliable and useful resource, the website addresses of the following organisations can be accessed through the key stage 3 citizenship scheme of work site at www.standards.dfes.gov.uk/ schemes Local Government Association UK Youth Parliament National Statistics (for neighbourhood statistics) Up Your Street (information on different neighbourhoods) Institute for Citizenship Community Service Volunteers online database of voluntary organisations Kick Racism out of Football campaign Show Racism the Red Card campaign NB: care should be taken when encouraging pupils to access websites

Key stage 3 schemes of work

Citizenship unit 7

Possible teaching activities

These indicate the knowledge, skills and understanding that pupils should have developed through the teaching and learning activities. They provide opportunities for checking progress and reviewing work with pupils. This section can include points on teaching the content of the unit, planning and management of work, possible extension activities or alternative activities and links with other national curriculum subjects, RE and PSHE. Links with other units in the citizenship scheme and references to appropriate sections of the Teachers guide are also provided.

Learning outcomes

Points to note

These activities are designed to enable pupils to develop the knowledge, skills and understanding outlined in the objectives. They may be adapted and amended to t in with the schools priorities and provision for citizenship.

Learning objectives
What do I think about my local community? about the local community clarify their own views and identify those of others, about the local community On paper or self-adhesive notes, each pupil notes down three issues that make them proud of where they live, and three that they dislike and want to change. Write these on the board, collating key areas of pride and key areas of concern, and grouping them under suitable headings, eg sport and leisure facilities, refuse and recycling facilities, housing and environment, transport. The pupils discuss the issues raised, and agree on one to take forward for further work.

These outline the knowledge, skills and understanding that are the focus of the unit. They include both learning objectives that relate to the key stage 3 citizenship programme of study and appropriate objectives in the Key Stage 3 National Strategy, Framework for teaching English, Years 7, 8 and 9.
What is my community concerned about? about an issue of local concern, whose interests are involved and who within the local council is responsible for dealing with the issue about different ways of conducting an enquiry where to find information about their local council/authority to use appropriate reading strategies to conduct research (NSE) to identify the key points in texts (NSE) to ask questions in interview to clarify meanings (NSE) to organise and present information (NSE) to communicate with a range of local people, taking on board opinions from as many sectors of the community as possible to analyse and reflect on the evidence they collect during their enquiry, and draw conclusions from it Pupils plan how they will investigate their chosen issue. They identify which members of their community have an interest in the issue, eg themselves, their parents, community-based and voluntary groups, businesses. How do members of the community take action and try and inuence decision-making and policy? What types of campaigning are used? What is the role of community-based and voluntary organisations? Do any of these peoples interests conict or compete? Pupils then nd out who in their local council/authority is responsible for dealing with the issue, and how policies regarding the issue are developed and consulted on. How is this area of work funded, eg by council tax, national government, publicprivate partnership? Pupils should research local spending priorities and relevant local/national policies or initiatives. Pupils devise and agree a way of surveying the views and recommendations of local people. Their survey could include a question on whether ther e is strong enough opinion on the chosen issue to affect voting at the next local election. Using libraries and the internet, pupils carry out research into whether other communities, at home or abroad, have tackled similar issues. What can we learn from them? The results of the survey could be presented as a report, which should examine the findings and make recommendations about what should be changed. It could also be used at a public meeting (mock or real) with other members of the community. are aware of the different interests of members of the community and that these interests may conflict or compete understand some of the ways in which local policies are developed and consulted on know how they can have their say and be involved with, and/or consulted on, the development of policy know how to undertake an enquiry into an issue, devising appropriate questions, and are aware of different ways of collecting information and evidence know how to approach and communicate with the local council and other members of the community draw conclusions from a variety of sources and present these to others understand that local and national government policies and initiatives are related

See the Teachers guide (appendix 8) for more information on how to plan enquiries in citizenship. Local councils all produce yearbooks and literature on how they are financed and the services they offer. Contact the councils press office or public relations department. There may be a new/proposed development in the locality that can be used as a case study. Developers or representatives from the local planning department could be approached, and could bring in drawings, brochures, etc. Link with NSE: year 7 R2, year 7 R7, year 8 R2, year 8 R5, year 9 R2; year 7 Wr11, year 8 Wr10, year 9 Wr9. Link with NSE: year 7 S&L1, year 8 S&L5, year 9 S&L3. Link with geography: unit 23 Local actions, global effects, unit 3 People everywhere. Refer to the Community Service Volunteers online database of voluntary organisations (see www.standards.dfes.gov.uk/schemes). Extension activity: further work could be undertaken to investigate how the local council/authority has changed the way it makes decisions following the implementation of the Local Government Act 2000. Pupils could also research how young people are involved with and/or consulted on the councils decision-making process.
Citizenship unit 7

Key stage 3 schemes of work

Section two: how to plan citizenship provision

Developing a whole-school approach
Why is a whole-school approach important? Citizenship, along with PSHE, has implications for the whole school. It is relevant to the management and organisation of the school as well as to all aspects of the school curriculum. This includes both what is planned and taught in the classroom in citizenship and in other subjects and what is learnt through other school and community-based activities. The aims and implementation of many existing whole-school policies, such as anti-bullying and equal opportunities, are central to the delivery of citizenship. Pupils involvement in reviewing, monitoring and evaluating these policies is a process that in itself can contribute to citizenship. The National Healthy School Standard (DfEE 1999) provides a context and a process for addressing whole-school issues that affect the provision of citizenship as part of overall school improvement. Local Healthy School programmes are being developed in all areas through partnerships between local education authorities (LEAs) and health authorities. These programmes are helping schools with policy and curriculum development as well as supporting staff training and pupil participation. Information can be obtained from the National Healthy School Standard website (see page 53) or by contacting the local coordinator through the LEA. Who is responsible for the whole-school approach? All members of the school community, including the pupils, need to be involved in the development of the schools citizenship curriculum. The senior management team should identify a member of staff with sufcient seniority to lead the process and to coordinate the resulting provision. How does school ethos affect citizenship? The ethos of the school is critical to the successful implementation of citizenship. An ethos that supports citizenship is likely to have: I clear whole-school values that have been discussed by all members of the school community. It is these values that will make it possible for everyone to discuss the sensitive and sometimes controversial aspects of citizenship safely and appropriately; I good relationships within the school and between the school and wider community that promote understanding about, and respect for, both common and diverse features of society. This will include an awareness of rights and responsibilities and what these can mean in practice; I a curriculum that requires pupils to participate in and contribute to their communities. This will be supported by real opportunities for them to make decisions and take responsibilities that contribute to the running of the school and the management of their own learning.

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Planning for citizenship

Planning for citizenship starts with the schools interpretation of The school curriculum and the national curriculum: Values, aims and purposes (see National Curriculum Handbook for secondary teachers, QCA99/458). This sets out the values, aims and purposes that underpin the school curriculum and all the work schools do. Two broad aims provide an essential and coherent context within which schools should develop their own curriculum: I to provide opportunities for all pupils to learn and to achieve; and I to promote pupils spiritual, moral, social and cultural development and prepare all pupils for the opportunities and experiences of life. Schools will want to consider ways of providing citizenship. This will include a combination of: I discrete provision for citizenship with separate curriculum time; I explicit opportunities in a range of other curriculum subjects; I whole-school and suspended timetable activities; and I pupils involvement in the life of the school and the wider community. The units in the scheme of work give examples of how schools might want to develop provision in these ways. Appendix 2 contains a chart that can be used to stimulate discussion about modes of delivery and may help schools to decide how to combine them. Appendix 4 gives three examples of how different approaches to providing citizenship can be combined to meet the particular needs and circumstances of the school.

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A whole-school planning process The questions below should be asked as part of the planning process to ensure that the school develops a whole-school policy for citizenship, that provision meets pupils needs and that the way in which the modes of delivery are combined is appropriate to the school.
1. What are the needs and priorities of the pupils in this school? I What are the particular characteristics of our school community? (including geographical context, diversity, inclusion, equal opportunities) I How do these affect all our pupils needs, concerns and interests? (including their personal and social development) I Who has been consulted about pupils needs and priorities? Pupils? Parents? School staff? Governors? The wider community? I How can the exibility of the citizenship programme of study help the school to meet pupils needs, for example by varying the depth and focus of different aspects according to the schools particular requirements?
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2. What are pupils already learning about citizenship? What aspects of the programme of study are already addressed through: discrete citizenship and/or PSHE programmes? other subjects? off-timetable events and specialist days such as health weeks, industry days, environmental projects and residential experiences? pupils active participation in the life of the school, for example through the student council, links with other schools, involvement in community initiatives? individual pupils involvement with out-of-school activities such as volunteering, organisations such as faith groups, community sports and other community-based and voluntary organisations?

3. What already works well and meets our priorities? I What do pupils and staff think works well? How do they think it could be improved? I Does it meet the identied needs and priorities? Are there any gaps? I Are all pupils needs reected in the schools aims and ethos? In policies such as behaviour and equal opportunities? 4. How can we build on what we are already doing? I Can we: make some of the implicit opportunities for citizenship in other subjects explicit? develop discrete modules or individual sessions to complement other aspects of the schools provision? develop more opportunities for pupils to participate in school and community life? increase pupils involvement in off-timetable events and extra-curricular activities by involving them in organising and running the events? extend opportunities in assemblies and tutorial activities? improve methods of recognising and valuing the contribution made to pupils development by activities they undertake in their own time? 5. What do we need to change or add? I What timetabling and stafng issues are created? I How will training needs be identied and met? (see www.dfes.gov.uk/citizenship for a training needs analysis tool/resources) I How will pupils have opportunities to reect on what they have learnt and put it into practice? I How will we develop assessment, recording and reporting of citizenship to meet end of key stage 3 requirements? I Will monitoring, review and evaluation systems allow coordination across the whole curriculum? 6. Who can help? I Those involved in other local and national initiatives such as the local Healthy School programme (information from LEA or National Healthy School Standard website*, Connexions service, community safety plan or Agenda 21 (information from local authority), and outside agencies and organisations, eg police, local council, health promotion service, local and national voluntary organisations. *see page 53

Appendix 1 contains an audit and planning framework and a form that may help schools plan their whole-school provision.

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Links between citizenship and other subjects

Other national curriculum subjects and RE Other national curriculum subjects and RE can contribute to citizenship in several ways:
I

I I

delivering content for example aspects of sustainable development in geography or aspects to do with the extension of political rights, such as the right to vote, in history; teaching skills for example skills of analysis in ICT; supporting citizenship by importing aspects of citizenship into the subject for example using relevant literature in English lessons to add value to both subjects; and supporting staff for example through extending teaching and learning approaches.

