Local & Global Citizenship

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1 Local & Global Citizenship St Joseph s Boys High School, Newry KS3 Scheme of work Mr B. Fearon

2 Index P3 - Introduction P6 - Statutory requirements for Citizenship P10 - Year 8 units P14 - Year 9 units P17 - Year 10 units P20 - List of school resources 2

3 Introduction Citizenship in St Joseph s is about allowing students opportunities for: Being involved and having a say in what s going on. Joining in with other people to change things for the better. Knowing, understanding and standing up for your rights. Respecting the rights of others too. Taking responsibility for your own life and learning. about our world, our place in it and how our lifestyles affect the lives of others. Allowing everyone to join in discussion and debate. Asking good questions and spotting bad answers. Investigation, discovery and solving mysteries Within the delivery of Citizenship in St Joseph s staff aim to: Make Citizenship a practical and real- life based subject Allow students an opportunity to acquire knowledge and skills which will enable them to play an effective role in society Ensure that students understand how they may become more active in the life of St Joseph s, their neighbourhood and the wider world Develop pupil competences so they may participate in democratic processes Encourage students to develop a greater respect for different national, religious and ethnic identities Promote a sense of awareness for local and global issues outcomes Students will employ critical thinking skills (analysis, synthesis) to learn the meaning of informed, conscientious action; they will learn to integrate general and disciplinary knowledge with experiential knowledge, gained through direct contact with individuals and groups in the wider community. Students will engage in open- minded inquiry and develop strategies for ethical decision making and problem solving. Students will develop awareness and understanding that concrete localized problems calling for conscientious action are often embedded in complex, historical, economic, political, social and cultural contexts. Students will develop skills of interpersonal and empathetic communication; also habits of self- reflection, and self- analysis as those activities establish the basis for conscientious action. 3

4 Amendments 2013/14 Assessment and Tracking In year 8 & 9 pupils will continue with the Assessment & Tracking process. The 6 assessment opportunities that pupils will take part in will run in tandem with existing teaching and learning exercises in order to avoid duplicity and erroneous assessment tasks. The following timescale and assessments will be used: Year 8 Task 1: October An ideal world task Task 2: November Diversity map Task 3: December Christmas test Task 4: January Identity task Task 5: February/March Equality poster Task 6: May Summer test Year 9 Task 1: October Inclusion task Task 2: November Inclusion task Task 3: December Christmas test Task 4: January Human rights research Task 5: February/March Poster - Rights Task 6: May Summer test Connected The following connected learning opportunities will be used throughout the year: English/Art Year 8 Anti bullying RE Year 9, Christianity Geography Year 10, Fair trade History Year 10, Irish History Numeracy & Literacy Relevant use of mathematical terminology will be used within Citizenship when talking about number and statistics. Appropriate data analysis (Year 10 global poverty comparison) will be used accordingly. Appropriate use of extended writing will be used to develop pupils own understanding of topical matters. Key words will be displayed on notice boards within the room. Active be given opportunities to be proactive in their own learning experiences. They are to be provided with chances to help lead the direction of lessons, which takes into consideration their own life experiences and their own attitudes to topical issues.

5 Links with other areas of the curriculum Key skills The scheme of work provides a foundation for the common areas of learning defined as key skills, namely: Communication; Application of number; Information technology; Working with others; Improving own learning and performance; and Problem-solving. Thinking skills By using thinking skills pupils can focus on knowing how as well as knowing what learning how to learn. Information-processing skills These enable pupils to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part/whole relationships. Reasoning skills These enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think and to make judgements and decisions informed by reasons or evidence. Enquiry skills These enable pupils to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas. Creative-thinking skills These enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative outcomes. Evaluation skills These enable pupils to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others work or ideas, and to have confidence in their judgements. Activities to develop, practise and consolidate these skills involve working in different ways including: teacher reflection on, and modelling of, thinking skills; problem-solving in pairs; cooperative learning; and group discussion. 4

