PSHE requires schools to “equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.” Young people and homelessness is a growing challenge and therefore this workbooks aims to dispel myths and share realties and concludes with a section on financial education.
Table 1 shows the curriculum objectives for citizenship which are met in this Resource Pack.
Table 1 – Citizenship Curriculum objectives covered in this Resource Pack
| Key Stage 3 | Key Stage 4 |
| The nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities. The functions and uses of money, the importance and practice of budgeting, and managing risk. | The legal system in the UK, different sources of law and how the law helps society deal with complex problems Diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding the different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity
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| Income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.
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Additionally this content can be used within other subject areas such as English and drama as well as English and media studies.
Table 2 – English Curriculum objectives covered in this Resource Pack
| Key Stage 3 | Key Stage 4 |
| Spoken English pupils should be taught to speak confidently and effectively, including through:
· Using standard English confidently in a range of formal & informal contexts, including classroom discussion. · Giving short speeches and presentations, expressing their own ideas & keeping to the point. · Participating in formal debates and structured discussions, summarising and/or building on what has been said. · Improvising, rehearsing and performing play scripts and poetry to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact. |
Spoken English pupils should be taught to speak confidently, audibly and effectively, including through:
· Using Standard English when the context and audience require it. · Working effectively in groups of different sizes and taking on required roles, including leading and managing discussions, involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines. · Listening to and building on the contributions of others, asking questions to clarify and inform, and challenging courteously when necessary. · Planning for different purposes and audiences, including selecting and organising information and ideas effectively and persuasively for formal spoken presentations and debates. |
The content can be adapted as required for the age and size of group. The facts in this document are authentic and can also contribute towards wider understanding of society, outside the classroom.
