Local & Global Citizenship

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Local & Global Citizenship"

Transcription

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

Amnesty International CONFLICTING RIGHTS

Amnesty International CONFLICTING RIGHTS Amnesty International CONFLICTING RIGHTS Human Rights in the Curriculum A human rights resource for teachers of KS4-5 Citizenship, RE, PSHE and related subjects BACKGROUND On 10 January 2007 new regulations

More information

Inclusion What I can do

Inclusion What I can do This exercise gives pupils an opportunity to explore how they can participate in and influence democratic processes, and promote equality within their school and local community. The exercise links with

More information

Equality Policy. Aims:

Equality Policy. Aims: Equality Policy Policy Statement: Priory Community School is committed to eliminating discrimination and encouraging diversity within the School both in the workforce, pupils and the wider school community.

More information

Preventing Extremism and Radicalisation Safeguarding Policy

Preventing Extremism and Radicalisation Safeguarding Policy Preventing Extremism and Radicalisation Safeguarding Policy British Values & The Prevention of Radicalisation School Ethos and Practice When operating this policy we use the following accepted Governmental

More information

St. Laurence Catholic Primary School

St. Laurence Catholic Primary School Through God s grace, a community growing in knowledge and understanding St. Laurence Catholic Primary School Equality Policy Ratified by Full Governing Body on 17 th March 2016 Next Review Due: March 2019

More information

DEMOCRATIC PRINCIPLES

DEMOCRATIC PRINCIPLES DEMOCRATIC PRINCIPLES GUIDING QUESTIONS What does it mean to be a part of a democracy? What are my responsibilities as a democratic citizen? SUMMARY Democracy means rule by the people. There are several

More information

VOTING RIGHTS. GUIDING QUESTION Why have voting rights changed?

VOTING RIGHTS. GUIDING QUESTION Why have voting rights changed? VOTING RIGHTS GUIDING QUESTION Why have voting rights changed? SUMMARY The right to vote has been withheld from many groups throughout history based on gender, race, background and religion. Universal

More information

9 GRADE CANADA IN THE CONTEMPORARY WORLD

9 GRADE CANADA IN THE CONTEMPORARY WORLD CANADA IN THE CONTEMPORARY WORLD 9 GRADE Grade Overview 62 Cluster Descriptions 63 Grade 9 Skills 64 Core Concept Citizenship 68 General and Specific Learning Outcomes 69 Clusters: Cluster 1: Diversity

More information

Blackfen School for Girls Promoting fundamental British values as part of SMSC

Blackfen School for Girls Promoting fundamental British values as part of SMSC Discussed and approved by Governors January 2019 To be put on website to replace the present document To be reviewed by the Governors curriculum committee January 2020 Statement of intent Through ensuring

More information

Improving Government Services to Minority Ethnic Groups. National Consultative Committee on Racism and Interculturalism (NCCRI)

Improving Government Services to Minority Ethnic Groups. National Consultative Committee on Racism and Interculturalism (NCCRI) Improving Government Services to Minority Ethnic Groups National Consultative Committee on Racism and Interculturalism (NCCRI) This publication is dedicated to our friend and colleague, Dave Ellis 1949

More information

Education for Citizenship and Human Rights

Education for Citizenship and Human Rights Education for Citizenship and Human Rights ibai bi project Project i.by2 Author Juanjo Leanizbeaskoa GUIDE FOR NAVARRE 0.7 % of the proceeds from the sale of this book will go towards the building of a

More information

GRADE 9: Canada: Opportunities and Challenges

GRADE 9: Canada: Opportunities and Challenges GRADE 9: Canada: Opportunities and Challenges OVERVIEW Grade 9 students will analyze the relationship between Canada s political and legislative processes and their impact on issues pertaining to governance,

More information

POLITICS AND LAW GENERAL COURSE. Year 11 syllabus

POLITICS AND LAW GENERAL COURSE. Year 11 syllabus POLITICS AND LAW GENERAL COURSE Year 11 syllabus IMPORTANT INFORMATION This syllabus is effective from 1 January 2015. Users of this syllabus are responsible for checking its currency. Syllabuses are formally

More information

LETTERS TO DEATH ROW. Amnesty International

LETTERS TO DEATH ROW. Amnesty International Amnesty International LETTERS TO DEATH ROW A human rights education resource to accompany the film Letters to Death Row for teachers of KS3 and KS4 Citizenship and related subjects Teachers tv resource

