PowerPoint presentation notes pages Post-16 Citizenship Support Programme Training Plan: PowerPoint presentation notes pages Customised training: Introduction to AS/A Level Citizenship (AQA Specification) The following 30 slides in this presentation can be used throughout the training session. They are referred to on the programme. However, you may well need to select slides to fit into the programme which you negotiate with your contact at the college or other organisation. You can personalise this opening slide by adding the date, name of the organisation and the name(s) of the trainers.

Aims of the session To clarify the aims and purpose of citizenship education To raise awareness of the benefits of citizenship activities for students and college To illustrate some active techniques for AQA AS citizenship provision and to create an active citizenship profile To check LSIS /LSN training materials in order to use them within AS citizenship studies To examine the relevance of citizenship in relation to other college priorities and government initiatives, such as the Big Society. Ask participants whether these aims fit with their expectations of the day, and refer back to the aims during the evaluation session.

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. This slide summarises the main components of citizenship, i.e. that it deals with real, topical and often controversial issues, that it involves responsible action based on knowledge and understanding, and that it enables young people to develop a view and to be heard. Citizenship does involve the teaching about democracy, although students are encouraged to consider whether democratic principles are always adhered to. The three Crick principles, which participants may have heard of, are: Social and moral responsibility Community involvement Political literacy The last of these is the one that causes most confusion. Political literacy is the ability to apply knowledge and skills together in action to change things. A useful analogy is with literacy itself. When a child is taught to read, he/she has a set of skills and can choose what to read and when. Political literacy enables people to make their own choices about what issues they choose to take action on.

Citizenship is not the same as….. Lifeskills/PSHE Citizenship looks at the public issues rather than the personal ones Volunteering or charity fund-raising Citizenship develops critical understanding as well as action Nationality Citizenship encourages existing, new and would-be citizens to get involved and take an interest in topical and controversial issues To emphasise the distinctiveness of citizenship, it may be necessary to clarify further. The three areas (Lifeskills/PSHE, volunteering and fund-raising, and nationality) are all commonly confused with citizenship education. One of the later activities will unpick the confusion between PSHE and Citizenship, and a clear distinction is printed in the activity notes. Many schools and colleges have volunteering programmes and fund-raising events. These are laudable and can support citizenship education, but are not sufficient on their own, since they do not always enable critical questioning of the actions of the charities or the voluntary bodies. Because applicants for British citizenship are taught for the citizenship test, there is often confusion with citizenship education, which is aimed at all residents whether British or not. The whole issue of the test, is an interesting citizenship issue for debate.

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 Post-16 Citizenship Development Programme was set up in 2001 at the request of the then Secretary of State for Education and Employment and in response to the second Crick report. The Learning and Skills Development Agency (LSDA, now LSN) was given the responsibility for managing the programme on behalf of the DfES (now Department for Education), Following the success of the development programme, LSIS commissioned LSN to run the Post-16 Citizenship Support Programme for post-16 citizenship, accessible to all providers in England. The support programme is working with school sixth forms, sixth form colleges, further education and tertiary colleges, training providers, employers, youth services, voluntary groups and offender educators. Its aim is to encourage providers of education and training, whatever their setting, to enable young learners to develop their citizenship knowledge, skills and understanding, and give them the opportunities to put this learning into practice.

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. These three essential opportunities are part of a framework for citizenship learning included in the QCDA Guidance (Play your part. Post-16 citizenship, QCA 2004) The framework also provides possible learning objectives and examples of citizenship actions that would be appropriate for this age group. The guidance pack provides advice on getting started, planning provision, setting up a programme and assessment. There are also case studies of citizenship activity taken from a variety of post-16 settings. The guidance can be downloaded from www.qcda.org.uk/citizenship/post16

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. These three essential opportunities are part of a framework for citizenship learning included in the QCDA Guidance (Play your part. Post-16 citizenship, QCA 2004) The framework also provides possible learning objectives and examples of citizenship actions that would be appropriate for this age group. The guidance pack provides advice on getting started, planning provision, setting up a programme and assessment. There are also case studies of citizenship activity taken from a variety of post-16 settings. The guidance can be downloaded from www.qcda.org.uk/citizenship/post16

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) The Apprenticeships, Skills, Children and Learning Act 2009 places on further education colleges a ‘duty to cooperate with other education institutions, employers and other organisations in the local area’. The institution must have regard to the objective of promoting the economic and social well-being of the local area. The Equality Act 2010 introduces a new public duty regarding socio-economic inequalities. It requires that a public institution looks at ways of exercising its functions so that it is likely to reduce inequalities of outcome that result from socio-economic disadvantage in relation to race, disability, gender, gender identity, religion/belief, age and sexual orientation. The Big Society In recent years, the political agenda has placed increasing importance on the devolved power of the citizen. The new Government’s plans for the Big Society, which includes National Citizen Service, set out to change the main force for progress from state control to social responsibility. The OFSTED Common Inspection Framework for FE and Skills 2009 makes reference to providers promoting and improving the economic and social well-being of learners and the local area. It also assesses how learners are consulted, make a positive contribution to their communities and how partnerships help meet learners’ needs.

