Citizenship is a national curriculum foundation subject at key stages 3 and 4. The programme of study for citizenship is based on three interrelated strands: social and moral responsibility; community involvement; and political literacy. At the end of key stage 3, teachers are required to assess students’ attainment in citizenship, using the end-of-key-stage descriptors. There is no statutory requirement for assessment at key stage 4. However, the end-of-key-stage descriptor is a marker of students’ progress. Like other national curriculum foundation subjects, citizenship will be included in reports to parents at least once during the school year.

Framework

Programme of study for citizenship and attainment targets for key stages 3 and 4 PSHE

Schools are required to provide drug, alcohol and tobacco education, and sex and relationship education. PHSE goes beyond that to fulfill the two broad aims for the school curriculum set out in The National Curriculum Handbook for Secondary Teachers in England (2000). There is a non-statutory framework for PSHE. It is taught alongside the national curriculum and complements the programmes of study for citizenship at key stages 3 and 4. A combination of different forms of provision is supplied at Southmoor.

Non-statutory framework for personal, social and health education (PSHE) at key stages 3 & 4, with learning outcomes.

Citizenship News

YEAR 7

Year 7 Charity Involvement
The Year 7 nominated charity is the Grace House Appeal. Pupils have participated in a number of fund raising events which include:

• Halloween event – TyS
• Guess the sweets –TeS
• Raffle – ThS
• Bag Pack for whole year group.

Trips and Activities
Trips that are planned for this year group include Alton Towers, Ice skating and Ten pin Bowling and during Activity week in July, approximately 40-50 pupils will be at the Lochgoilhead National Activity Centre in Scotland.

Assemblies
So far this year, Year 7 have participated in a variety of assemblies which include visitors from the Fire and Rescue department, Grace and her mum, which is this year team’s charity, Youth For Christ and Back on the Map.

Rewards and Certificates
Every school day counts in aiming to achieve the Southmoor Six stamps which is the schools reward policy. Other awards and rewards include:

• Subject certificates
• Director of Learning certificates
• Match tickets for Sunderland AFC
• Cycling awareness.

Pupils’ individual achievements

• The Year 7 football team are currently unbeaten.
• The girl’s finish 3 rd in a recent football tournament.
• Scott Lawrence has achieved 100% attendance over 7 years.

Community Involvement
Pupils are involved with the “Back on the Map” work with Mrs Armstrong. They are also hosting a Christmas party for elderly people from the area and are working on a Toy Appeal.

Committee Organisation
The charity representatives meet on a regular basis and the Form representatives also every week to put together a termly news sheet.

Form Representative Election
School council election information conducted via pupil forum. Pupils are to vote soon for their School Council Representatives.

Other Information

• The Year 7 Christmas party will be held on Monday 11/12/2006
• The Christmas Celebration assembly will be held on Tuesday 19/12/2006

YEAR 8

Charity Involvement

KAOS (Kids Action Overseas) is a project at Newcastle and Leeds universities, aiming to give medical students the opportunity to volunteer abroad for organisations that work for children’s causes during their holidays.

Light in Africa was set up as a children’s home for orphans. It now has two homes in Boma, a village at the foot of Mount Kilimanjaro, caring for over 100 children, many of whom have HIV and AIDS. It has also initiated many projects aimed at helping the local Chagga and Massai community, including providing free medical care, food, a Kids club and a hospice.

Volunteers for Light In Africa are involved in a number of activities including:

• Caring for, and playing with the kids at the homes
• Building (to make a Light In Africa village where all the orphanages can be in the same area)
• Health promotion and education in the local community e.g. workshops about HIV and AIDS, sexual health and contraception
• Taking some of the kids on holiday to Dar as Salaam (to the sea which some to the kids have never seen before)
• Many, many more amazing things (one group last year ended up organising a whole sports day for the local area!!)

Light in Africa is an African, not UK charity, run by local people, enabling it to provide direct and relevant help to those that need it. Founded by a missionary, it is a Christian project, but its kids are both Christian and Muslim, and volunteers of all faiths are welcome. I volunteered for Light In Africa last summer and had a fantastic time. It’s a really relaxed atmosphere, and I had the chance to do so many different things – I’m hoping I’m going to be able to go back next summer as well!!!

Trips and Activities Day

• There will be a Year 8 trip to France .
• Proposed coastal walk from Seahouses to Bamborough for the Activities Day.