6 Issues for knowledge and understanding in Citizenship Fundamental to the delivery of Citizenship in St Josephs are a set of core knowledge and understanding areas. Students will engage in the study of topical and historical matters relating to local and global matters which directly relate to the 5 areas below: Social justice Inequalities within and between societies Basic rights and responsibilities Diversity Understanding of issues of diversity Global issues Awareness of interdependence Awareness of our political system and others Different views of economic and social development, locally and globally Sustainable development Understanding the concepts of possible and preferable futures Peace and conflict Causes and effects of conflict, locally and globally Relationship between conflict and peace In the Key Stage 3 Citizenship students will specifically focus on the following areas of study: Diversity and Inclusion Human Rights and Social Responsibility Equality and Social Justice Democracy and Active Participation 5

7 Statutory requirements for the teaching of KS3 Citizenship Key Concepts: Diversity and Inclusion Exploring Diversity and Inclusion provides opportunities to consider the range and extent of diversity in societies locally and globally and to identify the challenges and opportunities which diversity and inclusion present in local, national, European and global contexts. Human Rights and Social Responsibility Exploring Human Rights and Social Responsibility provides opportunities to understand that a globally accepted values base exists that reflects the rights, as outlined within various international human rights instruments, and responsibilities of individuals and groups in democratic society. Equality and Social Justice Exploring Equality and Social Justice provides opportunities to understand that society needs to safeguard individual and collective rights to try and ensure that everyone is treated fairly. Democracy and Active Participation Exploring Democracy and Active Participation provides opportunities for young people to understand how to participate in and to influence democratic processes and to be aware of some key democratic institutions and their role in promoting inclusion, justice and democracy. Pupils should have opportunities to: Investigate factors that influence individual and group identity, for example, age, gender, youth culture, ethnicity, community background, multiple identity, changing identities etc. Investigate ways in which individuals and groups express their identity, for example, dress code, language, musical and sporting traditions, religious and political opinion, beliefs etc. Investigate how and why conflict, including prejudice, stereotyping, sectarianism and racism may arise in the community. Investigate ways of managing conflict and promoting community relations, reconciliation. Investigate the opportunities arising from diversity and multiculturalism and possible ways of promoting inclusion, for example, community relations work, shared festivals and sporting events, integrated education Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people. Investigate key human rights principles, for example, The Universal Declaration of Human Rights (UDHR), The European Convention of Human Rights (ECHR) and The United Nations Conventions of the Rights of Children (UNCRC) as a value base. Investigate why different rights must be limited or balanced in our society, for example, individual rights v group rights, freedom of expression, movement, mode of protest etc. Investigate local and global scenarios where human rights have been seriously infringed, for example, child labour, prisoners of conscience, instances where the actions of the state have been questioned and challenged etc. Investigate the principles of social responsibility and the role of individuals, society and government in promoting these, for example, in relation to addressing the issues raised across the key concepts. Explore how inequalities can arise in society including how and why some people may experience inequality or discrimination on the basis of their group identity, for example, groups named in Section 75, The Northern Ireland Act Investigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts, for example, absolute and relative poverty, homelessness, the experience of refugees and asylum seekers etc. Explore the work of intergovernmental, governmental and non governmental organisations (NGO) which aim to promote equality and social justice, for example, the work of the United Nation, the Equality Commission for N. Ireland, local and global development agencies etc. Investigate the basic characteristics of democracy, for example, participation, the rule of law, promotion of equality and human rights etc. Investigate various ways to participate in school and society, for example, school councils, peer mediation, mock elections, volunteering, community action/involvement, lobbying and campaigning through NGOs, local councillors, MLA or MEP etc. Investigate why rules and laws are needed, how they are enforced and how breaches of the law affect the community, for example, school rules, classroom charter, age related law, the young person in the criminal justice system etc. Investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation, for example, how to improve local youth services; enhance an existing play area; design a community garden, drop-in centre or multi-cultural mural/event; environmental activities; involvement in campaigns on global issues such as: Education for All, Fair Trade etc. outcomes The outcomes require the demonstration of skills and application of knowledge and understanding of Local and Global Citizenship. Pupils should be able to: Research and manage information effectively to investigate Citizenship issues, using Mathematics and ICT where appropriate; show deeper understanding by thinking critically and flexibly, exploring problems and making informed decisions, using Mathematics and ICT where appropriate; demonstrate creativity and initiative when developing ideas and following them through; work effectively with others; demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance; communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose. 6

