A big picture for Outstanding Citizenship

1. A big picture for Outstanding Citizenship Click on the sound icon for commentary

2. 3 How well are we achieving our aims? 1 What are we trying to achieve? 3 How well are we achieving our aims? 2 How do we organise learning? 1 What are we trying to achieve? 2 How do we organise learning? Three key questions Three key questions

3. Three key questions further involvement in education, employment or training 3 How well are we achieving our aims? 1 What are we trying to achieve? responsible, active citizens who participate in democracy and public life progress and attainment of standards behaviour and attendance respect for diversity and community cohesion 2 How do we organise learning? To secure for pupils, schools and society

4. Three key questions Progress and attainment of standards Behaviour and attendance Further involvement in education, employment or training Responsible, active citizens Respect for diversity and community cohesion 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? For pupils, schools and society To secure

5. An introduction to the best that has been thought and said Three key questions Essential knowledge to be educated citizens 3 How well are we achieving our aims? An appreciation of human creativity and achievement 1 What are we trying to achieve? 2 How do we organise learning? The DFE states the curriculum aims to provide Citizenship supports these aims and develops knowledge, skills and understanding pupils need to play a full and active part in democracy and society

6. Three key questions Attitudes and attributes political agency, interest and commitment to community volunteering and responsible action 3 How well are we achieving our aims? 1 What are we trying to achieve? Knowledge and understanding Political, social, legal, economic democracy, government, rights, equality, fairness justice Skills research, interrogation, debate, evaluation, informed action 2 How do we organise learning? Citizenship aims to develop

7. Knowledge, skills and understanding to play a full and active part in democratic society Three key questions To secure Attainment and improved standards Behaviour and attendance Further involvement in education, employment or training Introduction to the best that has been thought and said Essential knowledge to be educated citizens An appreciation of human creativity and achievement Skills Eg research, weigh evidence, debate, evaluate views, take informed action Attitudes and attributes Eg political agency, interest and commitment to volunteering& responsible action Healthy lifestyle choices Civic participation Knowledge and understanding Eg political, social, legal and economic Accountability measures 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? A curriculum that provides DFE Curriculum aims NC Citizenship purpose Citizenship aims

8. Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? Community Lessons and learning approaches Routines and roles Culture Curriculum Ethos and environment School events 2 How do we organise learning? The school curriculum comprises all learning and other experiences that each school plans for its pupils. This includes citizenship in the curriculum, culture and community of schools – the three C’s Learning beyond the classroom Community based activities Extended hours School council and student voice Outside visitors

9. Learning approaches Three key questions Opportunities for student led learning Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Learning through individual, group and collaborative tasks Varied and matched to learning need eg enquiry, instruction, active, debate, extended writing 3 How well are we achieving our aims? Use of discrete lesson, cross curricular learning and off timetable sessions Resource well matched to learning need eg use of time, space, people, materials 1 What are we trying to achieve? Experiences of active citizenship eg informed action, volunteering Opportunities in the life and culture of the school and the community Matching curriculum time to learning needs Relevant, purposeful and for a range of audiences 2 How do we organise learning?

10. Community activity Three key questions To secure The curriculum aims to enable all young people to become Routines Events Lessons Beyond classroom Extended hours Ethos & env Behaviour and attendance Attainment and improved standards Further involvement in education, employment or training Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Assessment develops learners’ self-esteem and commitment to their learning Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe, healthy and fulfilling lives Successful learners who enjoy learning, make progress and achieve Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Involve learners proactively in their own learning Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment is fit for purpose and integral to learning and teaching Resource well matched to learning need eg use of time, space, people, materials Healthy lifestyle choices Civic participation Personalised - offering challenge and support to enable all learners tomake progress and achieve Relevant, purposeful and for a range of audiences Knowledge and understanding eg big ideas that shape the world Accountability measures 3 How well are we achieving our aims? Curriculum aims 1 What are we trying to achieve? Every Child Matters outcomes 2 How do we organise learning? Focus for learning The curriculum aims to enable all young people to become Routines School council Curriculum, culture, community Learning approaches

11. Whole curriculum Three key questions Cultural 3 How well are we achieving our aims? 1 What are we trying to achieve? Social Spiritual Physical Moral Mental 2 How do we organise learning?

12. Statutory NC citizenship programme of study requirements Researching and interrogating evidence In the classroom and wider school Democracy & Government In the community Debating and evaluating viewpoints Rights & equalities Three key questions Taking informed action Knowledge & Concepts Experiences 3 How well are we achieving our aims? 1 What are we trying to achieve? Skills 2 How do we organise learning? In public and democratic life Fairness & justice

13. Community activity Citizenship knowledge & concepts Three key questions Citizenship skills Citizenship experiences Routines Lessons Extended hours Beyond classroom Events Ethos & environment Spiritual, moral, cultural, mental, physical development. 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? Opportunities for student led learning and action Matching curriculum time to learning needs using discrete, cross curricular and off time-table sessions Including all learners with opportunities for stretch, challenge and personalisation Opportunities in the life and culture of the school and the community Learning through individual, group and collaborative tasks A range of approachesin lessons eg enquiry, active learning, debate, extended writing

14. Assessment that is fit for purpose Three key questions Helps identify clear targets for improvement Informs future planning and teaching Promotes a broad and engaging curriculum Is integral to effective teaching and learning 3 How well are we achieving our aims? Give helpful feedback for the learner and others eg parents, teachers Embraces peer- and self- assessment 1 What are we trying to achieve? Uses tasks and test appropriately Draws on a wide range of evidence of pupil learning Maximises pupils’ progress Links to national standards that are consistently interpreted 2 How do we organise learning?

15. Introduction to the best that has been thought and said An appreciation of human creativity and achievement Essential knowledge to be educated citizens • Knowledge and understanding • e.g. political, social, legal and economic • Knowledge, skills and understanding to play a full and active part in democratic society Citizenship knowledge & concepts Community activity Citizenship skills Promotes a broad and engaging curriculum Citizenship experiences Events Opportunities for student led learning and action Beyond classroom Ethos & environ. Routines Lessons Extended hours Behaviour and attendance Attainment and improved standards Civic and democratic participation Social cohesion Further involvement in education, employment or training A range of approachesin lessons e.g. enquiry, active learning, debate, extended writing Matching curriculum time to learning needs using discrete, cross curricular and off time-table sessions Is integral to effective teaching and learning Draws on a wide range of evidence of pupils’ learning Gives helpful feedback for the learner and other stakeholders Links to national standards which are consistently interpreted Embraces peer- and self-assessment Uses tests and tasks appropriately Attitudes and attributes e.g. an interest and commitment to volunteering and responsible action Skills e.g think critically, research,weigh evidence, debate political questions, take action Including all learners with opportunities for stretch, challenge and personalization Spiritual, moral, cultural, mental, physical development. Opportunities in the life and culture of the school and the community Learning through individual, group and collaborative tasks Helps identify clear targets for improvement Informs future planning and teaching Maximizes pupils’ progress 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? A big picture for Outstanding Citizenship in your school Three key questions Preparing pupils for the opportunities, responsibilities and challenges of life through a curriculum that provides: DfE Curriculum aims NC Citizenship purpose Citizenship aims The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum Student voice School council Curriculum, culture, community Learning approaches Whole curriculum Statutory PoS Citizenship requirements To make learning and teaching more effective so that learners understand quality and how to improve Assessment fit for purpose To secure Accountability measures