Citizenship Education Policy

Transcription

1 Citizenship Education Policy Intended Audience Linked Documents Distribution Change Record (Date and summary of changes. Confirmation that impacts on other policies/documents have been considered. Students Parents Staff Governors Other (please state) PSHE Policy Spiritual, Moral, Social and Cultural Development Sex Education Drugs Education Internet Intranet (Staff) Intranet (Students) Classroom Display Hard copy (Available on request) First produced - September 2004 By - S Warren Reviewed - June 2012 Next review - June 2014 Via the subject of Citizenship the school will facilitate students in gaining the knowledge, skills and understanding to help them play an effective role in society. Students will learn about: socially and morally responsible behaviour the benefits of becoming helpfully involved in their communities, including the workings of our democracy being aware of the local agenda and the wider global context of various issues This policy is reinforced by many other School policies, particularly those concerned with PSHE, Spiritual, Moral, Social & Cultural Education, Sex and Relationships, Drugs Education and Community Cohesion. Students must have the opportunity to acquire knowledge to develop a respect for facts and the truth so as they are able to understand their own values. Citizenship is about empowerment, relationships, rights and responsibilities. It is also about social systems, their structures and the forces of social change and developing an awareness of the right to equal treatment for all.

2 Aims and Objectives The following aims/objectives relate to Citizenship and naturally reflect the general aims of the School. The aims are divided into four sections relating to the different strands of citizenship. All four strands require Aspects of Key Skills - particularly those related to knowledge and understanding, enquiry and communication, working with others and problem solving. Aims and Objectives - Aspects of Key Skills To develop the skills of enquiry, communication, responsible participation, active listening and reflection and thus gain in confidence and self-discipline, students should: think about and research a topic by analysing information from a variety of sources and show an awareness of the use/abuse of statistics contribute to group and exploratory class discussions, helping to move the discussion on take part in informal and formal debates consider, express, explain, justify, defend and critically evaluate (orally and in writing) their own and other's opinions practise communication and social skills respect rational argument and show a readiness and an ability to negotiate and amend their opinion in order to reach a consensus and resolve conflict reasonably using non-violent ways read articles and published material, identify the main points and summarise the information To develop the skills of working effectively with others, students should: plan what to do and agree responsibilities when working in a team - fulfil own responsibility as agreed at the start of the project or as amended through negotiation with other team members try to maintain positive and co-operative working relationships with other team members whilst overcoming difficulties encountered in the project reflect on own performance, other team members' performance and that of the team as a whole - share ideas to improve performance To develop the skills of problem solving, students should: consider a problem, understand it and think about possible ways to solve it plan and try out a solution, monitor progress and make amendments as necessary follow the solution procedure, checking and describing the solution reflect on the solution and the process involved, considering other possible approaches

3 The Four Strands of Citizenship Aims and Objectives 1. Promote social and moral responsibility 2. Develop Political literacy 3. Responsible community awareness and involvement 4. Identity and Diversity Living together in the UK Social & Moral Responsibility Aims and Objectives - To foster a sense of fair play, including respect for the law and the rights of others, students should: know about their own and other's legal rights and responsibilities (including Health and Safety) which underpin society and the role and operation of the criminal and civil justice systems know about their own and other's human rights and responsibilities which underpin society understand the rights and responsibilities of consumers, employers and employees in the U.K. (including Health and Safety) To respect different ways of life, beliefs, opinions and ideas, students should: know about their own culture and society and value their own cultural identity be aware of and celebrate cultural diversity, showing respect for cultures other than their own understand that people, cultures, countries and the environment are interdependent at all levels, and the related implications such as the repayment of Third World debt and the need for sustainable development know about the origins, and understand the implications of, the diverse national, regional, religious and ethnic identities, societies and cultures in the UK understand the issue of inequality in terms of gender, age, sex, race, religion & social status and be able to reflect and compare to their own situation be aware of the principal ways in which different people interpret the World discover how people in different times and places have reacted to the kinds of issues with which they have been faced be aware that even in this country there is a huge range of living standards and life experience, with many not sharing the advantage of having carers in stable employment and sufficiency in household income

4 2. Political Literacy Aims and Objectives - To foster an appreciation of democracy and the democratic process, students should: understand the purpose and procedures of Parliament, the Government and the courts in making and shaping the law understand how the economy operates, including the role of individuals, businesses (including financial services) and the Government. Students should be particularly aware of how the public services are financed, and be aware of the opportunities to contribute to those services understand the electoral system and the importance of playing an active part in it - including voting be aware of opportunities and difficulties for individuals and groups (local, national and international) to bring about social change at all levels understand the U.K.'s relations with other countries, especially with the European Union, Commonwealth and United Nations To foster an appreciation of how opinion is moulded by different sections of society, students should: understand the role of the media in society, including the Internet, particularly how it can provide information and affect public and personal opinion understand the importance of a 'free press' and the conflicting demands placed upon it by different sections of society and shareholders 3. Responsible Community Involvement Aims and Objectives - To have a constructive interest in community affairs, students should: understand that human society is constantly changing understand that we now live in an interdependent global community and that their own lives are linked with those of people throughout the world understand the major political, economic, environmental and social implications and responsibilities of an interdependent global community be aware of other societies and different ways of organising society be able to consider, in a global context, issues which affect them personally be able to involve themselves constructively in affairs and issues which go beyond their immediate lives and concerns, e.g. by participating responsibly in school or community-based activities be able to work together to bring about constructive and positive change, to achieve sustainable development, and a more just world in which power and resources are more equally shared

