Policy No. 13

CitizenshipPolicy

1.1 Descriptionofthe Academy

Saint BenedictCatholicVoluntary Academy isalargeco- educationalsecondaryschoolforpupilsaged11-18. Pupilscomefrombothsingle anddualparentfamilies.Thereisawidesocialandethnicmixandveryvaried familybackgrounds.TheacademycatchmentareatakesinlargepartsoftheCityof Derby,aswellaspartsofthe countyofDerbyshire. TheacademyhasPerformingArts status.

TheschoolisaCatholicacademy,althoughotherfaithpupilsdoattend.Thereisa strong Christian ethosin the Academy.

1.2Aims ofthe SchoolCurriculum

  • Theschoolcurriculumshouldaimtoprovideopportunitiesforallpupilstolearn and to achieve.
  • Theschoolcurriculumshouldaimtopromotepupils'spiritual,moral,socialand culturaldevelopmentandprepareallpupilsfortheopportunities,responsibilities and experiencesoflife.

Thesetwoaimsreinforceeachother.Thepersonaldevelopmentofpupilsspiritually, morally, socially andculturally,playsasignificantpartintheirabilitytolearnand achieve. Developmentin both areasisessential to raising standardsofall pupils.

Citizenship assists insupporting a range of outcomes that includes to:

  • Be Safe
  • Be Healthy
  • Be able toenjoyand achieve
  • Achieve economicwell-being.
  • Make a positive contribution.

1.3 Rationale for Citizenship

Citizenshipgivespupilstheknowledge,skillsandunderstandingtoplayaneffective roleinsocietyatlocal,nationalandinternationallevels. Ithelpsthemtobecome informed,thoughtfuland responsiblecitizenswhoareawareoftheirdutiesand rights. Itpromotestheirspiritual, moral,socialandculturaldevelopment,making themmoreself-confidentandresponsiblebothin andbeyondtheclassroom. It encouragespupilstoplayahelpfulpartinthelifeoftheirschools,neighbourhoods, communitiesandthewiderworld. Italsoteachesthemabout oureconomyand democraticinstitutionsandvalues,encouragerespectfordifferentnational,religious andethnicidentities,anddeveloppupils'abilitytoreflectonissuesandtakepartin discussions.

1.4 The Importance ofCitizenshipatSaintBenedictCatholic Voluntary Academy

Education for Citizenship equips young people with the knowledge, skills and understandingtoplayaneffectiveroleinpubliclife.Citizenshipencouragesthemto takeaninterestintopicaland sometimescontroversialissuesandtoengageindiscussionand debate.

Pupilslearnabouttheirrights,responsibilities,dutiesandfreedomsandaboutlaws, justiceand democracy.Theylearntotakepartindecision-makinganddifferent formsofaction.They thereforeplayanactiveroleinthelifeoftheirschools,neighbourhoods, communitiesand widersociety asactive and global citizens.

Citizenshipencouragesrespectfordifferentnational,religiousand ethnicidentities.It equipspupils to engage criticallywithand explore diverse ideas,beliefs,culturesand identitiesand the valueswe share ascitizensin the UK.

Citizenshipequipspupilswith the knowledge and skillsneeded for effectiveanddemocraticparticipation.Ithelpspupilstobecomeinformed,critical, activecitizenswhohavetheconfidenceandconvictiontoworkcollaboratively,take action and trytomake a difference in theircommunitiesand the widerworld.

2. The CitizenshipCurriculum

AtSaintBenedictCatholic Voluntary Academy,Citizenship isdelivered and supported within a whole academyapproach,which includesa combination of:

  • Discrete Citizenship provision within othercurriculumareas such as Year 9 Religious Studies.
  • Discrete subject teaching of Citizenship in Year 10.
  • Teaching Citizenship through tutorledactivities
  • Citizenshipevents,including suspended timetable eventssuch asMassdays
  • Outside agencies,including theatre groups
  • Through communityprojects
  • The workofthe School council
  • Through the continued development ofourChristian ethos.

2.1 Discrete CitizenshipCurriculumProvision

Citizenship is presently taught as a discrete subject in Year 10 (2014 -2015). Itis allocated one period per week.

2.2 Curriculum Content:

  • The Year 10course broadly follows the OCR specification for the Short Course GCSE but it is a non-exam course. It includes topics/themes and issues relating to:
  • What does it mean to be termed ‘British’?
  • Identity
  • Migration
  • The Justice system including the Youth courts and sentencing.
  • Human rights
  • How laws are passed
  • Politics today
  • Political parties
  • Pressure groups
  • Votes for Women
  • Non democratic countries
  • The European Union
  • The work of the United Nations
  • Financial Capability including personal finance
  • Careers Education

Assessment

Year 10 Citizenship classes have 3 assessments points each year. These are at the end of each term. Pupils also receive an annual report outlining their progress in the subject.

Staff

Mr. D. Regan coordinates the subject and many staff are involved in delivering Citizenship and comprised of a cross section of subject teachers.

2.3 TeachingandLearningApproaches

Lessons have clear Learning Objectives which are shared with the pupils. Lessons contain a variety of activities. Pupils work individually and in groups on activities. Assessment for learning and self-assessment forms part of the teaching and learning process and target setting is also key.

Pupils are given bother verbal and written feedback, which is an area that is being developed within the department and across the academy.

Citizenship lessons are designed toengage pupilsin thestudy of topical issues and this is taken into account when teaching resources are developed.

