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PSHE and Citizenship Coverage
Details of Key Stage 4 Citizenship and Personal, Social, Health and Economic Education Curriculum Coverage
The preventative education sessions delivered by Bradford Nightstop cover aspects of the statutory orders for Citizenship and the non-statutory programme of study for Personal, Social, Health and Economic Education as detailed below:
Coverage of the National Curriculum Statutory Orders For Citizenship: Key Stage 4
Knowledge and understanding about becoming informed citizens
Pupils should be taught:
1. a) the opportunities for individuals and voluntary groups to bring about change locally, nationally, in Europe and internationally.
Developing skills of enquiry and communication
Pupils should be taught to:
2. a) express, justify and defend orally and in writing a personal opinion about a topical, spiritual, moral, social or cultural issue.
b) contribute to group and exploratory class discussions (and take part in formal debates)
Developing skills of participation and responsible action
Pupils should be taught to:
3. a) use their imagination to consider other people’s experiences and be able to think about, express and explain views that are not their own.
National Curriculum Citizenship:
Statutory Content
Statutory Programme of Study for Key Stage 4
(Based on the Statutory Programme of Study for Key Stage 4 as detailed on the expanded National Curriculum website - last updated on 9th May, 2008)
(http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/citizenship/index.aspx)
1. Key Concepts
1.3 Identities and Diversity: “Living Together in the UK”
a) Exploring community cohesion and the different forces that bring about change in communities over time.
2. Key Processes
2.1 Critical thinking and enquiry
Students should be able to:
a) Question and reflect on different ideas, opinions, assumptions, beliefs and values.
2.2 Advocacy and Representation
Students should be able to:
a) Evaluate critically ideas and viewpoints including those with which they do not necessarily agree.
b) Explain their viewpoint, drawing conclusions from what they have learnt through research, discussion and actions, including formal debates and votes.
c) Present a convincing argument that takes account of, and represents, different viewpoints, to try to persuade others to think again, change or support them.
2.3 Taking informed and responsible action
Students should be able to:
a) Explore creative approaches to taking action on problems and issues to achieve intended purposes.
2. Range and Content
The study of Citizenship should include:
a) The impact and consequences of individual and collective actions on communities, including the work of the voluntary sector.
4. Curriculum Opportunities
During the Key Stage students should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.
The curriculum should provide opportunities to:
a) Debate, in groups and whole-class discussions, topical and controversial issues, including those of concern to young people and their communities.
b) Develop citizenship knowledge and understanding while using and applying citizenship skills.
c) Work individually and in groups.
d) Participate in both school-based and community-based citizenship activities and reflect on their participation.
e) Participate in different forms of individual and collective action, including decision-making and campaigning.
f) Work with a range of community partners and organisations to address issues and problems in communities.
Coverage of the PSHE Curriculum for Key Stage 4
Developing confidence and responsibility and making the most of their abilities
Students should be taught;
1. a) to have a sense of their own identity and present themselves confidently in a range of situations.
b) to be aware of how others see them, manage praise and criticism and success and failure in a positive way and learn from the experience.
c) to recognise influences and pressures and sources of help and respond appropriately.
Developing a healthy, safer lifestyle
Students should be taught:
2. a) to think about the alternatives and the long and short term consequences when making decisions about personal health.
b) to seek professional advice confidently and find information about health.
Developing good relationships and respecting the differences between people
3. a) to work cooperatively with a range of people who are different from themselves.
b) to know about the statutory and voluntary organisations that support relationships in crisis.
c) to develop working relationships with a range of adults, including people they meet during work experience, personal guidance and community activities.
During the key stage, students should be taught the knowledge, skills and understanding through opportunities to :
4. a) feel positive about themselves.
b) participate (for example in an initiative to improve their local community).
c) meet and work with people.
d) consider social and moral dilemmas.
Personal, Social, Health and Economic Education
Personal Wellbeing
(http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/pshe/index.aspx)
There are a number of key concepts that underpin the study of personal wellbeing. Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
1. Key Concepts
1.1 Personal Identities
a) Understanding that identity is affected by a range of factors, including a positive sense of self.
b) Understanding that self-esteem can change with personal circumstances such as those associated with family and friendships, achievement and employment.
1.2 Healthy Lifestyles
a) Recognising that healthy lifestyles, and the wellbeing of self and others, depend on information and making responsible choices.
b) Understanding that our physical, mental, sexual and emotional health affect our ability to lead fulfilling lives and that there is help and support available when they are threatened.
1.3 Risk
a) Understanding risk in both positive and negative terms and understanding that individuals need to manage risk to themselves and others in a range of personal and social situations.
1.3 Relationships
Understanding that relationships affect everything we do in our lives and that relationship skills have to be learnt and practised.
2. Key Processes
2.2 Decision-making and Managing Risk
Students should be able to:
a) Use knowledge and understanding to make informed choices about safety, health and well-being, evaluating personal choices and making changes if necessary.
2.3 Developing Relationships and Working with Others
Students should be able to:
Work individually, together and in teams for specific purposes, making use of the social skills of communication, negotiation, assertiveness and collaboration.
3. Range and Content
The study of Personal Wellbeing should include:
a) The benefits and risks of health and lifestyle choices.
b) How to find sources of emergency help.
4. Curriculum Opportunities
The curriculum should provide opportunities for students to:
a) Form opinions and express viewpoints confidently to a range of audiences.
b) Meet and work with people from the wider community.
c) Identify sources of help, support and accurate information.
Personal, Social, Health and Economic Education
Economic Wellbeing and Financial Capability
(http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/pshe/index.aspx)
There are a number of key concepts that underpin the study of economic wellbeing and financial capability. Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
1. Key Concepts
1.2 Capability
a) Learning how to manage money and personal finances.
b) Understanding how to make creative and realistic plans for transition.
2. Key Processes
2.3 Enterprise
Students should be able to:
a) Manage change and transition.
2.4 Financial Capability
Students should be able to:
a) Identify how finance will play an important part in their lives and in achieving their aspirations.
3. Range and Content
The study of economic well-being and financial capability should include:
a) Personal budgeting, wages, taxes, money management
4. Curriculum Opportunities
The curriculum should provide opportunities to:
a) Have contact with information, advice and guidance specialists.