5 4. Identity and Diversity: Living together in the UK Aims and Objectives Appreciating that people living together in the UK have individual, group and national identities that can change over time and are informed by a person s understanding of what it means to be a citizen Understanding connections between the diverse national, regional, ethnic and religious cultures and communities Understanding connections between the UK and the rest of Europe and the wider world Exploring the differing forces that bring about change in communities over time Diversity and Citizenship Curriculum Review 2007 Sir Keith Ajegbo's report into issues of diversity and identity taught through the model of Citizenship education highlights some key recommendations for the delivery of future Citizenship The Citizenship curriculum addresses the fourth strand/component of Citizenship across Key Stages 3 and 4 as recommended in the Diversity and Citizenship Review This strand will bring together three conceptual components: Critical thinking about ethnicity, religion and race An explicit link to political issues and values The use of contemporary history in teachers lessons to illuminate thinking about contemporary issues relating to citizenship The main concepts behind the introduction on the fourth strand of Citizenship allow elements of the Citizenship and RE curriculum to focus of British History, Immigration, Empire and Commonwealth-all elements covered within the current curriculum at Sydney Smith School. It also focuses on engaging students in a healthy discussion about what it means to be British. Multi-ethnic and multi-faith aspects of British culture are also dealt with. Currently the teaching curriculum available in Sydney Smith School addresses the fourth strand within the following Citizenship topics and this extends to the GCSE RE curriculum also. Key Stage 3 Year 9 racism and the slave trade, knowledge of the race relations act and discussion about how Britain become multi-ethnic (cross-curricular with GCSE RE). This element in particular reflects the recommendations as highlighted in Sir Keith Ajegbo s 2007 report. Key Stage 4 Year 10 developing tolerance, knowing your roots, civil rights, identifying the meaning of prejudice, discrimination and diversity. Recognising the benefits of being part of a multi-ethnic and multi-cultural society.

6 Modes of Delivery The approach adopted to the delivery of the Citizenship programme across the whole of Sydney Smith school will build upon what the school already does well, be innovative, promote the school values and aims, promote the continuity of progression and reflect the principles of inclusion. The delivery of Citizenship will be undertaken by a team of staff through timetabled lessons for year 9 only. Staff will be selected as far as possible with particular strength and experience in this area. This will enable sensitive social and political issues to be delivered with confidence. The Head of Citizenship will provide information and support to this end and when specialist knowledge is required outside agencies which have local authority approval will be invited into school to deliver specifics and involve students in appropriate workshops e.g. Prison Me No Way, Anti bullying Campaign, Drug Awareness Smart Risk and Road Safety Students in year 9 currently have one timetabled 50min lesson each week. Key Stage 4 follow a general studies GCSE course which follow heavily the theoretical elements of Citizenship education. Teaching and Learning Many aspects of a child's environment and experiences have their part to play in the development of citizenship, and the encouragement of self-discipline and shared values. Therefore, it is important that the Citizenship programme at Sydney Smith School is delivered by a combination of approaches to meet the needs of learners: 1. Timetabled Lessons - this allows the direct teaching of Citizenship issues which promotes mutual respect, tolerance, open- mindedness using positive management of behaviour in an environment which allows students to feel safe and secure and promotes their self esteem. Opportunity is given in these lessons to encourage an understanding of the Family in all its forms. It allows the opportunity to make students aware of the challenges which face family units such as separation, divorce, domestic disputes, chronic illness, bereavement, unemployment, imprisonments and financial difficulties. 2. Through subject areas such as Religious Education, General Studies, History, Geography, English and Business Studies. Indirect teaching of Citizenship issues encourages close working relationships between staff and students. 3. Through the wider curriculum activities Learners are encouraged to participate in events happening in the world around them thus developing caring attitudes. Outside agencies are frequently invited in to give presentations. By linking with these agencies learners are given the opportunity to involve themselves responsibly and effectively in the local community. 4. Via Assembly Themes weekly Weekly assembly themes are closely connected to the development of SMSC, SEAL, PDWB and thus in turn promote the values of Citizenship. Reward assemblies held each term recognise and value contributions made by students within the school community.

7 5. Extended Guidance sessions SEAL activities relating to empathy, social skills, managing feelings and self awareness used in these sessions creates and promotes a caring ethos which in turn promote the strands of key skills and social and moral aspects of Citizenship. Ethos of the School, Cross Curricular and Extra Curricular Areas The school ethos promotes positive relationships based upon respect between all members of the school community. The school promotes community cohesion. Acknowledgement should therefore, be made to other areas of the school which help promote Citizenship 1. Schools Council Students are given the opportunity to contribute to decisions affecting school life such as school rules, rewards and sanctions. 2. School Sports Teams There are a large number of teams representing the school e.g. rugby, football, netball etc. 3. School Productions Many students are involved in not only performing but also helping to organise musical and drama productions. 4. Visitors Assessment Sydney Smith students frequently escort parents and visitors around the school site. Teachers will assess the different strands of Citizenship and level Key Stage 3 students accordingly. Student s progress will be monitored each term via assessment cycles and written reports will be completed annually for parents. Students in Key Stage 4 will be assessed through the GCSE General Studies course incorporating different strands of Citizenship and grades allocated throughout years 10 and 11 will indicate progress towards success in the GCSE General Studies examination. Written reports will also be completed on an annual basis for parents. Funding The department has a budget and in addition bids can be made for text books and workshop costs. Monitoring This will be in line with the school development plan Review of Policy This policy needs to be reviewed in two years 2014.