The subject leaets included in the scheme of work help by: describing some of the opportunities in each subject area; I mapping the areas where citizenship and the other subjects programmes of study are compatible; and I listing units in the existing subject schemes of work that describe activities that could be developed to support citizenship.
I

Schools will need to decide which opportunities to develop as explicit citizenship provision and which will remain as implicit support for the development of citizenship knowledge, skills and understanding. Examples of how schools may wish to approach this are given in unit 12 Citizenship and history: Why did women and some men have to struggle for the vote in Britain? What is the point of voting today?; unit 10 Citizenship and geography: Debating a global issue and unit 13 Citizenship and RE: How do we deal with conict?. Where opportunities are to be made explicit, this should be made clear in the subject as well as in the citizenship documentation. Learning activities will need to be adapted to address both the subject and citizenship objectives and outcomes, and pupils will need opportunities to reect on both aspects of the work. The citizenship subject guidance from Ofsted describes how inspectors will seek evidence of this. PSHE PSHE covers all aspects of a schools planned provision to promote pupils personal and social development, including health and well-being. There are clear links between citizenship and PSHE. These include the development of personal and social skills and the provision of opportunities that help promote the skills of enquiry, communication, participation and responsible action. The study of social policy and related issues can contribute to the knowledge and understanding pupils require to become informed citizens. More detail about the connection between PSHE and citizenship can be found in the PSHE subject leaet.

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Teaching and learning approaches

Pupils are more likely to become active citizens if their learning experiences have enabled them to take responsibility for their learning. The programme of study for citizenship makes it clear that: Teaching should ensure that knowledge and understanding about becoming informed citizens are acquired and applied when developing skills of enquiry and communication and participation and responsible action. The way in which learning experiences are provided in citizenship is, therefore, fundamental to the development of effective practice. In order to ensure the requirements of the citizenship programme of study are met and that pupils gain a broad range of active citizenship experiences, pupils should have planned opportunities to: I take responsibility for their own learning, exercising informed choices within and between learning opportunities, recording what they have learnt and achieved, reecting on their learning and action plan to establish next steps; I explore, discuss and debate topical issues of signicance and interest and to take part in critical discussions that are relevant to their lives, including identifying issues of local concern and exploring how the media cover signicant issues; I work in groups of different sizes and compositions, taking on varying roles, experiencing leadership as well as membership and sharing the responsibility for the outcomes of group activity; I explore and discuss the varied attitudes and values underpinning issues encountered in society, considering other peoples experiences and thinking about, expressing and explaining views that are not their own, for example through debates, simulated activities or role-play; I undertake work with adults other than teachers, using visitors and outside organisations, making links with the community including local businesses, for example taking action through organising petitions, conducting opinion surveys; I work outside the classroom, becoming actively involved in the decision-making and organisation of the school and in community-based activities active citizenship involves more than active approaches in the classroom; and I take time to reect on all their experiences in both the formal and informal curriculum, identifying what they have learnt and enabling them to transfer that to situations in their own lives, now and in the future. Further guidance about how to organise and hold debates is available at www.dfes.gov.uk/citizenship Teaching styles It is important to use a range of teaching styles to accommodate the different learning styles of individuals in any group of pupils. More detailed guidance on teaching and learning approaches can be found in appendix 6. This guidance includes establishing ground rules with pupils, deciding on starting points for citizenship topics, and good practice in the use of visitors.

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Building on pupils earlier experiences The scheme of work builds on the knowledge, skills and understanding developed during key stages 1 and 2, when pupils will have experienced citizenship activities as part of the schools implementation of the guidelines for PSHE and citizenship. This will have supported pupils in: I developing condence and responsibility; I making the most of their abilities; I preparing to play an active role as citizens; I developing healthy, safer lifestyles; I developing good relationships; and I respecting the differences between people. Because PSHE and citizenship is non-statutory at key stages 1 and 2, pupils will have experienced different types and levels of provision by the beginning of key stage 3. Experience has shown that it is easy to underestimate the citizenship knowledge, skills and understanding of year 7 pupils, many of whom will be used to participating in the decision-making and organisation of their primary schools. They may have been involved in: I taking responsibility in class and school, for example by acting as a peer supporter or befriender; I recording their achievements in proles and portfolios; I contributing to decision-making, for example through class and school councils and by contributing to the development of anti-bullying policy and practice; I meeting and talking with people from across the school and wider community, such as religious leaders, police ofcers, representatives of the local council and voluntary groups; I running a school-based enterprise; I considering and dealing with social and moral dilemmas which may include recognising prejudice and harassment; I nding information and advice, including the use of helplines and information services; and I reecting on the changes that occur as they transfer to secondary school and planning strategies for dealing with them positively. The non-statutory guidelines for PSHE and citizenship at key stages 1 and 2 can be found on pages 136141 of The National Curriculum Handbook for primary teachers in England (QCA/99/457) or at www.nc.uk.net

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Assessing progress
Requirements for assessment at key stage 3 At the end of key stage 3, teachers are required to assess pupils attainment in citizenship. This should be done using the end of key stage description (see below), published alongside the programme of study for citizenship in The National Curriculum Handbook for secondary teachers (QCA99/458) or at www.nc.uk.net The rst end of key stage teacher assessment must take place for year 9 pupils who complete key stage 3 in summer 2004. Schools are not required to submit summary data in citizenship to the national data collection agency, but they should report pupils progress to parents as for other national curriculum foundation subjects from August 2002. Expected levels of attainment There is no eight-level scale in citizenship. Pupils may be assessed as working towards, achieving or working beyond the end of key stage description provided in the national curriculum. The expectations match the level of demand in other subjects and are broadly equivalent to levels 5 and 6 at key stage 3. Teachers should work with pupils to set targets to challenge them and to build on previous experiences. As well as helping to set their own targets, pupils should be involved in assessing their progress towards, and achievement of, them.

End of key stage description for citizenship By the end of key stage 3, most pupils: I have a broad knowledge and understanding of the topical events they study; the rights, responsibilities and duties of citizens; the role of the voluntary sector; forms of government; provision of public services; and the criminal and legal systems; I show understanding of how the public gets information; how opinion is formed and expressed, including through the media; and how and why changes take place in society; I take part in school and community-based activities, demonstrating personal and group responsibility in their attitudes to themselves and others.

Assessing progress in citizenship Assessment in citizenship should be active and participatory, addressing progress in pupils development of skills and action as well as knowledge and understanding. It should allow the learner to reect on their experiences in citizenship, pose questions, make judgements in the light of evidence about their strengths and needs, and plan how to make progress against criteria agreed with the teacher. Schools should ensure that the progress and achievement of all pupils is recognised and that methods used do not imply that pupils are failing as citizens or judge the worth, personality or value of an individual or their family.

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Teachers involved in assessment need: I an understanding of clearly stated learning outcomes for the key stage (with reference to the aptitudes and abilities of their pupils); I a view of the full range of learning/social activities across the school and its local community (context for learning); I clear learning objectives for each piece of work, which are shared with and understood by the pupils; I criteria on which to make a judgement about progress/achievement, ie what it might look like when the objective has been achieved; I access to a range of teaching strategies to cater for and develop the range of learning styles of their pupils (with particular emphasis on skills of reection, enquiry, communication and participation); I strategies to provide effective feedback to pupils to help them; and I to engage pupils in reviewing their progress in achieving the learning outcomes listening, observation, skilled questioning, quality feedback (what has been achieved) and planning ahead (what the next steps might be). Planning for effective assessment for learning Assessment should: be planned from the beginning as an integral part of teaching and learning; I provide regular opportunities for pupils to receive feedback on their progress and achievements, helping them to identify what they should do next; I involve pupils in discussion about learning objectives and desired outcomes; I include pupils in self-assessment and peer assessment; I reect evidence of progress in skills of participation as well as knowledge and understanding; and I allow for achievements to be collected in a citizenship portfolio and/or included in a wider prole of pupils achievements in the school.
I

Further advice on assessment for learning can be found on the QCA website at www.qca.org.uk/ca/5-14/a/index.asp Providing assessment opportunities Opportunities for assessment have been indicated through the units in the scheme of work. They include opportunities for pupils to: I demonstrate their understanding through planning a talk or presentation; I design a display or website; I produce a diary, logbook or portfolio; I contribute to discussions and debate; I produce resources for younger pupils; I demonstrate skills through role-play or participation in simulations; I devise a quiz, board or card game; I write letters to local councillors or MPs, or articles for school or local newspapers; I make a video of an event or participate in, for example, a class or school council meeting; I record an interview with community members; I produce evidence of planning a visit or arranging for a visiting speaker; and I produce evidence of involvement in an arts-oriented project on a relevant theme.

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Including regular self-assessment Pupils, individually and with their peers, should have regular opportunities to reect on their activities. Following an activity, pupils can share reactions and start to make sense of the experience in relation to themselves and others. They can identify what went well, what went wrong, and why. They can draw conclusions about their own strengths and weaknesses and those of the group as part of self- and peer-assessment and target-setting. The use of the following questions will help the reection process: I What happened? I How did I/we feel about the activity/experience? I What obstacles or challenges did I/we encounter? I How did I/we overcome them? I What did I/we learn? I How could I/we improve what I/we did in a future, similar situation? I How can I/we apply this learning to other situations? I What other knowledge, skills and understanding do I/we need to do this? I What do I/we need to do next? A further list of questions to encourage active thinking and reection about citizenship issues is included at appendix 8. It is intended to provide a menu from which to choose ideas to adapt to specic circumstances, activities or issues. Keeping a portfolio of evidence Some pupils will bring from their primary schools portfolios or other records of their achievements in citizenship activities. Schools should consider whether to establish pupil portfolios from the start of key stage 3. These could be an extension of existing Records of Achievement or follow the style of the portfolios promoted through the use of Progress le materials. Information can be found at www.dfes.gov.uk/progle A portfolio offers pupils opportunities to gather evidence of their achievements in citizenship wherever they have occurred in other subjects; through citizenship events; through responsibilities undertaken in school or in the community; through participation in projects and initiatives; through out-of-school achievements. Pupils should have regular opportunities to reect on the sum of their achievements, to set targets for future achievements and identify ways of working towards them. Portfolios used throughout key stages 3 and 4 would provide valuable records to take forward into post-16 education. Making end of key stage 3 assessment active There are opportunities for assessing progress not only through pupils regular reection on what they have learnt but also through some of the activities themselves, as illustrated in units in this scheme of work. In addition, review unit 19 Assessing progress and recognising achievement at the end of key stage 3 illustrates the use of active, participatory approaches to assessment at the end of year 9 to support end of key stage assessment.

