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Schools need to decide which opportunities to develop as explicit citizenship provision. This unit provides a template for studying a public issue that has a science dimension and is both contemporary and controversial. It could be taught within citizenship and/or science. It may be helpful to liaise with the school science department when planning this unit. The unit meets some of the teaching requirements of the national curriculum programmes of study for both citizenship and science at key stage 3. Aspects of the unit that are specific to science are identified in this typeface.
The structure and activities suggested are designed so that they might be applied to any contemporary science-related issue, typically on a national scale. Immunisation is used throughout the unit purely as an example. Other issues, eg food safety, organ donation and transplants, forensic science, could provide an alternative focus. Pupils consider a range of points of view. They explore the conflicting rights and responsibilities involved, such as those of individuals and the interests of the wider public. They learn that views may conflict and that expert opinion cannot always arbitrate between them. They find out who is involved in making public policy decisions, and learn that these are sometimes taken in the absence of scientific certainty or where there is contradictory scientific evidence.
Pupils also learn about the different ways the media covers topical issues, problems and events, and the effect this can have on our understanding and opinion of them. They analyse information from a range of sources to identify key issues and events. They appreciate diversity and see matters from other people's points of view.
Pupils build on their scientific knowledge and understanding. They use scientific ideas and models to explain phenomena and events, and to understand a range of applications of science. They think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They take account of others' views and understand why opinions may differ. They evaluate the strength of the evidence that they and others have collected. They select and use a wide range of reference sources. They learn how scientists work together on present-day scientific developments and about the importance of experimental evidence in supporting scientific ideas. They begin to appreciate the power and the limitations of scientific methodology.
When choosing an issue (or issues), it is important to bear in mind the interests and cultural experiences of pupils. The Teacher's guide has helpful information on dealing with sensitive and controversial issues (appendix 9) and on how to plan for enquiry in citizenship (appendix 8).
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