More information

Community Cohesion and Preventing Extremism and Radicalisation Policy

Community Cohesion and Preventing Extremism and Radicalisation Policy Community Cohesion and Preventing Extremism and Version: 10.0 Approval Status: Approved Document Owner: Graham Feek Classification: External Review Date: 01/04/2017 Effective from: September 2015 Table

More information

EDUCATION FOR DEMOCRATIC CITIZENSHIP. Primary School Curriculum Guide. Grade Four

EDUCATION FOR DEMOCRATIC CITIZENSHIP. Primary School Curriculum Guide. Grade Four EDUCATION FOR DEMOCRATIC CITIZENSHIP Primary School Curriculum Guide Grade Four Introduction The characteristics required by people living in a democratic society differ significantly from those required

More information

Legal Studies. Stage 6 Syllabus

Legal Studies. Stage 6 Syllabus Legal Studies Stage 6 Syllabus Original published version updated: April 2000 Board Bulletin/Offical Notices Vol 9 No 2 (BOS 13/00) October 2009 Assessment and Reporting information updated The Board of

More information

Australian and International Politics Subject Outline Stage 1 and Stage 2

Australian and International Politics Subject Outline Stage 1 and Stage 2 Australian and International Politics 2019 Subject Outline Stage 1 and Stage 2 Published by the SACE Board of South Australia, 60 Greenhill Road, Wayville, South Australia 5034 Copyright SACE Board of

More information

PREVENTING EXTREMISM AND RADICALISATION SAFEGUADING POLICY

PREVENTING EXTREMISM AND RADICALISATION SAFEGUADING POLICY PREVENTING EXTREMISM AND RADICALISATION SAFEGUADING POLICY 1 Introduction The Norwood School is committed to providing a secure environment for pupils, where children feel safe and are kept safe. All adults

More information

PREVENTING EXTREMISM & RADICALISATION POLICY

PREVENTING EXTREMISM & RADICALISATION POLICY PREVENTING EXTREMISM & RADICALISATION POLICY AGREED: OCTOBER 2015 Introduction Chestnut Grove Academy is committed to providing a secure environment for pupils, where students feel safe and are kept safe.

More information

KWL chart, Write the Future Senior Cycle PowerPoint presentation, sheets of flip chart or poster paper, markers

KWL chart, Write the Future Senior Cycle PowerPoint presentation, sheets of flip chart or poster paper, markers SENIOR CYCLE LESSON PLAN 1 PUSH & PULL FACTORS Objectives To develop an understanding of the current refugee crisis and why people are leaving their countries (in particular Syria) To develop an understanding

More information

Promoting fundamental British values as part of SMSC at Blackfen School

Promoting fundamental British values as part of SMSC at Blackfen School Promoting fundamental British values as part of SMSC at Blackfen School Statement of intent Through ensuring students SMSC development, Blackfen school demonstrates that fundamental British values are

More information

Safeguarding against Extremism and Radicalisation Policy

Safeguarding against Extremism and Radicalisation Policy Safeguarding against Extremism and Radicalisation Policy Mission Statement As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities.

More information

British Values in Art

British Values in Art British Values in Art Freedom to voice opinions during class feedback sessions. Votes on materials/techniques Debates/discussions of artists work through critical studies Student autonomy in their personal

More information

The aim of humanitarian action is to address the

The aim of humanitarian action is to address the Gender and in Humanitarian Action The aim of humanitarian action is to address the needs and rights of people affected by armed conflict or natural disaster. This includes ensuring their safety and well-being,

More information

Global Citizenship Education: Module 1 PREVIEW. Transforming Charity into Solidarity and Justice

Global Citizenship Education: Module 1 PREVIEW. Transforming Charity into Solidarity and Justice Global Citizenship Education: Module 1 Transforming Charity into Solidarity and Justice Saskatchewan Council for International Cooperation www.earthbeat.sk.ca T: 306-757-4669 scic saskatchewan council

More information

Statements of Learning for Civics and Citizenship

Statements of Learning for Civics and Citizenship Statements of Learning for Civics and Citizenship ISBN-13: 978-1-86366-632-9 ISBN-10: 1 86366 632 X SCIS order number: 1291677 Full bibliographic details are available from Curriculum Corporation. Published

