anti-racism
initiatives
By the end of KS4 it is intended that the pupil will be able to
CIT
CAR
PSHE
NC
1 explain the rights and responsibilities of the individual within democratic and electoral processes, the criminal and civil justice systems
1adf
1
1a
2 explain the origins and implications of diverse national, regional , religious and ethnic identities in the UK and the need for mutual respect
1b
3a
1bc
3cdfk
3 explain the work of parliament, government and the courts
1c
4 explain how the local, national and global economy functions and their post-16 options within it
1ehj
2
1f
4g
Sc2/
4b,4c
5b,5c
5 locate, use and analyse different types of information sources and expert advice, including ICT, efficiently and critically
1g
2a
3
1d
2g
4h
En2/
4a-c
Ma4/
5k
6 demonstrate knowledge and understanding of the rights and responsibilities of the citizen within the national environment
1chij
3c
3k
4acdghi
Sc
En
Ge
7 explain the UK’s relations in Europe (EU, Commonwealth, UN)
1i
MFL/5I
8 describe and assess their personal qualities, skills, achievements and potential and express, justify and defend them orally and in writing, in readiness for setting personal strategies and goals
2b
1ab
2ac
4bi
En1/
1a-1e
En3/
1i-1o
9 take part in group discussions, using listening skills which demonstrate accurately receiving and understanding the communication of others and responding appropriately
2c
En1/3
10 negotiate, decide, take part in and reflect on participating in both school and community based activities
3bc
3dkf
4cef
En3/a-e
11 make post-16 choices and prepare for transition, including additional experience of the world of work
1e
1efg
4adi
12 demonstrate the skills and confidence to make informed decisions about personal health and social issues (diet, alcohol, drugs, exercise, first aid, sexual behaviour, self image) and show awareness of the consequences of those decisions for others; know where to get support.
2defh
PE4
By the end of KS3 it is intended that the pupil will be able to
1 describe, simply, the legal and human rights and responsibilities underpinning society and the criminal justice system and how they relate to young people
Hi/
10,13
2 give examples of individual differences, of the diversity of national, regional, religious and ethnic identities in the UK and explain the need for mutual respect
1bcd
3bcdefghij
Hi/ 2b
Gg/6fA&D/5d
Mu/
5e
3 describe the basic characteristics of central and local government, including how they can contribute
1af
9,10
4 describe the key characteristics of parliamentary and other forms of government
1de
5 give examples of the work of community-based, national and international voluntary groups
6 locate and demonstrate knowledge and understanding of the significance of a variety of information sources, including the media and ICT based sources, in presenting topical political, spiritual, moral and cultural issues, problems and events
1gh
2ab
3ad
4gh
7 demonstrate the rights and responsibilities of the citizen within the local environment
4aacdghi
Sci
8 demonstrate knowledge and understanding of the world as a global community, assessing the implications of changes in the world of work and relating these to their personal qualities, skills and qualifications, by contributing to group and exploratory class discussions, taking part in debate and through written contribution
2bc
9 review individual progression from KS2 to KS3, through KS3 and from KS3 to KS4 – recognise physical and emotional changes, identify personal strengths and weaknesses, set and review targets, investigate opportunities, including personal choices and those within the world of work, and organise information in ways which help with decision making
3b
1fg
2abc
4bdei
PE/4
4af
11 demonstrate knowledge and understanding of personal health and social issues (diet, alcohol, drugs, exercise, first aid, sexual behaviour, self image) and where to get support
2efgh
D&T/2a
At the end of KS2 it is intended that the pupil will be able to:
1. Explain the importance of rules for society and give practical examples from their knowledge of the legal system
2b 2g
Hi 2c 4b
2. Understand the democratic process through practical experience and relate this knowledge to the working of government, both local and national
5c
Hi
En2 9c
3. Describe the differences and similarities between the major national, regional, religious and ethnic identities in the UK. Explain the argument for tolerance in society regardless of culture, ethnicity, gender or disability.
