What are the aims and purpose of our curriculum?

With this curriculum, we aim to provide pupils with the knowledge and skills needed to play an effective role in public and democratic life. Pupils learn foundational concepts such as power, democracy, rights, law, justice, diversity, equality, finance, and active citizenship. Pupils are encouraged to think critically and debate on political and social issues, deepening their understanding through research and deliberation. This prepares pupils to participate responsibly and effectively in society.

What overarching curriculum principles inform the design of our curriculum?

This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, plays in learning. Knowledge is deliberately built over time, for example in human rights, pupils first learn about children’s rights, then the rights we have in the UK, before finally learning about global human rights issues. We identify and map vocabulary across the curriculum, both in terms of the introduction of new vocabulary and the necessary repetition of vocabulary that has gone before. New vocabulary, called keywords, are signalled in bold in our lesson materials to indicate their importance.

Our citizenship curriculum is based on careful and purposeful sequencing of content, ensuring that pupils can build on and make links with existing knowledge. Attention is paid to vertical coherence via threads, which map the developments of concepts over time, for example, in our ‘Politics, parliament and government’ thread, pupils first study democracy and society at a local level, exploring the role of a school council or local democracy. Following this, they are taught about governance on a regional and national level, including the role of the Westminster government, before learning about international organisations, including the United Nations.

Our evidence-informed approach enables the rigorous application of research outcomes, science of learning and impactful best practice both in education in general and at a subject specific level. For example, the design of our resources reflects findings from Sweller’s cognitive load theory and Mayer’s principles of multimedia learning whilst our lesson design draws on Rosenshine’s principles of instruction. We also draw on findings from research organisations such as the Education Endowment Foundation (EEF). At the subject level, we draw on guidance from the Association for Citizenship Teaching (ACT), which highlights the importance of active citizenship and democratic engagement. This supports our focus on practical experiences in citizenship education, such as in the year 10 unit ‘How can we make a difference in society? Active citizenship project’. We also incorporate insights from ACT’s research briefings, which emphasise pupils participating in student councils, which we explore in our year 7 unit, ‘Citizenship - what’s it all about?’

Our flexible approach enables schools to use our resources in a way that fits their context and meets the varying needs of teachers and their pupils. Our curriculum can be used in its entirety or units can be selected to complement existing curricula. Our resources are adaptable so that, for example, teachers can edit or add checks for understanding, adapt practice tasks to better reflect the prior knowledge of their pupils, or add local context such as including information about their local MP when teaching about democracy. At key stage 4 teachers and pupils can select a core citizenship pathway or pathways aligned to the most frequently used exam board specifications for GCSE Citizenship: AQA or Edexcel.

Our commitment to diversity in content, language, texts, and media can be seen throughout the curriculum, for example in the group of diverse school age characters that feature in our resources. This includes examining the UK's multicultural society, the impact of immigration, and the contributions of various communities. By exposing pupils to a wide range of case studies, we cultivate empathy, respect, and a deeper understanding of the society they live in, preparing them to be active, inclusive citizens. Our study of governance covers all constituent parts of the United Kingdom from the Welsh Parliament to regional mayors, power-sharing in Northern Ireland to the Scottish Independence Referendum. We also provide opportunities to compare and contrast approaches to governance in other countries around the world.

Our curriculum is intentionally designed to facilitate high-quality teaching as a powerful lever to support pupils with SEND. Aligned with EEF guidance, our resources have a focus on clear explanations, modelling and frequent checks for understanding, with guided and independent practice. Lessons are chunked into learning cycles and redundant images and information are minimised to manage cognitive load. We have removed reference to year groups in our resources so that they can be used when pupils are ready, regardless of their age. Our resources are purposefully created to be accessible, for example by using accessible fonts, colours with good contrast, and captions in our videos.

What subject specific principles inform the design of our curriculum?

Focuses on the knowledge and skills specific to citizenship, including:

Ensuring that all content is grounded in the law;

Democracy, government and the rights and responsibilities of citizens.

Our curriculum teaches pupils about the nature of rules, laws and the justice system, including the role of the police and the operation of courts and tribunals. Pupils learn about the different sources of law and how the law helps society deal with complex problems. Throughout our curriculum, pupils learn about democracy, government, and citizens' rights and responsibilities. For example, they learn about the different systems of government across the United Kingdom and the UK’s evolving relationship with the EU, the Commonwealth, and other supranational organisations.

A focus on the application of knowledge through dialogue and debate, civic responsibility and democratic engagement.

In our curriculum, pupils are challenged to prepare for and participate in discussions and debates on topics such as climate change and human rights. In addition, our curriculum includes active citizenship projects where pupils research local issues and propose solutions. For example, pupils can research and promote ways to reduce littering and increase recycling in their school community.

How does our curriculum reflect the aims & purpose of the national curriculum?

There are four aims of the national curriculum. First, is that all pupils should acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government. We begin with a focus on local government, so pupils understand how citizens participate in their communities. Pupils then explore different forms of government at a regional and national level, including the role and functions of the Westminster Parliament.

