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Key Stage 3

The following is taken from DfES Guidance Getting Involved: Extending pupil participation. For the full version of DfES Guidance, follow the link, which will take you to the DfES website.

Participating in the organisation of the school
Pupils contribute to decision-making in, and the running of, the school. A range of responsibilities is developed throughout the school for younger and older pupils alike, allowing them to progress in the development of skills and accept more responsibility as they do so.

The following are examples of these responsibilities:

  • Pupils undertake activities such as reception duties, office support and acting as guides for visitors. They have a clear job description, and criteria against which they and others can assess their achievements in the role.
  • Pupils contribute to the organisation of parents' evenings, presenting information, producing displays and organising speakers.
  • Pupils are involved in the running of sports and other school activities. At different stages in their school career, they undertake roles such as organising groups and teams, acting as an umpire/referee (there are opportunities for gaining qualifications in these areas) and recording and presenting results.
  • Pupils contribute, through group discussions and class and student councils, to policy development and review. This includes looking at behaviour, anti-bullying, equal opportunities and drug prevention policies, as well as policies on the curriculum. Citizenship and PSHE policies are particularly important in this context, as it is essential that content and approaches are relevant to pupils' needs and interests.

Student councils
The setting up or review of class and student councils is supported by Unit 14 'Developing skills of democratic participation'. School Councils UK provides support for schools that are developing their student councils. Where a school has an existing student council, a team of pupils could investigate its effectiveness by:

  • constructing questionnaires to interview student council representatives and members of tutor groups in all years;
  • determining how frequently student council matters are discussed in tutor groups, and the extent to which representatives are accountable to their 'constituency';
  • investigating pupil perceptions of the effectiveness of the student council;
  • canvassing views on how to make the council more influential in the life of the school; and
  • presenting their findings and recommending a course of action

Follow this link for possible teaching activities at key stage 3.