Citizenship @ TMS

At TMS we explicitly teach children the knowledge they need to prepare them to play a full and active part in society. Through citizenship from EYFS, right and wrong is taught as well as the need for rules and why they help. We encourage children to belong to different groups and communities, both in and out of school. Throughout KS2 the concept of democracy is explored further, as well as community and pressure groups. We explore a range of different national, regional and ethnic identifies in the UK. Throughout our wider curriculum, children are given opportunities to consider the views o others, weigh up evidence and articulate responses, through debate and discussion. 

Be part of something: where everyone belongs

• Our ethos is constantly referred to in classrooms, assemblies and in newsletters to show the importance of everyone contributing to our community. The ‘T’ in STAR is TEAM BASED, and being a larger school, there are a number of opportunities for children and staff to work together to work different TEAMS. To contribute towards a team, sharing a common goal is important for us as a school. 
• Children know that each member of the team is special and valuable. Through this, there is a common understanding of why schools need rules – to make people feel safe and happy (see British Values – Rule of Law). The language of the school is that we are all humans, and humans make mistakes. We mess up. It is how we deal with them, move on and put it right, as well as being honest about the part they played, which is important.  We talk about honesty and integrity, and the ‘gut’ feeling in the stomach when something is not right, and where to seek help or guidance. 
• Being part of a democracy (link to British Values) is a crucial part of being a British Citizen.
• There is also an understanding shared within the community, not only in Truro but in the national community, that people belong to different ethic, religious or pressure groups and may have views and beliefs which may not be aligned to ours. Embracing positive aspects of a range of backgrounds can only enhance our own community and give opportunity to learn more. Being in a largely monocultural community, staff are aware to present children with many opportunities to discuss different identities within a community and inspire curiosity to find out more.  
• Contributing as a citizen is explicitly referenced to throughout the year: supporting the Food Bank at Harvest Festival, Comic Relief, Sports relief and Children in Need, as well as connections with a Care home each Christmas. Year 6 contributes to the Summer Fayre by organising stands to raise money for the PTFA. Year 6 also have links to Shelterbox as part of their Geography curriculum, learning about Natural disasters and how raising funds can support them.
• In the history, geography and RE curriculum, the importance of society and citizenship is learned, as well as groups which have different beliefs. Debate and discussion are encouraged, within the safe and explicitly taught boundaries of the classroom, showing tolerance, acceptance, respect as well as appropriate challenge.