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Inclusion
Teachers who use this scheme should adapt it to ensure it takes account of the different experiences, strengths and interests of their pupils. In doing this, they will need to refer to the statutory requirements and guidance on inclusion set out in The National Curriculum Handbook for secondary teachers (QCA/99/458). Teachers of pupils with learning difculties may nd helpful the guidelines on Planning, teaching and assessing the curriculum for pupils with learning difculties personal, social and health education and citizenship (QCA/01/749 or www.nc.uk.net/ld). Teachers should consider whether: I particular parts of the scheme should be emphasised or expanded; I pupils should be given more time for particular aspects of the scheme or given opportunities to progress more rapidly; I particular pupils need opportunities to revisit knowledge and skills in different contexts; and I to use these materials as a resource for developing an alternative scheme. The alternative must offer pupils opportunities to experience a range of work across key aspects drawn from the programme of study. If adapting particular units, teachers should consider whether: the expectations and learning objectives need modifying; I there is a need to add challenge by increasing the demand; I there is a need to provide small steps, short, guided and more focused tasks and supporting structures to enable pupils working below the demands of learning objectives to undertake the activity; I the outcomes need to be changed to take account of revisions to the objectives and activities, or because pupils will operate on different levels; I to vary contexts, resources, or teaching and learning styles to take account of the different learning needs of boys and girls, and the needs of pupils from different social and cultural backgrounds and with different lifestyles; and I the activities need to be adapted to provide support for pupils with difculties in communication, language or literacy.
I

Every effort should be made to maintain entitlement and equality of opportunity. The type of support provided for pupils should enable access by using strategies that overcome barriers to learning. These strategies may include: I using alternative and augmentative communication; I reducing the amount of written work and reading; I giving pupils the opportunity to clarify their ideas through discussion, modelling, role-play and the use of tape recorders, video and photographs, rather than relying on written materials; I using specialist equipment to give motivating and relevant experiences to pupils with sensory and physical disabilities; I emphasising small steps and short-term goals; I providing highly specic outcomes; and I making subject matter relevant to pupils needs and interests. Appendix 5 provides information about citizenship and the teaching of diversity.

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The Key Stage 3 National Strategy and citizenship

The implementation of the Key Stage 3 National Strategy commences with the English and mathematics strands from September 2001. The strategy aims to build on the success of the National Literacy and Numeracy Strategies in primary schools, and achieve the same consistent progress for pupils at 1114 years. A key feature for raising standards is the inclusion of extra support for pupils who need it, as well as ensuring that all pupils, whatever their starting point, can achieve their maximum potential. There is also high-quality support for teachers through new comprehensive training and development programmes, backed up by focused and coherent training materials. Science, ICT and a programme to improve teaching and learning in the foundation subjects (TLF) are currently being piloted, and national implementation of these programmes is planned for 2002/03. The Key Stage 3 National Strategy aims to raise the standards achieved by all pupils through: raising expectations; ensuring progression; engaging and motivating pupils; and transforming teaching and learning. Pupils work in citizenship will contribute to raising standards in the following ways.
I

Raising expectations: establishing high expectations for all pupils and setting challenging targets for them to achieve. Citizenship encourages all pupils to recognise what they have achieved and to take an increasing responsibility for their own learning by: making informed choices about the teaching and learning opportunities available to them; recording and reecting on what they have learnt and achieved; planning their future learning objectives and targets; and providing opportunities for them to take increasing responsibility for aspects of school and community life. Ensuring progression: strengthening the transition from key stage 2 to key stage 3 and ensuring progression in teaching and learning across key stage 3. Citizenship provides a context for the induction of pupils into their new school community. Pupils will: reect on how their new school is different from their old school and use this to develop their understanding of communities; draw on their range of experiences and activities of citizenship in key stage 2 and consider how they can build on them at key stage 3; in some cases, bring to their new school their portfolio with evidence of their previous responsibilities and involvement in the life of their primary school, which can be used to establish prior learning; and have opportunities to develop a key stage 3 portfolio to reect the sum of their citizenship experiences across the formal and informal curriculum and support objective-setting throughout key stage 3. Engaging and motivating pupils: promoting approaches to teaching and learning that engage and motivate pupils and demand their active participation. Citizenship requires the curriculum to: be relevant to the needs and interests of pupils; engage pupils in active participation and responsible action in school and the wider community;

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provide opportunities for pupils to contribute to decision-making; provide opportunities for pupils to develop skills to think critically about, and enquire into, the topical issues, problems and events that concern them; provide opportunities for pupils to analyse information and its sources (including through ICT); and provide opportunities for pupils to develop communication skills, justify opinions, negotiate, contribute to class discussions, and engage with adults and peers in school and community-based activities. Transforming teaching and learning: strengthening teaching and learning through a programme of professional development and practical support. Citizenship requires a range of active, participatory teaching and learning approaches to enable pupils to: take increasing responsibility for organising their own work; become increasingly involved in setting their own achievement targets; explore, enquire into, discuss and critically evaluate topical issues; work in groups of different sizes and compositions, taking varying roles; consider and empathise with the experiences and views of other people; work with other pupils and adults other than teachers; work responsibly within their communities beyond the school; and reect on their experiences and plan future learning objectives and targets.

Literacy and numeracy across the curriculum The strategy promotes literacy and numeracy across the curriculum and recognises that raising standards in these areas will help to raise standards in all subjects. The opportunities for literacy and numeracy in citizenship are identied in the subject leaets for English and mathematics. Links with the Key Stage 3 National Strategy Framework for teaching English, Years 7, 8 and 9 have been identied in each unit. Teachers may also nd it helpful to refer to Language at work in lessons. Literacy across the curriculum at key stage 3 (QCA/01/755).

Links with other areas of the curriculum

Key skills The scheme of work provides a foundation for the common areas of learning dened as key skills, namely: I communication; I application of number; I information technology; I working with others; I improving own learning and performance; and I problem-solving. The units include many opportunities for developing key skills. Some links between citizenship and key skills have been identied in the Points to note sections of the units.

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Thinking skills By using thinking skills pupils can focus on knowing how as well as knowing what learning how to learn. The units include many opportunities for developing thinking skills. Some links between citizenship and thinking skills have been identied in the Points to note sections of the units. Information-processing skills These enable pupils to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part/whole relationships. Reasoning skills These enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think and to make judgements and decisions informed by reasons or evidence. Enquiry skills These enable pupils to ask relevant questions, to pose and dene problems, to plan what to do and how to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas. Creative-thinking skills These enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative outcomes. Evaluation skills These enable pupils to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others work or ideas, and to have condence in their judgements. Activities to develop, practise and consolidate these skills involve working in different ways including: teacher reection on, and modelling of, thinking skills; problem-solving in pairs; cooperative learning; and group discussion. Education for sustainable development Citizenship promotes education for sustainable development. Citizenship engages pupils in activities that enable them to take part in decision-making and the democratic processes affecting the quality and structure of their environments. Pupils develop skills to investigate, analyse and discuss a range of issues, problems and events locally, nationally and globally. They explore the values that underpin the actions of individuals and communities and how these affect the environment, the economy and society. Citizenship gives pupils the knowledge, skills and understanding they need to become informed citizens who can play an effective and responsible role in society. Some units contain opportunities for work on sustainable development. For further information see www.nc.uk.net/esd

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The global dimension and citizenship The global dimension provides a broad context for citizenship knowledge, skills and understanding, competencies and condence that young people need to participate in an increasingly global society. There is a global dimension to the jobs we do, the clothes we wear, the food we eat, the music we listen to. There is a global dimension to the people and faith groups in our communities and the pupils in our schools over 60 per cent of whom have a relative living in another Commonwealth country. The global dimension affects the everyday decisions we make, from what to buy to where to go on holiday. What happens elsewhere has an impact on people in this country decisions made in an overseas boardroom may affect a UK factory. See Citizenship education: the global dimension, (Development Education Association 2001) or their website (see page 53). Spiritual, moral, social and cultural development Citizenship provides specic opportunities for pupils to explore the range of attitudes and values in society and to consider the kind of society they want to live in. Through exploration and discussion of topical political, spiritual, moral, social and cultural issues they develop skills and attributes that promote: I empathy and a willingness to perceive and understand the interests, beliefs and viewpoints of others; I a willingness and ability to apply reasoning skills to problems and to value a respect for truth and evidence in forming or holding opinions; and I a willingness and ability to participate in decision-making, to value freedom, to choose between alternatives and to value fairness as a basis for making and judging decisions. Citizenship promotes spiritual development through fostering pupils awareness and understanding of issues that involve differing beliefs and values in human society. Citizenship helps pupils develop self-knowledge through an exploration of their identity and belonging, their ideals and commitment and the meaning or purpose they see in life. Citizenship promotes moral development through helping pupils acquire a critical appreciation of issues of right and wrong, justice, fairness, rights and obligations in society. Pupils have opportunities to explore the ethical and moral dimensions of legal, political, social, economic and environmental issues and to exercise responsibility at a personal and social level. Citizenship promotes social development through helping pupils acquire the understanding and skills they need to become responsible and effective members of society. They develop an understanding of how society works and how decisions are inuenced and made. They take part in community and social activities that help to promote personal and social skills. Citizenship promotes cultural development through helping pupils understand the nature and role of the different groups to which they belong, learn about the origins and implications of the diversity in society and develop respect for difference. Opportunities to reect on the spiritual, moral, social and cultural dimensions, and for all pupils to consider their own views and opinions about them, occur through many aspects of citizenship in particular, as pupils investigate and think about topical issues, problems and events and as they participate in activities in their school, neighbourhood and communities.

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Work-related learning Citizenship includes learning about the world of work and pupils real and potential contribution to the economy. Careers education and guidance (CEG) is concerned with helping pupils prepare for their role as learners and workers, see Preparation for working life (QCA/00/384). Work outside lessons Pupils need opportunities to learn and develop citizenship knowledge, skills and understanding in real situations and contexts both within and outside the school. Some aspects of citizenship, for example the skills of participation and action, can be addressed through project work, experiences such as visits and residential activities, or special activity days or weeks in school. These provide opportunities for pupils to plan and work together and get involved in the life of their school, neighbourhood and communities. Many of the units include activities which involve work in the local and wider community.