More information

Comment on Draft Years 3-10 Australian Curriculum: Civics and citizenship by John Gore

Comment on Draft Years 3-10 Australian Curriculum: Civics and citizenship by John Gore Comment on Draft Years 3-10 Australian Curriculum: Civics and citizenship by John Gore Summary Throughout the document there is repeated emphasis on the contexts of local, national, regional and global,

More information

WHY USE THIS KIT? Refugee Realities Education Kit Level 5 Intro Page 1

WHY USE THIS KIT? Refugee Realities Education Kit Level 5 Intro Page 1 INTRODUCTION ABOUT THIS KIT This education kit has been developed as a flexible resource for VELS Level 5 teachers. The kit contains nine topics that cover; confronting stereotypes about refugees; the

More information

SOCIAL ENTREPRENEURIAL COURSES AT NYU UNDERGRADUATE

SOCIAL ENTREPRENEURIAL COURSES AT NYU UNDERGRADUATE SOCIAL ENTREPRENEURIAL COURSES AT NYU UNDERGRADUATE 2007-2008 NYU Reynolds Program Undergraduate Social Entrepreneurial Course Listing In an effort to provide greater resources in social entrepreneurship

More information

OPINION. European Parliament 2015/2063(INI) of the Committee on Culture and Education

OPINION. European Parliament 2015/2063(INI) of the Committee on Culture and Education European Parliament 2014-2019 Committee on Culture and Education 2015/2063(INI) 17.9.2015 OPINION of the Committee on Culture and Education for the Committee on Civil Liberties, Justice and Home Affairs

More information

Promoting fundamental British values as part of SMSC in schools Policy Autumn 2015

Promoting fundamental British values as part of SMSC in schools Policy Autumn 2015 Forest Town Primary School Promoting fundamental British values as part of SMSC in schools Policy Autumn 2015 The Garibaldi Family of Schools SAMUEL BARLOW PRIMARY SCHOOL SCHOOL British Values at Forest

More information

Executive Summary THE ALLIANCE PARTY BLUEPRINT FOR AN EXECUTIVE STRATEGY TO BUILD A SHARED AND BETTER FUTURE.

Executive Summary THE ALLIANCE PARTY BLUEPRINT FOR AN EXECUTIVE STRATEGY TO BUILD A SHARED AND BETTER FUTURE. Executive Summary THE ALLIANCE PARTY BLUEPRINT FOR AN EXECUTIVE STRATEGY TO BUILD A SHARED AND BETTER FUTURE. Foreword by David Ford MLA, Alliance Party Leader This document reflects my party s conviction

More information

Stoke Park Junior School. Recruitment of full-time permanent Deputy Head teacher. Information for Candidates

Stoke Park Junior School. Recruitment of full-time permanent Deputy Head teacher. Information for Candidates Stoke Park Junior School Recruitment of full-time permanent Deputy Head teacher Information for Candidates Details about the post: Full-time permanent Deputy Head teacher Grade: Leadership Scale Type of

More information

part civics and citizenship DRAFT

part civics and citizenship DRAFT part 4 civics and citizenship The civics and citizenship toolkit A citizen is a person who legally lives in a geographical area such as a town or country. Being a citizen is like having a membership where

More information

RIGHTS AND RESPONSIBILITIES IN A DEMOCRACY

RIGHTS AND RESPONSIBILITIES IN A DEMOCRACY RIGHTS AND RESPONSIBILITIES IN A DEMOCRACY GUIDING QUESTION What rights and responsibilities do I have in a democracy? SUMMARY Citizens living in a democracy have guaranteed rights and freedoms, and these

More information

SOCIAL STUDIES SKILLS

SOCIAL STUDIES SKILLS SOCIAL STUDIES SKILLS Anchor Standard: The student understands and applies reasoning skills to conduct research, deliberate, and form and evaluate positions through the processes of reading, writing, and

More information

Information sheet YOUTH AND THE WORLD FRANCE

Information sheet YOUTH AND THE WORLD FRANCE Information sheet YOUTH AND THE WORLD FRANCE Last updated: Décember 2012 By: Ministry of National Education Ministry of Sport, Youth, non formal education and voluntary organisations Solange FOURCOUX (EKCYP