8 KS3 Areas of study in detail The themes covered in KS3 are flexible enough to address topical and current matters both locally and globally. The breakdown of topics in each year group are as follows: Year 8 Diversity and Inclusion The area for Diversity and Inclusion is divided into three units of work: Unit 1: Introduction to Local and Global Citizenship Unit 2: Diversity and Inclusion - Diversity Around Me - Exploring Ethnic Diversity - Understanding Sectarianism Unit 3: Human Rights and Social Responsibility Year 9 Human Rights, equality and Social Responsibility The area for Diversity and Inclusion is divided into three units of work: Unit 4: Exclusion consequences and solutions Unit 5: Equality Unit 6: Poverty at a local and global scale Year 10 Democracy and Active Participation This area for Democracy and Active Participation is divided into three units of work: Unit 7: What do we mean by democracy? Unit 8: How can I play a part? Unit 9: Why do we need rules and laws? 7

9 A more detailed look at the units of study Diversity and Inclusion Diversity and Inclusion provides opportunities to consider the range and extent of diversity in societies locally and globally and to identify the challenges and opportunities which diversity and inclusion present in local, national, European and Global contexts. Young people should have opportunities to: Investigate factors including religious and political, that influence individual and group identity For example, age, gender, youth culture, ethnicity, community background Investigate ways in which individuals and groups express their identity for example, dress code, language, musical and sporting traditions, religious and political opinions/beliefs Investigate how and why conflict, including prejudice/stereotyping/sectarianism/racism may arise in the community for example, inclusive classroom environment, negotiation/mediation based on human rights values Investigate the opportunities we have because of diversity and multiculturalism and ways of promoting inclusion in the community for example shared festivals and sporting events Human Rights and Social Responsibility Exploring Human Rights and Social responsibilities provides opportunities to understand that a globally accepted values base exists that reflects the rights, (as outlined within various international human rights instruments ), and responsibilities of individuals and groups in democratic society Young people should have opportunities to: Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people; Investigate key human rights principles as outlined in e.g. the UDHR< ECHR and UNCRC as a value base Investigate why different rights must be balanced in our society g/sectarianism/racism, may arise in the community due to expressions of diversity and ways of managing conflict and promoting inclusion in the community for example, individual rights v group rights; freedom of expression, movement, mode of protest etc. Investigate global scenarios where human rights have been seriously infringed for example, child labour; prisoners of conscience; instances where the actions of the State have been questioned and challenged etc Investigate some social, civic and state responsibilities and why governments need to provide these services for their people, for example, the provision of education, health carer, hospitals, housing, pensions, policing etc. Recognise the role of human rights standards, in local and global contexts, in promoting democratic principles, equality and social justice and in addressing issues relating to diversity and inclusion 8

10 Equality and Social Justice Exploring Equality and Social Justice provides opportunities to understand that society needs to safeguard individual and collective rights in order to ensure that everyone is treated equally and fairly. Young people should have opportunities to: Explore how inequalities can arise in society Investigate how and why some people may experience inequality/discrimination on the basis of their group identity for example, people with disabilities, younger people, older people, people from different ethnic backgrounds including the travelling community etc. Investigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts, for example, absolute and relative poverty, homelessness, the experience of refugees and asylum seekers etc. Explore the work of inter-governmental, governmental and non- governmental organisations which aim to promote equality and social justice for example the work of the United Nations, the Equality Commission for N. Ireland, local and global development agencies Democracy and Active Participation Exploring Democracy and Active Participation provides opportunities for young people to understand how to participate in and to influence democratic processes and to be aware of some key democratic institutions and their role in promoting inclusion, justice and democracy. Young people should have opportunities to: Investigate the basic characteristics of democracy for example, participation, the rule of law, promotion of equality and human rights Investigate various ways to participate in school/society for example school councils, peer mediation, mock elections, volunteering, community action/involvement, lobbying and campaigning through NGOs, local councillors, MLA or MEP Investigate why rules and laws are needed, how they are enforced and how breaches of the law affect the community for example school rules, classroom charter, age related law Investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation, in a local or global context for example, how to improve local youth services, enhance an existing play area, design a community garden, drop in centre or multi-cultural mural/event, environmental activities, involvement in campaigns on global issues such ass: child soldiers, Education for all, Fair Trade, Poverty etc. 9