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Appendix 1: exemplar framework for audit and planning

I I I I I I

This framework can be used during the whole-school planning process; it is intended to help schools identify existing and potential opportunities for pupils to address key citizenship questions. By considering where they do or could provide opportunities for pupils to address these questions the curriculum can be planned from a pupil perspective. The topics in italics indicate areas of citizenship knowledge and understanding that can be developed when the questions are addressed.
Rights Responsibility Human rights Abuse of rights Voluntary organisations Conict resolution Young people and the law I What do I know about crime in my community? I Why do I think people commit crimes? I How are young people perceived in the community and by the media? I Why does society need laws? I What would happen to me if I broke the law? I What legal rights and responsibilities do I have as a young person? I How does the Human Rights Act affect me?
I I I I I I I I I I I I I I I I I

Rights and responsibilities

Why have rules? I What are my rights and responsibilities at home and at school? I What rules apply in my school and how are they decided? I Who protects my rights and how can I access that protection? I What rights do I have as a young person? I How do I balance my rights and responsibilities and the need for rules? I What causes conict and how do I resolve it?
I I

Legal and human rights I Rights of young people I Media I Criminal and civil justice systems

Crime and punishment I Why should lawbreakers be punished? I What do I think are fair and unfair punishments? I Who decides on punishments and by what criteria? I How are the rights of offenders and victims reconciled? I How do prisons and other institutions work? I How can offenders be rehabilitated?

Voluntary organisations I The criminal justice system I Crime and punishment

Government and democracy Democracy School councils I Local government I Public services Learning about voting and government I How are laws decided and made? I How are local and national facilities funded? I What are the roles of local and national government? I How can I have a voice? I When and how do I vote and what is the point of voting? I What is an election and how can I participate in one?

Democracy at school and locally Where in my life do I contribute to decision-making? I How might my decisions affect others? I What contribution do I make to decision-making in my school? I What do I understand about fairness in decision-making? I Who represents my interests and how can I inuence them in school and in local government? I What do I understand by the term democracy?
I I I I I I I I I I I I I

Legislation Government Parliament Elections Voting Participation Finance and spending The monarchy Public services

Government in the wider world I What do I know about the EU, Commonwealth and United Nations? I What different systems of government are there in other parts of the world? I What can history teach us about the fairness and effectiveness of other systems? I Why is it difcult to keep peace in the world?

European Union United Nations Commonwealth Political systems Global community International organisations Conict and resolving conict

Communities and identities

I I I I I I

I I

Me and my local community I What are my identities? I What groups/communities do I belong to and how can I contribute to them? I What do I think about my local community? I What concerns my community and who inuences it? I What is the diversity and difference in my community and how is it celebrated? Identity Community Local networks Local organisations Participating and contributing Diversity Difference

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National identities I How can different communities learn from each other? I How do I understand diversity and how is it represented locally, nationally and globally? I How tolerant am I of diversity and difference? I What are the legal and human rights and responsibilities that underpin society? I What systems protect and enable our rights and responsibilities?

Diversity Government Responsibilities Voluntary work Stereotyping and prejudice Media National identity Legal and human rights and responsibilities

Global citizenship I Is there a global community? I What organisations have a global role, accountability and signicance? I How do voluntary groups contribute to local and global development and understanding? I How can I investigate and inuence global issues? I What is my role in a sustainable global future?

Globalisation Global community Diversity and difference Political systems Voluntary and statutory bodies Political, economic, environmental and social issues Participation

Appendix 2: combining modes of delivery

This chart is intended to help schools discuss and decide on ways of combining different modes of delivery for citizenship. It is not intended that schools should select a single mode of delivery.
Citizenship delivery Discrete citizenship provision taught by a specialist in separate curriculum time Advantages
I I

Disadvantages
I

Implications
I I

Separate subject identity Expert input I Aids progression I Effective monitoring and evaluation I Effective reporting to parents

Citizenship seen as the responsibility of only one person I May discourage whole-school approach I Timetable pressures I Lacks strength of team approach
I

Training needed for specialists Expertise invested in only one person I Need for senior management support I Communication I Timetabled slot

Citizenship taught as part of a timetabled PSHE course by a specialist team

I I I I I

Expertise through team knowledge and experience Team support Specialist planning and development Focused sessions on specic themes Context of overall personal and social development

Teachers may not know personal aspirations of pupils I Lessons may be seen as separate from other personal development activities I Competing timetable demands

I I

Timing of activities Citizenship coordinator part of team I Time needed to do the subject justice I Range of specialist teachers needed

Citizenship taught within and through other subjects

Context for citizenship learning within other areas of the curriculum I Integrated approach gives relevance for learning in the subject I Raises standards and enriches other subjects (see Key Stage 3 National Strategy)
I I

I I I I I

Different approach needed at key stage 4 Danger of tokenism Possible lack of experience in active learning Lack of consistency Coordination across departments

Training in knowledge and participatory approaches for all subject teachers I Liaison to provide informed support for subject specialists I Extra time needed to meet both citizenship and subject objectives

Citizenship events and activities delivered off-timetable, eg Human Rights Day, health week, school council election, mock elections

Focus on a specic element High status event for the school I Pupil enjoyment I May be planned and taught by experts I Attracts high-quality speakers/visitors
I

I I

Timetable disruption Difcult to develop analytical and critical abilities I Pupils may be absent I Citizenship may be seen as a series of isolated events

I I

Advance planning Cooperation of a wide staff/ pupil group I Time needed to prepare and follow up I Incorporate into existing activity weeks or events

Citizenship as part of a pastoral or tutorial group activity in tutorial time

Links to other areas of personal development I Opportunities for pupils to reect on personal strengths and undertake target-setting I Builds relationship between tutor and pupils

The tutor room may restrict teaching approaches I Teaching expertise likely to be limited for citizenship I Lack of time possible dilution by other issues I Difcult to maintain consistency of teaching and learning
I

Production of materials and delivery strategies I Training for NQTs I Ongoing training for tutors if they move through the key stage I Need to ensure consistent delivery

Citizenship learnt through pupils participation in the life of the school and wider community

Encourages whole-school approach I Pupils learn from real-life activities I Pupils involved in decisionmaking gives relevance to policies I Good links between school and community

Need to cover all requirements I Time needed for pupils to of programme of study reect on participation I Difcult to ensure progression I Community links need to be I Time needed to set up identied mechanisms where they do I Need to encourage all pupils not exist to participate

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Appendix 3: recording the results of whole-school planning

Step 2 Curriculum context and staff responsibility where it will be located and who will be responsible
3 Curriculum context Where the learning activities will be offered the best place to achieve the desired learning outcomes, eg subject, discrete provision 4 Responsibility The member of staff who will be responsible for each part of the curriculum

This form can be used to record specic decisions about citizenship provision. It should be used in conjunction with the guidance on developing a whole-school approach.

Step 1 Citizenship priorities what pupils should learn

1 Priorities for citizenship How the school will use the exibility in the programme of study to address the specic needs and concerns of pupils in the school

2 Learning outcomes What we want pupils to know and be able to do as a result of the activity

Adapted from Appendix 3, Form E in PASSPORT a framework for personal and social development (Gulbenkian Foundation 2000)

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Appendix 4: examples of how to use the materials in the scheme of work to plan citizenship provision
The three case studies that follow illustrate how different schools might decide to combine units and curriculum locations as a result of using a whole-school approach to planning their citizenship provision. Teachers will need to use their judgement in selecting activities from units to ensure that all aspects of the programme of study are addressed in the way that was decided during the wholeschool planning process. Coordination between curriculum areas is essential and pupils will need opportunities to reect on the links between activities and subject areas.

School A
Background This school is in a rural community with little ethnic diversity. A recent Ofsted report identied the need to extend multicultural awareness. There is already signicant emphasis on planned ways of promoting pupils personal and social development. A well-developed pastoral system exists with tutors supporting members of their tutor groups in a range of activities outside the timetabled curriculum. There is a school council, but the need to improve it has been identied. Currently some aspects of citizenship are covered through a PSHE programme, delivered by a specialist team. The humanities faculty are keen to develop the opportunities to deliver other aspects through history, geography and RE.

Planned citizenship provision Timetabled citizenship modules will be delivered within the PSHE programme, the opportunities for citizenship within history, geography and RE will be made explicit and there will be occasional off-timetable events. Planned opportunities for pupils to contribute to school and community life will be supported by regular opportunities to reect on participation and to record progress during tutorial sessions. All pupils will be involved in class, year and school councils and in reviewing whole-school policies such as behaviour and equal opportunities. In addition, year 7 pupils will liaise with primary schools, planning joint activities with year 6 pupils; year 8 will be involved in planning their outdoor activities week and year 9 will undertake project work related to the local community safety plan, for example reduction of vandalism.

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When? Year 7

What? 1 Citizenship whats it all about? 4 Britain a diverse society? 9 The signicance of the media in society 3 Human rights 15 Crime and safety awareness a whole-school multi-agency approach 11 Why is it so difcult to keep peace in the world today? 12 Why did women and some men have to struggle for the vote in Britain? 10 Debating a global issue 18 Developing your school grounds 13 Citizenship and RE: How do we deal with conict? 17 School linking (project with a school in South Africa) Plus other units developed by the school staff using ideas in the subject leaets Class, year and school councils (supported by unit 14 Developing skills of democratic participation) plus other activities developed from the booklet Getting involved: extending opportunities for pupil participation Year 7 liaison with primary schools Year 8 participation in an activities week

How? Timetabled citizenship lesson to introduce the subject part of induction programme Citizenship modules are timetabled as part of PSHE/ citizenship programme and taught by specialist team

Aspect of PoS Introduces the PoS to pupils 1a, 1b, 1c, 1f, 1g, 1h, 1i, 2a, 2b, 2c, 3a, 3b, 3c

Years 79

Through timetabled history, geography, RE and ICT lessons where citizenship objectives and outcomes are made explicit and known to pupils

History: 1b, 1d, 1e, 1g, 1h, 1i, 2a, 2b, 2c, 3a Geography: 1b, 1c, 1f, 1g, 1i, 2a, 2b, 2c, 3a, 3b, 3c RE: 1a, 1f, 1g, 1h, 1i, 2a, 2b, 2c, 3a ICT: 1b, 1f, 1i, 2a, 2c, 3a

Through a mixture of tutorial time, timetabled provision and off-timetable events such as election day

1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 2a, 2b, 2c, 3a, 3b, 3c

Tutor time plus some offtimetable afternoons Planning tutor time (with staff from outdoor activities centre) plus off-timetable week In timetabled PSHE, plus two half days Discrete time planning activities part of timetabled PSHE/ citizenship, conference takes place at end of year 9 off-timetable day Reviews all aspects of the programme of study

Year 9 community safety project Year 9 Review unit 19 Assessing progress and recognising achievement at the end of key stage 3 planning and leading workshops as part of a school citizenship conference (based on ideas in the review unit)

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School B
Background Example B is a multi-cultural school that already involves pupils in the organisation of its life. An active, elected school council is supported by class and year councils. Form tutors have half-hour sessions with their forms twice a week. The school has developed opportunities for participation for each year group as well as additional voluntary activities during lunchtimes and after school. Evaluation of this provision revealed that pupils would benet more if they had opportunities to reect on what they had learnt from the experiences and identied how they were making progress. The formal provision for explicit citizenship opportunities is less well developed. There are occasional off-timetable days when specic issues are addressed for years 8 and 9. Last year these included days on crime awareness; human rights; the real game; drug and alcohol awareness; sex and relationship education; a theatre in education day on the relationship between teenagers and the elderly; and a day working with staff from the local council on planning for leisure facilities.

