Citizenship | The Academy of Woodlands

Woodlands Road, Gillingham, Kent, ME7 2DU

The Academy of Woodlands

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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