Citizenship  

Developing confidence and responsibility and making the most of their abilities Pupils should be taught:  

• to talk and write about their opinions, and explain their views, on issues that affect themselves and society.  

• to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends, and setting personal goals.  

• to face new challenges positively by collecting information, looking for help, making responsible choices, and acting.  

• to recognise, as they approach puberty, how people's emotions change at that time and how to deal with their feelings towards themselves, their family, and others in a positive way.  

• about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future.  

• to look after their money and realise that future wants, and needs may be met through saving.  

• Preparing to play an active role as citizens Pupils should be taught:  

• to research, discuss and debate topical issues, problems, and events.  

• why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules.  

• to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities.  

• that there are different kinds of responsibilities, rights, and duties at home, at school and in the community, and that these can sometimes conflict with each other.  

• to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences.  

• to resolve differences by looking at alternatives, making decisions and explaining choices.  

• what democracy is, and about the basic institutions that support it locally and nationally.  

• to recognise the role of voluntary, community and pressure groups.  

• to appreciate the range of national, regional, religious, and ethnic identities in the United Kingdom.  

• that resources can be allocated in different ways and that these economic choices affect individuals, communities, and the sustainability of the environment.  

• to explore how the media present information.  

Developing a healthy, safer lifestyle  

Pupils should be taught:  

• what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices.  

• that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread.  

• about how the body changes as they approach puberty.  

• which commonly available substances and drugs are legal and illegal, their effects and risks 

• to recognise the different risks in different situations and then decide how to behave responsibly, including online safety, sensible road use, and judging what kind of physical contact is acceptable or unacceptable.  

• that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong; (including online safety) 

• school rules about health and safety, basic emergency aid procedures and where to get help.  

Developing good relationships and respecting the differences between people  

Pupils should be taught:  

• that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view.  

• to think about the lives of people living in other places and times, and people with different values and customs.  

• to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships.  

• to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help.  

• to recognise and challenge stereotypes.  

• that differences and similarities between people arise from several factors, including cultural, ethnic, racial, and religious diversity, gender and disability.  

• where individuals, families and groups can get help and support. Breadth of opportunities  

During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:  

• take responsibility (for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school).  

• feel positive about themselves (for example, by producing personal diaries, profiles, and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take).  

• participate (for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting).  

• make real choices and decisions (for example, about issues affecting their health and wellbeing such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities).  

• meet and talk with people (for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers).  

• develop relationships through work and play (for example, taking part in activities with groups that have needs, such as children with special needs and the elderly, communicating with children in other countries by satellite, email, or letters).  

• consider social and moral dilemmas that they come across in life (for example, encouraging respect and understanding between different races and dealing with harassment).  

• find information and advice (for example, through helplines; by understanding about welfare systems in society).  

• prepare for change (for example, transferring to secondary school.) 

Culture 

• Christianity 

• Hinduism 

• Islam 

• Judaism 

• Sikhism 

• Morals and Ethics 

18. KS3 

PSHE 

1. how to manage transition  

2. how to maintain physical, mental, and emotional health and wellbeing including sexual health* 

3. about parenthood and the consequences of teenage pregnancy  

4. how to assess and manage risks to health and to stay, and keep others, safe (physical, emotional, and online)  

5. how to identify and access help, advice, and support how to make informed choices about health and wellbeing matters including drugs, alcohol, and tobacco; maintaining a balanced diet; physical activity; emotional health and wellbeing and sexual health  

6. how to respond in an emergency including administering first aid  

7. the role and influence of the media on lifestyle. 

Programme of Study for relationships  

Pupils should be taught:  

• how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills  

• how to recognise and manage emotions within a range of relationships  

• how to deal with risky or negative relationships including all forms of bullying (including the distinct challenges posed by online bullying) and abuse, sexual and other violence, and online encounters  

• about the concept of consent in a variety of contexts (including in sexual relationships)  

• about managing loss including bereavement, separation, and divorce  

• to respect equality and be a productive member of a diverse community  

• how to identify and access appropriate advice and support 

• Pupils should be taught:  

• about rights and responsibilities as members of diverse communities, as active citizens, and participants in the local and national economy  

• how to make informed choices and be enterprising and ambitious  

• how to develop employability, team working and leadership skills and develop flexibility and resilience  

• about the economic and business environment  

• how personal financial choices can affect oneself and others and about rights and responsibilities as consumers 

Citizenship 

1. Teaching should develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should use and apply their knowledge and understanding whilst developing skills to research and interrogate evidence, debate, and evaluate viewpoints, present reasoned arguments and take informed action. Pupils should be taught about:  

2. the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament, and the monarch  

3. the operation of Parliament, including voting and elections, and the role of political parties 

4. the precious liberties enjoyed by the citizens of the United Kingdom  

5. the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals  

6.  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  

7. the functions and uses of money, the importance and practice of budgeting, and managing risk. 