Citizenship provides for a wide range of teaching and learning approaches, including:

  • High orderquestioning skills
  • Setting ofground rules
  • Classdebates
  • Agenda setting.
  • Dealing with controversial issues
  • Information gathering and sharing.
  • Problemsolving.
  • Working with feelings/imagination
  • Reflection,review and evaluation.
  • Circle Time.
  • Dramaand role-play.
  • Use oftheatre in education.
  • Discussion and debate.
  • ICT based analysis
  • Research

3.TeachingCitizenshipthroughTutor ledactivities

Spotlight

Spotlight is a whole academy weekly tutor based activity that takes place every other Thursday in extended tutor time. There are 3 main elements of Spotlight:

  • Chairobics – including Callisthenics
  • On the spot
  • Reflection and prayer.

On the spot:

This is the section that has the most direct link to Citizenship. Each session an issue is looked at and the class discusses their thoughts and opinions about the issue. The issues may infact be more general or PSHEE issues, but Citizenship has a key role to play as many of these issues focus upon a range of Citizenship skills. Spotlight topics have previously been developed by a team of staff, but these resources have now been developed by form groups in school and have been generated as part of a whole school competition.

The types of Citizenship skills reinforced through spotlight include;

  • Discussion
  • Debate
  • Listening
  • Developing an argument
  • Giving an opinion
  • Supporting opinion through constructive argument
  • Challenging the opinion of others

Citizenship supports and provides opportunities to develop knowledge, understanding, skills and to adopt an active approach to issues.

Citizenship activities in tutor time and on mass days may take the form of:

  • Group work
  • Individual work
  • Group and classdiscussionsanddebates
  • Reflection and prayer
  • Topical issues
  • School related issues
  • Celebrationsand feastdays
  • World events
  • National and local events
  • Festivals
  • Teaching and learning based initiatives
  • Assessmentforlearning– peerassessment
  • Creating a record ofachievement

3.1 Citizenship events and suspended timetable events

Opportunities exist within the school year for suspended timetable events to support the teaching of Citizenship and other areas of learning. This is possible during House mass time when other Houses not involved in mass on that occasion can be developing a Citizenship theme or issue.

3.2 Outside Agencies

These may provide some input into the Citizenship curriculum throughout the school

year. It is planned to provide opportunities relating to Personal Finance and Careers planning.

3.3 Community Projects

Many of the Projects the academy has been involved in have been related to Eco projects, supporting the schools status as an Eco school.

4. The Work of the School Council and other representative bodies

There are a range of opportunities for students to be active in shaping the school community.

The senior student leadership vehicle in the academy is the Student Leadership Team, led by a Head Boy and a Head Girl. There is a rigorous selection process for this team, involving application forms and an interview in front of a panel. The student leadership team have a coordinating role for student voice, student leadership and student impact in the school.

Two members of the student leadership team chair the school council, which has been running since 1992. Each of the 6 houses has a representative house council, which meets at least 5 times per year, feeding agenda items into the school council, which also meets 5 times a year. Each house council sends two members to sit on the house council, in addition to representatives from the ERB, prefects, anti-bullying ambassadors and other student groups on an ad hoc basis. After each meeting, the school council feeds back to the student leadership team, who, in turn, report to the Head teacher.

Each student leadership team will have the freedom to set their own agenda, in line with the Academy Improvement Plan.

In addition, Pupils play a significant role when department’s effectiveness is assessed through the Department review process. A pupil panels is convened and they are asked their opinion about the curriculum area that is being reviewed.

5. Continued development of the academy’s Christian ethos

This is evident throughout all aspects our academy life. It includes our Curriculum, Tutor period and throughout the life of our academy in line with our Academy mission statement.

6. Resources

In line with academy policy there is increasingly less emphasis on paper resources and a greater emphasis on computer based teaching and learning materials. Curriculum content is mostly provided in electronic form.

7. The Role of the Citizenship Coordinator

  • Raise awareness amongst all staff
  • To advise senior staff regarding Citizenship policy and development of

Citizenship within the academy.

  • Establish a shared view of best practice to which all pupils are entitled
  • Lead policy development in Citizenship.
  • Provide appropriate support and training for staff, monitor and evaluate the

Curriculum, including the use of outside agencies, and pupils' responses to

the teaching and learning that takes place in the subject.

  • Carry out a continuous process of review and development of the subject.

as part of the annual cycle of Departmental reviews.

  • Support and co-ordinate staff.
  • Co-ordinate the formative assessment of pupils.
  • To participate in learning walks to monitor pupil learning across the department.

7.1. Answering Difficult Questions

Sometimes an individual pupil will ask an explicit or difficult question in the classroom. Questions do not have to be answered directly and can be addressed later. This academy believes that individual teachers must use their skill and discretion in these situations and refer to the Citizenship Co-coordinator concerned if appropriate.

7.2. Use of Community Based Agencies

At Saint Benedict Catholic Voluntary Academy, all community based agencies that visit to provide curriculum support, are issued with the following code of conduct:

  • Be willing to share their experiences, beliefs and insights, but avoid criticising the experiences and insights of others and imposing their views upon pupils in any way.
  • Be familiar with the academy's aims, ethos and policies and plan their involvement in the light of the aims and curriculum at the academy.
  • Seek to use engaging teaching and learning methods which involve the pupils actively and communicate at appropriate levels for the age group concerned.
  • Make clear to pupils who they are, who they represent and what they are offering to children.
  • Develop ways of speaking to children, which communicate their open approach, avoiding any hidden agenda to convert young people.

Prior to agencies attending the academy, relevant staff should ensure that:

  • Relevant checks have been made.
  • Their input is integrated within a planned programme
  • Appropriate planning sheets/lesson plans have been produced
  • School/class background information has been issued
  • Resources have been checked for suitability
  • Confirmation of dates and times have been confirmed in writing
  • An evaluation process has been agreed.

8. Risk Assessments

Where necessary and in line with procedures, risk assessments will be carried out.

Date of Policy / Reviewed 25 September 2014
Author / D Regan
Date approved by Governors / 10 December 2014
Review date / October 2016

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