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KS3 Citizenship

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Key Stage 3 Course Information Page

Course Name : Citizenship

Outline

Teaching will develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens.

Students will use and apply their knowledge and understanding whilst developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.

 

Curriculum Content

  • GOVERNMENT: the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch
  • POLITICS: the operation of Parliament, including voting and elections, and the role of political parties
  • RIGHTS AND LIBERTIES:the precious liberties enjoyed by the citizens of the United Kingdom
  • THE LAW: the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals
  • COMMUNITY: the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities
  • FINANCE:the functions and uses of money, the importance and practice of budgeting, and managing risk.

Assessment (including homework)

Autumn 1
  • Students produce a “Good Citizen Guide” in line with clear criteria within the “What makes a good citizen?” lesson
Autumn 2
  • Teacher uses formative assessment grid to assess key skills in citizenship during the debate “Should the voting age in the UK be lowered?”
Spring 1
  • Students produce an election campaign poster for the political party they would vote for to illustrate their understanding of the views of the party
Spring 2
  • Teacher uses formative assessment grid to assess key skills in citizenship during the debate “Should Scotland be independent of the UK?”
Summer 1
  • End of Year Exam
Summer 2
  • Teacher uses formative assessment grid to assess key skills in citizenship during the debate “Should Britain leave the European Union?”
Autumn 1
  • Students create a British Values Big word that describes and exemplifies British values within the lesson.
Autumn 2
  • Human Rights Homework Project
    • (Speaking Out Active Citizenship Challenge)
Spring 1
  • Teacher uses formative assessment grid to assess key skills in citizenship during the debate “Should the police have greater powers to protect us from terrorism?”
Spring 2
  • Teacher uses formative assessment grid to assess key skills in citizenship during the debate “What is the right age to hold children responsible for their criminal acts?”
Summer 1
  • End of Year Exam
Summer 2
  • Teacher uses formative assessment of skills during Mock Trial using scoring system sheet and judges’ guidance notes. Students all receive a copy of team feedback sheet.

 

Autumn 1
  • Teacher uses formative assessment grid to assess key skills in citizenship during the debate “How should the UK react to terrorism?”
Autumn 2
  • Teacher uses formative assessment grid to assess key skills in citizenship during the debate “Why should the UK help refugees?”
Spring 1
  • Budgeting – students analyse the budgets of two case studies and then construct their own identifying income, outgoings and how to make savings.
Spring 2
  • Teacher uses formative assessment of skills during group presentations using scoring system sheet and judges’ guidance notes. Students all receive a copy of group feedback sheet.
Summer 1
  • End of Year Exam
Summer 2
  • Teacher uses formative assessment grid to assess key skills in citizenship during the debate “How should the UK react to terrorism?”

 

How to support your daughter

  • Asking questions about homework, proofreading and supporting students in the application of the marking criteria.
  • Encouraging students to access current religious and moral issues via a range of media.
  • Supporting the revision of key words and their meaning.
  • Asking questions about homework, proofreading and supporting students in the application of the marking criteria.
  • Encouraging students to access current religious and moral issues via a range of media.
  • Supporting the revision of key words and their meaning.
  • Asking questions about homework, proofreading and supporting students in the application of the marking criteria.
  • Encouraging students to access current religious and moral issues via a range of media.
  • Supporting the revision of key words and their meaning.

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