Citizenship
Citizenship is a quite recent addition to the school curriculum and it is still very much in its formative stages at Poltair. The whole school is committed to Citizenship and it features in all we do whether it is in the classroom or outside it. Mrs Holmes is the member of the leadership team who has responsibility for it and she works closely with Mrs Golding (PHSE), Miss Slater (Work Related Learning) and Mr Lake (Careers Education and Guidance).
At Poltair we believe that education in Citizenship is recognised as a necessary part of a young person’s full educational entitlement. Citizenship helps pupils understand what it means to belong to communities, to understand the language of morality, of rights and of responsibilities towards others. It fosters respect for law, justice, democracy and for different opinions, values and cultures.
We pride ourselves on our “Special Days” when Year groups are taken off timetable for a whole day to explore important themes or issues. For example, this year Year 8 have visited the Eden Project to study global citizenship and also visited the development at Carlyon Bay to explore that venture from environmental, ecological and local democratic viewpoints. The “Special Day” for Year 9 allowed them to work with local councillors and Restormel Borough Council officers to run the School Council elections as well as work on a number of political simulations.
Work in Relation to the National Curriculum
Citizenship education works towards following the requirements of the National Curriculum programmes of study at Key Stage 3 and 4. The main aim will be to ensure that students reach, according to their ability, the levels of understanding as stated in the National Curriculum descriptor for the end of Key Stage 3 and 4, which are as follows:
By the end of Key Stage 3 most pupils will:
• have a broad knowledge and understanding of the topical events that 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
• 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
• take part in school-and-community-based activities, demonstrating personal and group responsibility in their attitudes to themselves and others’
By the end of Key Stage 4 most pupils will:
• Have a comprehensive knowledge of the topical events they study, the rights, responsibilities and duties of citizens, the role of the voluntary sectors, forms of governments and the civil and criminal justice, legal and economics systems.
• Obtain and use different kinds of information, including the media, to form and express an opinion.
• Evaluate the effectiveness of different ways of bringing about change at different levels of society.
• Take part effectively in school and community-based activities, showing a willingness and commitment to evaluate such activities critically. Demonstrate personal and group responsibility on their attitudes to themselves and others.
Citizenship is timetabled with Careers education and PHSE and the table below shows the links between the suggested learning outcomes for CEG, the non-statutory guidelines for PSHE and the programmes of study for citizenship. The reference point is the list of CEG learning outcomes published by QCA and set against each outcome are the relevant items from both the PSHE framework and the citizenship programme of study.
Key Stage 3
| Learning Outcomes for CEG | Non-statutory framework for PSHE | Statutory Order for Citizenship |
| Aim 1: Self-development |
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| Pupils are able to: | Pupils should be: | Pupils should be taught: |
| 4(i) given opportunities to prepare for change |
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| 4(i) given opportunities to prepare for change |
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| 3(k) taught to communicate confidently with their peers and adults 4(i) given opportunities to prepare for change | 2(b) to justify orally and in writing a personal opinion… |
| 4(i) given opportunities to prepare for change |
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| 1(a) taught to reflect on and assess their strengths in relation to personality, work and leisure 1(b) taught to respect the differences between people as they develop their own sense of identity 1(c) taught to recognise how others see them, and be able to give and receive constructive feedback and praise 1(f) taught to plan realistic targets for key stage 4, seeking out information and asking for help with career plans 4(b) given opportunities to feel positive about themselves |
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| 1(f) taught to plan realistic targets for key stage 4, seeking out information and asking for help with career plans 4(a) given opportunities to take responsibility |
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| Aim 2: Career exploration |
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| Pupils are able to: | Pupils should be: | Pupils should be taught: |
| 1(f) taught to plan realistic targets for key stage 4, seeking out information and asking for help with career plans 4(h) given opportunities to find information and advice |
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| 3(a) taught about the effects of all types of stereotyping, prejudice, bullying, racism and discrimination and how to challenge them assertively 3(d) taught to recognise some of the cultural norms in society, including the range of lifestyles and relationships | 2(a) to think about… issues, problems and events by analysing information and its sources, including ICT-based sources |
| 1(f) taught to plan realistic targets for key stage 4, seeking out information and asking for help with career plans |
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| 1(e) taught to relate job opportunities to their personal qualifications and skills, and understand how the choices they will make at key stage 4 should be based not only on knowledge of their personal strengths and aptitudes, but also on the changing world of work 4(d) given opportunities to make real choices and decisions 4(i) given opportunities to prepare for change |
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| 1(e) taught to relate job opportunities to their personal qualifications and skills, and understand how the choices they will make at key stage 4 should be based not only on knowledge of their personal strengths and aptitudes, but also on the changing world of work 1(g) taught what influences how we spend or save money and how to become competent at managing personal money 2(b) taught that good relationships and an appropriate balance between work, leisure and exercise can promote physical and mental health 4(e) given opportunities to meet and work with people 4(g) given opportunities to consider social and moral dilemmas | 1(i) about the world as a global community, and the political, economic, environmental and social implications of this…. 2(c) to contribute to group and exploratory class discussions, and take part in debates |
| Aim 3: Career management |
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| Pupils are able to: |
Pupils should be: |
Pupils should be taught: |
| 1(f) taught to plan realistic targets for key stage 4, seeking out information and asking for help with career plans 4(d) given opportunities to make real choices and decisions 4(i) given opportunities to prepare for change |
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| 1(f) taught to plan realistic targets for key stage 4, seeking out information and asking for help with career plans 3(k) taught to communicate confidently with their peers and adults 4(i) given opportunities to prepare for change | 1(c) about central and local government, the public services they offer… |
| 1(a) taught to reflect on and assess their strengths in relation to personality, work and leisure
1(e) taught to relate job opportunities to their personal qualifications and skills, and understand how the choices they will make at key stage 4 should be based not only on knowledge of their personal strengths and aptitudes, but also on the changing world of work 1(f) taught to plan realistic targets for key stage 4, seeking out information and asking for help with career plans
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| 1(e) taught to relate job opportunities to their personal qualifications and skills, and understand how the choices they will make at key stage 4 should be based not only on knowledge of their personal strengths and aptitudes, but also on the changing world of work 4(d) given opportunities to make real choices and decisions | 3(b) to negotiate, decide and take part responsibly in both school and community-based activities |
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GCSE’s available
Citizenship currently does not lead to an examination. However, Citizenship supports most subjects and this year we are piloting a General Studies GCSE, which focuses on many Citizenship themes.
Class work topics
It would be remiss of us to specify when precisely Citizenship is being studied in class because, in fact, Citizenship is part of every lesson to a greater or lesser extent. Nonetheless the all-important School Council elections do take place in the middle of the autumn term, during Local Democracy Week, and deserve a special mention.
Homework themes
Since Citizenship is largely cross-curricular Citizenship based homework will emerge on a regular basis through subject specific homeworks.
Other essential work
Tutorial work and assemblies are also an important part of the Citizenship programme and some will be linked to our “Special Days”.
Student Voice is valued here and our pupils have opportunities to experience active involvement in decision-making via the School Council.
Suggestions for parents
Any discussions at home are beneficial, as they will help to develop pupils thinking and discussion skills as well as encouraging them to be politically aware. Encouraging the reading of newspapers, watching the News and generally taking an interest in all aspects of life would also be advantageous.
Parental Rights - Sex and Relationships Education
Parents have a legal right to withdraw their children from Sex Education lessons. If this is the case parents are expected to provide the child with meaningful work to do during that time.
If you wish to discuss this please contact Mrs Golding at school.