Citizenship at Key Stage 1

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This page suggests (in  emphasis  ) ways in which J.R.R. Tolkien's The Father Christmas Letters can be used to meet the teaching objectives set in the National Curriculum. This book is particularly useful because in it Polar Bear learns the difference between right and wrong, is hurt, and there are many examples of the ways in which people care for one another.

Knowledge, skills and understanding

1) Developing confidence and responsibility and making the most of their abilities

Pupils should be taught:

  1. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
    After reading, or listening to a tape or CD, discuss what is liked and disliked. Discuss questions of fairness, and right and wrong; for example, is it right to fight goblins?
  2. to share their opinions on things that matter to them and explain their views
    Encourage children to choose and draw their favourite character: ask them to explain why they chose that one.
  3. to recognise, name and deal with their feelings in a positive way
    Encourage children to name the feelings of the characters, and to recall times when they have felt that way.
  4. to think about themselves, learn from their experiences and recognise what they are good at
    Encourage children to identify experiences which have been similar to those of the characters. Talk about what Polar Bear is good at, and what he is bad at: ask children what they are good at.
  5. how to set simple goals.

2) Preparing to play an active role as citizens

Pupils should be taught:

  1. to take part in discussions with one other person and the whole class
    PSHE Opportunity >  En1 Speaking and listening 3 (popup window)
    Children could use their paintings of their favourite character to discuss in pairs the reasons behind their choices. Children could then explain their partner's choice to the whole class.
  2. to take part in a simple debate about topical issues
    The Father Christmas Letters could generate discussions about presents, punishment, wars, or other topical issues.
  3. to recognise choices they can make, and recognise the difference between right and wrong
    Discus Polar Bear's behaviour: ask children to identify when he is behaving well, and when he is behaving wrongly. Encourage children to reflect on choices they have made.
  4. to agree and follow rules for their group and classroom, and understand how rules help them
  5. to realise that people and other living things have needs, and that they have responsibilities to meet them
    Discuss Polar Bear's responsibilities towards his nephews.
  6. that they belong to various groups and communities, such as family and school
  7. what improves and harms their local, natural and built environments and about some of the ways people look after them:
    PSHE Opportunity > Sc2 Life processes and living things 5) c (popup window)
        Geography 1) c (popup window).
        Geography 5) (popup window).
    After discussion, the children make words and pictures of the threats to the North Pole. Ask the children to sort these between those which are special to the North Pole, and those which threaten their world. In discussion, identify other threats. Talk about ways that people look after the world, and add the words and pictures to show this.
  8. to contribute to the life of the class and school
  9. to realise that money comes from different sources and can be used for different purposes.

3) Developing a healthy, safer lifestyle

Pupils should be taught:

  1. how to make simple choices that improve their health and well being
    PSHE Opportunity >  PE 4) (popup window)
  2. to maintain personal hygiene
  3. how some diseases spread and can be controlled
  4. about the process of growing from young to old and how people's needs change
    PSHE Opportunity >  Sc2 Life processes and living things 2) (popup window)
    Talk about the differences between Polar bear and his nephews. Widen this out to talk about people the children know.
  5. the names of the main parts of the body
    Make labels for body parts, and fix them to a Father Christmas with 'velcro' or similar: ask children to move them to a polar bear (and following child to move them back, and so on).
  6. that all household products, including medicines, can be harmful if not used properly
  7. rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.
    PSHE Opportunity >  DT 2) f (popup window)
    Talk about how Polar bear hurts himself. Talk about other things which can hurt.

4) Developing good relationships and respecting the differences between people

Pupils should be taught:

  1. to recognise how their behaviour affects other people
  2. to listen to other people, and play and work cooperatively
    Ask the children to think about someone who has done something nice for them, and to write a thank-you letter.
  3. to identify and respect the differences and similarities between people
    Talk about non-Christian winter festivals - do children receive special presents?
  4. that family and friends should care for each other
    Make a poster showing all the ways that characters care for each other.
  5. that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.

5) Breadth of study

During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:

  1. take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well]
  2. feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves]
  3. take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from']
  4. make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly]
  5. meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]
  6. develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]
  7. consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]
  8. ask for help [for example, from family and friends, midday supervisors, older pupils, the police] .