Presentation on theme: "Leading citizenship in schools Questions for school leaders arising from an Ofsted invitation conference."— Presentation transcript:
Leading citizenship in schools Questions for school leaders arising from an Ofsted invitation conference
Leading citizenship in schools| 2 Context In May 2007 Ofsted, in partnership with the Qualifications and Curriculum Authority and the National College for School Leadership, held a conference for secondary schools in which citizenship was judged to be good. Ofsted invited school and citizenship leaders from 22 schools. They discussed the leadership of citizenship and how their schools tackled obstacles to development. The outcomes of the conference are the basis of this presentation, which is aimed at senior leaders and whole staff development. This presentation is accompanied by notes that refer to Ofsted’s latest report on citizenship Towards Consensus? Citizenship in Secondary Schools (HMI 2666) published in September 2006.
Leading citizenship in schools| 3 Obstacles to overcome Vision Staffing Teaching and learning Students Curriculum Inclusion What does the presentation cover? It also provides examples of issues and actions.
Leading citizenship in schools| 4 What were the main obstacles that Ofsted identified? Lack of a clear vision for and understanding of citizenship Weak subject leadership and inappropriate staffing Teachers ill-equipped for the challenge of teaching citizenship Lack of assessment systems Untapped potential of student voice Lightweight and fragmented curricula Pupils’ uncertain entitlement to citizenship
Leading citizenship in schools| 5 recognise that citizenship is a complex subject and needs well considered, whole-school planning seek to establish its status and visibility in the curriculum identify and promote examples of active citizenship in school and in the wider community encourage discussion and debate, including challenges to the status quo foster the characteristics of a democratic school. Creating a vision for citizenship To give citizenship a presence in the school, effective citizenship leaders:
Leading citizenship in schools| 6 Reflecting on these characteristics, is the vision for citizenship in your school all that you would want it to be?
Leading citizenship in schools| 7 ensure that citizenship has parity with other subjects and that the subject leader has professional status make a commitment to training to build and nurture the potential in all staff organise the curriculum to support non-specialist staff and to ensure consistency and quality of teaching ensure that staff in all subjects understand the significance of citizenship for their teaching. Making the most of staff expertise To develop staff expertise in citizenship, effective school leaders:
Leading citizenship in schools| 8 develop staff expertise in citizenship promote consistently high quality teaching? How have you taken steps in your school to:
Leading citizenship in schools| 9 recognise that citizenship requires teachers to deal with difficult, sensitive and controversial issues and support them in doing so help teachers develop their subject knowledge ensure that structures exist, including assessment, to underpin students’ progression use performance management to improve the quality of teaching and disseminate effective practice. Promoting best practice in teaching To raise the quality of teaching, effective school leaders:
Leading citizenship in schools| 10 How do you support effective teaching?
Leading citizenship in schools| 11 support student-led activities and active citizenship within and beyond the school enable students to articulate their views through promoting the student voice encourage the development of independent learning and reflection. Nurturing active and informed students To promote citizenship amongst students, effective school leaders:
Leading citizenship in schools| 12 In what ways does citizenship empower students in your school?
Leading citizenship in schools| 13 allocate sufficient time to citizenship at in Key Stages 3 and 4 provide a core programme that meets statutory requirements refine the citizenship programme to reflect local community issues, cultures and concerns use opportunities to support citizenship across the curriculum consider the role of accreditation in Key Stage 4 consider, as appropriate, the implications for post-16 citizenship education. Maximising curriculum opportunities To provide a curriculum that meets students’ needs, effective school leaders:
Leading citizenship in schools| 14 Does the curriculum in your school meet the needs of all students to educate them as young citizens?
Leading citizenship in schools| 15 ensure that programmes are tailored to meet the needs of all students monitor students’ engagement in citizenship activities give due attention to identity and diversity ensure that every student has opportunities for active citizenship and participation. Citizenship and inclusion To ensure inclusion, effective school leaders:
Leading citizenship in schools| 16 How is your school inclusive?
Leading citizenship in schools| 18 the citizenship curriculum at Denbigh High School establishing democratic structures at Bishop’s Hatfield Girls’ School Alban Middle School’s response to an Ofsted survey the limits of pupils’ voice at The Howard School student-led activity at Durrington High School democratising the school council at Sarah Bonnell School. Slides 19–30 present six case studies:
Leading citizenship in schools| 19 The citizenship curriculum at Denbigh High School Issue Denbigh had opted for a tutor-based programme. Evaluation showed improvement, but provision continued to be uneven. Denbigh decided to relocate citizenship within humanities and require all students to take humanities in Key Stage 4.