Planned citizenship provision Newly planned provision establishes more formal curriculum provision through weekly, timetabled citizenship lessons. The planned opportunities for pupils to contribute to the organisation of the school and to community activities continue and are linked with specic tutorial sessions for reection on progress.

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When? Year 7 Years 79

What? 1 Citizenship whats it all about? 16 Celebrating human rights citizenship activities for the whole school 4 Britain a diverse society? 2 Crime 6 Government, elections and voting 8 Leisure and sport in the local community 10 Debating a global issue 11 Why is it so difcult to keep the peace in the world today? Dance project celebrating diversity of local communities and culture Year 9 intergenerational project local history web page being developed by pupils with local older people 14 Developing skills of democratic participation

How? Discrete provision timetabled citizenship lessons Discrete provision timetabled citizenship lessons taught by a specialist team plus occasional half- or full-day events led by the specialist team but involving other staff and visitors as appropriate

Aspects of the PoS Introduces the PoS to pupils 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2a, 2b, 2c, 3a, 3b, 3c

Through other subjects PE lessons plus evening performances In history/ICT lessons plus volunteer pupils work with community members after school Through tutorial time plus out-of-hours activities part of induction week in autumn term Tutorial sessions plus one day working with year 6 pupils. Mentoring skills taught (all pupils) by specialists in tutor time Mentoring (volunteers) at break and lunchtimes All pupils mentoring skills update in tutor time as above. Volunteers support sessions/ supervision during lunchtimes Discrete provision part of timetabled citizenship provision plus involvement in community evening

1b, 1h, 1i, 1f, 2a, 2b, 2c, 3a, 3b, 3c

1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 2a, 2b, 2c, 3a, 3b, 3c

Year 7 team building activities buddying supporting year 6 pupils

Year 8 peer mentoring supporting year 7 pupils Year 9 opportunities to be involved in anti-bullying support scheme or youth action group Year 9 Review unit 19 Assessing progress and recognising achievement at the end of key stage 3 activities selected to include establishing a display for a community evening

Opportunities to review all PoS

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School C
Background A specialist language college, school C participated in a pilot programme for key stage 3 literacy. There is a programme of visits to and from other countries involving all pupils in some aspect of it. The modern languages department has also established links with schools in other European countries and email links are used between pupils. Pupils are not formally involved in decision-making in the school, but most say that they feel able to contribute through informal tutorial discussions. The college also has an existing health education course which is allocated one hour per two weeks.

Planned citizenship provision Following timetable revision, citizenship, and some relevant aspects of PSHE, will be delivered in combination with ICT and English. The health education course will be revised in the context of the PSHE guidelines for key stage 3. The opportunities for citizenship provided by visits to other European countries within the existing modern languages provision will be made explicit. There will be a three-year development programme to build up pupils participation in the organisation of the school. This will be supported by the schools enrolment in the local Healthy School programme. The use of tutorial time will be reviewed to make it more productive and tutors will receive training in group-work skills.

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When? Year 7 Years 79

What? 1 Citizenship whats it all about? Opportunities developed using ICT subject leaet and units: 10 Debating a global issue 3 Human rights 6 Government, elections and voting 7 Local democracy 5 How the law protects animals a local-to-global study School linking project see 17 School linking

How? Discrete provision timetabled citizenship lessons Discrete provision timetabled ICT/citizenship/PSHE lessons, some linked with other subjects such as geography

Aspects of PoS Introduces PoS 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2a, 2b, 2c, 3a, 3b, 3c

Through other subjects residential visit as part of languages provision Modern languages and tutorial time plus out-of-school activities

1b, 1i, 2a, 2c, 3a

Pupils plan and deliver programme of activities for language exchange pupils with focus on celebrating our community Links between literacy strategy and citizenship developed using guidance in Teachers guide Opportunities to link citizenship and PSHE (including careers) developed using PSHE leaet Pupil involvement in review of behaviour and equal opportunities policies. Class councils established as the basis for developing a full, elected school council by the end of three years Pupil/staff/community Healthy School conference Year 9 Review unit 19 Assessing progress and recognising achievement at the end of key stage 3 activities selected to support self-, peer- and teacher assessment

1b, 1c, 1f, 1i, 2c, 3a, 3b, 3c

English lessons

1a, 1h, 2a, 2b, 2c, 3a, 3c

Timetabled PSHE course

1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i, 2a, 2b, 2c, 3a, 3b, 3c 1a, 1b, 1g, 2a, 2b, 2c, 3a, 3b, 3c

Through tutorial time

Citizenship/PSHE event one day off-timetable for whole school Discrete provision timetabled citizenship/ICT lessons at end of year 9

1c, 1f, 2c, 3b, 3c Reviews PoS

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Appendix 5: citizenship and teaching about diversity

The revised National Curriculum requires schools to develop a whole-school approach to the creation of policies, practices and curriculum that ensure that all pupils are encouraged to develop and display mutual knowledge, understanding and acceptance. The Stephen Lawrence Inquiry Report (Macpherson, 1999) called for a national curriculum aimed at valuing cultural diversity and preventing racism, in order to better reect the needs of a diverse society. Subsequently the Race Relations (Amendment) Act 2000 proposed that each school in England and Wales should have a specic duty to: I prepare a written policy on race equality; I assess the impact of its policies on ethnic minority pupils, staff and parents with an emphasis on the attainment of ethnic minority pupils; and I monitor the levels of attainment of ethnic minority pupils and the impact of its race equality policy on pupils, staff and parents. The inclusion statement The statutory inclusion statement in the national curriculum makes explicit reference to how teachers can enable pupils to understand and respect cultural diversity, creating effective learning environments in which pupils appreciate and view positively differences in others, whether these arise from race, gender, ability or disability. For example, learning environments should be created in which: the contribution of all pupils is valued; I all pupils feel secure and are able to contribute effectively; I stereotypical views are challenged and pupils learn to appreciate and view positively differences in others; I all forms of bullying and harassment are challenged; and I pupils are able to participate safely in clothing appropriate to their religious beliefs.
I

The motivation and concentration of all pupils is secured by: I using teaching approaches appropriate to different learning styles; I using, where appropriate, a range of teaching and learning approaches to ensure that learning needs are properly addressed; I planning work which builds on their interests and cultural experiences; I planning appropriately challenging work for pupils whose ability and understanding are in advance of their language skills; I using materials which reect social and cultural diversity and provide positive images of race, gender and disability; I using assessment materials which are free from discrimination and stereotyping in any form; and I taking action to maintain interest and continuity of learning for pupils who may be absent for extended periods of time. For pupils who have English as an additional language it is necessary to: plan to take account of such factors as the pupils age, length of time in the country, previous educational experience and skills in other languages; I build on pupils experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another; and I use home or rst language, where appropriate.
I

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The full inclusion statement, Inclusion: providing effective learning opportunities for all pupils, can be found in the National Curriculum Handbook for secondary teachers (QCA/99/458, www.nc.uk.net/ld). Citizenship is integral to a schools equal opportunities policy and its policies on anti-bullying and anti-racism. Without reference to these, entitlement to the citizenship curriculum will not take place. The citizenship programme of study Aspects of the citizenship programme of study make explicit links with ethnic and cultural diversity, requiring schools to ensure that pupils acquire and apply knowledge and understanding about: I the legal and human rights and responsibilities underpinning society; I the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding; I the importance of resolving conict; and I the world as a global community and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United Nations. Pupils should acquire and apply knowledge and understanding as they develop skills of enquiry and communication: I by thinking about topical political, spiritual, moral, social and cultural issues, problems and events; I by justifying orally and in writing a personal opinion about such issues, problems or events; and I by contributing to group and exploratory class discussions and taking part in debates. and by developing skills of participation and responsible action when they should: use their imagination to consider other peoples experiences and be able to think about, express and explain views that are not their own; I negotiate, decide and take part responsibly in school and community-based activities; and I reect on the process of participating.
I

Personal, social and health education The non-statutory guidelines for PSHE underpin this work, providing a context within which pupils can learn: I the effects of all types of stereotyping, prejudice, bullying, racism and discrimination and how to challenge them assertively; I how to empathise with people different from themselves; I to resist pressure to do wrong; and I to recognise when others need help and how to support them.

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Developing learning opportunities To ensure that citizenship contributes to a schools celebration of diversity, schools should develop opportunities for pupils to: I learn about national, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding; I learn about legal and human rights using appropriate examples, eg the Stephen Lawrence case; I understand the importance of resolving conict and develop the skills to resolve conict in their own lives; I recognise and acknowledge economic, social, political and environmental links and dependencies in our global society; I develop skills of enquiry and communication through reecting on political, spiritual, moral, social and cultural issues; I analyse information and sources of evidence using materials relating to diversity; I reect on other cultures perspectives and different points of view; I justify orally and in writing their personal opinions about issues in our multi-cultural society; I learn about social injustice and diversity by taking part in activities in the school, neighbourhood and wider community; and I compare issues about race with those about gender, sexual orientation and disability. The contribution of other subjects Subjects such as English, history, geography and RE provide opportunities for pupils to: use role-play and drama activities to ensure equality of access to a diverse range of language and literature; I see the diversity of human experience and understand more about themselves as individuals and members of society; I understand that people involved in the same historical event had different experiences and views and developed a variety of different stories, versions and interpretations; I challenge stereotypical views of countries and understand that all economic development takes place within a global context; and I focus on common elements, concerns and values in human experience and religious traditions whilst appreciating the integrity and distinctiveness of individual faiths.
I

Other subject areas provide a context for pupils to work cooperatively in a variety of different groups, to value and respect the views of others. All subject areas can ensure that resources provide a balance of examples of role models from diverse cultural backgrounds, that the past and present are reected accurately and global links through electronic and other forms of communication are made (see appendix 6: approaches to teaching and learning). QCA is developing a web-based project, Respect for all, which aims to exemplify the use of the inclusion statement to promote good practice in multi-cultural and anti-racist education across all curriculum subjects at all key stages. Examples of lessons with an anti-racist theme will be published. All of these ideas could contribute to the schools citizenship provision.

