Citizenship

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Citizenship (Core)

Citizenship (GCSE)

Combined science

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Religious education (GCSE)

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What is democracy?

Is direct democracy better than representative democracy?

Are elections truly fair?

Why is media freedom necessary in a democracy?

How can we improve democracy in the UK?

Does the UK’s democracy need reform?

Pupils develop their knowledge of democracy and the different types of democracy considering the strengths and weaknesses of the UK system.

What are the strengths and weaknesses of the UK democratic system?

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?

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.

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

Exploring British identity - who are the British?

Shared values -  do they unite us?

Citizenship unpacked -  rights and responsibilities

Migrants - who are they?

Refugees - understanding their journey

Safety for all - how Britain keeps us secure

Identity and rights - a deliberative discussion

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

How does identity affect rights?

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?

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.

Does our legal system protect citizens' rights?

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?

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

How can the local economy support sustainability?

What are global humanitarian problems?

What is the role of the UK 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?

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

How does the international community respond to global humanitarian problems?

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 leaving the EU been more beneficial or challenging to the UK?

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

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

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

How is climate change a threat to nations?

How are countries working to overcome the climate crisis?

How does climate action affect low income and newly emerging countries?

Have climate conferences made a positive impact?

Deliberative discussion: How effective is the UN on tackling climate change?

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

How effective is the UN and SDGs on promoting sustainability?

What does population have to do with politics?

What does the media have to do with immigration?

What does national government have to do with local government?

What does the economy have to do with politics?

What does the law have do to with campaigning?

What does the judiciary have to do with human rights?

What do NGOs have to do with human rights?

How do NGOs work with international agencies?

How does media limit the power of government?

How does international law impact the law in the UK?

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.

Synopticity: How do different ideas and concepts in Citizenship interconnect?

How are my rights protected?

What does it mean to live in a democracy?

Where does power and influence lie?

What has shaped the identity of the UK?

How does the justice system work in the UK?

What is the UK's relationship with international organisations?

How does the UK Constitution affect the way the country is governed?

Pupils revisit a number of the key concepts covered in earlier units in preparation for their GCSE papers.

Practising what we have learnt

Citizenship

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Citizenship

Choose a unit (10)

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