2i 4f
Hi 2b
RE
Gg
4. Understand the reasons for saving money both for themselves and for society as a whole
Ma2
4a-b
5. Use study skills to research social and moral issues from a range of sources, including the media, taking account of how views are presented
2a 2k
En 2 3a-g, 4g
ICT
1a-c
6. Identify strengths, and be clear about what they need to do to improve, setting these out as personal goals. Explain how the skills they are learning can contribute to a future career
1b 1e 5b
1b, 1e 5b
7. Understand and put into practice a range of strategies to resist peer pressure, including where to ask for help.
3f 4g
5h
En1
8. Explain their opinions on social and moral issues confidently, both orally and in writing. Recognise that others may hold opposing and equally valid views
1a 2e 2f 4a 4b
3a-f
En3 9c
Gg3
9. Work co-operatively with others in a range of situations, taking account of other’s views and opinions
2f 4a 4c 5f
En 1 3a-f
10. Understand and put into practice a range of strategies for resolving conflicts peacefully
4a-g
11. Identify the degree of risk in a number of everyday situations and know how respond in an appropriate manner, including how to ask for help
3d 3e 3f
12. Describe the main elements of a healthy lifestyle, including the risks and effects associated with a range of legal and illegal drugs and substances
3a 3b 3d
Sci 2 2f 2g 2h
13. Describe how the body changes during puberty
Sci 2
2f
By the end of KS1 it is intended that the pupil will be able to:
1. Demonstrate that they understand the difference between right and wrong, make choices and explain the reasons for their choices.
En2 3c
2. Follow rules and explain the need for them
2d
En1 3a-e
3. Explain and describe the various groups they belong to, including family group
4. Explain how people’s needs change as they get older
3d
Hi 1b, 2b,
6a
5. Explain where money comes from and how it can be used
2i
Ma21e,f
6. Know how to find information from a range of sources, including ICT
7. Describe a number of ways the environment can be harmed and what can be done to protect it
Sci2
8. Demonstrate that they can take responsibility for a particular activity (e.g. looking after playground equipment)
5a
9. Discuss moral and social issues and give reasons for their opinions
2a,b
5g
2a,b 5g
En13a-e
10. Set simple goals for themselves, based on self knowledge of their strengths and weaknesses
11. Name and use a range of words to explain how they are feeling and why
12. Speak confidently to their class and to others outside their peer group
En 1a-f
13. Listen to others in discussion
En 2a-f
14. Take turns with others both in work and at play
En 3a-e
15. Work co-operatively with others
4b
PE
16. Develop relationships with a range of peers and adults
5f
17. Know how to ask for help, for example in bullying situations
Dra-ma
18. Describe the work of people they come into contact with (e.g. nurses, police)
19. Name the main parts of the body
3e
Sci22a
20. Understand the importance of personal health and safety and describe basic rules for keeping safe (e.g. road safety, rules for using substances)
3a-g
PE 4a-b
2b-d
By the end of POST 16 it is intended that the student will be able to
Curr
1 demonstrate an understanding of the rights and changing responsibilities within different personal/ community/work roles in a local, national and global arena.
A
2 demonstrate an understanding of, and respect for cultural, gender, religious, ethnic and community diversities both national and globally
C
3 assess risk and uncertainty when making decisions/choices (as a community member, consumer, family member, lifelong learner, tax payer, voter and worker))
G
4 critically appraise information sources (advertising, media, pressure groups, political parties, post-16 and post-18 transition and progression )
E
5 make post-16 and post-18 choices and prepare for transition to HE/employment and initiate, respond to and manage change/transition
H
6 demonstrate knowledge and understanding of the rights and responsibilities of the citizen within the international environment
7 apply a framework of moral values relevant to personal health and social issues (diet, alcohol, drugs, sexual behaviour, self image, exercise, first aid ) Critically reflect on consequences of individual decisions and national legislation
8 participate in school and community based activities, to challenge prejudice, bullying, racism and discrimination, assertively
9 demonstrate an understanding of managing personal affairs (as a community member, consumer, family member, lifelong learner, tax payer, voter and worker)
F
10 demonstrate the appropriate selection of information sources/organizations/services
I
Further enquiries should be directed to:
Margaret Burr Humanities Education Centre Tower Hamlets PDC English Street, London E3 4TA Tel: 020 7364 6405 Fax: 020 7364 6422 Hec@gn.apc.org