Assemblies
Christmas and Celebration Assembly December 20 th.

Certificates and rewards
Year 8 Pupils have achieved many awards such as:

• Attendance certificates
• Punctuality certificates
• Subject based certificates to be awarded during Celebration Assembly.

Community Involvement
Rebcca Milnthorpe has a solo part as one of the wives in Noye’s Fludde a community opera by Benjamin Britten to be performed in Sunderland Minster in February.

Committee Involvement
Year 8 pupils have a Charity Committee to discuss future fund raising events and a Christmas party committee

School Council and Form Representatives
The Year 8 Form Representatives are:

• TyS – Aiden Stirk and Lauren Roberts
• TyM – Ryan Robson and Rebecca Milnthorpe
• TeS – Amber Lawson and Andrew Perkins
• TeM – Emma Thompson and Oliver Ritchie
• TrS – Adam Wright and Lilli Birlinson
• TrM – Ryan Robson and Lauren Coleman
• ThS – Jack Thomas and Laura Taylor
• ThM – Grant Williamson and Emilly Morritt

YEAR 9

Charity Involvement
The Year 9 pupils are involved with two charities the first to raise money for a school in Sachibondu and the Dean Pike Memorial fund for the Fire Brigade Benevolent Fund

Assemblies
The Year 9 pupils have participated in the following assemblies:

• Anti-bullying
• Fund raising for Sachibondu
• Fire Brigade
• Remembrance Day
• Coping in school
• Famine
• Christmas

Certificates and Rewards

• Attendance and punctuality certificates are given out on a monthly basis to the best form class.
• There are presents for those achieving 100% attendance and punctuality for pupils in the winning form class.

Pupils’ Individual Achievements
James Anderson of 9 TYM has an acting part in Peter Pan at the Gala Theatre Durham.

Committee Involvement
Year 9 form representatives are organising fund raising activities for Sachibondu and the Fire Brigade Benevolent Fund.

School Council and Form Representatives
The following pupils were elected as Form Representatives:

• TYS - Melissa Guthrie , Billy Smillie
• TYM - Faye Nelthorpe, Peter Brown
• TES - Michael Haley, Natalie Barrass
• TEM - Mollie Allison, Sam Brown
• TRS - Nagwa Abuzeid, Adam Day
• TRM - Rebekah Thompson, Craig stores
• THS - Laura Kelley, Jake Johnson Spedding
• THM - Beth Callaghan, Bowie Hutchinson

The Year 9 pupils voted that their School Council Representatives should be James Anderson of 9 TYM and Laura Kelley of 9 THS.

YEAR 10

Year 10 Charity Involvement
The Year 10 year team are involved with the Royal National Lifeboat Institution after the tragedy of one of the year group. An assembly was given regarding the dangers of the sea.

Other charity activities include:

• We a planning a SOS (Save Our Soles) day where pupils can wear trainers for the day.
• Tree planting ceremony with RNLI representatives present.
• The RLNI have offered 25 Year 10 pupils the opportunity to go on a trip to the Lifeboat Station.

Trips and Activities
A trip to Derwent Hill has been organised where 49 year 10 pupils will take part in Team building, leadership and problem solving activities as well as to learn the basic skills involved in climbing, canoeing, orienteering and mountain walking.

Assemblies
The Christmas assembly 2006 will be a showcase of talent with a serious message running through it. Hopefully all organised by the pupils.

Rewards and Certificates
Every school day counts in aiming to achieve the Southmoor Six stamps which is the schools reward policy.

Community Involvement
Work related learning group are presently improving the environmental area maintaining paths and planting bulbs they also prepared and planted the memorial tree for Mark Langton. Work on this will go on all year. The “A” team, the A pathway group have also built and erected the picnic table that is in the main yard.

Form Representative Election
Year 10 Class Representatives for 2006/7 Include:

SAT Awards
Year 9 SAT’s awards evening was a huge success, the entertainment was excellent and all pupils presented themselves well. Chris Mullin said that he thoroughly enjoyed the evening.

YEAR 11

Look out for Year 11 Citizenship News, coming soon.

