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Woodlands Road, Gillingham, Kent, ME7 2DU
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Citizenship

We are keeping the curriculum for Citizenship for each year group. We are using the EYFL units to cover the objectives of the Citizenship curriculum.

Teachers will have copies of the relevant units for their year groups to aid planning and resourcing of their lessons.

PSHE: Non- Statutory National Curriculum Guidelines for PSHE and Citizenship Key Stage 1

During Key Stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for perosnal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views,  needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resovle simple arguements and resist bullying. They begin to take an active part in the life of their school and its neighbourhood. 

Knowledge, Skills and Understanding

Developing confidence and responsbility and making the most of their abilities. 

1. Pupils should be taught: 

  • to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
  • to share their opinions on things that matter to them and explain their views
  • to share their opinions on things that matter to them and explain their views
  • to recognise, name and deal with their feelings in a positive way
  • to think about themselves, learn from their experiences and recognise what they are good at
  • how to set simple goals

 

Preparing to play an active role as citizens

2.  Pupils should be taught: 

  • to take part in discusssions with one other person and the whole class
  • to take part in a simple debate about topical issues
  • to recognise choices they can make, and recognise the difference between right and wrong
  • to agree and follow rules for their group and classroom and understand how rules help them
  • to realise that people and other living things have needs, and that they have responsiblities to meet them
  • that they belong to various groups and communities, such as family and school
  • what improves and harms their local, natural and built environments and about some of the ways people look after them
  • to contribute to the lfie of the class and school 
  • to realise that money comes from different sources and can be used for different purposes 

 

Developing a healthier, safer lifestyle

3.  Pupils should be taught: 

  • how to make simple choices that improve their health and wellbeing
  • to maintain personal hygiene
  • how some diseases spread and can be controlled
  • about the process of growing from young to old and how people's needs change
  • the names of the main parts of the body
  • that all household products, including medicines, can be harmful if not used properly
  • rules for, and ways of, keeping sage, including basic road safety, and about people who can help them to stay safe. 

 

Developing good relationships and respecting the differences between people. 

4. Pupils should be taught:

  • to recognise how their behaviour affects other people;
  • to listen to other people, play and work cooperatively;
  • to identify and respect the differences and similarities between people;
  • that family and friends should care for each other;
  • that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.

 

Breadth of opportunities 

5. During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:

  • take and share responsibility (for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well);
  • feel positive about themselves (for example, by having their achievements recognised and by being given positive feedback about themselves);
  •  take part in discussions (for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from');
  • make real choices (for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and saver money sensibly);
  • meet and talk with people (for example, with outside visitors such as religious leaders, police officers, the school nurse);
  • develop relationships through work and play (for example, by sharing equipment with other pupils or their friends in a group task);
  • consider social and moral dilemmas that they come across in everyday life (for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environment issues);
  • ask for help (for example, from family and friends, midday supervisors, older pupils, the police).

Pshe: Non-statutory national curriculum guidelines for pshe and citizenship KEY STAGE 2

During Key Stage 2 pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities.

They become more mature, independent and self-confident. they learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand with their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. 

As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. they learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying. 

Knowledge, Skills and Understanding

Developing confidence and responsibility and making the most of their abilities 

1. Pupils should be taught:

  • to talk and write about their opinions, and explain their views, on issues that affect themselves and society; 
  • to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals; 
  • to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action;
  • to recognise, as they approach puberty, how people's emotions change at the time and how to deal with their feeling towards themselves, their family and others in a positive way; 
  • about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future;
  • to look after their money and realise that future wants and needs may be met through saving. 
  •  

Preparing to play an active role as citizens 

2. Pupils should be taught:

  • to research, discuss and debate topical issues, problems and events;
  • why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules;
  • to realise the consequences of anti-social and aggressive behaviours, such as bulling and racism, on individuals and communities;
  • that there are different kinds of responsibilities, rights and duties at home at school, in the community, and that these can sometimes conflict with each other;
  • to reflect on spiritual, moral, social and cultural issues, using imagination to understand other peoples experiences;
  • to resolves differences by looking at alternatives, making  decisions and explaining choices;
  • what democracy is, and about the basic institutions and that support it locally and nationally;
  • to recognise the role of voluntary, community and pressure groups;
  • to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom

 

Developing a healthy, safer lifestyle

3. Pupils should be taught: 

  • what makes a health lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices;
  • that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread;
  • about how the body changes as they approach puberty; 
  • which commonly available substances and drugs are legal and illegal, their effects and risks;
  • to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable;
  • the pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong;
  • school rules about health and safety, basic emergency aid procedures and where to get help.
  •  

Developing good relationships and respecting the differences between people

4. Pupils should be taught: 

  • that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view
  • to think about the lives of people living in other places and times, and people with different values and customs
  • to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships
  • to realise the nature and consequences of racism, teasing, bulling and aggressive behaviours, and how to respond to them and ask for help
  • to recognise and challenge stereotypes 
  • that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability
  • where individuals, families and groups can get help and support

 

