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Key Processes of Citizenship Education

From the National Curriculum

2.1 Critical thinking and enquiry

Pupils should be able to:

a. engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems

b. research, plan and undertake enquiries into issues and problems using a range of information and sources

c. analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias.

2.2 Advocacy and representation

Pupils should be able to:

a. express and explain their own opinions to others through discussions, formal debates and voting

b. communicate an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate

c. justify their argument, giving reasons to try to persuade others to think again, change or support them

d. represent the views of others, with which they may or may not agree.

2.3 Taking informed and responsible action

Pupils should be able to:

a. explore creative approaches to taking action on problems and issues to achieve intended purposes

b. work individually and with others to negotiate, plan and take action on citizenship issues to try to influence others, bring about change or resist unwanted change, using time and resources appropriately

c. analyse the impact of their actions on communities and the wider world, now and in the future

d. reflect on the progress they have made, evaluating what they have learnt, what went well, the difficulties encountered and what they would do differently.

Explanatory notes

Critical thinking and enquiry: Using real case studies to explore issues and problems can help to develop skills of critical thinking, enquiry, debate and advocacy. Pupils should learn how to make judgements on the basis of evidence, exploring ideas, opinions and values that are different from their own.

Topical and controversial issues and problems: Political, social and ethical issues and problems can be controversial and sensitive, and can lead to disagreement. They should not be avoided, but need to be handled so that pupils develop skills in discussing and debating citizenship issues and considering points of view that are not necessarily their own. Setting ground rules and using distancing techniques can help to manage the discussion of such issues.

Analyse and evaluate: This includes pupils evaluating and assessing different opinions and challenging what they see, hear and read through research and investigation, considering scenarios and case studies.

Advocacy and representation: Developing skills of advocacy and representation provides opportunities for pupils to build on the skills of speaking and listening, reading and writing from the English programme of study. In the context of citizenship, they learn to take account of different points of view and the various ways in which people express themselves. They practise communicating with different audiences, including those in positions of power, to try to influence and persuade them about ways of making a difference to political and social issues.

Voting: This includes knowing about and participating in different kinds of voting, for example a show of hands, a secret ballot and simulating division. Voting can be part of activities, for example to decide on a motion within a debate or to agree a new policy for the student council.

Take action: Action should be informed by research and investigation into a political, social or ethical issue or problem. This includes developing and using skills, while applying citizenship knowledge and understanding. Actions could include: presenting a case to others about a concern; conducting a consultation, vote or election; organising a meeting, event or forum to raise awareness and debate issues; representing the views of others at a meeting or event; creating, reviewing or revisiting an organisational policy; contributing to local community policies; lobbying and communicating views publicly via a website, campaign or display; setting up an action group or network; training others in democratic skills such as advocacy or campaigning.

From the Department for Education

See http://www.education.gov.uk/b00199157/citizenship/ks3/programme/processes

Links

The secondary curriculum (overview)

The Importance of Citizenship Education

Key Concepts

Key Processes

Range and Content

Curriculum Opportunities

Eight-level scale KS3(assessment)

Eight-level scale KS4(assessment)

How to implement the secondary curriculum and develop assessment