The Specification at a glance AS Level Unit 1: Identity, Rights and Responsibilities Key Questions and issues What is a citizen? What does it mean to be British? How socially diverse is Britain? Are we all equal citizens? Dealing with prejudice, discrimination and disadvantage. What are my responsibilities and rights, and how are they supported? The next four slides give an overview of GCE Citizenship Studies. Make yourself familiar with the AQA specification, particularly the active citizenship profile section. Most questions are likely to come from this section. The specification aims to provide a theoretical background and the implications of the theory. This unit makes up 40% of the AS and 20% of the A level. Assessment is by a 1 hour 15 minute examination paper with source-based and mini-essay questions.

AS Level Unit 2: Democracy, Active Citizenship and Participation Key Questions and issues Who can make a difference? Who holds power in the UK? The citizen and political power. How can I make a difference? Getting involved and working together to bring about change; becoming an informed, participating and active citizen. Unit 2 comprises 60% of the AS and 30% of the A level. The 1 hour 30 minute examination paper includes a source-based question, a mini-essay and a structured question on active citizenship participation. Students bring their Active Citizenship Profile into the exam to use as source material. Handout 19 is the active citizenship profile. There are three sections in the profile and each section needs to be completed by the students: preferably as soon as they begin the course but it depends on the tutors; once they are confident about the activity they can instruct their learners to work on it. This document must be a working document and should be filled in every week or after every session. See the Active Citizenship Profile for completing the sections (handout 19) .

A Level Unit 3: Power and Justice Key Questions and issues What is crime? The roles of the police and the Crown Prosecution Service. What is justice? Judicial processes. Who speaks on our behalf? Elections, representatives and citizens. How is the UK governed? Unit 3 makes up 25% of the A level. The 1 hour 30 minutes examination paper contains structured questions in two sections.

A Level Unit 4: Global Issues and Making a Difference Key Questions and issues Global Citizenship: universal human rights; conflict and it’s resolution; trade and environmental issues. Active Citizenship: individuals and groups that make a difference (study of a pre-released topic) Unit 4 makes up 25% of the A level and has a 1 hour 30 minute examination paper. This contains structured questions plus a source-based question on an active citizenship topic. The topic for each year, which may relate to any section(s) of the course, will be pre-released to enable students to undertake research on the background to the issues involved, the nature and roles of key players, and how change may be brought about to resolve issues.

Discussion question on video clip These students are talking about the benefits of citizenship for them. What benefits might there be for the college? Show the video clip of students talking about the benefits of citizenship for them, and allow the participants about 10 minutes’ discussion of this question before taking some feedback. Use slide 7 as a summary of the discussion

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 Use this slide after you have shown the DVD, to follow the short discussion question on the benefits for colleges. The young people on the video make the case very powerfully for the benefits to them.

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 This slide is a summary of Handout 5, which you could give out to participants. This activity usually produces considerable disagreement, with particularly string views being expressed about Case study B. Many staff think that students-led activity based on real emotion is essential for citizenship action. While this may be the case, the actual action described does nothing to prevent similar accidents from happening. However, if young people also campaigned for greater safety on the road, then the activity would constitute real citizenship.

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 This slide may be used to remind the small groups of the three roles and the scoring system. Since the activity is simply used to re-invigorate participants after lunch, there is not need to take feedback or scores.

Four principles of post-16 citizenship Active learning Community involvement Youth-led action Real, topical and controversial issues This slide could be used on its own if time is short. The eight following slides are provided in case additional information is required on each principle.

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 This slide and the next (the active learning cycle) summarise active learning. Passive learning is often characterised as the ‘empty vessel’ view of the learner, when the learner is an empty jar to be filled with knowledge by the teacher. In active learning, the teacher recognises that all learners come with existing knowledge and skills, some misunderstandings, and a variety of experiences. Structured activities are used to help learners clarify and build on their existing knowledge and skills.