Citizenship Across the Curriculum

• Citizenship in Community Studies
• Citizenship in English
• Citizenship in ICT
• Citizenship in Mathematics
• Citizenship in Media Studies
• Citizenship in Physical Education
• Citizenship in Drama
• Citizenship in Science

Citizenship in Community Studies

As a part of Community Education Mrs Aitkin’s’ two Year 11 groups are involved in community projects. They applied for finance from "The big boost". One group are working with Nursery children at St.Paul's Primary School and are planting bulbs in pots. The nursery has recently been built and this is to help improve the environment. Also it cements the relationship between the schools as pupils carry out a placement there three times a week. The other group is also involved at one of our placements - the Old Vicarage Residential Home in Ryhope. They are planting bulbs/flowers in the gardens which are somewhat overrun. 

Other Citizenship elements that are also covered include problem solving and working with others which is a requirement of their ASDAN Award.

Citizenship in English

English contributes to citizenship by providing opportunities for:

• reading, viewing and discussing texts (and their adaptations) that deal with different issues, and with relationships between groups and between the individual and society;
• learning about the social, historical, political and cultural factors that shaped and influenced the texts they study;
• developing pupils’ ability to put across their point of view, question, argue and discuss, adapting what they say to their audience and the effect they wish to achieve;
• critically evaluating what they hear, read and view, paying attention to explicit and implied meanings, bias and objectivity, and fact and opinion;
• becoming competent users of spoken and written Standard English, enabling them to participate fully in the world beyond school, in public life and in decision-making.

At the moment most Year 11 K pathway pupils are studying “To Kill A mocking Bird” The following themes are discussed and analysed - Racism, Isolation, Prejudice, Sexual abuse, Poverty, Alcoholism, Justice—social, moral and legal, Gender, Age, Social hierarchy, Religion.

L pathway classes will be reading “Of Mice and Men” by John Steinbeck. This novel looks at the following issues - The Great depression in America, Social Justice, Disability, both mental and physical, Sexism, Racism, Wealth/poverty, Love, Friendship, Duty, Bullying and Loneliness.

All YR 11 pupils study The English Anthology. This wide variety of poetry from many cultures, traditions and periods covers a massive amount of themes. In the teaching of the poetry it is impossible not to discuss or highlight these areas. I couldn’t possibly highlight every area but here are a few - Terrorism, Hunger, Family, Love, Hate, Nature, Death, Duty, Slavery, Evil, Crime, Punishment and Mental illness.

Citizenship in ICT

At Southmoor ICT contributes to citizenship by enabling pupils to:

• find, collate and combine information from different points of view;
• use e-mail to communicate and collaborate with others, including those from different ethnic, religious and cultural backgrounds at a regional, national and international level;
• use electronic communication to participate in discussion forums and the activities of voluntary and community groups;
• publish information, including on the internet, for an authentic audience;
• use models to investigate options and alternatives when problem-solving;
• discuss the moral, ethical, environmental and social impact of ICT on society, including the impact on work and globalisation;
• consider issues of legal and human rights raised by the electronic collection, storage and use of personal information by commercial organisations and governments;
• understand that the collection, processing and presentation of data is not a neutral process and to consider the use and abuse of statistics.

At Key Stage 3 units are being developed to include themes that deal with a range of citizenship issues. For example Mr Lavery has developed three units that Year 7 pupils will study that are based on the Oxfam charity. They will use information form Oxfam to create a PowerPoint presentation, a Desk Top Published leaflet and a Spreadsheet model. The idea is that pupils develop their understanding of key citizenship themes whilst developing the key skills required for pupils to achieve their goal ICT level.

In Year 8 pupils are offered the opportunity to go on a residential visit to the Kingswood centre in Dalston. The development of life skills such as personal organisation, communication, goal-setting and problem solving are recognised as an essential and integral part of education. At Kingswood pupils participate in activities that combine excitement with adventure and make the clear connection between learning and achievement. At Kingswood pupils learn the benefits of teamwork, respect for others, camaraderie and overall shared responsibility, whilst developing a keen sense of fairness, responsibility and notions of citizenship. The adventure activity sessions get children out into the outdoors to safely take acceptable risks and think for themselves, making their own decisions – whether this is calculating a corner on a Quad Bike or leading their team in Team Tech. Children really excel in a supportive environment and the Kingswood Instructors are specially trained to understand the needs of every child to exceed their own personal boundaries. Any aspects of the adventure and ICT programmes are combined to tailor the visit to Southmoor pupils’ requirements and aims. So one day they could be conquering Abseiling, Archery, Fencing and Low Ropes and the next exploring some of our most innovative ICT software with sessions like Flash Dance and X Factor.

