Citizenship Information and links

Useful web sites:

www.nc.uk.net

NC statutory orders for Citizenship

www.qca.org.uk

QCA Citizenship Guidance

www.standard.dfes.gov.uk/schemes2/citizenship

QCA Citizenship Schemes of work

www.qca.org.uk/ca/subjects/citizenship/

 

www.dfes.gov.uk/citizenship

DFES Citzenship web site

www.globaldimension.org.uk

(DIFID) - The Global Dimension

The National Curriculum for England: citizenship:

Jointly published by

Department for Education and Employment
Sanctuary Buildings
Great Smith Street
London SW1P 3BT

Qualifications and Curriculum Authority
29 Bolton Street
London W1Y 7PD

First published in 1999
© Crown copyright 1999
© Qualifications and Curriculum Authority 1999

The National Curriculum Programmes of Study and Attainment Targets contained in this publication are subject to Crown copyright protection and are reproduced with the permission of the Controller of HMSO.

The additional information is copyright of the Qualifications and Curriculum Authority.

By agreement between the Controller of HMSO and QCA reproduction of any of the material in this publication is permitted in accordance with copyright guidance issued by HMSO. This guidance is available on request from HMSO, St Clement's House, 2-16 Colegate, Norwich NR3 1BQ. Tel 01603 621000 Fax 01603 723000 or by e-mail on copyright@hmso.gov.uk. It can also be viewed on HMSO's web site at www.hmso.gov.uk/guides.htm

Information given in square brackets is non-statutory.

The importance of citizenship

Citizenship gives pupils the knowledge, skills and understanding to play an effective role in society at local, national and international levels. It helps them to become informed, thoughtful and responsible citizens who are aware of their duties and rights. It promotes their spiritual, moral, social and cultural development, making them more self-confident and responsible both in and beyond the classroom. It encourages pupils to play a helpful part in the life of their schools, neighbourhoods, communities and the wider world. It also teaches them about our economy and democratic institutions and values; encourages respect for different national, religious and ethnic identities; and develops pupils' ability to reflect on issues and take part in discussions.
Citizenship is complemented by the framework for personal, social and health education at key stages 3 and 4.

Programme of study: citizenship

Key stage 3

During key stage 3 pupils study, reflect upon and discuss topical political, spiritual, moral, social and cultural issues, problems and events. They learn to identify the role of the legal, political, religious, social and economic institutions and systems that influence their lives and communities. They continue to be actively involved in the life of their school, neighbourhood and wider communities and learn to become more effective in public life. They learn about fairness, social justice, respect for democracy and diversity at school, local, national and global level, and through taking part responsibly in community activities.

Knowledge, skills and understanding

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.

Knowledge and understanding about becoming informed citizens

1. Pupils should be taught about:

• a. the legal and human rights and responsibilities underpinning society, basic aspects of the criminal justice system, and how both relate to young people
• b. the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
• c. central and local government, the public services they offer and how they are financed, and the opportunities to contribute
• d. the key characteristics of parliamentary and other forms of government
• e. the electoral system and the importance of voting
• f. the work of community-based, national and international voluntary groups
• g. the importance of resolving conflict fairly
• h. the significance of the media in society
• 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.

Developing skills of enquiry and communication

2. Pupils should be taught to:

• a. use their imagination to consider other people's experiences and be able to think about, express and explain views that are not their own
• b. negotiate, decide and take part responsibly in both school and community-based activities
• c. reflect on the process of participating.

Key stage 4

During key stage 4 pupils continue to study, think about and discuss topical political, spiritual, moral, social and cultural issues, problems and events. They study the legal, political, religious, social, constitutional and economic systems that influence their lives and communities, looking more closely at how they work and their effects. They continue to be actively involved in the life of their school, neighbourhood and wider communities, taking greater responsibility. They develop a range of skills to help them do this, with a growing emphasis on critical awareness and evaluation. They develop knowledge, skills and understanding in these areas through, for example, learning more about fairness, social justice, respect for democracy and diversity at school, local, national and global level, and through taking part in community activities.

Knowledge, skills and understanding

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.

Knowledge and understanding about becoming informed citizens

1. Pupils should be taught about

• a. the legal and human rights and responsibilities underpinning society and how they relate to citizens, including the role and operation of the criminal and civil justice systems
• b. the origins and implications of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
• c. the work of parliament, the government and the courts in making and shaping the law
• d. the importance of playing an active part in democratic and electoral processes
• e. how the economy functions, including the role of business and financial services
• f. the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally
• g. the importance of a free press, and the media's role in society, including the internet, in providing information and affecting opinion
• h. the rights and responsibilities of consumers, employers and employees
• i. the United Kingdom's relations in Europe, including the European Union, and relations with the Commonwealth and the United Nations
• k. the wider issues and challenges of global interdependence and responsibility, including sustainable development and Local Agenda 21.

Developing skills of enquiry and communication

2. Pupils should be taught to:

• a. research a topical political, spiritual, moral, social or cultural issue, problem or event by analysing information from different sources, including ICT-based sources, showing an awareness of the use and abuse of statistics
• b. express, justify and defend orally and in writing a personal opinion about such issues, problems or events
• c. contribute to group and exploratory class discussions, and take part in formal debates.

Developing skills of participation and responsible action

3. Pupils should be taught to:

• a. use their imagination to consider other people's experiences and be able to think about, express, explain and critically evaluate views that are not their own
• b. negotiate, decide and take part responsibly in school and community-based activities
• c. reflect on the process of participating.

Attainment target for citizenship

End of key stage descriptions:

The following descriptions describe the types and range of performance that the majority of pupils should characteristically demonstrate by the end of the key stage, having been taught the relevant programme of study. The descriptions are designed to help teachers judge the extent to which their pupils' attainment relates to this expectation. The expectation at the end of key stage 3 matches the level of demand in other subjects and is broadly equivalent to levels 5/6.

Key stage 3

Pupils 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. They show how the public gets information and how opinion is formed and expressed, including through the media. They show understanding of how and why changes take place in society. Pupils take part in school and community-based activities, demonstrating personal and group responsibility in their attitudes to themselves and others.

Key stage 4

Pupils have a comprehensive 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; and the criminal and civil justice, legal and economic systems. They obtain and use different kinds of information, including the media, to form and express an opinion. They evaluate the effectiveness of different ways of bringing about change at different levels of society. Pupils take part effectively in school and community-based activities, showing a willingness and commitment to evaluate such activities critically. They demonstrate personal and group responsibility in their attitudes to themselves and others.