Active learning cycle Active Learning Cycle Processes and Skills Do Apply (futures) Processes and Skills Reflect (facts and feelings) The stages of the learning cycle represent different kinds of learning. Following an activity (the ‘do’ stage, which should be clearly explained or planned), the activity is debriefed. Reflection: The learners are first asked simply to reflect on what happened in the activity in order to elicit facts and feelings. Questions can include (in this order): How do you feel at the end of this activity? Why do you feel that way? What happened in the activity? Who did what? What did you do? Review: During the next stage, learners come out of role (if the activity was a simulation) and consider what they have found out from the activity. Questions can include: How is this situation similar to others? What parallels can be drawn? What have we learned about situations like this? What new skills and knowledge have you learned? Apply: Finally, learners can be asked to consider how this learning can be applied to a future situation. What skills and knowledge will you need in a new situation? How can you acquire these? What would you do differently next time? How could the situation be changed? Review (findings)

Examples Individual engagement with material Paired discussion work Small group interactions Large group exploratory activities ‘Quick thinks’ Case studies Card sorts In-trays Working to a brief Design-and-make Role play Simulation Games Investigations ‘Quick thinks’: a way of bringing some interaction into a PowerPoint presentation (see next slide) Case studies: used as a way of illustrating an approach, for discussion Card sorts: such as diamond-9, priorities, true/false, agree/disagree, clock patience (example in Agree to disagree: Citizenship and controversial issues, page 23) In-trays: piles of memos to be sorted and prioritised, as if in an in-tray. This exercise can also take the form of an email in-box Working to a brief: participants act as consultants who have been set a task with a time limit and budget Design-and-make: a small group activity that involves solving a problem through a designed artefact Role play: can be two, three or four person role play in which participants act out situations from a particular point of view given on a role card (example of a four-person role play in Reality check: Citizenship through simulation, page 11) Simulation: a constructed replication of a real or imaginary situation, event or issue. It is simplified to bring out the key points and aims to develop greater understanding of real life. There are many different simulation models, but they involve groups taking on roles within them. (See Reality check: Citizenship through simulation) Games: these activities always involve competition where there are winners and losers. They include board games, card games, war games or computer games. Investigations: participants carry out their own research on an issue, whether through surveys, interviews, focus group, documents or web research

‘Quick think’ (paraphrase) Talk to your partner: Summarise active learning in no more than 12 words An example of one of the ways of making a presentation interactive

Community involvement Examples of community involvement: Environmental projects Campaigns Youth forums Intergenerational activities School and college linking Events such as conferences, consultations, seminars There are many more examples of community involvement. However, citizenship projects always involve: finding out about a social or political issue taking action to bring about some change or to prevent unwanted change Other types of community work, such as volunteering, mentoring, fund-raising, litter-picking etc. only become citizenship when they fulfil BOTH of these requirements

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-Consultation.aspx   You may find the following points useful: Good practice in working with community partners Be clear about the purpose of the partnership: what will young people learn and how will this develop their citizenship knowledge, skills and understanding? Consider mutual benefits – what will the partners get out of the arrangement? Education may not be their main reason for existence, but there could be spin-off benefits that will help them ‘sell’ the partnership to their managers. For example, their own staff could gain development opportunities. Negotiate the extent of the involvement and make sure that both sides agree what will happen, when, how long for and with how many learners. If community partners are to visit your organisation make sure that they have all necessary information about timings, venue, parking, etc, that they are met and provided with refreshment, that they are introduced and supported while in the organisation and that they are thanked afterwards. Consider all the legal, health and safety implications of the arrangements. This can include Criminal Records Bureau (CRB) checks, where required, either for community partners or for the young people themselves. Parents and senior managers may need to be kept informed of activities taking place off-site. Discuss with partners the principles of your citizenship work, and ensure that they will support these: equal opportunities, giving young people autonomy and responsibility, treating everyone with respect, listening to young people’s views, encouraging debate, supporting learning After the activities have taken place, ensure that young people have a chance to review and reflect on their learning. This can involve members of the community group, who may be able to provide testimony or other evidence of the knowledge and skills gained by the learners.

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 Additional information about the principles behind youth-led action can be found in Six Approaches to Post-16 Citizenship, Number 5: Citizenship through single events, especially pages 8-9, where the Ladder of Participation is discussed. Roger Hart* has suggested that there are eight steps (or degrees) of participation. These are as follows: 8) Young people-initiated, shared decisions with adults This happens when projects or programs are initiated by young people and decision-making is shared between young people and adults. These projects empower young people while at the same time enabling them to access and learn from the life experience and expertise of adults. 7) Young people-initiated and directed This step is when young people initiate and direct a project or program. Adults are involved only in a supportive role.  6) Adult-initiated, shared decisions with young people This occurs when projects or programmes are initiated by adults but the decision-making is shared with the young people.  5) Consulted and informed In this situation, the young people are informed about how their input will be used and the outcomes of the decisions made by adults. Sometimes young people give advice on projects or programs designed and run by adults.  4) Assigned but informed This is where young people are assigned a specific role and informed about how and why they are being involved.  3) Tokenism Sometimes young people appear to be given a voice, but in fact have little or no choice about what they do or how they participate. 2) Decoration This happens when young people are used to help or "bolster" a cause in a relatively indirect way, although adults do not pretend that the cause is inspired by young people.  1) Manipulation In this situation, adults use young people to support causes and pretend that the causes are inspired by young people. *Children’s participation: from tokenism to citizenship, Roger A. Hart, Innocenti Essay 4, UNICEF International Child Development Centre, Florence 1992