More information

Teachers Professional Learning. education. Cyprus Pedagogical Institute and. on citizenship, inclusive and antiracist

Teachers Professional Learning. education. Cyprus Pedagogical Institute and. on citizenship, inclusive and antiracist Cyprus Pedagogical Institute and Teachers Professional Learning on citizenship, inclusive and antiracist education Index New Policy on Teacher Professional Learning Citizenship Human Rights Gender Equality

More information

Preventing Extremism and Radicalisation Statement

Preventing Extremism and Radicalisation Statement Preventing Extremism and Radicalisation Statement 1.0 Introduction Ixion Holdings (Contracts) Ltd is committed to providing a secure environment for all customers and learners, where they feel safe and

More information

TRIMLEY ST. MARTIN. PREVENT Policy. On-Line Safety. Child Protection & Safeguarding

TRIMLEY ST. MARTIN. PREVENT Policy. On-Line Safety. Child Protection & Safeguarding TRIMLEY ST. MARTIN PREVENT Policy Child Protection & Safeguarding On-Line Safety Autumn Term 2018 Policy for the Prevention of Extremism and Radicalisation Policy Consultation & Review This policy is available

More information

Department for Economic and Social Affairs (UNDESA) Division for Social Policy and Development

Department for Economic and Social Affairs (UNDESA) Division for Social Policy and Development Department for Economic and Social Affairs (UNDESA) Division for Social Policy and Development Report of the Expert Group Meeting on Promoting People s Empowerment in Achieving Poverty Eradication, Social

More information

British Values Anti-radicalisation/Prevent Education Policy

British Values Anti-radicalisation/Prevent Education Policy British Values Anti-radicalisation/Prevent Education Policy Updated: May 2016 Links: Policy Document links: PSHE Programme, Assembly & Tutor Time Rota, School Calendar, Curriculum Areas Anti-bullying policy,

More information

Are All People Protected by United Nations (UN) Human Rights?

Are All People Protected by United Nations (UN) Human Rights? 9 th -12 th Grade Georgia Hub: Civil Rights & Human Rights Inquiry by Cathy G. Powell Are All People Protected by United Nations (UN) Human Rights? Eleanor Roosevelt and the UN Universal Declaration of

More information

Preventing Extremism and Radicalisation Statement

Preventing Extremism and Radicalisation Statement Preventing Extremism and Radicalisation Statement 1.0 Introduction is committed to providing a secure environment for all customers and learners, where they feel safe and are kept safe. We recognise that

More information

FREE TO SPEAK SAFE TO LEARN

FREE TO SPEAK SAFE TO LEARN FREE TO SPEAK SAFE TO LEARN Democratic Schools for All A Council of Europe education campaign www.coe.int/free-to-speak-safe-to-learn The Six Campaign Themes There are six main campaign themes. They can

More information

Citizenship Education for the 21st Century

Citizenship Education for the 21st Century Citizenship Education for the 21st Century What is meant by citizenship education? Citizenship education can be defined as educating children, from early childhood, to become clear-thinking and enlightened

More information

British Values Policy

British Values Policy British Values Policy 2018-19 Written by: Cathy Day Date: November 2017 Approved by: College of Management Date: November 2017 Council of Trustees Date: November 2017 Review details: Date of review: 19

More information

Australian Bahá í Community

Australian Bahá í Community Australian Bahá í Community Office of External Affairs Submission by the Australian Bahá í Community to the Inquiry into Multiculturalism in Australia The Australian Bahá í Community welcomes the opportunity

More information

THE ORANGE REVOLUTION PROJECT:

THE ORANGE REVOLUTION PROJECT: THE ORANGE REVOLUTION PROJECT: FOCUS ON HUMAN RIGHTS, DEMOCRACY AND GOOD GOVERNANCE This is the first of three lesson plans that will appear in TEACH over the course of the year. These lesson plans explore

More information

Promoting fundamental British values as part of SMSC in schools

Promoting fundamental British values as part of SMSC in schools The Royal Liberty School Where boys are ambitious, where boys succeed Promoting fundamental British values as part of SMSC in schools Reviewed by: M Howells Review Date: October 2016 Next Review: Promoting

More information

Hemswell Cliff Primary School Preventing Extremism and Radicalisation Safeguarding Policy 2015