11 Breakdown of KS3 Citizenship activities Year 8 Unit: Introductions Theme objectives Teaching activities outcomes Points of note What is a citizen? Pupil will discuss what they understand as a citizen. They will highlight the qualities of a good & bad citizen. They will discuss the consequences of actions from good and bad citizens. They will identify an ideal world scenario Pupils to identify which people are good citizens. Pupils to discuss the qualities of a good citizen Pupils to reflect on what would make an ideal world understand that everyone is a citizen. be able to identify the positive qualities a good citizen possesses. appreciate the need for citizens to work positively People bingo interact and exchange personal information They will identify unique and shared interests Pupils to search out for people with particular characteristics Pupils to discuss findings understand that we have all similarities and differences appreciate that these differences must be respected Ground rules discuss the reasons and values of rules evaluate the necessity of rules devise and agree their own class rules Pupils to complete section on Ground Rules Pupils to discuss, amend and agree their own class rules understand why rules are important appreciate the need for rules in school and society 10

12 Unit: Diversity Theme objectives Teaching activities outcomes Points of note Local diversity Pupil will reflect on the levels of diversity around St Joseph s They will discuss different types of diversity They will engage in discussions about the effects of social diversity Pupils to complete diversity map activity Pupils to create their own local diversity map appreciate the wide extent of diversity in their own community understand potential social consequences attached to diversity some which are bad Diversity in St Joseph s identify the levels of diversity around the school examine how much they are aware of other social, ethnic and cultural diversities Pupils to use school map on a tour of St Joseph s to identify and discuss the extent of diversity in the school understand that there is a large amount of social, ethnic and cultural diversity within our school appreciate the need to respect other types of diversity Global diversity examine the diverse cultural and social differences of people throughout the world They will identify causes and consequences for such diversity activity If the world contained 100 people watch and discuss video clips of world diversity vast differences of diversity in the world appreciate the need to be aware and understand global diversity 11

13 Unit: Diversity (continued) Theme objectives Teaching activities outcomes Points of note Who me? discuss how stereotypical cultural images hinder our awareness of global diversity task who me? Pupils to watch video clips and discuss key terms and definitions understand terms: bigot, discrimination, prejudice, racism, scapegoat, stereotype Judging others examine the consequences of pre-judging others identify times when they have been unfairly judged and reflect on their feelings Case studies task problems associated with racism and religious discrimination know about certain things which are not acceptable to say about others This is who I am investigate key things that make up their own identity examine personal and family characteristics that makes them special tasks This is who I am and the Family coat of arms appreciate their special personal and family identity need to respect other peoples backgrounds 12

14 Unit: Human rights Theme objectives Teaching activities outcomes Points of note Wants and needs investigate what their personal wants and needs are determine global needs task Wants and needs Pupils to discuss the important needs that everyone has know the difference between a want and a need appreciate the key needs that everyone has know about human rights Human rights examine the extent that the UN declaration of human rights is actually enforced world-wide determine the consequences if human rights are not met Pupils to Role play task and reflect on the living conditions of other people Pupils to watch video clips for further information appreciate the need for human rights to be upheld consequences if human rights are abused know how Rights, Roles and Responsibilities are important Return to an ideal world reexamine their initial ideas of what an ideal world would be like identify the more important issues that need to be addressed to achieve an ideal world Pupils to complete task Return to an ideal world Pupils to complete presentation of how they would like positive change to happen in the world difficulties in creating meaningful change They will know the importance of the Individual, Society and the Government working together to achieve change 13

15 Year 9 Unit: Exclusion & Inclusion Theme objectives Teaching activities outcomes Points of note Feeling excluded investigate the ways that people can be socially excluded examine different forms of exclusion determine consequences for such exclusion tasks about personal exclusion and case studies understand that people are often excluded because of religion, race, sex, age, culture, wealth and other factors know how people feel when they are excluded Examples of exclusion investigate actual cases of exclusion that caused important worldwide consequences examine how these examples of exclusion influence peoples actions and emotions investigate significant examples of exclusion that happened throughout the world watch video clips to reinforce this information understand that certain people are treated differently because of their background experiences appreciate that inclusion is better than exclusion, though it is difficult to guarantee Empathy with others attempt to identify with the problems faced by others due to exclusion examine how other peoples negative actions have serious consequences for others task A day in the life research information about one other culture that experiences exclusion challenge of securing meaningful inclusive experiences on a local and global basis be able to sympathize with other people that are excluded 14

