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Citizenship at key stage 3 (Year 9)
Unit 19: Assessing progress and recognising achievement at the end of key stage 3
Section 1: Presenting individual and group achievements
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Objectives |
| Children should learn: |
- to identify the most significant achievement of the key stage
- to assess their progress as individuals and as members of a group
- to produce a display/presentation as evidence of their achievements as a class/year group
- to make a formal presentation (NSE)
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Activities |
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Outcomes |
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Children: |
- In pairs, pupils spend a short time discussing the things they remember most about citizenship during the previous three years. Individually, they complete the sentence 'My greatest citizenship achievement so far has been ...'. The results are recorded on a board or flip chart and displayed.
- In small groups, pupils could reflect in more detail on their progress during key stage 3. They review how they have participated in decision-making within the school and other contributions they have made to the school and the wider community. They identify what they value most about their progress and why, reflecting on a wide range of projects or initiatives in which they have been involved, individually and as members of a group or class.
- In their small groups, pupils discuss and decide how best to communicate their progress and achievements to others, ensuring that each group member's achievements and skills are presented and the active nature of their work illustrated.
- Encourage pupils to think about the needs of a specified audience, drawing on their previous experience of presenting to audiences. They list the issues to be considered, eg the audience's likely prior knowledge of citizenship; what will need to be explained; ways of engaging the audience; appropriate level of literacy, including vocabulary within the presentation.
- Pupils decide how to present their information, eg a display, piece of drama, magazine, video, collage, website. They decide what evidence of achievement to include, eg photographs, written reports, copies of letters or e-mails, survey results, quotes from people they have worked with.
- Pupils use individual portfolios as prompts for the process, and as sources of evidence. They review their portfolios' effectiveness for this purpose.
- The presentations/displays could form part of a day for prospective year 7 pupils, with year 9 pupils taking responsibility for explaining the progress and achievements
displayed.
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- demonstrate reflection skills while identifying progress and achievements as individuals and group members
- work as a team, recognising that the differences in their strengths and achievements are as important as the similarities
- communicate and present to others those aspects of their citizenship knowledge, skills and understanding they are most proud of
- communicate the nature of citizenship learning (knowledge, skills and understanding) to a specified audience, engaging and motivating them
- demonstrate skills of participation and responsible action
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Points to note |
- Remind pupils that they will have experience of citizenship
through other subjects and activities.
- Agreed ground rules should be restated at the start of
the unit.
- The achievements could be collected by using graffiti sheets (large
sheets of paper pinned to the wall around the room - pupils write on them
in marker pen) or by passing large sheets of paper round the room with each
pupil adding their contribution to the sheet.
- It is important that pupils have already developed skills of self- and peer
assessment and that they know the criteria against which to judge progress
and achievements.
- The display could include photographs, written reports, copies of letters
or e-mails, survey results, quotes from people they have worked with, audio
or video clips, PowerPoint presentations or websites.
- Pupils will need access to their own and other sources of evidence of progress
and achievements, including those of their teachers. They can use questioning
and other methods such as brainstorming and discussion, eg what did you
know/believe/think about this issue in year 7? How have your knowledge and
understanding of this issue changed? What changed your ideas about this issue?
Participation in activities? Progress in curriculum subjects? Support from
others? How have you behaved differently as a result? What skills have you
developed? Communication? Teamwork? Organisational? Presentation?
- Link with NSE: year
7 S&L3, year
8 S&L3, year
9 S&L1.
- Opportunities for assessment include observation of group/team
processes and reviewing evidence presented in group displays and individual
portfolios.
- Teachers and other adults assess by observing group/team
processes and reviewing evidence presented in group displays and individual
portfolios.
- Links with Progress File - the recording of achievement
and action planning approach supports this process and the links with key
stage 4.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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