Hemswell Cliff Primary School Preventing Extremism and Radicalisation Safeguarding Policy 2015 Hemswell Cliff Primary School Preventing Extremism and Radicalisation Safeguarding Policy 2015 Approved by the governing body on:- May 11 th 2015 Signed (Chair of Governors) Review Date Introduction Hemswell

More information

South Bank Engineering UTC Preventing Extremism and Radicalisation Policy

South Bank Engineering UTC Preventing Extremism and Radicalisation Policy South Bank Engineering UTC Preventing Extremism and Radicalisation Policy Introduction South Bank Engineering UTC (UTC) is committed to providing a secure environment for students, where children feel

More information

An official definition Human rights education and training comprises all educational, training, information, awareness-raising and learning activities

An official definition Human rights education and training comprises all educational, training, information, awareness-raising and learning activities Elizabeth KASA-MÄLKSOO Estonian Institute of Human Rights www.eihr.ee An official definition Human rights education and training comprises all educational, training, information, awareness-raising and

More information

Northampton Primary Academy Trust

Northampton Primary Academy Trust Northampton Primary Academy Trust Preventing Extremism and Radicalisation Policy Date approved by the NPAT Board of Directors: 13.12.2018 Chair of Directors Signature: Renewal Date: 13.12.2020 Introduction

More information

Education for Peace, Human Rights and Democracy

Education for Peace, Human Rights and Democracy United Nations Educational, Scientific and Cultural Org a n i z a t i o n Declaration and of Action on Education for Peace, 19 9 5 D e c l a r a t i o n of the 44th session of the International C o n f

More information

The Power of. Sri Lankans. For Peace, Justice and Equality

The Power of. Sri Lankans. For Peace, Justice and Equality The Power of Sri Lankans For Peace, Justice and Equality OXFAM IN SRI LANKA STRATEGIC PLAN 2014 2019 The Power of Sri Lankans For Peace, Justice and Equality Contents OUR VISION: A PEACEFUL NATION FREE

More information

Prevent Policy: Preventing violent and nonviolent. radicalisation

Prevent Policy: Preventing violent and nonviolent. radicalisation Prevent Policy: Preventing violent and nonviolent extremism and radicalisation Title: Prevent Policy Preventing violent and non-violent extremism and radicalisation Reference: Status Final Publication

More information

Ethics of Global Citizenship in Education for Creating a Better World

Ethics of Global Citizenship in Education for Creating a Better World American Journal of Applied Psychology 2017; 6(5): 118-122 http://www.sciencepublishinggroup.com/j/ajap doi: 10.11648/j.ajap.20170605.16 ISSN: 2328-5664 (Print); ISSN: 2328-5672 (Online) Ethics of Global

More information

POLITICS AND LAW ATAR COURSE. Year 12 syllabus

POLITICS AND LAW ATAR COURSE. Year 12 syllabus POLITICS AND LAW ATAR COURSE Year 12 syllabus IMPORTANT INFORMATION This syllabus is effective from 1 January 2017. Users of this syllabus are responsible for checking its currency. Syllabuses are formally

More information

Topic: Understanding Citizenship

Topic: Understanding Citizenship Topic: Understanding Citizenship Lesson: What s Citizenship got to do with me? Resources: 1. Resource 1 Citizenship the keys to your future 2. Resource 2 What are these Year 11 students interested in?

More information

British Values & The Prevention of Radicalisation

British Values & The Prevention of Radicalisation British Values & The Prevention of Radicalisation BRITISH VALUES The Department of Education have recently reinforced the need to create and enforce a clear and rigorous expectation on all schools to promote

More information

What does it take to belong?

What does it take to belong? What does it take to belong? EDUCATION RESOURCE ** These 3 activities are extracted from a 64 page Education Resource. They can be used for free by teachers and are accompanied by 3 short clips on our

More information

RESOLUTIONS ADOPTED BY THE GENERAL ASSEMBLY. [without reference to a Main Committee (A/53/L.79)]

RESOLUTIONS ADOPTED BY THE GENERAL ASSEMBLY. [without reference to a Main Committee (A/53/L.79)] UNITED NATIONS A General Assembly Distr. GENERAL A/RES/53/243 6 October 1999 Fifty-third session Agenda item 31 RESOLUTIONS ADOPTED BY THE GENERAL ASSEMBLY [without reference to a Main Committee (A/53/L.79)]