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Other useful documents and legislation

The Race Relations (Amendment) Act (2000) The Race Relations (Amendment) Act provides new powers to tackle racism in public authorities. It requires public authorities, for example local education authorities and educational institutions, to take the lead, in carrying out their functions, for the need to eliminate unlawful discrimination, and to promote equality of opportunity and good racerelations. The Commission for Racial Equality issues codes of practice providing practical guidance for public authorities, to clarify what they must do to comply with the general and specic duties required. Human Rights Act (1998) This act provides new powers to protect the basic rights for every person in Britain including in areas such as education and family life. It can be used informally to support negotiation but also enables people to take action in courts in the United Kingdom instead of in Strasbourg. Further information can be obtained from the Home Ofce Human Rights website, and the Citizen 21 website, which also has specic information for schools (see page 53). The Ofce for Standards in Education (Ofsted) As part of their new inspection framework, which came into effect in January 2000, Ofsted inspections will include an examination of how schools can, for example, cultivate pupils personal development including their spiritual, moral, social and cultural development; promote respect and tolerance; and use resources which reect sensitivity to different groups, cultures and backgrounds. The Commission for Racial Equality (CRE) The CRE has compiled a guidance document, Learning for all, which sets out standards for race equality work in England and Wales in seven core areas of education. By working towards these standards, schools will ensure that they are implementing the recommendations put forward in the Stephen Lawrence Inquiry Report and that they are fullling the requirements of the National Curriculum. The Disability Rights Commission (DRC) The DRC has been established to work towards the elimination of discrimination against disabled people. It opened for business on 25 April 2000. Guidance on the DRCs strategic priorities can be obtained on their website (see page 53).

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Appendix 6: approaches to teaching and learning

This guidance should be used in conjunction with the units in the scheme of work to assist in more detailed planning of learning experiences.

What is the role of the teacher?

The role of the teacher is often that of facilitator, supporting pupils as they learn to assess evidence, negotiate, make decisions, solve problems, work independently and in groups, and to learn from each other. It is not enough for pupils to know about citizenship issues; they need to participate in them.

Why and how should ground rules be established?

Fundamental to citizenship is the need to discuss sensitive, controversial and challenging social and moral issues and to make sense of them in the context of pupils own life experiences now and in the future. It is essential that pupils develop their own ground rules rather than be presented with ones produced elsewhere. They will then need to test them out in discussion and group activities, amending them as necessary. The learning environment should support pupils in: I discussing views which may be contrary to their own; I giving and receiving relevant suggestions and criticism; and I promoting appreciation, courtesy, concern, respect, responsibility and understanding. Pupils need to discuss the issues that might prevent effective discussion and establish ground rules that will enable them to work effectively together. This process will itself require pupils to discuss, negotiate and reach a consensus. It may form part of an initial exploration of rights and responsibilities, respect and appreciation of difference, and may be linked with the review and evaluation of the schools overall code of behaviour. Pupils should be regularly reminded of the ground rules and their importance when handling sensitive issues appropriately during whole-class and group discussion. The following ground rules are examples of ones established by pupils: Listen to each other I Make sure everyone has a chance to speak I Dont use put downs or make fun of what others say or do I Be helpful and constructive when challenging anothers viewpoint I Offer help and support when it is needed I You have a right to pass if you do not want to speak on an issue I Show appreciation when someone explains or does something well, or is helpful in some way to you.
I

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Year 7 pupils may have experience of developing similar ground rules in their primary schools, using them and testing them out in circle-time meetings. Circle time is widely used in primary schools to support the personal and social development of pupils. Pupils are aware of the way in which ground rules support effective and safe discussion of the social and moral dilemmas they encounter every day. This has contributed to pupils understanding of democracy and citizenship. Some secondary schools have built on the work of primary schools by establishing similar circle-time activities. What is the starting point for citizenship topics? Pupils will have some existing knowledge and understanding, beliefs and skills, relating to many aspects of citizenship. They will have been exposed to parental, family, peer, school, media and community views on citizenship issues and be aware of a range of related attitudes and values. It is important that teachers are aware of this. Teachers can use pupils existing knowledge and understanding, beliefs and skills as a starting point. For this reason, teachers may wish to begin units or topics with activities that establish what is already believed or known, what misconceptions may be held and those areas where pupils can draw on relevant real-life experiences. These methods include: I group or class brainstorming; I draw-and-write activities*; I grafti sheets; I using photographs and pictures to stimulate discussion either brought by pupils or provided by teachers (use of photopacks or newspapers/magazines may help); I pupil-to-pupil interviews; and I a round where each pupil can contribute in turn something they know about a topic. How can we support pupils in:
I

taking responsibility for their own learning? Pupils should be involved in discussing aims and desired outcomes of the citizenship curriculum, being involved in needs analysis and in establishing issues of concern. Within many activities, pupils will be able to exercise informed choices within and between learning opportunities. For example, having identied a question or concern, pupils may lead investigative research projects using the internet, surveys or by contacting local authorities, community or voluntary organisations for information. They reect on what they have learnt and achieved from different aspects of citizenship provision including out-of-school learning. Learning can be recorded in a citizenship portfolio in which pupils also develop an action plan to establish next steps, including how to meet personal goals. exploring and debating topical issues of signicance and interest? Pupils should take part in critical discussions that are relevant to their lives including identifying issues of local concern. This may be through discussion within the class or school,
*Draw-and-write activities invite pupils, without prior information, to draw a picture about a particular issue/situation and then write a sentence or notes explaining the drawing. Supplementary questions are asked to help ascertain the prior knowledge/beliefs.

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involving class or school councils where appropriate or through contact with the wider community where issues may relate to the health authoritys Health improvement programmes, the local authority Community safety plan or involvement in specic local council activities. They may explore how the media cover signicant issues, considering balance in presentation and reporting, and examining the messages and images in newspapers or on television.
I

working in groups of different sizes and compositions? Pupils need opportunities to take on varying roles, to experience leadership as well as membership, and share the responsibility for the outcomes of group activity. Teachers using the scheme of work should consider in their planning the purpose of pupils working in groups. Is it appropriate to have single-gender groups or mixed groups? Are the groups to be of mixed ability or selected by ability? Are the groups to be randomly formed or manipulated to ensure that certain pupils do or do not work together for whatever reason? Should the groups be small of no more than four or six pupils or should they be larger with eight or ten? Are the pupils moving from pairs to groups of four or eight as part of the process? exploring and discussing varied attitudes and values underpinning issues encountered in society? Activities such as simulation or role-play can help pupils to anticipate difcult events before experiencing them in real life and to experience a wide range of events. Simulations might include elections, mock trials, local council meetings, United Nations General Assemblies or Commonwealth Heads of Government meetings. The purpose of role-play is not to produce a performance but to provide a form of rehearsal for a future event such as returning faulty goods; to explore the ways in which different people behave; to practise different ways of behaving; to experience having different beliefs or expressing contrasting opinions. In both simulation and role-play, the real learning is gained not from the role itself but through reection on the actions of those whose roles they are playing. It is very important for pupils to think through questions about motives, consequences of actions, effects of circumstance, context and environment, and the attitudes of those whom they are playing, and to challenge their own and others attitudes. Being in role enables pupils to develop empathy and to practise the skills that they will need in real-life situations.

undertaking work with adults other than teachers? Visitors and outside organisations can be involved in citizenship and pupils can work with adults outside the school by organising petitions, conducting opinion surveys, etc. Opportunities for pupils to visit, or receive visits from, people outside the school could include: visitors from industry or visits to workplaces; visits from members of community and faith groups; visiting a magistrates court; debating local issues with members of the local council; discussing access to health services with primary care group members; and inviting a local MP or MEP to listen to pupils views on matters of concern to them.

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Guidance on good practice in the use of visitors is given below.

I

contributing to decision-making in school and community-based activities? Such activities might include: participating in an elected school council with real responsibility in the school; pupil involvement in policy development for example behaviour and anti-bullying; buddying and peer mediation systems; producing a school newspaper or magazine; organising extra-curricular activities; youth action groups; contributing to community safety priorities; anti-vandalism projects; fundraising for a charity; playground duties and activities; reception duties; and responsibility for display and appearance of specic areas of the school. Included in the scheme of work is a booklet containing ideas for activities that promote pupil participation. building on their own interests? Some pupils may be supported in building on and extending their own interests and using them in community projects or volunteering. taking time to reect? Pupils need opportunities to reect on all their experiences in both the formal and informal curriculum, identifying what has been learnt and applying it to future activities, and transferring what is learnt to situations in their own lives, now and in the future. This should be part of all learning experiences, but schools will want to consider the most appropriate way of allowing pupils to reect on the sum of their experiences across school life and in outof-school learning. This may form part of tutorial or guidance activities.

What is meant by assessment for learning? Integral to these teaching and learning processes is the use of a range of active assessment strategies that provide teachers with opportunities to assess pupils progress and support the next steps in their learning: I observing pupils, listening to how they describe their work and their reasoning; I using open-ended questions which enable pupils to explore their ideas and reasoning; I setting tasks/presenting learning activities in a way that encourages pupils to use certain skills, transfer their knowledge from one context to another and test out their ideas; I asking pupils to communicate their ideas and thoughts through drawings, actions, role-play, concept mapping, as well as writing; and I discussing words and how they are being used. Clarity of purpose, an understanding of the expectations/outcomes and the reasons why the pupils need to engage in the activity help motivate and support the learning process.

