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, ensuring coverage of key concepts, including communities, democracy and rights, justice and the law.

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

Association for Citizenship Teaching (ACT)

 is the subject association for Citizenship, representing teachers and others involved in Citizenship education. ACT works to transform the lives of children and young people through high-quality Citizenship education. To achieve this, it provides membership services and education programmes, offering professional development, training, networking opportunities and teaching materials, including the academic journal, ‘Teaching Citizenship’. ACT advocates for the subject, supports subject research and offers strategic policy advice.

Video guide

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

Religious education

RSHE (PSHE)

Science

Spanish

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

Diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.

The different ways in which a citizen can contribute to the improvement of their community, to include the opportunity to participate actively in community volunteering.

The legal system in the UK, different sources of law and how the law helps society deal with complex problems.

Human rights and international law.

Parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government, the role of citizens and Parliament in holding those in power to account.

Income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.

The different roles of the executive, legislature and judiciary and a free press.

In this unit pupils explore the concepts of identity, community, migration and belonging.

What is our local community and how am I part of it?

How and why do people migrate to and from different communities?

How has migration affected society?

Why might people migrate to the UK?

How can we maintain respect and understanding in society?

What makes us feel like we belong?

How are community identities changing?

Pupils consider a diverse range of case studies to develop their understanding of how and why people challenge injustice in their communities.

What is speaking truth to power?

How do grassroots campaigns operate?

How can citizens change the law?

What tools are used by human rights defenders around the world?

Do all tools for challenging injustice work for all campaigns?

How can I challenge injustice?

What tools can we use to challenge injustice in our communities?

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

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?

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

Pupils learn how laws are made and enforced and about the purpose and types of punishment.

How are laws made?

Who enforces the law?

What is the difference between criminal and civil law?

How does the youth justice system work?

What is sentencing?

How does the law apply to young people?

What are the strengths and weaknesses of the legal system?

Pupils learn what the economy is, what taxes are and consider local and central government spending and risk management.

Is UK Government action led by the economy?

How does the Government get its money?

Why should we pay tax?

How does the Government spend its money?

What are the financial challenges facing local government?

Should public services be privatised?

How does the economy work?

This unit develops pupils' knowledge and understanding of the UK economy and helps them appreciate its relevance to them.

How much of our pay goes to the Government?

Can taxes be avoided?

How does the UK Government manage risk?

How is the Government responsible for borrowing?

How does the Government control debt?

What role can I play in the future of the UK economy?

What has the UK economy got to do with me?

Pupils consider what role the media plays in democracy and how the media is used to hold those in power to account. They consider what responsible journalism is and the impact of misinformation.

What is the role of the media in our democracy?

What is responsible journalism?

How does the media support democracy?

What is false information and what can we do about it?

Should the media ever be censored?

Deliberative discussion: Does the media hold those in power to account?

How does the media hold those in power to account?

Pupils are introduced to what an active citizenship project is, how it should be structured and the skills they need to complete one.

What is an active citizenship project and what skills do I need?

How do we decide on the issue to investigate?

How can we carry out research for an active citizenship project?

How can we plan our active citizenship project?

What are the different types of campaigning methods we can use?

How can we measure the impact and success of our action?

How can we make a difference in society? Active citizenship project

Local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world.

Other systems and forms of government, both democratic and non-democratic, beyond the United Kingdom.

In this unit pupils consider why we need a separation of powers and whether the current political structures are fit for purpose.

Is the physical set up of the House of Commons fit for purpose?

Should parliamentary procedures be modernised?

What are the advantages and disadvantages of an uncodified constitution?

What are the benefits and drawbacks of a bicameral system?

Why do we have a separation of powers?

What does the Supreme Court do?

What is the nature of the British Constitution?

Pupils look at the role of local and national government and identify reserved and devolved powers in the UK.

How is local democracy different to national government?

How does devolved government operate in the UK?

How is local government structured?

What are local councils and what do they do?

How do elections in the UK work?

What roles do NGOs, charities and civil society play in local communities?

Where does power reside in the UK?

Pupils compare different types of government from the UK to US and North Korea.

What is the difference between democratic and non-democratic government?

How do different systems of government compare?

How does government work in a non-democratic nation?

What are the key differences between the Westminster Parliament and US Congress?

How does the Prime Minister's role differ from other elected leaders?

How do elections work in different countries?

How do others govern?

Pupils consider what makes a democracy, they explore key features of democracy in the UK and consider how those in power are held to account.

How can we tell if the UK is democratic?

What is Parliament and what are its functions?

How can we hold our leaders to account?

What is a free press and why is it important for democracy?

How is devolution impacting the UK's democracy?

How can I take part in the democratic process? The role of select committees

Should the UK be called a democracy?

Pupils explore what role financial systems play in our communities, they consider what personal responsibility they have for financial planning and what role government plays in this, focussing on the impact our ageing population has on financial planning.

How is the financial system changing in a digital era?

How do we plan for the financial future?

How do we financially protect an ageing population?

How do we look after an ageing population?

Using the example of housing, pupils explore a range of different financial decisions, products and services. They consider how they can prepare to become financially independent and what advice is available to them.

How are financial products changing the way we manage money?

How do financial systems affect access to housing in the UK?

How can financial planning support independent living?

How can investment and finance transform communities?

How can we prepare well for financial decision making?

Pupils build knowledge and understanding of political systems, government, voting and elections. Pupils consider the vast range of political roles, exploring the impact that these roles can have across local communities and wider society and how they can get involved in politics.

How do different countries govern themselves?

How can we become involved in politics?

Should we reform the voting system in the UK?

What is a political party and what do they stand for?

What happens to the media during elections?

Working in politics – what can we do?

What are the different ways we can become involved in politics?

Pupils explore what identity is and how the UK population is changing considering how diverse the UK is and exploring mutual respect and understanding between different groups within society.

KS3 & KS4 citizenship curriculum

Download