Citizenship

• Subject areas within the Citizenship curriculum are taught on a three-year rolling programme, which is further split in Phases 1 & 2, and Phases 3 & 4 curriculum maps. 
• In Phases 1 and 2, Citizenship is closely linked with the wider curriculum so that students finish their primary years with a good understanding of what it means to be a responsible citizen. 
• From Phase 3, Citizenship is woven throughout the curriculum. Students may have discreet lessons focused on an aspect of citizenship, but more commonly the fundamental British values which inform the Citizenship curriculum will be present throughout a student’s school day. 
• Throughout the academic year there are specific days/weeks that will focus on an aspect of Citizenship e.g. Refugee Awareness Week.
• Similarly, assemblies and visitors to the school throughout the year will focus on specific aspects of the Citizenship curriculum. 
• The Subject Coordinator for Citizenship will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in Citizenship is highly effective. Where necessary, staff will receive coaching and training in Citizenship from the Citizenship Subject Coordinator.
• Carefully designed, interleaved learning in Citizenship ensures consistency and progress of all learners.
• The vehicles which drive learning throughout the term are the central idea and associated lines of inquiry. Therefore, Citizenship is taught through these vehicles.
• Clearly defined end goals are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum while still fulfilling the requirements of an enquiry-based approach.
• High-quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively responding to learning, understanding and work in lessons in order to identify misconceptions early.
• High-quality input from experts and educational resources complement the delivery of specialist learning admirably.

• Students are happy learners who have a thorough grasp of rules, expectations and social guidelines. They experience a wide range of learning – delivered through local, national and international context – challenges within the subject and know appropriate responses to them.
• Students deepen their appreciation of their community and their country.
• Visits within Citizenship or with a Citizenship focus have enriched the lives of the children and they are able to discuss how the experience impacted their knowledge and understanding.
• Children talk enthusiastically about their learning in Citizenship and are eager to further their learning in the next stages of their education.
• Fundamental British Values are evident and students understand how these can help us to celebrate differences.
• Through wider reading or learning, students will understand how current events and events in the past have influenced the modern world.

• Children will learn about key figures from history whose work and acts have contributed to our rights and obligations as modern citizens.
• Meeting and talking to engaged members of the local community, including our Member of Parliament, local councillors, and other community activists.
• Where appropriate, visiting the Houses of Parliament or taking part in Parliamentary outreach activities.
• Engaging with local issues by making representations to local representatives, or developing action plans to target local issues (e.g. litter-picking). 
• Engaging with local, national and international events including awareness days, Commonwealth Day, village fairs/fetes, and events in school.
• Taking part in residential trips and visits, with a focus on developing character and building resilience. 

The citizenship curriculum outlined in the sources aims to develop students into knowledgeable, caring, and responsible global citizens, and this focus can be linked to various life skills and career options, particularly for students in special educational needs (SEND) settings. The curriculum’s emphasis on practical skills and values can be directly applied to enhance independence and employability for these students.

• Community Support Roles: The curriculum promotes empathy, respect, and cooperation. These are essential qualities for community support roles, where individuals assist others in their daily lives. This might include working as a support worker in care homes, supported living environments or day centres, assisting people with a variety of needs. The focus on building positive relationships and understanding different perspectives is also key in these roles. Students also develop a sense of responsibility.
  
• Teamwork and Collaboration: The curriculum emphasises the importance of cooperation and communication. Students develop these skills through transdisciplinary learning experiences. These skills are crucial in any workplace where staff need to work as a team. This could include working in retail, catering or any other workplace where team working is essential. The curriculum also encourages problem-solving which is a useful skill to have in a variety of workplaces and life situations.
  
• Advocacy and Representation: The curriculum focuses on understanding fairness, justice, and responsibility. This is relevant to roles where students may become self-advocates or advocates for others. For example, some students may go on to become members of a self-advocacy group or a user-led organisation. The curriculum’s focus on students’ rights and responsibilities also gives them useful knowledge to empower themselves and to help others.
  
• Customer Service: The curriculum fosters skills in communication, understanding different perspectives, and respecting diversity. These skills are essential in customer service roles. Students are also encouraged to be open-minded. These skills are necessary for working in retail, hospitality, and other service-based industries.
  
• Civic Engagement: The curriculum encourages engagement with local issues and the understanding of democracy. Although the curriculum aims to give all students a deep understanding of British Values such as democracy and the rule of law, for some students, this might translate into being an active member of their community. It might include activities such as voting, engaging with their local representatives or taking part in local initiatives. It might also include attending local events or understanding the importance of following rules and social guidelines.
  
• Workplace Readiness: The curriculum’s emphasis on being reliable, disciplined and principled fosters good working habits that are needed in most places of work. The focus on self-reflection means that students can learn to evaluate their own work and behaviour. Also, the emphasis on being responsible will ensure that students can contribute positively to a working environment.
  
• Personal Growth and Independence: The curriculum promotes confidence, self-esteem, and a sense of belonging. These qualities are beneficial for any career, but are particularly useful for those students who may have had challenges in their education. Students learn to become more confident and more resilient. Through the curriculum, students learn to become caring and responsible global citizens.