Citizenship in Mathematics

Mathematics makes a major contribution to Southmoor pupils’ education by helping them to understand and solve problems across a range of contexts, for example:

• household and personal finance;
• travel and tourism;
• civil engineering;
• telecommunications;
• trade and commerce;
• global and interplanetary travel.

Mathematics helps pupils to investigate, explore and clarify issues surrounding, for example:

• population growth and the fair distribution of finite resources;
• aid for charities;
• other ecological and environmental issues;
• health;
• risk and probability.

Situations similar to those in which mathematics is used in society can be used as pupils learn, use and apply their mathematics. This enhances their mathematics learning and promotes citizenship. Citizenship has three strands, ‘Knowledge and understanding about becoming informed citizens’, ‘Developing skills of enquiry and communication’ and ‘Developing skills of participation and responsible action’. The most powerful links between mathematics and citizenship are those that link ‘Using and applying number and algebra’ and ‘Using and applying handling data’ with these strands.

Citizenship in Media Studies

‘Representation’ is one of the main areas of study, and we look at the representation of different social groups in the media. In Year 10, pupils look at the representation of teenagers and teenage lifestyles in magazines such as ‘Sugar’ and issues such as the stereotyping of teenagers, how ‘sex education’ is delivered through modern magazines (and how appropriate it is for the target age group), and the way in which ‘image’ and ‘body image’ has become the supposed chief concern of teenage girls.

In Year 11, representation within advertising is a key focus, and we look at how the media presents groups such as the elderly, the family unit and ethnic minorities, in print and on screen. (Advertisements from the past and present are examined, to show how the portrayal of these groups and the audience’s values have changed over time.) We also look at the psychological techniques used by advertisers to sell products, and how they play on our ‘needs’, such as the need for acceptance or the need for status.

Citizenship in Physical Education

Physical Education contributes to citizenship by enabling pupils to:

• develop personally and socially;
• increase their self-reliance, self-discipline, social responsibility and spirit of adventure;
• cooperate and compete, learning responsible and sporting behaviour and to distinguish between that which is good, bad and anti-social;
• develop a value for and sensitivity towards individual differences;
• learn about hygiene, drug misuse, diet and the short- and long-term benefits of healthy activity;
• apply knowledge in solving practical and real-life problems;
• work in groups, taking on different roles such as leader or organiser, taking responsibility for carrying through a task with others, facing up to challenges and taking decisions democratically;
• practise skills of reflection, evaluating and improving their own performance;
• discuss how sport can be used to overcome political, social and cultural barriers.

At Southmoor Physical Education requires pupils to work with others; respect people with special needs and/or disabilities; giving and receiving feedback and praise; challenging bullying; improving self-image; developing empathy; improving self-confidence; challenging stereotypes and active participation.

There are many pupils who participate in extra curricular sporting activities such as Netball. The following pupils represent the school as ambassadors when they play for their team:

Year 7 Squad Kayleigh Appleton, Marnie Bunclark, Chloe Whitmore, Holly Old, Charlotte Oliver, Brooke McCarthy, Beth Ward, Amy Holt, Azmina Begum.

Year 8 Squad - Charlotte Jackson, Camilla Hutchinson, Sarah Patterson, Sarah Abuzeid, Lilli Burlinson, Charlotte Gill, Stephanie Spoors, Rebecca Milnthorp, Ashleigh Harrison, Danielle Carrick, Laura Parks, Emily Morritt, Hannah Douglas, Lucy Dodds, Jessica Coyne.

Year 9 Squad- Anna Smith, Helen Jones, Toni Broadbent, Rachel Hutchinson, Emily Hope, Nagwa Abuzeid, Laura Kelley, Kate Alderson, Abigail Jackson, Katie Barber, Beth Callaghan, Hayley Dixon, Sarah Coates, Lorna Attenborough, Rachel Brown, Kate Balbach.

Year 10 Squad- Sophie Lloyd, Rebecca Bowmaker, Bethany Knill, Natasha Carrick, Shauney Crabtree, Danielle Helens, Adele Morgan, Carrie Harpley, Georgina Judson.