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What is good practice in the use of visitors? The use of visitors should be in accordance with the schools own agreed policy and procedures for such work. Teachers should: I involve the pupils in discussion about who would be an appropriate visitor to support the work undertaken; I enable pupils, wherever possible, to write letters of invitation and plan the visit; I brief the visitor as to the nature and purpose of the visit; I ensure that sufcient time is given to preparing questions the pupils may wish to ask; and I follow up what has been learnt from the visit. Visitors should be thoroughly briefed in advance of the visit and understand their involvement. They will need to know: I how much time is available; I how many pupils are involved, their age and ability; and I what equipment is available and the accommodation. Visitors should never be left alone in the classroom to work with pupils. Their contribution should complement that of the teacher, not replace it. If the presentation promotes a partial view of a controversial issue, the teacher will need to ensure that the opposing view is presented at some point to provide a balanced perspective. They will also need to ensure that unanswered questions are addressed. DfES provides guidelines on health and safety of pupils on education visits, see www.dfee.gov.uk/h_s_ev/index.htm

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Appendix 7: involving pupils in running events

Pupils can gain skills of participation and responsible action by being actively involved in the organisation and running of events such as form outings, whole-school days and community events. By involving pupils in the following tasks, teachers can develop their skills so that ultimately the pupils can run such events by themselves. 1. Generating the idea Where does the impetus for the event come from? The curriculum (see unit 16 Celebrating human rights citizenship activities for the whole school)? The pupils? The wider community? Who needs to be consulted if the event is to take place? School council? Senior management team? Parents? The police? 2. Setting objectives Why is there a need for this event? What will it achieve? Who is it for? Selected pupils? Whole school? Governors? Local community? 3. Covering the costs Will it need money? Where will the money come from? Fund-raising? The school budget? Grants? 4. Planning the programme What will happen, when? Is it realistic? Who can help? Local organisations? Parents? Teachers? Other pupils? Invited speakers or performers? 5. Implementing the programme Will you need refreshments? Car parking? Crche facilities? Signs? To book the venue? To book a coach? Who will liaise with the outside agencies? Senior management team? Caretaking staff? 6. Publicity and marketing How will your audience nd out about the event? A newsletter? Display? Website? Posters? How could the local or national media be involved? 7. Reecting on the event Was the event successful? How can you tell? What did the pupils learn from it? What would they do differently next time? 8. Sharing the ndings How will other people learn from this? A presentation to the governors or at parents evening? A report on the school website? Create a handbook for other pupils (in other schools?) wanting to plan an event? Each of these tasks requires negotiation and decision-making skills, and the ability to responsibly research and implement the decisions. Pupils can be involved in some or all of the tasks. For example, an inexperienced class could simply propose alternative programmes for an activity day, then vote for the one they would rather take part in. More experienced pupils could run their own event by allocating different roles to different groups, for example event organiser, press ofcer, community liaison ofcer, fund-raiser, after considering their own and others strengths.

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Key enquiry questions What are the choices? How shall we choose? Why will we investigate this? To what purpose? Scale: local, national, international? Criteria, eg I accessibility to information/news I is it likely to develop over a suitable period? I amount of background information available I pupil interest I curriculum/school relevance I opportunity for teachers and pupils to collaborate over the selection Sources include media, web, interviews, books, organisations, etc. Teacher anticipates required reference information for pupils to use, eg I timeline of signicant events I geographical information I socio-political/economic information Opportunity to organise through groups, eg jigsaw* activity

` Organising questions

Notes

Identifying the focus

Finding out about it

Formulating a view

Deciding what to do next

Appendix 8: planning an enquiry into a topical issue in citizenship

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Where will we get our information? How is it reported? By whom? What questions do we want/need to ask? How can we nd out more about the issue? Will we need to research all of it? Who lives here? What is it like? Who holds power? What has happened in the past to allow this to be happening? (long term, underlying causes) What has precipitated it? (short term) What may happen in the future? Who are the key players and why and in what ways are they involved with one another? What is happening locally, nationally and/or globally to address this issue?
I I I

Which topical issue, problem or event will we investigate?

How will we go about it?

What strategies can we employ to nd out about this issue?

Where is the issue taking place?

What is happening?

Why is it in the news now?

Who is involved?

Focus areas that need to be covered: which are the local, national and international agencies involved? what do they do? how are they constituted?

How does this issue link with other issues?

Which local, national or international agencies might be involved? Now? In the future? How is this the same as/different from other issues we may have studied? (contemporary or historical) How straightforward are they? What factors are involved? (social, economic, political, religious, geographic) What is the range of points of view? What do we think? What causes us to think/feel the way we do? What else do we want to know? Who will do what? What are the options? How can we monitor what happens next? Will recommendations/suggestions be accepted? If so, why? If not, why not? How should we communicate and to whom about these matters?

Role of local authority, faith organisations, charities/ voluntary organisations Role of international agencies, other governments, etc.

What are the issues?

How difcult/easy is it to take a position (moral or otherwise) over this issue?

How will we follow up this study, monitor future developments, outcomes, etc?

Opportunity for pupils to take participative action and assume responsibility on behalf of others; sustaining an informed interest in a local, national, global issue

* Jigsawing is a strategy for managing an enquiry using structured group work

Useful questions for encouraging citizenship thinking

The language of the following questions should be adapted to make it appropriate to the age and needs of the pupils. Teachers and pupils should select from the list those questions most appropriate to the issue or circumstances. They are intended to help pupils analyse situations, values and beliefs from a citizenship perspective. Pupils will need to learn how to use such questions and understand that the way in which people answer them will depend on their own values, beliefs, and view of the world. Questions relating to the substantive issues
I I I I I I I I I I I I I I I I I I

What are the rights and responsibilities in this situation? How might they conict? Do you think that situation (or rule, behaviour, etc) is fair? Why, or why not? How could it be made more fair? How does this relate to your experience? What are the issues here (including the rights and wrongs of the situation)? Which moral or legal rules are relevant here? What do you think would be the best (or fair) outcome for all concerned? Who do you empathise with (or feel sorry for)? How do you think they feel? What might be the consequences of that (for individuals or the group)? What should happen to the people who did that and why? What would happen if everyone behaved like that? What could you say to X to persuade them differently? Who had power and/or authority? How did they use it? Fairly? Wisely? Who should make that decision? An individual? The whole group? How far should these people be treated as equal or different and on what grounds? What personal qualities are needed for this role or task? What beliefs or ideas are commonly held about this type of situation? What kind of society do you want to live in?

Questions relating to the procedures of analysis and discussion

I I I I I

What do you think about this and why? What is the range of opinion on this issue in this class, and more generally? Which are good arguments and which are less good? What do we agree/disagree on? Why is this? Has our discussion covered the important issues?

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Appendix 9: guidance on the teaching of sensitive and controversial issues

Teachers will need to: I ensure pupils establish ground rules about how they will behave towards each other and how the issue will be dealt with; I judge when to allow pupils to discuss issues condentially in small groups and when to support by listening in to these group discussions; I ensure that pupils have access to balanced information and differing views on which they can then clarify their own opinions and views, including contributions made by visitors to the classroom; I decide how far they are prepared to express their own views, bearing in mind that they are in an inuential position and that they have to work within the framework of the schools values; and I ensure they take due care for the needs of individuals in the class when tackling issues of social, cultural or personal identity.

Handling sensitive and controversial issues

Learning from real-life experience is central to citizenship, and sensitive and controversial issues are certain to arise. Pupils should not be sheltered from them; through them pupils can develop an important range of skills, including listening, accepting another point of view, arguing a case, dealing with conict, and distinguishing between fact and opinion. Issues that are likely to be sensitive or controversial are those that have a political, social or personal impact and arouse strong feelings and/or deal with questions of value and belief. Sex education, religion and politics are all likely to fall into this category. Other issues likely to be sensitive or controversial include, for example, family lifestyle and values, law and order, nancial issues, unemployment, environmental issues, bullying and bereavement.

Balance
In the teaching of controversial issues there is always a risk of bias, whether unwitting or otherwise. Teachers should adopt strategies that will teach pupils how to recognise bias, how to evaluate evidence put before them, how to look for different interpretations, views and sources of evidence, and how to give reasons for what they say and do. Experienced teachers will seek to avoid bias by resisting any inclination to: I highlight a particular selection of facts or items of evidence, thereby giving them a greater importance than other equally relevant information; I present information as if it is not open to alternative interpretation or qualication or contradiction; I set themselves up as the sole authority not only on matters of fact but also on matters of opinion; I present opinions and other value judgements as if they are facts;

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I I

give their own accounts of the views of others instead of using the actual claims and assertions as expressed by various interest groups themselves; reveal their own preferences by facial expressions, gestures, tone of voice, etc; imply preferences by a particular choice of respondents or by not opening up opportunities for all pupils to contribute their views to a discussion; and neglect challenging a consensus of opinion which emerges too readily.

Experienced teachers would also feel secure in establishing a classroom climate in which all pupils are free from any fear of expressing reasonable points of view that contradict those held either by their class teachers or by their peers. Summary of the statutory requirements The Education Act 1996 aims to ensure that children are not presented with only one side of political or controversial issues by their teachers. Section 406 of the Act requires school governing bodies, head teachers and local education authorities to forbid the promotion of partisan political views in the teaching of any subject in schools; and to forbid the pursuit of partisan political activities by pupils under age 12 while in school. Section 407 requires them to take all reasonably practical steps to ensure that, where political or controversial issues are brought to pupils attention, they are offered a balanced presentation or opposing views. If anyone has reason to believe that a school is not complying with these requirements, they may make a formal complaint to the governing body under statutory local arrangements for considering complaints about curricular matters. If dissatised with the governors response they may refer the complaint to the local education authority, in the case of an LEA-maintained school, and, ultimately, to the Secretary of State (in the case of either an LEA-maintained or grant-maintained school). The need for balance should not be regarded as inhibiting a clear stand against racism and other forms of discrimination. Our common values require that there are behaviours we should not tolerate. For example, racism, bullying and cruelty in all its forms are never acceptable.

Condentiality
Pupils occasionally make personal disclosures, either in class or to individual teachers. They may disclose that they are engaging in inappropriate sexual activity, that they or their friends or relatives are using drugs, and even that they have been abused. Teachers may come to possess sensitive information about pupils, some of it about illegal activity. A school policy about condentiality should provide guidance for teachers. The following general principles should be considered.
I

All parties need to be clear about the rules of condentiality. Information about pupils should not be passed on indiscriminately. The headteacher may wish to be informed in all or some circumstances; staff have a contractual obligation to comply. Teachers are not able to offer pupils or their parents unconditional condentiality. If staff receive information about behaviour likely to cause harm to the young person or to others, they must pass it on to the appropriate agency where relevant, following the schools child protection procedures.

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Teachers should make it clear to pupils that although most information can be kept condential, some may need to be passed on in the young persons best interests. However, the pupils will need to know when this has to happen, what will be done with the information and who will have access to it. In the case of illegal activity, action should be taken in the best interests of the pupil. This does not necessarily involve informing the police. Teachers are not statutorily required to inform the police about illegal drug activity, for example. The schools police liaison ofcer will provide guidance about specic instances. Teachers are not obliged to pass on information about pupils to their parents, although where the teacher believes the pupil to be at moral or physical risk, or in breach of the law, they must ensure that the pupil is aware of the risks and encourage them to seek support from their parents. Where outside agencies and others provide support for the citizenship programme, they must be made aware of, and abide by, the policy about disclosures and condentiality. However, they may also have a role in providing advice and support directly to pupils. The boundary between these two roles must be agreed with the school and the distinction, in terms of right to condentiality, be made clear to the pupils. Other professions are bound by their own codes of condentiality. For example health professionals, such as the school nurse, are bound by the medical code of condentiality in their work with children and young people. In lessons, teachers should establish from the beginning that it is inappropriate to disclose some personal information. Pupils need to be clear about not putting pressure on one another to answer questions about their own experiences. This also applies to any adult in the school.