Culture 

1. Beliefs 

2. Global issues 

3. Practices and belonging 

4. Relationship and lifestyle 

5. Ethics 

6. Media 

7. Science and religion 

Coverage of the curriculum KS3 

Fake News and critical thinking 

Multiculturalism 

No Deal Brexit 

Politics and UK Government 

Refugees, Migration Human Rights 

Religion and Community Cohesion 

Religious tolerance 

Trade Unions 

Unicef and United Nations 

Volunteering 

Women’s Rights 

19. KS4 & 5 

PSHE: 

• Personal Action Planning 

• Drugs Education 

• Sex and Relationship Education 

• Personal Finance  

• Emotional Wellbeing 

• Healthy Lifestyles 

• Making Informed Career Choices 

• Applying for Jobs and Courses 

• Relationships, Behaviour and Practices in the Workplace 

• Personal Safety (physical, emotional, and online) 

• Being a Critical Consumer 

• Introduction to Diversity, Prejudice and Discrimination 

Citizenship and Community (taught within PSHE and Employability) 

Teaching should 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. They should experience and evaluate different ways that citizens can act together to solve problems and contribute to society.  

Pupils should be 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 Citizenship  

• 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 his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity  

• income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent. 

20. Coverage of the curriculum KS4 & 5 Employability 

Mandatory units  

Understanding Mindset (J/506/7234)  

Optional units  

Understanding Your Customers (J/502/3590 )  

Understanding Motivation (L/502/3591 )  

Dealing with Your First Days at Work (R/502/3589 )  

Business and Customer Awareness (T/502/3584 )  

Setting Yourself Targets (H/502/3595 )  

Managing Your Time (K/502/3596 )  

Handling Information at Work (M/502/3597 )  

How to Keep Improving (R/502/3592 )  

Presenting Information (Y/502/3593 )  

Developing Assertiveness (H/506/8777)  

Introduction to Independence (K/506/8778)  

Problem Solving at Work (A/502/3585 )  

Creative Thinking (A/502/3599 )  

Health and Well-Being in the Workplace (T/506/8783)  

Disclosing an Offence (M/508/0897)  

Working with Colleagues (A/502/3571)  

ICT for Employment (D/502/3563)  

Job Search Skills (D/502/3577)  

Dealing with Your First Days at Work (J/502/3539)  

Following Instructions (K/502/3565)  

How to Keep Improving (R/502/3544)  

Working in the Community as a Volunteer (J/506/9100)  

21. Spiritual, Moral, Social and Cultural development Across the Curriculum 

In PSHE, spiritual, moral, social and cultural topics are raised. Likewise, through Citizenship and Employability. However, it is the expectation that SMSC is embedded across the whole school curriculum and follows the definition of SMSC from the Ofsted School inspection handbook November 2019: 

The spiritual development of students is shown by their: 

• ability to be reflective about their own beliefs (religious or otherwise) and perspective on life 

• knowledge of, 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 

At Roselyn House School , outcomes of spiritual development are seen in students’ improving knowledge of the central beliefs, ideas and practices of major world religions and philosophies. They begin to cultivate an understanding of how people have sought to explain the universe through various myths and stories, including religious, historical and scientific interpretations. Students are introduced to beliefs which are held socially. They are encouraged to increase their ability to give some account of these and to derive values from them. Through doing so our students demonstrate behaviour and attitudes which derive from such knowledge and understanding and from social conviction, and which show awareness of the relationship between belief and action. They begin to give a social response to questions about the purpose of life, and to the experiences of e.g. beauty and love or pain and suffering. 

Cross Curricular elements may include:  

Art – the study of artists and their spiritual and cultural domains  

English – including a wide range of literature, including stories, poetry and plays and debate 

Outdoor Education and visits – the beauty of nature. 

The moral development of students 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 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 

We will demonstrate moral development by our students gaining knowledge of the language and ideas of morality. They will look at local, national and world issues such as the individual and the community, rights, duties and responsibilities, war and peace, human rights, exploitation and aid, medical issues, environmental issues and equal opportunities. They will be encouraged to act and behave in accordance with such values, including the skills of making moral decisions and forming moral judgements. They will take part in moral discussions, with the desire to persuade, combined with respect for and listening to, others’ viewpoints whilst understanding the value of doing so.  Our students will be encouraged to understand the consequences of their and others’  behaviour and actions and develop the ability to recognise the difference between right and wrong and readily apply this understanding to their own lives, and in doing so, respect the civil and criminal law of England. Social values will be modelled in relation to interpersonal skills and relationships with others and be expected to develop tolerance, respect for persons and property including truthfulness, compassion, co-cooperativeness, sensitivity, love and empathy. In doing so students will look at improving their self with reference to such aspects as: self-awareness, self-confidence, self-esteem, self-control, self-reliance, self-respect, self-discipline and responsibility. 