Year 11 Squad- Jade Walker, Sarah Brown, Sally Carr, Abby Hughes, Lauren Boal, Katherine Jones, Francessca Teasdale, Elizabeth Lee, Lauren Ridley.

Citizenship in Drama

Drama is not recognised by the DfE as a discreet subject, able to deliver a citizenship programme. However, because of drama’s obvious ability, through such techniques as role play, characterisation, hot-seating and forum theatre, we are able to deliver a hands on and powerful form of citizenship learning in Year 7 and 8.

In addition, some examples of the way in which this is already done within the department’s curriculum and extra-curricular activities include:

• Law & Order - KS4 – ‘Crime A Crying Shame’
• Moral Dilemma – KS3 – exploring right and wrong and consequences of personal action.
• Year 7 study careers and our global community
• Extra-Curricular – Production of Animal Farm by George Orwell, Oliver, Scrooge and many Shakespearean plays.
• The Consumerist Society and Related Issues – KS4.
• The role of Class Consciousness in Society and through history – KS4.
• The individual role of the pupil within a society – personal responsibilities and accountability – KS3 and KS4.
• Video and film work focusing on worldwide human rights issues.
• KS3 and 4 focuses on healthy choices.

We believe that through these topics we can:

• Use role play to Improve empathy and understanding
• Use groupwork to improve Co operation, listening and sensitivity
• Understand identity, both nationally and locally
• Develop coping techniques when faced with bullying, racism, intimidation and peer pressure
• Improve self confidence, self discipline and understand the causes and consequences of anti-social behaviour.

Citizenship in Science

Every pupil at Southmoor Community School will study GCSE Gateway Science. It is designed as a science education course for future citizens which not only covers aspects of the Citizenship programme of study but also extends beyond that programme by dealing with important aspects of science which all people encounter in their everyday lives.

Examples of citizenship Issues studied in GCSE Science

Section 1: Knowledge and understanding about becoming informed citizens

• The work of parliament, the government and the courts in making and shaping the law
• How the economy functions, including the role of business and financial services
• The opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally
• The media’s role in society, including the internet, in providing information and affecting opinion
• The rights and responsibilities of consumers, employers and employees
• The issues and challenges of global interdependence and responsibility, including sustainable development and Local Agenda 21

Section 2: Enquiry and communication

• Researching a topical scientific issue by analyzing information from different sources, including ICT based sources, showing an awareness of the use and abuse of statistics
• Expressing, justifying and defending orally and in writing a personal opinion about a topical scientific issue.
• Contributing to group and class discussions. There will be opportunities for discussion in every module.

Section 3: Developing Skills of participation and responsible action.

• Consider and evaluate views that are not their own
• Participating in science-based school and community activities.

The science course also provides opportunities for the development of the Key Skills of Communication, Application of Number, Information Technology, Working with Others, Improving Own Learning andPerformance and Problem Solving at Levels 1 and/or 2.

Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues

Spiritual, moral, ethical, social and cultural issues are a major feature of Gateway Science.

The content of this course includes aspects which have a profound influence on how people think about themselves, their immediate environment, the Earth as a whole and the Universe.

Examples of Issues pupils study during the Course:

• The commitment of scientists to publish their findings and subject their ideas to testing by others.
• Risk and the factors which decide the level of risk people are willing to accept in different circumstances.
• The range of factors which have to be considered when weighing the costs and benefits of scientific activity.
• The ethical implications of selected scientific issues.
• Scientific explanations which give insight into human nature.
• Scientific explanations which give insight into the local and global environment
• Scientific explanations which give insight into our planet and its place in the Universe

Sustainable Development, Health and Safety Considerations and European Developments

Gateway Science has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility: An Agenda for Further and Higher Education, 1993 in preparing this specification and associated specimen assessments.

Examples of Issues pupils study during the Course:

Environmental issues

• Air pollution
• Natural disasters and how to predict them
• Food and agriculture
• Origins and management of waste materials
• Energy resources

Health and Safety issues

• Safe practice in the laboratory there will be opportunities to demonstrate safe practice in the laboratory in most modules.
• Health and disease
• Food and nutrition
• Living with radiation.
• Although this specification does not make specific reference to the European dimension it may be drawn into the course of study in a number of ways. The table below provides some appropriate opportunities.
• The importance of the science-based industry to European economies
• Environmental issues which extend over a larger area than the UK