Next is to develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced. Pupils are taught about crime and its consequences both for the individual and society and about human rights and the UK legal system, including in year 8, a unit on ‘What is the law, and how has it changed?’. As pupils progress, they learn how the law helps society deal with complex problems.

Thirdly is to develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood. In the first unit of year 7, ‘Citizenship—What's it all about?’ pupils learn how to contribute to their communities. Active citizenship projects become increasingly ambitious as they progress through the curriculum, ensuring that pupils participate fully in society.

Finally, pupils are equipped with the knowledge and skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs. From year 7, pupils develop discussion and debating skills, starting with the role of a school council. Pupils also learn about financial education and explore budgeting and saving in key stage 3, followed by pensions and financial products and services in key stage 4.

What teaching time does our curriculum require?

We provide a secondary citizenship curriculum at key stages 3 & 4 only. Our curriculum for key stage 3 is designed for 36 weeks of curriculum time across the school year, leaving time for other activities both within and beyond the curriculum such as assessments or school trips. At key stage 4, year 10 also has 36 weeks of curriculum time, but year 11 has only 24 weeks (approximately 2 terms) to recognise that schools will not be teaching new content in the run up to the GCSE exams.

At key stage 3, our curriculum has been designed to teach one weekly lesson, 50 minutes to an hour long. We understand that exact time dedicated to citizenship can vary greatly between schools due to differences in curriculum planning, resource allocation and school-specific priorities. Therefore we fully expect and encourage teachers to adapt our curriculum and resources to best suit their needs and available curriculum time. At key stage 4 we provide a sequence covering the core citizenship curriculum which has one lesson per week. For those also following the GCSE Citizenship course the sequence provides a further lesson per week. All key stage 4 lessons are designed to last approximately one hour.

We use threads to signpost groups of units that link to one another, building a common body of knowledge over time. We use the term thread, rather than vertical concepts, themes, or big ideas, because it helps to bring to mind the visual concept of a thread weaving through the curriculum.

Active citizenship, making a positive difference

In citizenship, threads reflect the essential and complex concepts that underpin the curriculum. Drawing inspiration from the national curriculum and the Association for Citizenship Teaching, these threads act as the lens through which we select our curriculum content. Over time pupils develop deeper knowledge and understanding as they advance through the curriculum. For example, in the thread of ‘Politics, parliament, government,’ pupils first learn about the difference between local and national government before progressing to how the political system operates and how the UK is governed. In key stage 4 pupils are taught about the strengths and weaknesses of the UK's democratic system before critically exploring where power resides within the UK.

Recommendations from subject specific reports

How does our curriculum address and enact recommendations from subject specific reports (e.g. EEF guidance reports & Ofsted Research Review)?

While there is no recent EEF or Ofsted research review for citizenship, our curriculum reflects concerns and recommendations of the 2023 House of Lords Liaison Committee on Teaching Citizenship and Life Skills in Schools and 2022 Bank of England report on Financial Education in a Digital World, that “more prominence is given to financial education in schools”.

How does our curriculum deal with elements that arise from the specific needs of the subject?

Why is there no primary citizenship curriculum?

The national curriculum for citizenship is statutory at key stages 3 & 4 only. Therefore we do not offer a primary citizenship curriculum.

Association for Citizenship Teaching

Secondary

Citizenship

Key Stage 1

Key Stage 2

Key Stage 3

Key Stage 4

Primary

Art and design

Core

GCSE

Computing

Cooking and nutrition

Design and technology

Edexcel

Eduqas

English

French

Edexcel B

Geography

German

History

Maths

Music

Physical education

Science

Spanish

Religious education

Identities and communities

Rights, justice and the law

Politics, parliament and government

Finance and the economy

Role of media and digital democracy

UK and the wider world

This unit introduces pupils to the concept of multiply identities, pupils consider what impact different identities can have on rights.

Who are the British?

Do we have shared values?

What freedoms and obligations come with citizenship?

Who is a migrant?

Who is a refugee?

How does Britain promote safety for everyone?

Deliberative discussion: How does identity affect your rights?

How does identity affect rights?

This unit builds pupils knowledge and understanding of the law and the legal system including: criminal and civil justice; the judicial process and role of citizens in justice; legal rights, sanctions; and how well prison works.

Why do we need laws and where do they come from?

Why do we need criminal and civil law?

What rights do defendants and victims of crime have?

What are rights in relation to the police?

Which legal professionals support our rights in criminal courts?

How are rights supported in civil cases?

Does our legal system protect citizens' rights?

Pupils consider a range of roles within the legal system, explore what rights citizens have within the justice system and what influence they can have on the law.

Why do we keep the role of the juror in the UK?

Should young people volunteer as magistrates?

Should we have volunteers in the police force?

Why are tribunals important to our rights?

Who else can influence the law?

Can we really influence the law?

How can we play a part in the legal system?

Pupils explore how crime impacts the UK and consider the purpose of sentencing and whether current sentencing approaches in the UK are effective.