Leading citizenship in schools| 20 Actions and outcomes Action by managers Managers tackled resistance to change among some tutors and humanities teachers. They used teaching and learning points to support changes and create a humanities faculty. Outcomes Feedback from students and staff showed the positive impact of changes. The new curriculum provides coherence and ease of planning; monitoring of provision; and tracking of learners’ experiences. Monitoring shows high quality teaching of citizenship. Ofsted inspected citizenship in a subject survey and judged it to be outstanding.
Leading citizenship in schools| 21 Establishing democratic structures at Bishop’s Hatfield Girls’ School Issue The school wanted to give status to citizenship and maximise the involvement of staff, students and parents.
Leading citizenship in schools| 22 Action by managers Senior management gave an assistant headteacher responsibility for citizenship. The citizenship coordinator developed a citizenship policy through a consultation process involving staff, students, parents and governors. The policy is reviewed every two years. The citizenship programme is planned through evaluation and consultation, and informed by a continuing partnership with students. Outcomes Pupils’ motivation, confidence and self-esteem have increased. The programme encourages pupils to get involved in democratic processes. Students feel they are viewed as partners and they understand the reasons behind decisions. Students feel proud that they have influenced decisions and made a difference. Actions and outcomes
Leading citizenship in schools| 23 Alban Middle School’s response to an Ofsted citizenship survey Issue An Ofsted citizenship survey identified positive features and areas for improvement.
Leading citizenship in schools| 24 Action by managers The school devised a three-point action plan for citizenship with detailed success criteria and milestones to: identify key ‘carrier’ subjects for aspects of the citizenship programme establish a liaison group with the upper school develop assessment arrangements. Outcomes More comprehensive curriculum planning resulted, giving better attention to the strands of citizenship. An assessment system included students’ records with self- assessment. Actions and outcomes
Leading citizenship in schools| 25 Student-led activity at Durrington High School Issue Students were concerned about school travel arrangements and wished to take action to improve things.
Leading citizenship in schools| 26 Action by managers School leaders invited students from Years 8–10 to join a school-based working group to contribute to the county travel plan. Outcomes Students met fortnightly to discuss roles, issues and strategies. They conducted detailed surveys of parents and students on travel-related issues and trouble spots on journeys to school. Their booklet of findings included recommendations for encouraging road safety, reducing car use and pollution, and improving cycle facilities. They received local and national awards for their achievements in active citizenship. Participants evaluated the project, noting particularly their increased confidence and the development of their ICT and public-speaking skills. Actions and outcomes
Leading citizenship in schools| 27 The limits of the pupils’ voice at The Howard School Issue The pupils had discussed a wide range of issues. In addition to previous policies they had written, they proposed a staff dress code. Staff responses varied from ‘I am in full agreement with the school council – staff should set an example in dress’ to ‘I find this both outrageous and insulting’.
Leading citizenship in schools| 28 Action by managers School leaders decided that this was a worthwhile debate and sought views from staff and pupils. Outcomes The issue was discussed and voted on. The staff voted 3:1 that pupils had the right to comment. The principle was established that pupils could recommend anything relevant to school life and expect a reasoned response. Actions and outcomes
Leading citizenship in schools| 29 Democratising the school council at Sarah Bonnell School Issue Managers wished to involve all students in active citizenship through the school council.
Leading citizenship in schools| 30 Action by managers A training day was provided for all staff on active citizenship aimed to enable students to participate in free and open dialogue and discussion. In consultation with students, managers established policies and procedures to make representation systematic and democratic. Outcomes All pupils discuss issues of concern in tutor time. A forum, involving student council representatives from each year group, formalises items for discussion. The school council meets regularly. Its formal rules include rotating the chairing. The headteacher attends. The school council gives feedback in assembly to complete the cycle. Actions and outcomes
Leading citizenship in schools| 31 Useful references Towards Consensus? Citizenship in secondary schools, (HMI 2666), Ofsted, 2006; available from www.ofsted.gov.uk/publications/2666.www.ofsted.gov.uk/publications/2666 An evaluation of the post-16 citizenship pilot, 2004/05: a report from Ofsted and the Adult Learning Inspectorate (HMI 2440), Ofsted, 2005; available from www.ofsted.gov.uk/publications/2440.www.ofsted.gov.uk/publications/2440 The new National Curriculum for citizenship: www.qca.org.uk/curriculumwww.qca.org.uk/curriculum The school self-evaluation tool for citizenship education, Department for Education and Skills, 2004; available from www.teachingcitizenship.org.uk/top/top_5/downloads/sub/10. www.teachingcitizenship.org.uk/top/top_5/downloads/sub/10 T Huddlestone and D Kerr, Making sense of citizenship: a CPD handbook (ISBN 9780340926819), Hodder Education, 2006. The Association for Citizenship Teaching: www.teachingcitizenship.org.uk.www.teachingcitizenship.org.uk CitiZed is a TDA-funded organisation for providers of teacher education in citizenship: www.citized.info.www.citized.info
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