16 Unit: Equality Theme objectives Teaching activities outcomes Points of note Equality investigate how people are not always treated with equality on a local and global scale examine different forms of inequality experience the effects of inequality tasks about quality and inequality watch video clips to aid discussions about the impact that inequality has on people understand about the following forms of inequality: Racism, prejudice, sectarianism, discrimination, sexism, ageism & homophobia Inequality investigate real life examples of inequality determine how certain types of inequality could be prevented Case studies task watch video clips to highlight the global extent of inequality understand about the problems of inequality on a local and a global scale know how inequality can be prevented 15

17 Unit: World Inequality - poverty Theme objectives Teaching activities outcomes Points of note If the world had 100 investigate the extend of financial inequality on a global scale examine how money influences: health, education, housing, employment and culture task If the world had 100 to share investigate the extent of inequality in 5 countries throughout the world understand that health, education, housing, employment and culture are dependant on money know that every country has different levels of financial capability and this influences the lives of people Poverty in Northern Ireland investigate how people in their own community are affected by poverty examine ways that contribute towards financial difficulties tasks about poverty in Northern Ireland design a poverty awareness poster factors that contribute to relative poverty be aware of ways to minimize the effects of poverty 16

18 Year 10 Unit: Democracy Theme objectives Teaching activities outcomes Points of note Rules investigate the role of rules in our society examine the consequences if rules are broken task How rules are made importance of rules in school, in our community and on a global scale Democracy investigate the role of a democratic society examine different methods that democracy is enacted throughout the world task What is democracy watch video clips to aid discussion about the different forms of democracy challenges facing democracy realize that there are different forms of democracy know that not everyone agrees on the same format Making democracy work investigate how individual people and society contribute to making democracy work examine different ways that democracy works for people Making democracy work task understand that a successful democracy needs the following: participation, rule of law, equality & human rights to be fair and just 17

19 Unit: Participation playing a part Theme objectives Teaching activities outcomes Points of note Human rights investigate how the UN declaration of human rights promotes the need for young people to participate in society so as they can play an active role tasks about participation and use internet research to compile a montage of images to illustrate their rights understand that they have the right to express their opinion, obtain information and to free association Playing a part locally examine the extent in which they can play an active role in St Joseph s investigate the various forms of participation and the effects that these have on themselves tasks about participation in St Joseph s tasks about participation on a local level appreciate the need for children to have their say understand different ways that they can participate on a local level to make a difference in society Playing a part globally investigate ways that they can make a difference and participate in global issues examine world issues that influence them enough to participate on a bigger scale Pupils booklet: task considering action watch video clips to develop discussions about key issues different methods of communicating, expressing opinion and influencing others know about Amnesty International and other global groups that play a part in making a positive difference 18

20 Unit: Rules & laws Theme objectives Teaching activities outcomes Points of note Rules identify the significance of having rules in society examine ways that rules are created identify repercussions if rules and laws are broken task On a desert island watch sections from the film Lord of the Flies to assist their discussions understand that laws and rules should ensure more positive relationships between people realize that not all rules are fair and not everyone will uphold them Breaking the law identify situations in life where rules are broken examine what happened when individuals break rules examine what happed when governments make challenging rules case study tasks and identify how the victims of crime and breaking laws feel learn about the emotional and economic consequences of rule breaking legal procedures that take place when laws and rules are broken An African example investigate what happened when anti-social laws are made and enforced in a country examine what happens when individuals, society and other governments challenge these unfair laws tasks which examine the role of Apartheid in South Africa watch video clips about Africa to assist discussions power of action from the individual, society and governments to make positive change realize that problematic laws can be created, but also changed in a democratic way 19

21 List of resources available Below is a list of resources available for using in the teaching of Citizenship: See Mr Fearon for an updated list of digital resources 20

22 21

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