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| 2. Key processes |
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| 2.1 Critical thinking and enquiry |
| a: |
Engaging with and reflecting on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems. |
| b: |
Researching, planning and undertaking enquiries into issues and problems, using a range of information and sources. |
| c: |
Analysing and evaluating sources used, questioning different values, ideas and viewpoints and recognising bias. |
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| 2.2 Advocacy and representation |
| a: |
Expressing and explaining their own opinions to others through discussions, formal debates and voting. |
| b: |
Communicating an argument, taking account of different viewpoints and drawing on what they have learnt through research, action and debate. |
| c: |
Justifying their argument, giving reasons to try to persuade others to think again, change or support them. |
| d: |
Representing the views of others, with which they may or may not agree. |
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| 3. Range and content |
| a: |
Political, legal and human rights, and responsibilities of citizens. |
| b: |
The roles of the law and the justice system and how they relate to young people. |
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| 4. Curriculum opportunities |
| a: |
Debating, in groups and whole-class discussions, topical and controversial issues, including those of concern to young people. |
| b: |
Developing citizenship knowledge and understanding while using and applying citizenship skills. |
| c: |
Working individually and in groups, taking on different roles and responsibilities. |
| g: |
Taking into account legal, moral, economic, environmental, historical and social dimensions of different political problems and issues.
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