Citizenship Policy

Lord Blyton School Citizenship Policy

Introduction

Ms Atherton (Head Teacher), Mrs Campbell (Healthy Schools and PSHCE Co coordinator) and Mr Malcolm (Chair of Governors) are responsible for all aspects of Citizenship in Lord Blyton Primary School. They hold responsibility for implementing and monitoring every aspect of this policy and to ensure the schools aim is met. Any queries, questions or comments should be communicated directly to this lead. During the development of this policy the whole school community of staff, governors, parents and pupils were involved in consultation. The policy will be available to view on the school website and a reference copy of the policy will be located in the main office for all to view. Parents, staff, governors and pupils will be made aware of this through the school newsletter. The policy will be replicated in our school prospectus and in information for new parents.

Rationale

In Lord Blyton Primary School, citizenship education is recognized as a necessary part of a young person’s full educational entitlement.
• It gives students the knowledge, skills and understanding to play an effective role in society at local, national and international levels.
• It helps them to become informed, thoughtful and responsible citizens who are aware of their duties and rights.
• It promotes their spiritual, moral, social and cultural development, making them more self-confident and responsible both in and beyond the classroom.
• It encourages students to play a helpful part in the life of their schools, neighborhoods, communities and the wider world.
• It also teaches them about our economy and democratic institutions and values; encourages respect for different national, religious and ethnic identities; and develops pupils’ ability to reflect on issues and take part in discussions.

It should engage young people at the following three interrelated levels.
• Gaining knowledge and understanding about becoming informed citizens.
• Developing skills of enquiry and communication.
• Developing skills of participation and responsible action.


Aims

The aim of citizenship education in our school is to enable young people to
• gain knowledge and understanding about the basis of cultural heritage and the development of different communities through a cross-curricular input and community involvement
• develop their self-confidence and their decision-making skills
• enquire about the differences, injustices, rights and responsibilities within their own and the wider community
• gain an appreciation of the necessary part they play within the community of our school and how this is reflected in the wider community
• learn about institutions, issues, problems and practices in our democracy.

The delivery of citizenship education

During Key Stage 1:
• Pupils learn about themselves as developing individuals and members of their communities, building on their own experiences and on early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show that they can take some responsibility for themselves and their environment. They begin to learn about their own and other people’s feelings and are becoming aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighborhood. They will have the opportunity to become a school councilor and all children will start to learn about democracy and the role it plays in our society.

During Key Stage 2:
• Pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behavior can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from our school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and in a group, for their own learning; and to resist bullying.

In addition, specific aspects of the programmes will be included in the schemes of work for English, mathematics, science, history, geography, religious education, design technology, ICT, art and design, music, physical education and PSHE. These aspects are highlighted separately in an appendix to this policy.

The community involvement section of the citizenship education programme will be delivered through our links with various local groups and clubs, businesses, the police, NHS, fire-brigade, charities and a variety of drama groups are invited into school. There are also opportunities for pupils to be involved with citizenship issues during daily whole school assemblies and also each Tuesday during House Group Mentor assemblies, where topics have been linked to both PSHCE and RE using the SEAL resource pack.

Opportunities for students to experience active involvement in decision-making in school will be provided via the school council. Elections are held each year in May/June alongside the local General Elections, when 2 members of each class from years 2 to 5 are elected. Y6 councilors serve until the end of the school year when they will transfer to secondary school. Regular meetings are supported by Mrs. Campbell (PSHCE coordinator). These will be every other Friday from 2.30 -3pm until further notice.

The teaching of citizenship education will:
• involve both active and interactive strategies within the classroom
• include a variety of media in order to present issues
• involve cross-agency working
• recognize the different ways in which students learn
• take into account these different learning styles
• include individual, group and whole-class teaching as and when appropriate.
Monitoring and evaluation
The citizenship education policy is to be used as a measure of success in the quality, presentation and delivery of citizenship in the school. In the first instance, this will be carried out by the PSHCE Coordinator and the findings reviewed by the head teacher, governors and SMT. Each year a combined action plan for PSHE and Citizenship (PSHCE) is updated using the previous year’s achievements. Evidence from throughout the school was collected and included in our application for the recently reviewed Healthy School Standard Award including qualitative and quantitative data. This application is evaluated and assessed externally and Lord Blyton Primary School achieved the award in the summer of 2013.
The policy itself will be reviewed by the coordinator and monitored annually by the governors in order to make additions, deletions or amendments to the document in the light of both national and local changes.

Click here to download a printable copy of the Citizenship Policy.

 

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