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Appendix 10: useful contacts and resources

QCA produces Citizenship & PSHE update, which is emailed to many LEAs, schools, colleges and organisations and can also be found on QCAs website at www.qca.org.uk/ca/subjects/citizenship Schemes of work for citizenship are available on the DfES Standards site at www.standards.dfes.gov.uk/schemes The DfES citizenship website supports the teaching of citizenship by providing a gateway to key information for teachers, pupils, parents and governors. It includes links to citizenship organisations, resources, a teacher training needs identication tool and examples of good practice. The address for this new site is www.dfes.gov.uk/citizenship

Useful organisations
Association for Citizenship Teaching Queensbridge Building Albion Drive London E8 4ET Tel: 020 7241 7418 Fax: 020 7241 7412 Citizenship Foundation Ferroners House Shaftesbury Place off Aldersgate Street London EC2Y 8AA Tel: 020 7367 0500 Fax: 020 7367 0501 Community Service Volunteers (CSV) Education for Citizenship 237 Pentonville Road London N1 9NJ Tel: 020 7278 6601 Fax: 020 7713 0560 Council for Environmental Education 94 London Street Reading RG1 4SJ Tel: 0118 959 2550 Fax: 0118 959 1955 Development Education Association (DEA) 2931 Cowper Street London EC2A 4AT Tel: 020 7490 8108 Fax: 020 7490 8123 Drug Prevention Advisory Service (DPAS) Home Ofce 5th Floor Government Ofce South West The Pithay Bristol BS1 2PB Tel: 0117 922 7997 Financial Services Authority (FSA) FSA Consumer Education 25 The North Colonnade Canary Wharf London E14 5HS Tel: 020 7676 1000 Fax: 020 7676 1099

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Hansard Society St Philips Building LSE Shefeld Street London WC2A 2EX Tel: 020 7955 7459 Fax: 020 7955 7492 Institute for Citizenship 62 Marylebone High Street London W1M 3AF Tel: 020 7935 4777 Fax: 020 7486 9212 Local Government Association Local Government House Smith Square London SW1P 3HZ Tel: 020 7664 3000 Fax: 020 7664 3030 National Healthy School Standard Health Education Authority Trevelyan House 30 Great Peter Street London SW1P 2HW Tel: 020 7413 1929 National PSE Association for Advisers, Inspectors and Consultants (NSCoPSE) Chair: Jane Lees 224 Beechcroft Road London SW17 7DP Tel: 020 8672 1366

Ofce for Standards in Education 33 Kingsway London WC2B 6SE Tel: 020 7421 6800 Parliamentary Education Unit Norman Shaw Building (North) London SW1A 2TT Tel: 020 7219 5521 Personal Finance Education Group (pfeg) Centurion House 24 Monument Street London EC3R 8AQ Tel: 020 7220 1735 Fax: 020 7220 1731 School Councils UK 57 Etchingam Park Road Finchley London N3 2EB Tel: 020 8349 2459 Fax: 020 8346 0898

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Citizenship and PSHE documents

Title, order reference, price Personal, social and health education at key stages 3 and 4 QCA/00/580 3.00 Citizenship at key stages 3 and 4 QCA/00/581 3.00 Planning, teaching and assessing the curriculum for pupils with learning difculties QCA/01/749 4.00 Citizenship education: the global dimension (key stages 3 and 4) 5.00 Available from QCA Publications PO Box 99 Sudbury, Suffolk CO10 2SN Tel: 01787 884444 Fax: 01787 312950 QCA Publications PO Box 99 Sudbury, Suffolk CO10 2SN Tel: 01787 884444 Fax: 01787 312950 QCA Publications PO Box 99 Sudbury, Suffolk CO10 2SN Tel: 01787 884444 Fax: 01787 312950 Development Education Association (DEA) 2931 Cowper Street London EC2A 4AT Tel: 020 7490 8108 Fax: 020 7490 8123 Email: dea@dea.org.uk Ofce for Standards in Education 33 Kingsway London WC2B 6SE Tel: 020 7421 6800 Calouste Gulbenkian Foundation United Kingdom Branch 98 Portland Place London W1N 4ET Tel: 020 7636 5313 DfES Publications PO Box 5050 Sherwood Park Annesley, Nottinghamshire NG15 0DJ Tel: 0845 602 2260 Fax: 0845 603 3360 Email: dfes@prolog.uk.com NHSS Team Health Development Agency Trevelyan House 30 Great Peter Street London SW1P 2HW Tel: 020 7413 1865 Fax: 020 7413 8939 NHSS Team Health Development Agency Trevelyan House 30 Great Peter Street London SW1P 2HW Tel: 020 7413 1865 Fax: 020 7413 8939

Inspecting citizenship 1116

PASSPORT a framework for personal and social development 0 903319 95 0 5.00 Developing a global dimension in the school curriculum 1 86192 204 3

National Healthy School Standard: pupil involvement

Healthy Schools the National Healthy School Standard newsletter

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Useful websites
The DfES citizenship website supports the teaching of citizenship by providing a gateway to key information for teachers, pupils, parents and governors. It includes links to citizenship organisations, resources, a teacher training needs identication tool and examples of good practice. The address for this new site is www.dfes.gov.uk/citizenship QCA recognises that website addresses and contents can and do change, sometimes at very short notice. So that we can monitor and maintain a reliable and useful resource, the website addresses of the following organisations can be accessed through the key stage 3 citizenship scheme of work site at www.standards.dfes.gov.uk/schemes.
10 Downing Street Action Aid AlertNet Alucan Amnesty International Anne Frank Educational Trust UK Anti-Slavery International Arts Consultants and Teachers Online Register Association of Citizenship Teaching Bar Human Rights Committee BBC Brazilian Embassy, London British Council Human Rights Network British Sports Trust British Trust for Conservation Volunteers British Youth Council Britkid Cascon System for Analyzing International Conict Central Bureau Centre for Alternative Technology Channel 4 Black & Asian History Map Charter 88 Childline Child Rights Information Network Childrens Express Christian Aid Citizen 21 Citizens Connection Citizens Online Democracy Citizenship education: the global dimension Citizenship Foundation Commission for Racial Equality Commonwealth Institute Community Legal Service Community Service Volunteers Community Service Volunteers online database of voluntary organisations Compassion in World Farming Contemporary History Weekly Council for Environmental Education Countryside Alliance Coventry Cathedral Crimestoppers UK Criminal Justice System Online Crosspoint Anti-Racism Department for Environment, Food and Rural Affairs Development Education Association Developments, Department for International Development DfES DfES Citizenship website DfES Standards and Effectiveness Unit Disability Rights Commission Disasters Emergency Committee DTI Enterprise Guide Duke of Edinburghs Award Education for Sustainable Development Education in Human Rights Network Electoral Commission Electoral Reform Society Epolitix European Parliament European School Net European Union Explore Parliament Finance Services Association Friends of the Earth Global Dimension Globe Programme Governments on the WWW Greater London Authority GreenNet Greenpeace Guardian Learning

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Hansard Society Health and Safety Executive Health and Safety of Pupils on Education Visits Heartstone HM Government Online Holocaust Memorial Day Home Ofce Home Ofce Human Rights Unit House of Commons Constituency Locata Howard League for Penal Reform Human Rights Watch IEA Civics Project Imperial War Museum Inland Revenue Institute for Citizenship Instituto Socioambiental Interfaith Key Stage 3 National Strategy Kick Racism out of Football campaign Kidscape Landscape Institute Learning through Landscapes Liberty Local Government Association Ludus Dance Agency Millennium Volunteers MIT Cascon Analysing International Conict Muscade Muslim Aid National Assembly for Wales National Curriculum Online National Healthy School Standard National Society for the Prevention of Cruelty to Children National Statistics National Youth Agency Nato Nato Kosovo Force New Internationalist New York Times Learning Network News Online, BBC, Northern Ireland Newswise Northern Ireland Human Rights Commssion Northern Ireland Ofce Ofce of Fair Trading Ofsted Oneworld Online register of arts consultants and trainers

Operation Black Vote Ordnance Survey Organisation for Security and Cooperation in Europe Oxfam Parliamentary Education Unit Peace Child International Personal Finance Education Group Press Complaints Commission Prison Reform Trust QCA QCA Assessment for Learning Rainforest Action Network RE and Environment Programme Real Game Careers Programme Refugee Council Regional Arts Board Regional Environmental Education Forum Religious Tolerance (OCRT) Royal Society for the Prevention of Cruelty to Animals Royal Society for the Protection of Birds Save the Children Schemes of work School Councils UK Schools Energy Trust Scottish Parliament Serbian Information Website for Kosovo Show racism the red card Sport Online, BBC Survival TAIZE The RE Exchange the RE directory Tidy Britain Group Trees of Time and Place Trust for the Study of Adolescence UK Food Group UK Kosovo Refugee Relief UK Online UK Parliament UK Youth Parliament Unicef Convention on the Rights of the Child United Nations UN Cyber School Bus United Nations Association UK United Nations High Commissioner for Refugees Up Your Street Visions Online Where on Earth Windows on the World

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World Aware World Books Fun and Learning World Council of Churches World Service, BBC, World Religions WWF WWF YouGov Young Peoples Parliament Your Turn Youth Justice Board Yugoslav Government Yvote

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EARLY YEARS

About this publication

Whos it for?
Teachers of citizenship at key stage 3, heads of departments, curriculum managers, ITT departments.

NATIONAL CURRICULUM 516

GCSE Whats it about?

This optional scheme of work shows how the National Curriculum programme of study for key stage 3 citizenship, and the attainment target, can be translated into practical plans. Related material The National Curriculum for England

GNVQ

Whats it for?

GCE A LEVEL
To show how citizenship may be taught to key stage 3 pupils.

NVQ

OTHER VOCATIONAL QUALIFICATIONS

Qualifications and Curriculum Authority 2001 For more information, contact: Customer Services, QCA, 83 Piccadilly, London W1J 8QA (tel: 020 7509 5556) www.qca.org.uk/ For more copies, contact: QCA Publications, PO Box 99, Sudbury, Suffolk CO10 2SN (tel: 01787 884444; fax: 01787 312950) Price and order ref: 25 QCA/01/776 ISBN 1 85838 484 2 This scheme of work is also available at www.standards.dfes.gov.uk/schemes Further information and guidance to support the teaching of citizenship is available at www.dfes.gov.uk/citizenship