More information

New York State Social Studies High School Standards 1

New York State Social Studies High School Standards 1 1 STANDARD I: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points

More information

Lindens Primary School Preventing Extremism and Radicalisation Safeguarding Policy

Lindens Primary School Preventing Extremism and Radicalisation Safeguarding Policy Lindens Primary School Preventing Extremism and Radicalisation Safeguarding Policy March 2015 Introduction Lindens Primary School is committed to providing a secure environment for pupils, where children

More information

PROMOTION OF BRITISH VALUES AND PREVENTION OF RADICALISATION POLICY

PROMOTION OF BRITISH VALUES AND PREVENTION OF RADICALISATION POLICY PROMOTION OF BRITISH VALUES AND PREVENTION OF RADICALISATION POLICY This policy applies to all pupils and staff of the school, including the Early Years Foundation Stage. The school aims to prepare its

More information

Preventing Extremism and Radicalisation Policy

Preventing Extremism and Radicalisation Policy Preventing Extremism and Radicalisation Policy Reviewed: September 2018 Next Review date: September 2019 1. Introduction Since 2010, when the Government published the Prevent Strategy, there has been an

More information

Dialogue of Civilizations: Finding Common Approaches to Promoting Peace and Human Development

Dialogue of Civilizations: Finding Common Approaches to Promoting Peace and Human Development Dialogue of Civilizations: Finding Common Approaches to Promoting Peace and Human Development A Framework for Action * The Framework for Action is divided into four sections: The first section outlines

More information

CACFO UK EDUCATION CENTRE

CACFO UK EDUCATION CENTRE CACFO UK EDUCATION CENTRE Preventing Extremism and Radicalisation Safeguarding Policy Approved by: Governing Body Date: 8 March 2018 Signature: Last reviewed on: Feb 2018 Next review due by: Oct 2018 Introduction

More information

Cultural Groups and Women s (CGW) Proposal: Student Learning Outcomes (SLO)

Cultural Groups and Women s (CGW) Proposal: Student Learning Outcomes (SLO) Cultural Groups and Women s (CGW) Proposal: Student Learning Outcomes (SLO) Faculty proposing a course to meet one of the three upper-division General Education requirements must design their courses to

More information

Thomson House School Preventing Extremism and Radicalisation Safeguarding Policy

Thomson House School Preventing Extremism and Radicalisation Safeguarding Policy Thomson House School Preventing Extremism and Radicalisation Safeguarding Policy Agreed by: Governor s Education Committee Date: October 2018 Review Cycle: Annual Next Review Date: October 2019 All the

More information

Northern Ireland Assembly Elections Women s Policy Group

Northern Ireland Assembly Elections Women s Policy Group Northern Ireland Assembly Elections 2016 Women s Policy Group 2 Introduction The Women s Policy Group is comprised of a wide range of women s organisations, individuals and trade unions working for a society

More information

UNIVERSAL SUFFRAGE. GUIDING QUESTION How have voting rights evolved in Canada?

UNIVERSAL SUFFRAGE. GUIDING QUESTION How have voting rights evolved in Canada? UNIVERSAL SUFFRAGE GUIDING QUESTION How have voting rights evolved in Canada? OVERVIEW The right to vote has been withheld from many groups throughout history based on gender, race and religion. Universal

More information

Preventing Extremism & Radicalisation Safeguarding Policy

Preventing Extremism & Radicalisation Safeguarding Policy Preventing Extremism & Radicalisation Safeguarding Policy Date Approved: September 2017 Date to be Reviewed: September 2018 Preventing Extremism and Radicalisation Safeguarding Policy Introduction At St

More information

In Md. Ed. Art 7-203(b)(4)(i)(ii)(iii) the law also requires a middle school assessment in social studies:

In Md. Ed. Art 7-203(b)(4)(i)(ii)(iii) the law also requires a middle school assessment in social studies: Karen B. Salmon, Ph.D. State Superintendent of Schools 200 West Baltimore Street Baltimore, MD 21201 410-767-0100 410-333-6442 TTY/TDD marylandpublicschools.org TO: FROM: Members of the State Board of

