Curriculum > Departments > Citizenship
Subject Outline
Citizenship
Citizenship is now a statutory subject on the curriculum and is delivered to
all students with an established programme of study. Although it is taught within
the Lifestyle framework, because of the links with the other elements outlined
overleaf, it is a separate subject. As such it is assessed and reported upon
as a distinct subject area. Some elements are also being delivered through other
curriculum subjects and whole school activities.
The overall aims of Citizenship are to ensure that all students:
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Know both their rights and their responsibilities as individuals and citizens.
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Can analyse and discuss in oral and written forms significant issues.
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Develop an understanding of how societies and organisations within them
work.
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Have an opportunity to play an active role in society and make a difference.
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Understand the role of the voluntary sector.
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Clearly understand the different forms of government.
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Know how the criminal and legal systems work.
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Know how and why changes take place in society and the role of the media
within these developments.
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Provide an opportunity for personal and group responsibility in their attitudes
to themselves and others.
These aims will be delivered through a variety of units, so that students
acquire and apply knowledge and understanding about becoming informed citizens
whilst developing skills of enquiry, communication, participation and responsible
action.
Lifestyle
Lifestyle is a Personal, Social and Health Education programme that aims to
promote the development of the whole person as an individual through the whole
curriculum and the whole school experience. The taught programme of PSHE is
designed to focus on and enhance this process. It is delivered to all students
in a one hour lesson per week.
It is concerned with the skills, values, motivation and knowledge required to
enable pupils to make a positive contribution to life in school and in the wider
community during the transition to adulthood and beyond.
The course incorporates aspects of :
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health education, including sex and drugs education
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careers education and guidance
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citizenship
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social, communication and personal management skills
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moral and spiritual awareness
Through pupil-centred activities involving discussion and group work pupils
can be encouraged to develop skills and values such as:
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multicultural
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the democratic process and their role in it
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awareness
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open mindedness
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negotiation
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human rights
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discussion
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emotional literacy
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understanding responsibilities
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justification of ideals and opinions
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career management
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assertiveness
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confidence
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tolerance
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empathy
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conflict
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resolution
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presentation skills
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decision making
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study skills
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self awareness
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legal rights
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healthy choices
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understanding the global community and the issues that affect it
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knowing the opportunities for individuals to bring about change
Carrers Education and Guidance
Careers education and guidance is an integral part of the Lifestyle programme
and is conducted with the active support of the Connexions Service and other
education-industry partnership participants.
Careers education within the School has achieved the National Standard required
to receive the Investors in Careers Award. Our programme for careers education
and guidance is centred around processes that:
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enable students to understand themselves and develop their capabilities
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encourage students to investigate careers and opportunities
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facilitate the implementation of their career plans
Careers Education is realised through:
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careers education: a planned programme of activities to achieve the aims
across the whole curriculum, but which is focused on the Lifestyle programme
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access to information about the world of work and educational, vocational
and training opportunities
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experience of work which includes simulations, work visits, mini enterprises,
classroom projects, work experience and shadowing
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access to individual guidance from a Connexions Advisor working with the
careers co-ordinator; recording achievements and action planning for progression
post-16
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through the personal experience of the students outside of school.
Careers guidance provides individual support to all students and their parents
in the management of transition and transfer. It is provided by:-
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use of library resources and computer programmes
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subject staff where appropriate
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Heads of Year and the Senior Management Team during the mentoring and
monitoring processes including, in particular, discussion based on Individual
Learning and Career plans
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developing an awareness of 16+ opportunities provided during interviews
and information sessions
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Mr Taplin in formal and informal talks
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the Connexions Service representatives, Mrs T Houston, who provides group
guidance and individual interviews to many students in Years 7 - 13
STATEMENT OF ENTITLEMENT TO
CAREERS EDUCATION AND GUIDANCE
FOR STUDENTS AND THEIR PARENTS/GUARDIANS
As a student you are entitled to expect that the staff of The Thomas Adams School will:
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treat and respect you as an individual
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provide you with the opportunity to learn the skills and gain the knowledge
necessary to make decisions about your own future
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offer support as you need it
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offer you a confidential service*
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guarantee access to Careers Information which is up-to-date, comprehensive
and unbiased, including computerised guidance programmes
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ensure you have access to information about all the options in education,
training and employment
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guarantee the opportunity for individual guidance with Shropshire Connexions
As a student the staff of The Thomas Adams School expect that you will:
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be active in helping yourself as well as expecting us to help you
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be prepared to be realistic and adaptable in considering the range of
opportunities available and in making choices about them
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be prepared to use the information and guidance systems that are made
available
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carry out actions you have agreed to undertake
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be considerate of others and their needs
As a parent or guardian you are entitled to expect that the staff of The Thomas
Adams School will:
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enable you to take an active part in the processes described above, which
could include -
- attendance at Parents' Evenings, information sessions and other events
- attendance at Careers Guidance Interviews - if you wish
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allow you to contact them at any stage for information or advice about your child
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promote and practise Equal Opportunities for all young people regardless
of gender, ethnic origin, disability etc.
*On some occasions the Law requires that certain information is to be passed
on. Such circumstances would be fully discussed with you.
Sex and Relationships Education
Sex and Relationships education is an opportunity for students to understand
the emerging sexuality of themselves and others in a positive and caring environment.
The aim is to provide knowledge about the processes of reproduction and the
nature of sexuality and relationships.
The intention is to encourage the acquisition of skills and attitudes which
allow students to manage their relationships, both currently and in the future,
in a responsible, happy and healthy lifestyle.
The teaching programme is delivered through the Lifestyle programme and as discrete
units in Science.
The Thomas Adams School recognises the requirement of the 1993 Education Act
to provide sex education for all students and the entitlement of parents to
withdraw students from those elements taught outside the National Curriculum
Science framework. In order to do so such parents are invited to discuss their
concerns in the first instance with the Head. Parents are welcome to view materials
used with the students.
The Thomas Adams School may offer individual guidance to students within its
pastoral care as necessary and in liaison with parents and appropriate agencies.
Sex education at Adams should not be regarded in isolation from the other elements
of the Personal, Social and Health Education and Pastoral systems within the
School, which also make a contribution to the success of such a programme. The
programme also recognises the contribution of the wider community to this process.
The course is designed to build upon the work undertaken at Key Stage 2 (relationships,
caring for others, body parts and changes, gender issues, reproduction and menstruation).
The selection of topics and teaching materials will be appropriate to the needs
and ages of the students. Therefore, contentious issues will tend to occur later
in the course but will be dealt with sensitively if they arise earlier.
Approaches will vary according to the materials used and the objectives of the
lesson will generally be student-centred and involve discussion and group work.
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