Key Stage 3 citizenship · Communities and participation

KS3 citizenship: charities, voluntary groups and volunteering

In Key Stage 3 citizenship, pupils learn about the roles played by voluntary groups in society: charities, community groups, clubs and campaigns that are independent of government and work for a cause rather than for profit. Pupils look at what these groups do, how they are funded and run, and why volunteering matters. The aim is for young people to develop an interest in, and commitment to, volunteering and other responsible activity that they will carry into adulthood.

Voluntary groups and charities, explained

A voluntary group is an organisation that people join or create by choice. It is independent of government, it does not exist to make a profit for owners, and it works towards a purpose such as helping people in need, protecting the environment, running a sports club or bringing neighbours together. Charities are the best-known kind, but the sector also includes community associations, faith groups, youth groups, campaigning organisations and residents’ groups. The curriculum does not name particular organisations, so schools choose examples that their pupils know.

Voluntary groups do several jobs. They provide services that complement the public sector, such as food banks, hospices and support groups. They bring people together, give a voice to people who might not otherwise be heard and campaign for changes in the law or in practice. In many coastal areas the lifeboat crews are volunteers, and many local sports clubs and youth clubs depend almost entirely on volunteers. Pupils are asked to think about how this differs from public institutions, which are funded by taxes, and from businesses, which aim for profit.

Charities in England and Wales must have a purpose that benefits the public, and larger ones must be registered with a regulator. They are run by trustees, who are usually unpaid and are legally responsible for making sure the charity’s money is used properly. Funding comes from donations, fundraising events, legacies left in wills, grants, and trading such as charity shops. Where a UK taxpayer gives a donation under Gift Aid, a charity can claim an extra 25p for every £1 given. Charities may campaign on issues connected to their purpose, but they cannot support a political party. Registered charities report to the regulator each year, and larger ones must make their accounts public, which makes it possible for citizens to check how money is spent.

Volunteering means giving time without being paid, by choice. Pupils learn how it benefits the community and the volunteer, who may gain new skills, friendships and confidence. Many opportunities are open to young people in Year 7 to 9 through school, youth groups and community projects, often with a parent’s agreement; some roles, particularly those involving vulnerable people, have minimum ages and safety checks. The curriculum’s aim is not to tell pupils what to support, but to make volunteering something they see as a normal part of being a responsible citizen.

Teaching is often practical and critical at once. Pupils may research a charity, plan a fundraiser, hear from a local volunteer or debate which cause the school should back. They are expected to look at evidence rather than emotion alone: what is the group’s purpose, how does it spend its money, can it show the difference it makes? Understanding that good causes still need to be questioned is a core citizenship skill.

Words your child will hear

Voluntary sector: All the independent, not-for-profit groups in society, including charities and community groups.
Charity: An organisation with a purpose that benefits the public, which has to be run according to charity law.
Volunteer: Someone who gives their time freely, without pay, to help others or a cause.
Trustee: One of the people legally responsible for running a charity and making sure its money is spent properly.
Donation: A gift of money or goods to a charity or cause.
Campaign: Organised action to change something, such as a law, a decision or public attitudes.
Not for profit: Run to achieve a purpose, with any surplus going back into the work, not to owners.

What the National Curriculum says

The programme of study for Key Stage 3 says:

Pupils should be taught about the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities
Aim: pupils develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood.

Objectives from the National Curriculum in England, © Crown copyright, used under the Open Government Licence v3.0.

Try it: choosing a charity for the school to support

Your school will support one charity this year. The shortlist is a local food bank and an overseas clean-water charity. How should the class decide, and what might a good answer say?

Agree the criteria first. Sensible ones are: clear purpose, evidence of impact, how money is used, whether pupils can take part, and how well it fits the school’s community. Setting criteria before choosing keeps the decision fair.
Gather evidence. Check each group is a registered charity and read its annual report and accounts, which larger charities must make public. Look at what share of income goes on its work and what it says about results.
Question the claims. A slogan such as “£5 feeds a family” needs a source: who counted, and how? A low spend on running costs is not automatically better, because good work needs trained staff and careful management.
Weigh the options and argue. A local group offers visible results and chances for pupils to volunteer. An overseas charity may help people in greater need but pupils will see less of the result. Either can be justified with reasons.
Make a decision and plan how to take part. This could include a fundraiser, a collection, a talk from a volunteer or a skills-based way to help, not just handing over money.

A strong answer states the criteria, shows evidence from the charities’ own reports, questions any unsupported claims, compares the options fairly and gives a reasoned recommendation. For example, the class might choose the food bank because pupils can volunteer there and see the results, while acknowledging the strengths of the other option.

Common mistakes and how to help

“All voluntary groups are charities”

The word charity is used loosely for anything that does good, so a football club or residents’ association seems like one.

What helps: Explain that a charity is a legal status with rules and a regulator, while a voluntary group is any independent not-for-profit group. Ask your child to find examples of each in your area.

“A good charity spends nothing on staff or running costs”

Fundraising appeals often stress that “every penny goes to the cause”, which can imply that costs are wasteful.

What helps: Talk about what it takes to run a food bank or a hospice: premises, training, safeguarding and accounts. The question to ask is whether the work achieves its aims, not only how low the costs are.

“Charities are run or paid for by the government”

Charities work alongside public services, so people assume they are part of them.

What helps: Explain that charities are independent and mostly depend on donations, grants and their own trading, although some win government contracts or grants. Independence lets them campaign and criticise.

“Giving money is the only way to help”

Collection tins, texts and non-uniform days make donating the most visible form of support.

What helps: List other ways to contribute: time, skills, goods, spreading awareness and campaigning. Ask your child which they would pick for a cause they care about.

How to help at home

Find out what is on your doorstep. Check noticeboards in the library, community centre or local shop. Ask your teenager which groups they have heard of, and which they would like to know more about.
Volunteer together. A supervised litter pick, helping at a community garden or an event, or assisting a neighbour are all easy ways to start. Try an activity side by side first and talk about how it felt.
Check before you give. Before donating to a cause, look at what the charity says it does, check it is registered and read a summary of its accounts. Let your teenager make the case for or against.
Help find a suitable role. Ask school about volunteering or youth social action. Meet the adults in charge first and make sure there are proper safeguarding arrangements, so your child can try something with confidence.