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The Curriculum for Wales provides schools with a clear purpose to deliver effective democracy education. This requires a whole school approach, with opportunities for learning in and out of the classroom and a clear culture that supports learners to participate in their school community and beyond.

Good democracy education for Year 6 learners can be delivered in line with the following evidence-based principles and the associated knowledge, skills and experiences. This page outlines the six principles with examples of what this might look like in practice and supporting resources, tools and case studies. Some examples are taken from beyond a Welsh context but in each case they align with the Curriculum for Wales, particularly with the Humanities AOLE.

There are a number of tools already in place to support primary schools in providing effective democracy education:

Principles for democracy education

This includes:

  • Knowledge about the systems that run our local communities, the Senedd and UK Parliament
  • Knowledge about political representatives, including local councillors, MSs and MPs
  • Knowledge about rights and responsibilities
  • Developing critical thinking skills connected with social issues
  • The opportunity to discuss current affairs
  • The opportunity to conduct research into an issue they care about

What does this look like in practice? (Tools, resources and case studies) 

This includes:

  • Knowledge about how the school is run, including governance structures
  • Knowledge about who represents them on the school council and how to raise a concern
  • The opportunity to represent their peers, such as through school council, pupil voice groups, committees or taskforces
  • The opportunity to vote in a purposeful election or referendum

What does this look like in practice? (Tools, resources and case studies) 

This includes:

  • Knowledge that their opinions and experiences matter
  • Developing speaking and listening skills through debates, speech making and structured discussion
  • Being able to respectfully acknowledge different viewpoints through open discussions
  • Developing the skill of putting forward an alternative viewpoint
  • The opportunity to be part of pupil-led assemblies
  • The opportunity to engage in meaningful dialogue with each other and with adults

What does this look like in practice? (Tools, resources and case studies) 

This includes:

  • Knowing how their actions affect communities locally, nationally and globally
  • Knowledge about how active citizenship can lead to change
  • Developing problem solving skills aimed at addressing something that is not fair
  • The opportunity to campaign or fundraise for an issue they care about
  • The opportunity to volunteer

What does this look like in practice? (Tools, resources and case studies) 

This includes:

  • Knowledge about their own and other cultures
  • Knowledge about fairness, equality and equity
  • Knowledge about the UN Convention on the Rights of the Child (UNCRC)
  • Developing vocabulary and being able to use rights-based language
  • The opportunity to play an active role in preventing bullying through contributing to the development of policies and protocols and advocating for themselves or one of their peers
  • Experiencing a school culture where the rules apply to teachers and staff members, as well as the pupils

What does this look like in practice? (Tools, resources and case studies) 

This includes:

  • Knowledge that they have a say in decisions that affect them
  • The opportunity to influence decisions on a repeated and regular basis, including those about teaching and learning and the curriculum
  • Experiencing a school culture where pupils’ views are taken seriously and their opinions are taken into account
  • The opportunity to contribute to the development of school policies and make decisions alongside adults

What does this look like in practice? (Tools, resources and case studies) 

The following outlines ways to explore politics through a rich themed series of visits, trips and projects that explore democracy in Wales and will enable learners to meet progression steps one, two and three in the Humanities AOLE. The suggestions are indicative and can be adapted to fit your school context, including local or virtual visits.

Human societies are complex and diverse, and shaped by human actions and beliefs

Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action

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