Religion and Citizenship
Mr S J Cooper
Head of Learning
Mr S J Cooper
Miss. R Day
Miss. S Brennan
Mr M Green
Miss. A Mullane
Ms. R Haran
The department believes that through the correct exploration and delivery of Religion & Citizenship and British Values, the students will gain a better understanding of the world and their place within it, in order that they achieve a richer and more fulfilling life.
Students' progress and continual deeper spiritual, moral, social, and cultural understanding of the world, both in terms of the physical and metaphysical, is at the heart of all lesson delivery. Therefore, it is every teacher's duty to deliver appropriate learning opportunities to expand pupils' awareness, as well as to assess and monitor progression throughout every lesson.
We are a very creative and dynamic department, at the forefront of defining and delivering personalised learning programmes which aim to benefit both student and whole school by nurturing self-sufficient, considerate, and confident students who are happy, stable, and capable of functioning and succeeding in all areas of the curriculum, society, and the world.
Key to Citizenship Subject content
Key stage 3
We develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should use and apply their knowledge and understanding while developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.
Pupils are taught about:
- the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch
- the operation of Parliament, including voting and elections, and the role of political parties
- the precious liberties enjoyed by the citizens of the United Kingdom
- the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals
- the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities
- the functions and uses of money, the importance and practice of budgeting, and managing risk, which is taught through form-time activities
Key stage 4
We build on the key stage 3 programme of study to deepen pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should develop their skills to be able to use a range of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. Pupils experience and evaluate different ways that citizens can act together to solve problems and contribute to society.
Pupils are taught about:
- parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government, the role of citizens and Parliament in holding those in power to account, and the different roles of the executive, legislature and judiciary and a free press
- the different electoral systems used in and beyond the United Kingdom and actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond
- other systems and forms of government, both democratic and non-democratic, beyond the United Kingdom
- local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world
- human rights and international law
- the legal system in the UK, different sources of law and how the law helps society deal with complex problems
- diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
- the different ways in which a citizen can contribute to the improvement of their community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity, which is taught and given through whole school activities and after school opportunities
- income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent, which is taught through form-time activities
Key to Defining Spiritual, Moral, Social and Cultural Development
The spiritual development of pupils is shown by their:
- ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
- sense of enjoyment and fascination in learning about themselves, others and the world around them
- use of imagination and creativity in their learning
- willingness to reflect on their experiences.
The moral development of pupils is shown by their:
- ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
- understanding of the consequences of their behaviour and actions
- interest in investigating and offering reasoned views about moral and ethical
- issues and ability to understand and appreciate the viewpoints of others on these issues.
The social development of pupils is shown by their:
- use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
- willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
- acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
The cultural development of pupils is shown by their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
- understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
- knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
- willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
- interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities.
Extra Information on Curriculum:
Further information on the statutory responsibilities of the department in delivery a broad and balanced curriculum in both Religion and Citizenship can be found here:
- Religious Education in schools (England) – UK Parliament researchbriefings.files.parliament.uk/documents/CBP-7167/CBP-7167.pdf
- NATRE Legal Requirements http://www.natre.org.uk/about-re/legal-requirements/
- School Standards and Framework Act 1998 http://www.legislation.gov.uk/ukpga/1998/31/schedule/19
- Education Act 2002 https://www.legislation.gov.uk/ukpga/2002/32/section/80
- Education Act 2002 (Key Stage 3) https://www.legislation.gov.uk/ukpga/2002/32/section/84
- Education Act 2002 (key Stage 4) https://www.legislation.gov.uk/ukpga/2002/32/section/85
- National Curriculum for Citizenship https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study/national-curriculum-in-england-citizenship-programmes-of-study-for-key-stages-3-and-4
Spiritual, Moral, Social and Cultural Development (SMSC)
- What is SMSC? http://www.doingsmsc.org.uk/
- Ofsted Guidance Defining spiritual, moral, social and cultural development (sections 143-146) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/670083/School_inspection_handbook_section_5.pdf
- What are British Values? http://www.doingsmsc.org.uk/british-values/
- Ofsted Guidance Defining spiritual, moral, social and cultural development (sections 143 and148) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/670083/School_inspection_handbook_section_5.pdf
KS3 & 4: Once a term, focusing on skills
KS3 & 4: Once per term; a research project based on the topic
At the moment, no external assessment is offered at this present time.