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Key Stage 4 Citizenship

The scheme of work for Citizenship at Key Stage 4, published in spring 2002, includes guidance on citizenship and teaching about diversity. Unit 3, "Challenging racism and discrimination", specifically addresses the requirements to teach about the origins and implications of the diverse national, religious and ethnic identities in the United Kingdom, and the need for mutual respect and understanding. The following aspects of the citizenship programme of study make explicit links with ethnic and cultural diversity, requiring schools to ensure that pupils acquire and apply relevant knowledge and understanding:

Knowledge and understanding about becoming informed citizens

Pupils should be taught about:

• 1a - the legal and human rights and responsibilities underpinning society and how they relate to citizens, including the role and operation of the criminal justice systems
• 1b - the origins and implications of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
• 1i - the United Kingdom's relations in Europe, including the European Union, and relations with the Commonwealth and the United Nations
• 1j - the wider issues and challenges of global interdependence and responsibility

Developing skills of enquiry and communication

Pupils should be taught to:

• 2a - research a topical political, spiritual, moral, social or cultural issue, problem or event by analysing information from different sources, including ICT-based sources, showing an awareness of the use and abuse of statistics
• 2b - express, justify and defend orally and in writing a personal opinion about such issues, problems or events
• 2c - contribute to group and exploratory class discussions, and take part in formal debates

Developing skills of participation and responsible action

Pupils should be taught to:

• 3a - use their imagination to consider other people's experiences and be able to think about, express, explain and critically evaluate views that are not their own
• 3b - negotiate, decide and take part responsibly in school and community-based activities
• 3c - reflect on the process of participating

Key Stage 4 PSHE

The non-statutory guidelines for PSHE provide a context within which pupils can learn:

• 1b - to have a sense of their own identity and present themselves confidently in a range of situations
• 1d - to recognise influences, pressures and sources of help and respond to them appropriately
• 2b - to use assertiveness skills to resist unhelpful pressure
• 3a - about the diversity of different ethnic groups and the power of prejudice
• 3b - to be aware of exploitation in relationships
• 3c - to challenge offending behaviour, prejudice, bullying, racism and discrimination assertively and take the initiative in giving and receiving support
• 3d - to work cooperatively with a range of people who are different from themselves

Throughout all key stages, pupils reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They learn how to respect our common humanity, diversity and differences so that they can form and maintain effective relationships.

The "Breadth of opportunities" sections of the guidelines encourage pupils' participation in activities that address issues concerning diversity and anti-racism. For all the key stages, these sections suggest pupils have opportunities to:

• take responsibility
• feel positive about themselves
• participate
• make real choices
• meet and work with people
• develop relationships
• consider social and moral dilemmas
• find information
• ask for/provide help and advice

In this context, pupils may:

• act as a befriender (or mentor), as a playground mediator, or represent the school at inter-cultural community events
• gain recognition for the role they play in school life, such as organising activities for younger pupils or leading anti-bullying initiatives
• work with people from the local, national and global community, including community and religious leaders and national and international aid organisations
• communicate with children in other countries by web conferencing, e-mail or letters
• encourage respect and understanding between different races and deal with harassment
• contribute to the development, implementation, review and monitoring of school policies about anti-bullying or equal opportunities
• take part in an action research project designed to reduce crime and improve personal safety in their neighbourhood
• work together in a range of groups and social settings with their peers and others, exploring and discussing issues such as the similarities in and differences between cultures, races and religions
• provide peer information and advice services
• develop and implement strategies to challenge racism when they experience or observe it