Key Stage 2 Rights, Rules & Responsibilities

About the Unit
Where the Unit fits in

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About the Unit

This Unit has 3 sections designed to cover work in either Year 3, 4, 5 and 6 or as a self contained Consumer Education package deliverable as an intense experience.

This unit has been developed by Cambridgeshire County Council Trading Standards Service in conjunction with Cambridgeshire PSHE Service and all necessary teaching notes and activities can be accessed via the Ask CEdRIC website.

Unit 1 - Making Rules

Children will learn about the different rules that exist in their lives. They will consider the importance of having rules and look at the different areas of their lives that have rules.

They will start to think about the different people who make the rules, who makes sure that rules are followed and what can happen to you if you break rules in different situations.

Unit 2 - Rules and the Law

Children will consider how rules affect their lives. They will start to consider the effect their own actions could have on others and think about how they would feel if someone committed a crime against themselves or their property.

Children will then move on to start thinking about the law and how this is made. They will examine the way in which parliament is elected and how it works. They will start to consider the whole idea of voting and elections and see how they can get their own opinions considered.

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Where the Unit fits in

This unit addresses the following aspects of the non-statutory framework for PSHE and citizenship at key stage 2:

Developing confidence and responsibility and making the most of their abilities
Pupils should be taught:

1a to talk and write about their opinions and explain their views on issues that affect themselves and society

1b to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals

1e about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future

Preparing to play an active role as citizens
Pupils should be taught:

2a to research, discuss and debate topical issues, problems and events

2b why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules

2c to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities

2d that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other

2g what democracy is, and about the basic institutions that support it locally and nationally

Developing good relationships and respecting the differences between people
Pupils should be taught:

4a that their actions affect themselves and others, to care about other people's feelings and to try and see things from their points of view

4d to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours and how to respond to them and ask for help

Breadth of Opportunities
During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:

5a take responsibility [for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school]

5c participate [for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting]

5e meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]

5g consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]

5h find information and advice [for example, through helplines; by understanding about welfare systems in society]

Through the activities in this unit, children will be able to understand and use words relating to:

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'Ask Cedric' provides links to all the resources you will need to teach this Unit.

Every suggested teaching area on the teaching plan is linked to:

You may also wish to speak to your own local Trading Standards Department for help and advice on Consumer Education. You can find your local office in the telephone directory or by typing in your School's postcode on the Trading Standards Institute website (

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