More information

Preventing Extremism and Radicalisation Safeguarding Policy March 2015

Preventing Extremism and Radicalisation Safeguarding Policy March 2015 Preventing Extremism and Radicalisation Safeguarding Policy March 2015 Introduction Fletching CE Primary School is committed to providing a secure environment for pupils, where children feel safe and are

More information

Hellingly Community Primary School

Hellingly Community Primary School Hellingly Community Primary School Child Protection Policy January 2012 Preventing Extremism and Radicalisation Policy Written by: K Ward Date: January 2018 Signed by Headteacher: Date: January 2018 Signed

More information

Sanctuary and Solidarity in Scotland A strategy for supporting refugee and receiving communities

Sanctuary and Solidarity in Scotland A strategy for supporting refugee and receiving communities Sanctuary and Solidarity in Scotland A strategy for supporting refugee and receiving communities 2016 2021 1. Introduction and context 1.1 Scottish Refugee Council s vision is a Scotland where all people

More information

Quwwat ul Islam Girls School

Quwwat ul Islam Girls School Quwwat ul Islam Girls School Preventing Extremism and Radicalisation Safeguarding Policy Page 1 of 9 Quwwatul Islam Girls School Preventing Extremism and Radicalisation Safeguarding Policy Introduction

More information

EQUAL SOCIETIES: FOR A STRONGER DEMOCRACY IN EUROPE PES PARTY OF EUROPEAN SOCIALISTS LISBON, 7-8 DECEMBER 2018 SOCIALISTS & DEMOCRATS RESOLUTIONS

EQUAL SOCIETIES: FOR A STRONGER DEMOCRACY IN EUROPE PES PARTY OF EUROPEAN SOCIALISTS LISBON, 7-8 DECEMBER 2018 SOCIALISTS & DEMOCRATS RESOLUTIONS PES SOCIALISTS & DEMOCRATS EQUAL SOCIETIES: FOR A STRONGER DEMOCRACY IN EUROPE PARTY OF EUROPEAN SOCIALISTS LISBON, 7-8 DECEMBER 2018 RESOLUTIONS www.pes.eu www.facebook.com/pes.pse www.twitter.com/pes_pse

More information

MODERN HISTORY STAGE 6 DRAFT SYLLABUS FOR CONSULTATION

MODERN HISTORY STAGE 6 DRAFT SYLLABUS FOR CONSULTATION MODERN HISTORY STAGE 6 DRAFT SYLLABUS FOR CONSULTATION 20 JULY 31 AUGUST 2016 2016 Copyright Board of Studies, Teaching and Educational Standards NSW for and on behalf of the Crown in right of the State

More information

Re: FECCA SUBMISSION TO THE SENATE INQUIRY INTO AUSTRALIAN CITIZENSHIP AMENDMENT (CITIZENSHIP TESTING) BILL 2007

Re: FECCA SUBMISSION TO THE SENATE INQUIRY INTO AUSTRALIAN CITIZENSHIP AMENDMENT (CITIZENSHIP TESTING) BILL 2007 Committee Secretary Senate Standing Committee on Legal and Constitutional Affairs Department of the Senate PO Box 6100 Parliament House Canberra ACT 2600 Australia Re: FECCA SUBMISSION TO THE SENATE INQUIRY

More information

Safeguarding Children and Young People Statement

Safeguarding Children and Young People Statement Safeguarding Children and Young People Statement Excellence in Learning, Development and Training The support and protection of children cannot be achieved by a single agency Every service has to play

More information

Somalis in Copenhagen

Somalis in Copenhagen E X E C U T I V E S U M M A RY Somalis in Copenhagen At Home in Europe Project November 4, 2014 The report Somalis in Copenhagen is part of a comparative policy-oriented study focusing on cities in Europe

More information

Fletching Church of England Primary School

Fletching Church of England Primary School Fletching Church of England Primary School Preventing Extremism and Radicalisation Safeguarding Policy Approved by: Gemma White / Jenny Barnard-Langston Date: 25 th September 2018 Signature: Last reviewed

More information

Preventing Extremism and Radicalisation Policy

Preventing Extremism and Radicalisation Policy Preventing Extremism and Radicalisation Policy This policy was approved by Trustees on: Board/Committee: Board of Trustees Date: 25 August 2017 Frequency of review: Every 2 year(s) Next review date: July

