Key Stage 2 Communities & Identity

About the Unit
Where the Unit fits in
Resources

Return to Key Stage 2 Framework

About the Unit

This Unit has 3 sections designed to cover work in either Yr 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 - Our Environment

Children will learn about the meaning of the word 'environment'. They will learn to appreciate the different issues that exist with regard to harming our environment and consider, in particular, their own school environment.

They will look at different environmental issues concerning water, energy, waste and rubbish and will think about how they can help with these issues. They will also think about the animals that exist in our environment and consider how we can look after them.

Unit 2 - Our Community

Children will start to think about the community and will examine the community that exists within their own school. They will then start to think about the wider community and consider the different facilities that are available for them to use.

Children will consider the shops that exist in their community and then look at the different methods of shopping that are also available for consumers.

Return to top

 

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

1c to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action

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:

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

2e to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences

2f to resolve differences by looking at alternatives, making decisions and explaining choices

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

2h to recognise the role of voluntary, community and pressure groups

2i to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom

2j that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment.

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

4b to think about the lives of people living in other places and times and people with different values and customs

4g where individuals, families and groups can get help and support.

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]

5d make real choices and decisions [for example, about issues affecting their health and well-being such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities]

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]

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

Vocabulary
Through the activities in this unit, children will be able to understand and use words relating to: Environment (renewable, recycle, energy, etc.)

Return to top

 

Resources
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 (www.tradingstandards.gov.uk/).

Return to top