Year 9
Year 10
What are we learning in
Term 5 at Swindon Academy?
2016-17
Parent-Student-Teacher Guide
Prep timetable
The timetable opposite shows when prep work should be set for each
subject. Prep is set and collected on the same day. Teachers can request
prep work in earlier to check it but detentions cannot be issued until the
day in which in the prep work is due.
Yr
Monday
Tuesday
Wednesday
Thursday
Friday
10
Option C
Science
Option A
Science
English
Maths
Option B
Science
English
Maths
Swindon Academy Pupil Charter
We aim to develop character, compassion and service. Young people are expected to contribute to the academy and to society; to try things which
they think they cannot do; to persist in the face of difficulty; to become resilient in overcoming obstacles; to manage themselves; to work
independently on things which challenge them; to work with others and in teams; to be courageous and caring; to lead.
We want young people to look back on a joyful school experience which has inspired and challenged them, given them wide opportunities and
prepared them for the ups and downs of life.
In addition to my lessons, I will have:
1. Participated in a sporting activity for at least half a term.
Pupil
2. Participated in a performance activity for at least half a term.
3. Committed to other Swindon+ activities for at least half a term.
4. Helped others by participating in a social action campaign or by volunteering my time.
5. Attended cultural, artistic or sporting events.
6. Performed/represented my Academy/College/Year Group by taking part in a cultural, artistic, charitable or sporting event for an audience.
7. Demonstrated the academy expectations and attributes.
8. Demonstrated my leadership skills.
9. Attended a residential trip.
10. Heard from an inspirational speaker.
11. Participated in experiences that help me make informed decisions about my future and how to get there .
Pupil
What are we learning this term?
Students will study An Inspector Calls’; they will also
study unseen non-fiction and learn how to write these
texts. By the end of the term students should:
Know: a range of terminology relating to the
play; the themes, characters, language, structure,
context and ideas.
Understand: How Priestley has used structure,
language and dramatic techniques and how context is
important to the understanding of a text; use linguistic
devices in their own writing to appeal to audience and
purpose
Be able to: analyse structure, language and dramatic
techniques and how context is important to the
understanding of a text; support ideas with a range of
appropriate evidence; memorise key quotations,
compare texts
What out of classroom opportunities are there?
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Wednesday Secret Readers’ Society
Tuesday poetry and creative writing club
How will students be tested?
• During lesson students will be expected to
apply the knowledge and understanding
learned in lesson and. write extended answers.
• At the end of the term students will sit both
Language Paper 1 (1 hr 45) and Language
Paper 2 (1 hr 45) and they will sit Literature
Paper 2 (2hr 15)
What can I do to support?
• Support students to learn key quotes of by heart
as the exam will be a closed book exam meaning
that students will have to answer questions
without the texts in front of them.
• Ensure students know the context of the play
• Encourage students to re-read poems and make
detailed notes so that they revise the previous
term’s work.
English
The key words for this topic are:
What homework is there?
• 60 minutes of homework will be set twice a
week.
Students will have knowledge organisers in their prep
books which will introduce keywords. Students will
need to note down keywords and learn the meanings
and spellings of keywords.
As there are a vast number of keywords, these will
have to be shared in lessons.
What are we learning this term?
Summer 1 Year 10 Curriculum
How will students be tested?
Students will study a prescribed mastery curriculum,
students will study different topics depending on
their setting arrangements.
Students will undertake an examination at the
end of Term 5 in class. This will be based on topics
covered during term 5.
10y1 and 10g1 (higher paper groups)
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Conditional Probability
Sampling
Combined Events
Theoretical/Experimetal Probability
Foundation Sets
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Fundamentals of Probability
Sampling
Combined Events
Theoretical/Experimental Probability
Students will take three papers each taking 1 hour
and 30 minutes. The first paper will be noncalculator, the other two calculator. Students will
be given a grade between 1 and 9.
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Tuesday and Thursday afterschool mathematics club
supports students with topics they struggle with.
www.mymaths.co.uk can support students in any
year. Login: swindon Password: maths123
Hegarty Maths – simply search for topics on the
website to access online tuition and quizzes based on
the topics being covered.
• Check the quality of homework your child is
handing in. Does this homework look like an hour
has been spent on it?
• Encourage your child to use Hegarty Maths to
consolidate classroom learning on a regular basis
• Encourage your child to have the highest
aspirations, having a good mathematics grade will
increase your child's employability in the future.
Maths
What ‘prep’ work is there?
