ACT [Association for Citizenship Teaching] :

info@teachingcitizenship.org.uk 020 7253 0051

ACT is the professional subject association for those involved in citizenship education. This website offers resources and information to help you deliver excellent citizenship education.

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Curriculum Opportunities

During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

The curriculum should provide opportunities for pupils to:

a. debate, in groups and whole-class discussions, topical and controversial issues, including those of concern to young people

b. develop citizenship knowledge and understanding while using and applying citizenship skills

c. work individually and in groups, taking on different roles and responsibilities

d. participate in both school-based and community-based citizenship activities

e. participate in different forms of individual and collective action, including decision-making and campaigning

f. work with a range of community partners, where possible

g. take into account legal, moral, economic, environmental, historical and social dimensions of different political problems and issues

h. take into account a range of contexts, such as school, local, regional, national, European, international and global, as relevant to different topics

i. use and interpret different media and ICT both as sources of information and as a means of communicating ideas

j. make links between citizenship and work in other subjects and areas of the curriculum.

Explanatory notes

Community-based citizenship activities: These encourage pupils to work with people beyond the school community to address real issues and decisions. They can involve inviting people into schools to work with pupils on issues and/or pupils working with others beyond the school site.

Campaigning: This can help pupils learn how to influence those in power, take part in decision-making and participate positively in public life in ways that are safe, responsible and within the law.

Community partners: These could include voluntary organisations and public and private bodies. For example, the police, magistrates and the courts could support work relating to the law and justice system. Local councillors, MPs and MEPs could support work relating to parliament, democracy and government.

Historical: This includes considering relevant historical contexts in order to inform citizenship issues and problems. For example, pupils could consider the movement and settlement of peoples within the British Isles over time and the impact of migration on diversity in communities living together in the UK today.

Media and ICT: This includes: using different media and ICT to communicate ideas, raise awareness, lobby or campaign on issues; using and interpreting a wide range of sources of information during the course of enquiries and research; and learning how different media inform and shape opinion. Pupils need to evaluate the extent to which a balanced or partial view of events and issues is presented.

Make links: This includes: making links with work on the media in English and ICT; work on diversity and inclusion in history and RE; and work on the environment and sustainability in geography and science.

From the Department for Education

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