Citizenship

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At Milestone Academy, our goal is for every student to be a happy, aspirational learner. Our citizenship curriculum is deeply informed by our Vision and Values: 

Milestone Academy has the highest expectations for our entire community. We are an aspirational school, acting locally so that we can think globally.

  • We all have a right to learn, and to be safe while we learn.
  • By recognising that each of us is an individual, we will strive to ensure that everyone will make sustained and where possible accelerated academic and personal progress.
  • We will challenge everyone to achieve their full potential, and we will celebrate all our achievements together in a supportive, happy environment.
  • We will ensure that everyone in our community is ready for our next steps – in our learning, and in our lives – so that each of us has a sense of purpose and belonging, is happy and can make a positive contribution to the modern world.

We need to prepare our entire community for life not just in modern Britain, but in an increasingly connected world. Our students must be prepared to take part in their communities, making a contribution and living life as responsible citizens. Our students should all demonstrate understanding or engagement with the Fundamental British Values: 

  • Democracy
  • Rule of Law
  • Respect and Tolerance
  • Individual Liberty
  • All staff will help to develop and embed Citizenship at Milestone Academy within the curriculum as well as recognise its importance in cross curricular areas. 
  • All students to be encouraged to be responsible ‘citizens’ in the communities of which they are part, as well as having a caring attitude to global citizenship.
  • The Citizenship curriculum has been developed so that objectives of SMSC, British Values and the Rights of the Child are embedded throughout.
  • Learning should be transdisciplinary, wherein students learn about and understand issues from multiple perspectives and through different frameworks.
  • Students should feel compelled to take action, through self-advocacy, or within their communities.
  • Subject areas within the Citizenship curriculum are taught on a three-year rolling programme, which is further split in Phases 1 & 2, and Phases 3 & 4 curriculum maps. 
  • In Phases 1 and 2, Citizenship is closely linked with the wider curriculum so that students finish their primary years with a good understanding of what it means to be a responsible citizen. 
  • From Phase 3, Citizenship is woven throughout the curriculum. Students may have discreet lessons focused on an aspect of citizenship, but more commonly the fundamental British values which inform the Citizenship curriculum will be present throughout a student’s school day. 
  • Throughout the academic year there are specific days/weeks that will focus on an aspect of Citizenship e.g. Refugee Awareness Week.
  • Similarly, assemblies and visitors to the school throughout the year will focus on specific aspects of the Citizenship curriculum. 
  • The Subject Coordinator for Citizenship will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in Citizenship is highly effective. Where necessary, staff will receive coaching and training in Citizenship from the Citizenship Subject Coordinator.
  • Carefully designed, interleaved learning in Citizenship ensures consistency and progress of all learners.
  • The vehicles which drive learning throughout the term are the central idea and associated lines of inquiry. Therefore, Citizenship is taught through these vehicles.
  • Clearly defined end goals are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum while still fulfilling the requirements of an enquiry-based approach.
  • High-quality teaching responds to the needs of children. Spiral learning is a key focus of all formative and summative assessment with teachers actively responding to learning, understanding and work in lessons in order to identify misconceptions early.
  • High-quality input from experts and educational resources complement the delivery of specialist learning admirably.
  • Students are happy learners who have a thorough grasp of rules, expectations and social guidelines. They experience a wide range of learning – delivered through local, national and international context – challenges within the subject and know appropriate responses to them.
  • Students deepen their appreciation of their community and their country.
  • Visits within Citizenship or with a Citizenship focus have enriched the lives of the children and they are able to discuss how the experience impacted their knowledge and understanding.
  • Children talk enthusiastically about their learning in Citizenship and are eager to further their learning in the next stages of their education.
  • Fundamental British Values are evident and students understand how these can help us to celebrate differences.
  • Through wider reading or learning, students will understand how current events and events in the past have influenced the modern world.

Our inquiry-led approach is underscored by the National Curriculum, across the Academy.

Further information can be found via these links:

Citizenship programmes of study: key stages 1 and 2

National curriculum in England: citizenship programmes of study for key stages 3 and 4

A high-quality citizenship education helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, citizenship education should foster pupils’ keen awareness and understanding of democracy, government and how laws are made and upheld.