• Students will be issued with a special prep
book, in this book students will complete their
weekly prep task set by their classroom teacher
What out of classroom opportunities are there?
What can I do to support?
• Students receive two pieces of prep work per
week each lasting 60 minutes. It is compulsory
for students to come to class with their prep
book!
• A knowledge organiser will be sent out prior to
the Year 10 examinations in Term 6.
The key words for this topic are:
Because of the vast and broad nature of the new
curriculum students will be expected to know
many key terms and be able to apply many
keywords
Students will be given a list during lessons by
staff and with their revision guides.
What are we learning this term?
Our topics this term are:
Biology – Genetics & Reproduction
This module looks at the different types of reproduction
and how genetic variation is inherited. It moves on to look
at the genetic disorders polydactyl and cystic fibrosis and
the ethics around genetic screening.
Chemistry –Amounts of Substances in Reactions
This module looks at how scientists compare the amounts
of chemicals involved in reactions – using maths skills to
work out how much reactants are needed and how much
product will be produced.
How will students be tested?
• During lesson students will be expected to
apply the knowledge and understanding
learned in lesson to short exam style
questions.
• There will be a 60 minute formative
assessments at the end of each module. These
assessments take place during science lessons.
• The content of all of these modules and the
content covered previously will be assessed in
a one hour examination.
What can I do to support?
• Watch the news and discuss any items on
genetic disorders and genetic screening.
• Discuss the processes of producing
chemicals such as medicines, food
additives and electronic components
• Look at different electrical devices around
the home and discuss how they work. Talk
about why the plug has 3 pins and what
wire does
Science
The key words for this topic are:
Physics – Electricity & Molecules
This module examines electricity in the home, how to wire
a plug and electrical appliances. The molecules unit covers
states of matter and changes of state
What out of classroom opportunities are there?
• Swindon+ STEM group.
• Environment Explorer Dome experience 3rd
May
What homework is there?
• Three sets of 45-60 minute prep. work will be
set on a weekly basis. This will involve making
notes from a summary information sheet and
using it to answer questions the corresponding
to the module being taught.
Biology – Asexual reproduction
Sexual
reproduction Meiosis Fertilisation Variation
Inheritance Genome Mutation Homozygote
Heterozygote
Genotype
Phenotype
Dominant
Recessive Chromosome
Polydactyl Cystic fibrosis Genetic
engineering Genetic screening
Chemistry – Reactants, Products, Relative Mass
Moles, Yield, Titration, Concentration.
Physics –Current, Charge, Potential difference,
Resistance, Series circuit, Parallel circuit,
National grid, Fuse, Components, AC, DC, Live,
Earth, Neutral, Density, Solid, Liquid, Gas,
Melting point, Boiling point, Latent heat,
Brownian Motion
What are we learning this term?
How will students be tested?
Our topic this term is all about the development of
Medicine through time, from 1900 to the present
day.
• During lesson students will be expected to
apply the knowledge and understanding
learned in lesson to short GCSE exam style
questions.
Know: The key definitions of medicine related
terminology, and the development of new technology
to improve diagnosis and treatment of disease.
• There will be a 50 minute mock examination at
the end of term consisting of 4, 6, 9, 12 and 16
mark questions.
Understand: The significance of the role of
individuals and other factors in either hastening or
slowing the development of medicine through time.
Be able to: Critically analyse and evaluate sources
and testimony in order to be able to make balanced
judgements and answer a variety of questions on the
subject of Medicine, including being able to focus on
the development of a scientific approach to
treatment and the evolution of the medical
profession to the standard we have today.
What out of classroom opportunities are there?
• Additional catch up work is available from W3 or W10,
some students have accessed this already.
• There is a set of podcasts that have been downloaded
onto the school system, see Mr Crocker for more
details.
History
What homework is there?
• 60 minutes of homework will be set on weekly
basis on a four-weekly rotation.
What can I do to support?
• Discuss with your child how and why Medicine is
important. How important is the NHS to us and
why?
• Direct them towards any clips on the internet (if
available) that explain the key issues surrounding
the development of medicine. The current issues
with junior doctors is a great conversation starting
point.
• Encourage them to conduct structured revision
using their guide at home on a regular basis.
The key words for this topic are:
Genome – The complete set of DNA for an
organism
DNA – The building blocks of life.
Deoxyribonucleic Acid.
• A revision guide for this topic will published and
sent home with students in the school revision
pack.
Lifestyle related illness – Illness relating to poor
lifestyle such as smoking, eating fatty foods or
drinking too much alcohol.
