E-Citizenship Review  Recap  Feedback  Plan for the future

Do we need?  Homework?  Lesson plans/outline?  Resources (video, CD, DVD)?  Textbooks?  Library books?  Worksheets?  Training?  Meeting slot (clash with dept/faculty?)  Training slot (twilight)

Assessment  At Key Stage 3, there will be a requirement for an end of key stage assessment in Citizenship. The first assessment will be made for those pupils in year 9 in 2004 (end of term 5)  Year 9 teachers to collect work, assess and save work as evidence (PowerPoint, report, worksheet + images, spreadsheet analysis, summary, creating new information, manipulating images).

The Importance of Citizenship  helps them to become informed, thoughtful and responsible citizens who are aware of their duties and rights.  promotes spiritual, moral, social and cultural development, making them more self-confident and responsible both in and beyond the classroom.  encourages pupils to play a helpful part in the life of their schools, neighbourhoods, communities and the wider world.  teaches them about our economy and democratic institutions and values; encourages respect for different national, religious and ethnic identities; and develops pupils’ ability to reflect on issues and take part in discussions.

KS3 Citizenship Unit 01. Citizenship - what's it all about? Unit 02. Crime Unit 03. Human rights Unit 04. Britain - a diverse society? Unit 05. How the law protects animals - a local-to-global study Unit 06. Government, elections and voting Unit 07. Local democracy Unit 08. Leisure and sport in the local community Unit 09. The significance of the media in society Unit 10. Debating a global issue Unit 11. Why is it so difficult to keep the peace in the world today? Unit 12. Why did women and some men have to struggle for the vote in Britain? What is the point of voting today? Unit 13. How do we deal with conflict? Unit 14. Developing skills of democratic participation Unit 15. Crime and safety awareness - a whole-school multi-agency approach Unit 16. Celebrating human rights - citizenship activities for the whole school Unit 17. School linking Unit 18. Developing your school grounds Unit 19. Assessing progress and recognising achievement at the end of key stage 3 Unit 20. What's in the public interest? Unit 21. People and the environment

KS3 ICT Unit 1. Using ICT Unit 2. Information and presentation Unit 3. Processing text and images Unit 4. Models - rules and investigations Unit 5. Data - designing structure, capturing and presenting data Unit 6. Control - input, process and output Unit 7. Measuring physical data Unit 8. Public information systems Unit 9. Publishing on the web Unit 10. Information - reliability, validity and bias Unit 11. Data - use and misuse Unit 12. Systems - integrating applications to find solutions Unit 13. Control systems Unit 14. Global communication - negotiating and transferring data Unit 15. Systems: managing a projectUnit 1. Using ICT Unit 2. Information and presentation Unit 3. Processing text and images Unit 4. Models - rules and investigations Unit 5. Data - designing structure, capturing and presenting data Unit 6. Control - input, process and output Unit 7. Measuring physical data Unit 8. Public information systems Unit 9. Publishing on the web Unit 10. Information - reliability, validity and bias Unit 11. Data - use and misuse Unit 12. Systems - integrating applications to find solutions Unit 13. Control systems Unit 14. Global communication - negotiating and transferring data Unit 15. Systems: managing a project

CITIZENSHIP ATTAINMENT TARGETS  End of key stage descriptions  The expectation at the end of key stage 3 matches the level of demand in other subjects and is broadly equivalent to levels 5/6.

Assessment  How often?  Evidence?  Grades/Mark/Level/Percentage?

ICT attainment target  Level 5  Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing.  They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences.  They exchange information and ideas with others in a variety of ways, including using . They create sequences of instructions to control events, and understand the need to be precise when framing and sequencing instructions. They understand how ICT devices with sensors can be used to monitor and measure external events. They explore the effects of changing the variables in an ICT based model. They discuss their knowledge and experience of using ICT and their observations of its use outside school. They assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work.

ICT  Level 6  Pupils develop and refine their work to enhance its quality, using information from a range of sources. Where necessary, they use complex lines of enquiry to test hypotheses. They present their ideas in a variety of ways and show a clear sense of audience. They develop, try out and refine sequences of instructions to monitor, measure and control events, and show efficiency in framing these instructions. They use ICTbased models to make predictions and vary the rules within the models. They assess the validity of these models by comparing their behaviour with information from other sources. They discuss the impact of ICT on society.

Core ICT Skills  Data capture, presentation, analysis etc (Database, Spreadsheets)  Publishing on the web  Processing text and images  Data use and misuse  Information and presentation  Information-reliability, validity and bias