BEFORE & AFTER!
Before - Old Curriculum After - New Curriculum
Curriculum Lack of real clarity about what
Aims teachers and students are trying to
achieve through Citizenship.
Curriculum Some discrete lessons, or a
Offer unidentified within PSHE.
Lack of curriculum cover is made
up for by drop down days.
Some opportunities, (eg GCSE
Citizenship, active community
projects) are offered as enrichment
(ie optional) rather than entitlement.
Citizenship is taught through a
range of other (usually Humanities)
subjects.
Pedagogy Curriculum focuses on knowledge,
less frequently skills and
occasionally action. Pressure to
cover content limits impact.
Staffing A specialist or mixed team of
teachers, who did not necessarily
recognise their role to support
Citizenship across the whole
school.
Whole Citizenship is just seen as a subject.
school vision
Teachers and students are very clear
about what they are trying to achieve,
how they will achieve it, and how they
know they have done so.
They are also clear how Citizenship
contributes to whole school aims and
success.
Discrete lessons for all (but not
necessarily one hour a week),
supported by additional entitlement
(off timetable, integrated projects etc)
and enrichment (after school projects
etc).
Drop down days or weeks are in
addition to (not instead of) discrete
curriculum time.
Citizenship infuses a range of other
subjects (including but not limited to
Humanities), but in a focused way that
exemplifies the pedagogy (below).
Some projects are built around the
whole curriculum dimensions
Quality is always more important than
quantity.
Curriculum offers numerous
compelling learning experiences,
characterised by the development of
skills or processes, knowledge and
action in one coherent learning
experience. Student voice and student
action are integral to learning.
A specialist team of Citizenship
teachers, who understand that one of
their roles is to support other teachers
to develop Citizenship in their lessons
and through the school culture. CPD is
widely sought after.
Citizenship is seen as a subject, a new
kind of subject and more than a
subject. Its understood in its broadest
sense as coherently contributing to the
curriculum, community and culture of
the school. It is a key aspect of school
improvement plans. The school has a
strong mentoring role with local
primary schools.
Assessment Assessment Progression based on a
Progression? limited range of evidence and
methods, informed by towards, at
and beyond the end of KS3
attainment target.
Assessment Progression based on a
wide range of evidence and methods,
informed by the 8 level attainment
targets