• Homework is set in an easy to use pack, with
exam style questions.
Magic Bullet – A drug that can combat one
particular disease.
The NHS – The National Health Service.
What are we learning this term?
How will students be tested?
This term students will be starting the New AQA GCSE
Geography course which includes the study of three
aspects:
• Paper 1: Living with the physical environment- Sections
A, B and C.
• Paper 2: Challenges in the human environment
• Sections A, B and C.
• Paper 3: Geographical applications and skills
• Students will be expected to complete a 20 minute
multiple choice quiz once per week.
• During lessons students will be expected to apply
the knowledge and understanding learned in lesson
to practice GCSE exam questions.
• Students will complete a 50 minute mock
examination at the end of every term.
This term we are focussing on Paper 1- Section A.
By the end of the topic students should:
Know: What a natural hazard is and what is meant by
hazard risk.
Understand: The cause, effects and responses to both
tectonic and weather related hazards including;
volcanoes, earthquakes, tropical storms and river flooding.
How the UK is affected by weather hazards and how
extreme weather events in the UK impact human activity.
The causes of climate change and how the impacts can be
managed.
Be able to: Draw and annotate diagrams and sketches to
show physical processes, describe and interpret
information from maps, photographs and graphs.
What out of classroom opportunities are there?
Students will participate in a 1 day field visit to Swanage Bay in
Term 6 as part of their preparation for paper 3. Details to
follow.
What can I do to support?
• Watch the news for any recent updates on any natural
hazards occurring around the world and discuss them.
Consider the nature and extent of the hazard and how
the world is responding the event.
• Ask students why there are no active volcanoes in the
UK and why earthquakes are a rare occurrence.
• Ask students to explain to you why we experience
unstable weather in the UK.
• Ask students to explain to you the likely effects of
climate change in the future.
The key words for this topic are:
Geography
What homework is there?
• At the start of term students will be provided with
an extended reading pack for Geography including a
collection of articles relating to the topic they are
studying.
• Students will be expected to complete one reading
piece per week and answer a set of questions
relating to this in their prep books.
• Students are expected to highlight and annotate
their reading booklets with key information as they
complete each piece.
• Natural hazard: A natural event that has huge social
impact.
• Hazard risk: The chance or probability of being affected
by a natural event.
• Distribution: How something is spread
• Tectonic hazard: A natural hazard caused by the
movement of tectonic plates i.e. earthquakes and
volcanoes.
• Earthquake: A sudden or violent movement within the
Earth’s crust followed by a series of shocks.
• Volcano: An opening in the Earth’s crust from which lava,
ash and gases erupt.
• Tropical storm (hurricane, cyclone, typhoon): An area of
low pressure with winds moving in spiral around a calm
central point called the eye of the storm- winds are
powerful and rainfall is heavy.
• Extreme weather: When a weather event is significantly
different from the average or usual weather pattern, and
is especially severe or unseasonal.
• Climate change: A long-term change in the Earth’s
climate, especially a change due to an increase in the
average atmospheric temperature.
What can I do to support?
What are we learning this term?
Health Promotion - you will have the opportunity to
explore and research an area of health
risk. You will then create materials for a healthpromotion activity for a specified
target group.
There are many different health and wellbeing issues
you might wish to investigate, and these are often
related to the lifestyle choices people make.
Health-promotion activities are an important part of
a number of roles in the health
and social care sector, including health visitors,
midwives, school nurses and GP
practice nurses..
By the end of the term students should:
Know: the topics for health promotion
Understand: How to use forms of health promotion
materials.
Be able to: research from different sources and using
data.
What out of classroom opportunities are there?
• Discuss with your child the importance of health
promotion. Talk about adverts you may see on TV that
promote a healthy life style or leaflets you may see out
and about.
How will students be tested?
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Discuss with your child the health promotion
campaign they have decided to research and
create.
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If you have any health and social care
experience or work in that industry talk to your
child about it… they often come in and tell me
all about it!
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Ask your child to explain to you the importance
of health promotion in your local area.
• During lessons students will be expected to
apply the knowledge and understanding
learned in lesson to set assignments tasks.
Health and Social Care
The key words for this topic are:
What homework is there?
• A variety of question sheets informing the
learners of health promotion activities.
Health Promotion – Information and education
given to the nation to enable them to make
positive lifestyle choices.
Nation – a large community of people who share
a common language, culture, ethnicity, descent,
and/ or history. In this unit ‘nation’ refers to the
UK.