More information

Kingfisher Academy. Preventing Extremism and Radicalisation Policy

Kingfisher Academy. Preventing Extremism and Radicalisation Policy Kingfisher Academy Preventing Extremism and Radicalisation Policy Policy Type: Approved By: Approval Date: Date Adopted by LGB: Review Date: Person Responsible: Trust Core Policy DNEAT Board of Trustees

More information

PREVENTING EXTREMISM AND RADICALISATION SAFEGUARDING POLICY

PREVENTING EXTREMISM AND RADICALISATION SAFEGUARDING POLICY St Richard's Catholic College PREVENTING EXTREMISM AND RADICALISATION SAFEGUARDING POLICY We have adopted the East Sussex County Council policy. The Policy was approved by the Governing Body: September

More information

UNIT 1: CITIZENSHIP TODAY. Rights and Responsibilities Power, Politics and the Media The Global Community

UNIT 1: CITIZENSHIP TODAY. Rights and Responsibilities Power, Politics and the Media The Global Community UNIT 1: CITIZENSHIP TODAY Rights and Responsibilities Power, Politics and the Media The Global Community THEME 1: RIGHTS AND RESPONSIBILITIES Community and identity Human, legal and political rights Development

More information

Thursday May 10th 2018 Unite House, 55/56 Middle Abbey Street, Dublin 1 Thursday May 10th 2018 Unite House, 55/56 Middle Abbey Street, Dublin 1

Thursday May 10th 2018 Unite House, 55/56 Middle Abbey Street, Dublin 1 Thursday May 10th 2018 Unite House, 55/56 Middle Abbey Street, Dublin 1 Patricia King Patricia General King Secretary GENERAL Irish Congress SECRETARY of Trade Unions IRISH CONGRESS OF TRADE UNIONS Thursday May 10th 2018 Unite House, 55/56 Middle Abbey Street, Dublin 1 Thursday

More information

Causeway School. Learning and Leading Together. Adopted by the Interim Executive Board 0n 10 th October 2016

Causeway School. Learning and Leading Together. Adopted by the Interim Executive Board 0n 10 th October 2016 Causeway School Learning and Leading Together Preventing Extremism and Radicalisation Safeguarding Policy March 2015 Adopted by the Interim Executive Board 0n 10 th October 2016 Introduction Causeway School

More information

Resolution adopted by the General Assembly. [on the report of the Third Committee (A/66/457)]

Resolution adopted by the General Assembly. [on the report of the Third Committee (A/66/457)] United Nations A/RES/66/137 General Assembly Distr.: General 16 February 2012 Sixty-sixth session Agenda item 64 Resolution adopted by the General Assembly [on the report of the Third Committee (A/66/457)]

More information

Laurence Findlay Corporate Director Education and Social Care Moray Council

Laurence Findlay Corporate Director Education and Social Care Moray Council I refer to your letter dated 15 th October 2014 with reference to the subject above. In response, I have attached two documents which were shared with schools, one which was issued early in 2014 and the

More information

The role of national human rights institutions in advancing human rights education

The role of national human rights institutions in advancing human rights education The role of national human rights institutions in advancing human rights education This report is a summary of the presentations and discussion at a roundtable event held on 20 June 2014. Representatives

More information

The Promotion of British Values at Reading School

The Promotion of British Values at Reading School The Promotion of British Values at Reading School A M Robson Headmaster January 2017 R e a d i n g S c h o o l, E r l e i g h R o a d, R e a d i n g, B e r k s h i r e R G 1 5 L W Promotion of British

More information

Social Studies Grade 1

Social Studies Grade 1 Office of Curriculum and Instruction Social Studies Grade 1 ABSTRACT Students in grade one expand their understanding of citizenship through an examination of local government and the responsibilities

More information

British Values. Written: February 2015

British Values. Written: February 2015 British Values Written: February 2015 Review Date: February 2017 The Department for Education has recently (November 2014) published guidance on promoting British values in schools to ensure young people

More information

Preventing Extremism and Radicalisation Policy and procedures

Preventing Extremism and Radicalisation Policy and procedures 1 Notre Dame Catholic Sixth Form College Preventing Extremism and Radicalisation Policy and procedures Updated: July 2017 Next review: July 2018 Responsible: AP (SE) Contents 2 1. Purpose and Aims P3 2.

More information