What is crime?

Why do people commit crime?

Should we trust crime figures?

What is the purpose of sentencing?

How does sentencing in England and Wales compare to elsewhere?

Are crime prevention strategies working in the UK?

What can we do to reduce crime?

Pupils explore the power and influence of the media both locally and nationally and consider how citizens can effectively navigate the information they are presented with.

What is power and influence?

What is the evolving role of the media in democracy?

What impact can the media have locally and nationally?

What is the role of the media internationally?

How can we protect ourselves from misinformation?

Who is more powerful the media or the Government?

How powerful is the media?

Pupils consider the impact that new forms of media are having on democracy using case studies from the UK and India.

What is digital media and how is it different?

Why are people concerned by the influence of digital media?

Case study: India - what is an AI election?

What did the UK Undercover Voters project tell us?

What is the social impact of digital media within a democracy?

Is digital media causing the end of free and fair elections?

How is social media changing our view of democracy?

Pupils explore how key democratic structures such as the justice system, the media and government operate across the globe and consider the impact this has on human rights and citizens ability to take action.

How does the justice system work elsewhere?

How are decisions made in other countries?

How do others govern?

Is the free press free everywhere?

How do citizens take action in democratic and non-democratic societies?

Are human rights really universal?

Do all nations work with international organisations? 

How do democratic systems work around the world?

Through a series of case studies from across the globe pupils explore different methods of direct democracy and consider how UK citizens can play a part in shaping national policy.

What is direct democracy?

What roles can citizens play in policy shaping?

Can citizens play a bigger role in select committees?

Should environmental issues be decided by referendum?

Should moral decisions be decided by referendum?

Should political problems be solved by a referendum?

Should the UK involve citizens more directly in democracy?

How can politicians involve citizens in direct decision making?

Pupils consider the role the UK plays in Eurpose and the wider world, exploring organisations such as the United Nations and WTO and examining what role the UK has in global problems.

What is the UK's role in the United Nations?

What is the UK's role in the Commonwealth?

What is the UK's role in the World Trade Organisation?

How are the UK's relationships in Europe changing?

What is the UK's role in overcoming global humanitarian problems?

What is the UK's role in global conflict resolution?

How does the UK play a role in the international community?

This unit enables students to build knowledge and understanding of their local community and develop active citizenship skills to make a positive change.

What issues are there in my local community?

How can I build my skills to become an active citizen?

How do I choose a topic to investigate?

What can I find out about my issue?

How can sources help me better understand my issue?

How can I find out what people really think about my issue?

Planning Action – what change do we want to see?

What methods can I use to take action?

Taking Citizenship Action – Let’s do this!

How can I evaluate the impact of my action?

Make it go viral! – reporting my action to the world

How can I be a changemaker in my local community?

Pupils analyse the reasons behind the Brexit referendum and consider what the implications of it have been.

Why was the EU formed?

What is the difference between the EU and the European Council?

What are referendums and why are they used?

What were the key arguments of campaigners for remain?

What were the key arguments of campaigners for leave?

What were the results of the Brexit referendum?

What was the process for leaving the EU?

Has the UKs decision to leave the EU been beneficial or detrimental to the UK?

How well has the UK adjusted to its changing relationship with the EU?

Pupils consider what role the UK should have in tackling international conflict and global humanitarian problems, exploring different methods for conflict resolution.

What is the UK's role in global humanitarian problems?

What is the UK's role in global conflict resolution? 

What can citizens do?

What methods can the UK use to tackle global conflict?

What is the role of NGOs in responding to international crises?

What is the role of international law in international disagreements?

How does the international community respond to global humanitarian problems?

Using the example of sustainability, students consider the local economy and its impact on citizens and their local communities.

How does the local economy affect our lives?

How can communities improve the local economy?

How does taxation support the growth of the local economy?

How can shopping locally and sustainably help the local economy?

How have shopping habits transformed over time?

What drives a successful nighttime economy?

How can the local economy support sustainability?

Pupils consider what role international organisations play in sustainability and climate justice.

What is the role of the UN in climate action and sustainability?

What is COP and why does it happen?

What is climate justice?

Why was the Swiss government taken to the ECHR for their climate policy?

Research: How effective is the UN on tackling climate change?

Debate: How effective is the UN on tackling climate change?

How effective is the UN and SDGs on promoting sustainability?

Pupils explore how rights have developed in the UK and how they are protected. They look at what changes in society have occurred due to protest.

What are rights and where do they come from?

What is the right to protest within a democracy with the rule of law?

What change has protest achieved?

What are changemakers?

Should protesters ever break the law?

What are pressure groups?

Why do we need the right to protest in a democracy?

Pupils revisit key citizenship concepts from previous units and consider how they relate to each other, demonstrating their ability to draw together different areas of knowledge, skills and understanding.

KS3 & KS4 citizenship curriculum

Unit sequence

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Year group

Year 7

Year 8

Year 9

Year 10

Year 11

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