Proactive – creating or controlling a situation by
causing something to happen rather than
responding after something happened.
What are we learning this term?
How will students be tested?
This term is about understanding Spanish customs
and festivals. By the end of the unit students should:
• Students will complete an exam testing their
Reading, Listening, Speaking and Writing skills.
Know: information about a variety of different
Spanish festivals, including those from Spanish
speaking countries around the world. They will know
key vocabulary relating to each festival.
• Students will also be given a grammar test
testing knowledge of grammar on verbs and
tenses.
Understand: different past tenses, including both
regular and irregular verb conjugations which will
assist them in their writing.
Be able to: create extended pieces of work on the
topics using a large variety of tenses and new
grammatical phrases. Listening and reading skills will
be improved through the various activities in class
and translation skills will be tested in prep work and
through classwork.
The key words for this topic are:
Below are words students should know the
meaning of by the end of the unit.
Spanish
What homework is there?
• 60 minutes of homework will be set on a
weekly basis. Homework will be a mixture of
writing and word/spelling memorisation.
• A revision guide for this topic will published and
sent home with students in the school revision
pack.
What out of classroom opportunities are there?
Using the internet to listen to or watch Spanish
programmes and songs. Using www.linguascope.com to
explore the vocabulary seen in lesson
Username: swacademy / password: learning
What can I do to support?
Your child will often be given lists of words to learn.
The best support is testing your son or daughter on
these words by asking them to translate a word from
English Spanish or Spanish  English or by asking
them to spell out a word in Spanish from the
vocabulary list below.
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Conmemorar – to commemorate
La costumbre – custom
El desfile – parade
Divertirse – to enjoy oneself
El encierro – the bull run
El traje – suit, costume
Vestirse (de) – to dress (in)
Los antepasados – ancestors
La calavera – skull
Disfrazado – dressed up, disguised
El regalo – present
Vender – to sell
Asistir (a) – to attend
Contratar – to employ
El desorden – the mess
Los festjos – festivities
Los fuegos artificiales – fireworks
La hoguera – bonfire
Prender fuego – to set fire
Quemar – to burn
What are we learning this term?
How will students be tested?
This term students be starting their controlled
assessment which will count as 60% of their GCSE grade.
This is a personal project that will run until December
2017. Students will choose from a series of themes in
order to choose an individual topic of their own interest.
They will investigate their chosen theme and topic to
produce effective creative mindmap and moodboard.
They may then move on to produce artist research,
studies and responses.
• Students will be given regular feedback and
updates on their working at level. Students will
sit a five hour mock exam in December 2017 in
which they will produce a final outcome for the
project.
• This project will count as 60% of their GCSE
Know: How to investigate initial ideas to a theme, how to
produce a creative mindmap and moodboard, what
Assessment objectives 1 and 3 involve in the GCSE
assessment criteria
Art and Design
What out of classroom opportunities are there?
There are various clubs happening in the art department:
• Art catch up – every lunch time and after school
• Visit local art galleries and museums if possible.
• Ask your child about homework and help them to
complete by getting them to explain what they
have to do
• Set up a quiet space at home where your
son/daughter can work on their artwork
• Encourage attendance at after school and lunch
time catch up clubs.
The key words for this topic are:
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Understand: how to explore and respond to artists work
to start their initial developmental work for this project
Be able to: produce a mindmap, moodboard, and artist
research. Respond to artists work, and recording work
from both primary and secondary sources
What can I do to support?
What homework is there?
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60 minutes of homework will be set on a weekly
basis. This may include:
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Extended activity homework based on
learning in class
Additional research
Annotation and presentation of work
Acting on individual feedback on specific
areas of their coursework
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Brainstorm: to write down all your initial ideas for a theme
Creative mindmap: to organise your ideas, adding colour,
drawings and interesting fonts
Moodboard: A collection of images and or objects related to
a theme
Artist research: a page in a sketchbook which explores how a
particular artists works and what their work looks like
Artist study: a direct copy of a piece of artists work
Artist response: a development of an artists work to
produce your own, original piece of work directly influenced
by the artist
Record: to paint, draw, photograph, make prints on a topic
Material: the substance used in an artwork
Technique: method of producing artwork
AO1: the assessment objective within the GCSE framework
which assesses a students ability to research artists and
other contextual links, and develop these into their own
work
AO3: the assessment objective within the GCSE framework
which assesses a students ability to produce recording work
in a variety of materials, and produce accurate work
What are we learning this term?