Breadth of opportunities 

5. During the Key Stage, pupils should be taught the knowledge, skills and understanding through opportunities to:

  • take responsibility for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school
  • feel positive about themselves for example., by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take
  • participate for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting
  • make real choices and decisions for example, people who contribute to society though environmental pressure groups or international aid organisations; people who work in the school and the neighborhood, such as religious leaders, community police officers
  • develop relationships through work and play for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children in other countries by satellite, email or letters
  • consider social and moral dilemmas that they come across in life for example, encouraging respect and understanding between different races and dealing with harassment
  • find information and advice for example, through helplines; by understanding about welfare systems in society
  • prepare for change for example, transferring to secondary school
PSHE and Citizenship - Whole school Planning
  we're all stars

be friendly, be wise

living long, living strong

daring to be different

dear diary

joining in and joining up

year 1

Devising a class charter and getting to know eachother

Problem-solving/making choices 

Looking after each other/ happy playtimes.

Making friends/falling out with a friend

Managing anger/anti-bullying

Hazards in the home and fire safety/road safety

Keeping clean/looking after our teeth

Growing and changing/staying healthy

Families and care/setting a simple personal goal

Our likes/standing up for myself

Felling proud/ being special. 

Recognising worries/ staying calm and relaxed

Asking for help/thoughts, feeling and behaviour

Feeling loved and care for/magaing uncomfortable feelings - proud and jealous

Dealing with worries/ supporting each other.

Listening effectively/ expressing opinions

Knowing right and wrong

Needs to living things/ developing responsibility - looking after animals/ who else looks after animals?

Year 2

Devising a class charter and getting to know each other

Communities we long to 

Saving energy around the school/recycling/ pollution

Medicines/ household substances

The Dangers of smoking/ alcohol

Feelings safe: real and imaginary hazards/anti-bullying

Why do we have money/keeping money safe

Can I afford it/ wants and needs

What does it mean to be rich?/setting a simple goal

 

Foods from around the world/ fair trade principles 

Customs and rituals/ special day food and celebrations

How much chocolate do we eat?/where does chocolate come from?

Special people/ people who help us/ different kinds of families 

Feeling lonely/difficult choices - leaving home

People and places around the world

Naming the body parts

Being unique 

Making change happen/changing your behaviour

Year 3

Devising a class charger/ working cooperatively/ having opinions 

Gifts and talents

Exploring feelings/ happy playtimes

The importance of friends/falling out with a friend/ managing anger

Anti-bullying/what to do is an emergency

E-safety

Differences: male and female/ family differences

Feeling happy/staying healthy

Overcoming barriers to reaching goals

Similarities and differences

Feeling good about yourself/ standing up for myself

Surprises/hopeful and disappointed

Knowing where to go for help/ taking responsibility

Making wise choices/managing uncomfortable feeling loss

Jobs at home an in school

Representation - local council/ voting and debating/ aving a say in the school

Voluntary, community and pressure groups/ fund- raising. 

Year 4

Devising a class charter/ understanding rules and laws

Saving energy

Climate change

Risk taking

Legal and illegal drugs/ effects and risks of smoking drinking alcohol

Keeping safe in my local area: say no to gangs/ anti-bullying

Keeping track of my money/paying for goods

Family expenses/ planning and budgeting

Charity work/ fundraisng for charity

The real cost of chocolate/ what is fair trade?

Consumer power/ the media and information/ advertising

Recognisng and challenging stereotypes

Similarites and differences/ How are we all connected?

Living and working cooperatively/ contributing to society - jobs people do 

Recognising and challenging prejudce/ gender stereotypes

Growing and changing 

Wishes, hope and dreams

Positive change/unwelcome change.

Year 5

Devising a class charter/ working cooperatively/ role models 

Gifts and talents

Exploring feelings/communication skills

Different types of friends/ anti-bullying 

Conflict resolution/ managing anger

E-safety and cyber bullying

Hygiene/first aid

The concept of well-being

Being and effective learner/role models

Difference of opinion/ agreeing and disagreeing 

Risky choices/ standing out from the crowd

Being assertive/anti-bullying

Knowing where to go for help/ managing uncomfortable feelings embarrassment 

Put-downs and boost ups/ supporting each other

Breaking friends/ forgiveness

Antisocial behaviour and the consequences of crime/rules and laws/ the local courts

Voting and debating

Having a say in the school community

Year 6 

Devising a class charter/ understanding democracy

Enviornmental awareness and responsibility/sustainability issues

Climate change

Risk taking and dealing with pressure

Legal and illegal drugs/ say no to smoking/ attitudes to alcohol

Keeping safe in my local area: say no to knives/ anti-bullying

Earning money/ value for money/ poverty

Lending and borrowing money/ achieving goals

Deductions and expenses

Rich and porr nations/ food shortages and hunger

Trade across the world/fairness and responsibilty 

Global footprint/reporting the news

National, religious and ethnic identities in the UK

Different types of relationships/stereotyping and judgement

Put-downs and conflict/ ending friendship/forgiveness

Puberty and reproduction/relationships and reproduction/conception and pregancy

Being a parent

Common responses to change/transition and moving on. 

 

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