Customised training: Getting started with post-16 citizenship

Customised training: Getting started with post-16 citizenship

Aims of the session To clarify the aims and purposes of citizenship education To raise awareness of the benefits of citizenship activities for students and college To illustrate some active techniques for citizenship education To examine the relevance of citizenship for other college priorities and government initiatives, such as the Big Society

What is citizenship? Citizenship involves: the investigation of topical, controversial, social and political issues, leading to young people’s responsible action to influence the issue, for the benefit of the community. It brings new knowledge and skills about our political system, and it encourages young people to form considered opinions. Citizenship enables young people to use their voice, within both their community and their learning organisation.

Citizenship is not the same as . Lifeskills/PSHE Citizenship focuses on public issues rather than the personal ones, which it builds on Volunteering or charity fund-raising Citizenship develops critical understanding as well as action Nationality Citizenship encourages all members of society - existing, new and would-be citizens - to get involved and take an interest in topical and controversial issues

The support programme aims To support national stakeholders in building high quality provision of citizenship learning To foster links between 16-19 citizenship and related policy initiatives across Government, especially the Big Society and National/International Citizen Service To extend understanding of the benefits of citizenship education and increase participation in all the post-16 settings To promote learning of knowledge and skills for democratic participation which meets the needs of all groups of young people in the whole range of settings To disseminate key messages and resources from the development programme To learn ongoing lessons from providers and enable these to influence good practice in citizenship education nationally To promote better understanding and practice in relation to progression in citizenship learning from key stage 4 to the 16-19 phase, and to communicate good practice from post-16 providers to citizenship teachers at ks4 and to those involved in citizenship education for adults

The three essential opportunities Post-16 citizenship should provide three essential opportunities for learning through action: To identify, investigate and think critically about citizenship issues, problems or events of concern to them, AND Decide on and take part in follow-up action where appropriate, AND Reflect on, recognise and review their citizenship learning.

Citizenship links with national initiatives Community development FE providers have a duty to cooperate with other organisations and groups in the local area (The Apprenticeships, Skills, Children and Learning Act 2009) They also have a duty to aim to reduce inequalities of outcome that result from social disadvantage (The Equality Act 2010) The Government’s emphasis on the Big Society (including National Citizen Service) refers to rights and responsibilities of individuals to take a greater role within their communities (See ‘Effective Community development: A strategic framework, LSIS 2010) Personalised learning and learner voice OFSTED assesses how learners are consulted and how providers meet their needs (The OFSTED Common Inspection Framework for FE and Skills 2009) Every Child Matters agenda Strong links with citizenship, especially ‘making a positive contribution’ (See Citizenship and 14-19 developments: Quick Guides - (4) Citizenship and Every Child Matters)

Discussion question on video clip These students are talking about the benefits of citizenship for them. What benefits might there be for the college?

Benefits of citizenship For young people: Increased confidence and self-esteem Greater interest in the world around them A knowledge about the ‘system’ and an ability to get things changed Experience of challenging and worthwhile activities For the organisation: Constructive involvement of learners and staff in decision-making Motivated learners with positive attitudes Increased retention and achievement Better relations with the local community

Is it real citizenship? Feedback Case study A: Yes, a good example where students find out about a citizenship issue and take some action Case study B: No, not as it stands. It involves no understanding of policy issues and no action to improve the situation in the future. It does show real commitment that could be built on Case study C: No, it is not citizenship, but a very worthwhile fund-raising activity. If the young people found out about the social and political aspects of the disaster, it would be. Case study D: Yes, young people engage with their peers on a matter of local policy and make a report for the council Case study E: No, unless as part of the rest of the course, the students examined public policy on the care of older people, and applied this learning to the project

Mind gym Arguer Counter-arguer Observer Scores One mark for a relevant point in the argument Two marks for a reason to support that point

Four principles of post-16 citizenship Active learning Community involvement Youth-led action Real, topical and controversial issues

What is active learning? Opposite of passive learning Learner’s own involvement in the process of gaining, and in the construction of, knowledge Involves new experiences (doing and observing) Involves dialogue (with self and others) Requires interaction with others NOT necessarily ‘physical movement’, but active brain engagement with the issues It involves good briefing and de-briefing to clarify learning

Active learning cycle Do Active Learning Cycle Apply (futures) Processes and Skills Review (findings) Reflect (facts and feelings)

Examples Individual engagement with material Paired discussion work ‘Quick thinks’ Case studies Card sorts Small group interactions In-trays Working to a brief Design-and-make Role play Large group exploratory activities Simulation Games Investigations

‘Quick think’ (paraphrase) Talk to your partner: Summarise active learning in no more than 12 words

Community involvement Examples of community involvement: Environmental projects Campaigns Youth forums Intergenerational activities School and college linking Events such as conferences, consultations, seminars

Community involvement*: good practice Working with community partners is central, but there are important principles to bear in mind: – Clear purpose and timeline – Negotiated responsibilities – Health and safety/CRB checks Young people need support, while allowing them autonomy. Senior staff at the college will need to know about the work going on The planning stage is very important, so that students are clear about what they are trying to achieve and how It is important to review learning and extent of success *See Effective Community Development: a strategic framework, LSIS 2010 http://www.lsis.org.uk/Services/Publications/Pages/StrategicFrameworkforCommunityDevelopment-Co nsultation.aspx

Youth-led projects Facilitators should support youth-led projects while not taking over It is important to involve everyone and not just a vocal minority Everyone should have a role and feel valued The young people will need training in the skills required People should work to their strengths, while also pushing themselves to try out more challenging activities (e.g. chairing meetings) Time will be needed at the end for reflection and review Celebrations of achievement and recognition from senior staff are important

Real, topical and controversial issues Young people should select real issues of interest to them to investigate and take action on Controversy should not be avoided Students and staff need training in how to deal sensitively with controversial issues (See ‘Agree to disagree: Citizenship and controversial issues’, available from LSN)

Discussion of case studies Which of the case studies best illustrate the four key features of post-16 citizenship: Active learning Community involvement Youth-led action Real, topical and controversial issues?

Action planning Discuss: Which approaches could we try here? What support would we need? What obstacles might we meet?

Assessment of citizenship learning: 1. Why assess? Assessment helps young people to recognise and value what they have learned clarifies the purpose and intended outcomes of citizenship learning Shows that such learning is important and rigorous

Assessment of citizenship learning: 2. Principles Assessment should: be planned as part of citizenship activities be fit for purpose – valid, reliable and appropriate for the type of citizenship programme taking place support learning involve young people as partners in the process be formative (young people set targets, plan how to achieve them, reflect on progress, recognise and value their achievements)