Students will be reflecting on the skills that they
learnt last year. They will be building on what they
have learnt so far and they will start to prepare for
their controlled assessment coursework. Before they
begin the actual coursework they will complete
practice pieces. This will prepare them for their
actual coursework and will ensure that they achieve
the best possible grade.
We will be completing various practical pieces and
we be looking at how food needs to be presented to
make it look as appetising as possible.
To know: what an NEA is.
To understand: the importance of completing a
practice NEA task.
To be able to: complete 2 NEA tasks including detail
and reflecting on subject content already picked up.
What out of classroom opportunities are there?
• There are Swindon+ opportunities such as DART catch
up café every Wednesday S2.
• Miss Hicks runs an after school cooking club every
Thursday in S1.
How will students be tested?
• Students will be assessed by a past paper
exam. This will run over two lessons and a
grade will be given to students based on this
paper being completed.
• Students class work will also be assessed for
understanding of the topics being covered.
Design Technology
(Food)
What homework is there?
• There will be various homework worksheets for
students to complete. These homework sheets
will be based on health and safety, hygiene,
equipment, practical skills, design skills and
many others.
• Students will also be expected to complete
focussed revision based on the revision pack
they are given in preparation for their end of
unit exams.
What can I do to support?
• Get your child to practice skills at home where
possible such as their knife skills in preparing
vegetables.
• Ask them to help by washing up, this will enable
them to work quickly in practical lessons.
• Watch cookery programmes together on TV to
pick up important skills from celebrity chefs.
The key words for this topic are:
• Equipment – utensils that you will use to
complete tasks.
• Mood Board - a collage of pictures based on a
project.
• Method – how to make a product
• Hygiene – the cleanliness of your
environment.
• Analysis – where you will analyse an item.
• Practical – the making of an item.
• Cross Contamination – where a raw product
touches a cooked product.
• Design Specification – a list of things your
product should be or do.
• Evaluation – when you reflect upon a piece of
work that you have completed to improved it.
What are we learning this term?
This terms students will continue with their
Controlled Assessment and will be moving on to the
design stage. They will be using a range of design
techniques to draw their initial ideas.
This will then develop into their final design and
create prototypes/models of their final design by
using 3D software.
By the end of the unit students should:
Know: how to develop a range of ideas
Understand: The importance of modelling a final idea
How will students be tested?
• During lesson students will be assessed on
design pages and modelling work. Feedback
will be given to improve their work to achieve
the best possible grade by adding electronic
feedback notes on their work
• At the end of term students will complete an
exam based on an a past GCSE Product Design
Exam.
Design Technology
(Product Design)
Be able to: create a 3D representation of their final
design by using Solidworks.
What homework is there?
• Homework will be set on a weekly basis and
will often involve client meetings and research.
This can often be done over email if necessary
• This should take a minimum of 30 minutes per
week.
What out of classroom opportunities are there?
• Students have the opportunity to improve and develop
their work on a Wednesday afterschool in S3.
What can I do to support?
• Ask your child to explain to you the tools and
processes they have used that week.
• Ask your child when they last met with their client
and what they are making
• Frequently test your child on the meaning and
spelling of the key words below.
The key words for this topic are:
• Initial ideas: A range of different ideas of their
given task.
• Development: Investigating different methods
and improving their idea
• Final idea: Their chosen idea that they will
manufacture
• Manufacture: Creating their final idea by using
the materials and tools available
• Prototype: A mode of their idea to give a
representation of how it will look
• 3D CAD – Solidworks is a new computer
design package that enables students to draw
their design in 3D
What are we learning this term?
Students will learn about steam rollers and advanced
workshop skills. Students will manufacture a steam
roller from a billet of aluminium.
How will students be tested?
• Students will be assessed in the form of an
accuracy test on their final product.
• Students portfolio of evidence will also be
assessed.
Students will have to make their steam roller within a
very fine tolerance of accuracy to ensure that it fits
together correctly.
What can I do to support?
• Ask your child to explain to you the tools and
processes they have used that week.
• Frequently test your child on the meaning and
spelling of the key words below.
• Check they have their homework pack and have
completed the week’s homework.
Know: The principles of more advanced workshop
skills.
Understand: why accuracy is so important in
engineering.
Be able to: Use advanced workshop skills to
manufacture their product.
Engineering
What homework is there?
• Homework will be set on a weekly basis from a
pack students will be provided with at the
beginning of term.
• This should take a minimum of 30 minutes per
week.
What out of classroom opportunities are there?
