Schemes of work: Citizenship at key stage 3

Citizenship at key stage 3 through geography at key stage 3

The importance of resolving conflict fairly

Geography programme of study

1. In undertaking geographical enquiry, pupils should be taught to:
5. appreciate how people's values and attitudes [for example, about overseas aid], including their own, affect contemporary social, environmental, economic and political issues, and to clarify and develop their own values and attitudes about such issues

5. Pupils should be taught to:
2. explore the idea of sustainable development and recognise its implications for people, places and environments and for their own lives

6. During the key stage, pupils should be taught the knowledge, skills and understanding through the study of two countries and 10 themes:
7. the changing characteristics of settlements, including:
3. how and why changes in the functions of settlements occur and how these changes affect groups of people in different ways
4. patterns and changes in urban land use
8. changing distribution of economic activity and its impact, including:
3. how and why the distribution has changed and is changing [for example, the impact of new technologies], and the effects of such changes
9. environmental issues, including:
1. how conflicting demands on an environment arise
2. how and why attempts are made to plan and manage environments
3. effects of environmental planning and management on people, places and environments [for example, managing coastal retreat, building a reservoir]
10. resource issues, including:
2. the effects on the environment of the use of a resource
3. resource planning and management [for example, reducing energy use, developing alternative energy sources]

Examples of opportunities for citizenship through geography
[and relevant units in the geography scheme of work]

Investigating the issues arising from the use of cars for the journey to school and deciding how the issues can be resolved in a manner that is fair to all parties
[Unit 23 Local actions, global effects]

Considering the religious and/or ethnic dimension when studying housing or employment as part of the settlement and/or economic activity themes

Investigating planning issues at local scale, eg the routing of a bypass; at regional scale, eg a new housing development in South-East England; or at national scale, eg the location of wind farms
[Unit 3 People everywhere]

Exploring topical issues, eg the movement of refugees, the patterns and consequences of world trade, deforestation, and investigating ways in which potential conflicts may be resolved
[Unit 16 What is development?, Unit 18 The global fashion industry; and in the citizenship scheme of work Unit 10 'Debating a global issue']