Education for citizenship and the teaching of democracy in schools

6.10 Learning outcomes by key stages
6.10.1 The learning outcomes are designed so that pupils will be encouraged to
develop and apply the skills and aptitudes through the contexts and content
provided in the knowledge and understanding components at each key stage.
The knowledge and understanding required will be at a basic level. It is
important to reiterate that the manner of acquisition is a matter for the
professional judgement of teachers taking into account, what is appropriate
to the age and abilities of the pupils concerned. In this way, pupils’ learning
in citizenship education is manageable and capable of being reinforced and
further developed as they progress through the key stages.
The learning outcomes for Key Stages 1 and 2
6.11 Key Stage 1
6.11.1 Skills and Aptitudes
By the end of Key Stage 1, pupils should be able to:
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express and justify orally a personal opinion relevant to an issue;
contribute to paired and class discussion on matters of personal and
general significance, learning what it means to take turns, respond to the
views of others and use acceptable forms of disagreement or challenge;
work with others and gather their opinions in an attempt to meet a
challenge of shared significance;
use imagination when considering the experience of others;
reflect on issues of social and moral concern, presented in different ways
such as through story, drama, pictures, poetry, and ‘real life’ incidents;
take part in a simple debate and vote on an issue.
6.11.2 Knowledge and Understanding
By the end of Key Stage 1, pupils should:
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recognise how the concept of fairness can be applied in a reasoned and
reflective way to aspects of their personal and social life;
understand the different kinds of responsibility that they take on, in
helping others, respecting differences or looking after shared property;
know about the nature and basis of the rules in the classroom, at school
and at home; also, whenever possible, know how to frame rules
themselves; understand that different rules can apply in different contexts
and can serve different purposes, including safety, safeguarding of property
and the prevention of unacceptable behaviour;
know about the different kinds of relationships which exist between pupils
and between adults and pupils; also have some notion that the power in
such relationships can be exercised responsibly and fairly or irresponsibly
and unfairly;
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