• Students have the opportunity to improve and develop
their work on a Tuesday or Thursday lunch in catch up
club in S3.
The key words for this topic are:
• 2D design – Computer aided design skills
• Design - to prepare the preliminary sketch or
the plans for work to be completed.
• Equipment – tools that you will use to
complete tasks.
• Moodboard- a collection of images related to
at theme
• CAM: computer aided manufacture
• CAD: Computer aided design
• Brainstorm-think of as many ideas as you can
to do with a theme
• Mindmap- organise ideas into a diagram
What are we learning this term?
This term, the focus of all our lessons will be Athletics,
Rounders, Softball, Cricket and Tennis
The focus of this term will be on the performance of the
students in these sports which comes under the confidence
strand within PE, and developing confidence in their own
ability.
Students can have the opportunity to be part of the many
athletics events in Swindon in both terms 5 and 6. Students will
also have the opportunity to take part in inter-college
competition, as well as Cricket, Rounders and Athletics fixtures.
Know: How to perform basic skills in
Athletics/Rounders/Softball/Cricket and Tennis, with control
and accuracy.
Understand: the need to show these techniques in a closed
situation under varying amounts of pressure
Be able to: apply these techniques into a competitive game or
situation under varying degrees of pressure.
What out of classroom opportunities are there?
• This term is the Rounders, Athletics and Cricket season
so both girls and boys will have the opportunity to
perform in these competitively outside of school.
• The sporting academies will also continue to run
throughout the year (boxing and table tennis) for those
interested in pursuing excellence in these sports.
How will students be tested?
Students will be tested using GCSE moderation
techniques at the end of the term, whilst practising
exam papers in order to consolidate their
understanding of specific topics. This term we will
be focusing on: Barriers to Participation, the
Impact of the Olympic Games and the Role of
National Governing Bodies.
Students will be tested on their accuracy and
control in performance; their ability to assist an
activity and whether they have satisfactory fitness
levels. A judgement will also be made as to
whether they have been to a school club or
participated outside of school to meet the
demands of the sport/activity.
Sport
What homework is there?
• In order for students to gain the top marks in PE
students need to take part in a school club or join a
club outside of school
• Pupils will also be expected to carry out specific
homework tasks throughout the term
• All information regarding homework will be on
Epraise
• Full PE kit to be brought to every lesson
What can I do to support?
If you want to take your child to a sports club but don’t
know where or how, please contact us at school. We
can then work together to ensure your child can
participate at club level.
[email protected]
[email protected]
Encourage them to attend:
Monday: Martial Arts
Tuesday: Cricket and Tennis
Wednesday: Boxing and Rounders
Thursday: Table Tennis and Athletics
Friday: Rock-climbing
The key words for this topic are:
Confidence: Motivating others to succeed.
Building confidence levels amongst others will
also lead to increased confidence levels in your
own ability, whether as a player of a leader
Resilience: Mental or physical toughness,
particularly in difficult situations. Responding
calmly to contrasting situations in practise and
games
Respect: Respecting decisions made by officials.
Not questioning their authority and getting on
with the game in the right spirit
What are we learning this term?
In this topic we will be learning about citizenship, and
how important it is to make the right choices to be a
model citizen in a multicultural British Society.
By the end of this topic students should:
Know: What “Britishness” is and how people view
“Britishness” differently. They must also know what
democracy is and how it is applied in the UK.
Understand: The Tripartite System, Freedom of Faith
in the UK and how people can effectively challenge
discrimination.
Be able to: Give a reasoned judgement about what it
means to be a British citizen in the 21st Century, and
be able to apply this knowledge in their daily lives.
PSHE Citizenship
Why is this important?
Education in citizenship enables children and
young people to become healthier, more
independent and more responsible members of
society. We encourage students to play a positive
role in contributing to the life of the school and
the wider community.
In so doing, we help to develop their sense of selfworth. We teach our pupils how society is
organised and governed. We ensure that the
children experience the process of democracy
through participation in the school council and
choice making in other areas. We teach children
about their rights and about their responsibilities.
They learn to appreciate what it means to be a
positive member of a diverse and multi-cultural
society.
What can I do to support?
Watch the news with your child and discuss any
topics or issues that relate to being a good citizen. It
may also help to try to debate with and challenge the
students as to what would the right and wrong
choice be in specific situations.
Encourage them to explore the opportunities to
volunteer and become involved in their local
community.
The key words for this topic are:
Britishness
Culture
Democracy
Community
Law
Rights
Responsibilities
Discrimination