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) Many staff feel uncomfortable about the prospect of raising or encouraging students to investigate controversial issues. However, there are strategies available to help staff, and training available from QIA/LSN. Learning to manage differences of opinion in an acceptable way in a free and democratic society is a main aim of citizenship education. The main points to remember are: Within a democracy, people can legitimately disagree There are acceptable ways of dealing with disagreement Views should be expressed in ways that are respectful and non-intimidating

Mapping the existing active citizenship activities Work in groups to identify the existing elements of active citizenship education within the college which could be used as the AQA active citizenship project Mapping existing citizenship activities: This activity is a follow-up from the morning session ‘what is citizenship? Participants will be put into groups of three or four, preferably from the same subject specific area (most schools and colleges asks teachers from a variety of backgrounds to teach citizenship: music, PE, science etc). Distribute handouts 7 and 8. Handout 7 is the mapping grid; in order to complete this grid participants need to be reminded of the key features of active citizenship - contained in handout 8. Ask them to think about what sorts of activities are taking place within their department and to write them down in the first column of the grid. Then examine the activities one by one by looking at the key features of active citizenship and ticking the boxes if they meet the criteria. This will give them chance to think about active citizenship and the sort of events they can use to deliver the specification. Ask each group to give feedback on the examples. The outcome of this activity can be used in the planning session.

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? This discussion question can be displayed to help participants remember the key principles while they examine the six case studies. They will work initially in pairs, examining three of the six case studies. After 45 minutes, they split up and make a new pair with someone who has examined the other three case studies. They then form a four for the next activity.

Mapping LSN active citizenship resources for the AQA citizenship qualification Work in pairs to identify how they can use the LSN resources in their teaching Mapping LSIS/LSN teaching and training materials: This activity allows participants to look at the LSIS/LSN learning resources and familiarise themselves with the materials. The trainer must order the resources mentioned in the programme in advance or have copies of the resources for the session and ask participants to order their own. This activity only focuses on Unit 1 and Unit 2. Participants can expand this activity in their own time to utilise all resources for the whole four units. Divide the groups into threes or fours, give them copies of the three resources and a summary of the AQA specification (handout 9) and the LSIS/LSN leaning resources mapping grid (handout 10). Ask them to match the key questions from the AQA specification and the LSIS/LSN learning resources. After 30 minutes ask them to evaluate the resources and consider how they would use them. Then direct them to the LSIS/LSN website to download the material titled: ‘Using resources from the Post-16 Citizenship Support Programme for Units1 and 2 of the AQA specification’. This material provides a good overview of the learning resources and how they can be used for teaching AS/A level citizenship.

Action planning Discuss: Which approaches could we try here? What support would we need? What obstacles might we meet? If the participants are ready for detailed action planning, they could use the form provided as Handout 14. However, it may be, if they are absolute beginners, that they need the opportunity to discuss these three questions at some length. The groups should be ‘rainbow groups’ made up of pairs who have looked at different case studies of colleges which used differed approaches to citizenship.

Assessment of citizenship learning: 1. Why assess? 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 Assessing citizenship is important if learners are to recognise what they have learned and move on to new learning. Achievement has to be recognised before it can be celebrated, and this gives young people increased self-confidence and motivation. However, there is sometimes resistance among staff to the notion of assessment in citizenship. You could use activity 2 from ‘Assessing and recognising achievement: post-16 citizenship’ , a staff development package (www.qca.org.uk/citizenship/post16). This activity explores the reasons for staff resistance and helps to clarify what formative assessment can help students progress.

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) This slide summarises good practice in assessment for learning, or formative assessment: when staff and students use evidence of learning to decide where they are, where they need to go next and how they will get there. On-going high-quality feedback is required and it may come from peers, staff and other adults involved in citizenship activities.. Sometimes summative assessment (assessment of learning) is appropriate: when it is necessary to make a judgement about overall achievement, perhaps at the end of an activity, course or unit. The judgements should be made according to agreed standards or criteria that are understood by learners and staff. Assessment of learning may result in a mark or grade being awarded, and it can lead to an award or qualification. You could use Activity 3 in ‘Assessing and recognising achievement: post-16 citizenship’ (www.qca.org.uk/citizenship/post16).