Cross curricular elements may include: 

English/Drama – whereby students may explore such concepts as conflict, tension, love and hate.  

Science – including the ways in which scientific discovery and technological development might cause moral problems and dilemmas e.g. genetics, pollution, atomic power, greenhouse effect, conservation, organic farming, fertilizers etc 

SEAL/ Adulthood Pathway- developing and recognising aspects of self in order to progress and learn strategies to manage self for the future in society. 

The social development of students 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 religions, 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. 

Students are encouraged consistently to improve their social development and will be introduced to the ways in which society functions and are organised, from the family to the school and thence to wider groupings (local, national, international). As a result of this they will develop a wider understanding of how individuals relate to each other and to the institutions, structures and processes of society, and of how what is learnt in the curriculum relates to life in society. This will increase the value of what is learnt and their attitudes and reasoning behind it. Students will be offered strategies to encourage their capacity to adjust to a range of social contexts by appropriate and sensitive behaviour. They will be introduced to new skills which may include taking on, as appropriate, the roles of leader and team worker, exercising responsibility initiative and co-operation. They will be introduced to activities which will lead to working and socialising with students from different religions, ethnic and socio-economic backgrounds. Opportunities will be provided for students to participate in a variety of communities and social settings e.g. volunteering, cooperating with others and being able to resolve conflicts effectively. Skills such as the ability to make a strong social contribution to the well-being of social groups and to form effective relationships with them will be introduced. Students at Roselyn House School  will be expected to develop acceptance and engage with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of people with different faiths and beliefs. They will continue to develop skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. 

Cross curricular elements may include:  

PE and Outdoor Education – including the need for rules and the need to abide by them. Working in groups can promote learning how to share, acknowledgment of the members of the group and their skill and role within the group.  

Mathematics – including how numerical and mathematical ideas can be used as a means of communication, Also the need for numerical competency as a survival skill. English/Drama/Speaking and Listening – including role play, whereby students can explore their own beliefs and feelings and their relationship with others. 

The cultural development of students is shown by their: 

• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others 

• understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain 

• ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio- economic communities 

• 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 and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio- economic groups in the local, national and global communities 

Roselyn House School will encourage cultural development by providing our students with the knowledge of the nature and roots of their own cultural traditions and practices, be these religious, social, aesthetic, ethnic, or political, and also of the key features of other major cultural groups within their own society. They will gain knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and valued in continuing to develop Britain. They will be provided with the opportunity to participate in and respond positively to artistic, sporting and cultural opportunities. Opportunities will be provided to further develop understanding of the diversity of religious, social, ethnic and political traditions and practices both nationally and internationally in order to facilitate an essential element of the preparation for life in modern Britain. They will experience a social response and accomplishment in a range of cultural fields. These will include literature, both prose and verse, music, technology, including information technology, art and design, and physical movement, including dance and sport. Students will develop a capacity to relate what they learn, in school generally and in particular areas of the curriculum, to their appreciation of wider cultural aspects of society, and to evaluate the quality and worth of cultural achievements. They will be encouraged to develop an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, respect, accept and celebrate diversity, as shown in their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities 

Cross curricular elements may include:  

Visits to museums, exhibitions, theatre which encourage an appreciation of culture.  

Art and Design – including development of creative and aesthetic skills, experience of different two dimensional and three-dimensional media, appreciation of artistic culture, the impact of graphical design on the 20th Century, appreciation of works of art judged to be outstanding from different times and places.  

Information Technology – including the impact that the information revolution and technological explosion have had in the 20th Century culture e.g. on communication, language, leisure, business, employment, the home, health and medical care and disability.  

Creative Mindfulness – Including art and creativity from a variety of cultures and countries, links with different community groups and projects and exploration of thoughts and feelings linked to SEAL/ Tutor Time/ Mentor Sessions 

22. Monitoring Arrangements   

This document will be reviewed every year, but may be reviewed and updated more frequently if necessary. It will be reviewed by Mr Jack Birkenhead (Headteacher) in consultation with the wider school community.  

23. Linked Policies   

This Policy is linked to the following policies and documents:  

• Curriulum Policy  

• Marking and Assessment