Schemes of work: Citizenship at key stage 3

Citizenship at key stage 3 through geography at key stage 3

The world as a global community, and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United Nations

Geography programme of study

3. Pupils should be taught:
1. the location of places and environments studied, places and environments in the news and other significant places and environments
2. to describe the national, international and global contexts of places studied [for example, on the Pacific Rim, a member of the European Union]
3. to explain how and why changes happen in places, and the issues that arise from these changes
4. to explain how places are interdependent [for example, through trade, aid, international tourism, acid rain], and to explore the idea of global citizenship
6. During the key stage, pupils should be taught the knowledge, skills and understanding through the study of two countries and 10 themes:
8. changing distribution of economic activity and its impact, including:
2. the geographical distribution of one or more economic activities [for example, farming, tourism]
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. development, including:
1. ways of identifying differences in development within and between countries
2. effects of differences in development on the quality of life of different groups of people
3. factors, including the interdependence of countries, that influence development

7. In their study of countries and themes, pupils should:
1. study at a range of scales - local, regional, national, international and global
2. study different parts of the world and different types of environment, including their local area, the United Kingdom, the European Union and parts of the world in different states of economic development

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

Investigating the role of aid agencies in responding to disasters, eg earthquakes, volcanoes, and in development issues generally
[Unit 2 The restless earth - earthquakes and volcanoes, Unit 4 Flood disaster - how do people cope?, Unit 21 Virtual volcanoes and internet earthquakes]

Investigating environmental and resource issues at local, national and global scales
[Unit 23 Local actions, global effects]

Investigating the national, international and global context of places, eg England within the UK, UK within the European Union, the economic and political power of the USA cf Mexico, and considering how it affects people's lives and the ways in which places are interdependent
[Unit 1 Making connections, Unit 5 Exploring England]

Exploring topical issues, eg the movement of refugees, the patterns and consequences of world trade, and using these as stimuli to considering the idea of global citizenship
[Unit 16 What is development?, Unit 18 The global fashion industry]

Investigating global patterns of development and exploring the effects of differences in development on the quality of life of different groups of people
[Unit 16 What is development?]