Presentation on theme: "Why citizenship education in secondary schools? Key arguments and actions for senior managers Citizenship Foundation, June 2013."— Presentation transcript:
Why citizenship education in secondary schools? Key arguments and actions for senior managers Citizenship Foundation, June 2013
Aims of these slides 1. Set out the key reasons for effective development of citizenship education policy and practice 2. Detail actions you need to take now for citizenship education in your school 3. Explain where and how citizenship education should be developed in schools 4. Highlight the benefits and impacts of effective citizenship education in schools.
Citizenship education can… Raise school standards and student achievement Improve behaviour and reduce exclusions Empower students through real decision-making and consultation in and beyond school Fulfil statutory obligations for the National Curriculum, SMSC and Ofsted Strengthen the school as a living community by improving student relations Enable students to understand and engage with big, controversial issues
Strengthen transition from KS2 to KS3 Deliver distinctive, core curriculum knowledge about politics, law, economy and active citizenship Develop key skills that employers want (such as leadership and teamwork) Improve links to other initiatives (International School Awards, Rights Schools etc) Strengthen links between curriculum and school culture Strengthen partnerships with wider communities Better prepare students for adult life beyond school. Citizenship education can…
Key facts Citizenship is the only subject in the National Curriculum that explicitly teaches democracy, politics, the law, the economy and social action. Half a million young people have achieved a GCSE or A level in citizenship since 2002. Young people have initiated over 100,000 active citizenship projects in their communities since the GCSE was introduced. Citizenship guards against indoctrination. Teachers and local authorities are required by the Education Act 1996 to ensure students are presented with different points of view so that they can make up their own minds.
Citizenship education meets government policy Citizenship remains a National Curriculum subject at key stages 3 and 4 All young people have an entitlement to citizenship education Ofsted continues to inspect citizenship in the curriculum, and in the wider school through SMSC GCSE Citizenship Studies is still available A and AS level citizenship courses are available New teachers are being trained for citizenship, through university and school-based routes.
‘Citizenship will remain a programme of study at key stages 3 and 4 and I look forward to… ensure that this valuable subject is even better taught in more of our schools.‘ Michael Gove, Secretary of State for Education House of Commons, February 2013 Image: Department for Education Citizenship remains in the National Curriculum
‘I can reassure you about Ofqual’s position on citizenship qualifications. Ministers have decided that Citizenship should stay as a foundation subject at Key Stages 3 and 4. There will therefore continue to be a GCSE in Citizenship Studies.‘ Glenys Stacey, Chief Regulator, Ofqual GCSE Citizenship Studies to be retained
Citizenship education Whole school Curriculum Students Wider communities
Benefits: The whole school Addresses SMSC strand of Ofsted’s inspection framework Strengthens student voice and participation Impacts on student leadership Strengthens the school as a community Improves behaviour and attitudes Raises achievement and motivation GCSE, A and AS Citizenship Studies pass rates Student happiness about school Student motivation in school.
Benefits: Students Develops key skills of student voice, leadership and teamwork Gives them opportunities to take part in decision-making with responsibilities Helps them to express views and opinions Improves self-confidence and self-esteem Enables them to make a positive contribution in and beyond the school Enhances student achievement Better prepares them for life as adults.
‘Citizenship teaching has made me realise that my opinion matters and my action is needed.’ Student, year 13 ‘Citizenship has built my self-confidence and helped me understand how the world works.’ Student, year 11 ‘Citizenship has given me belief that you can make a positive difference whatever your age.’ Student, year 9 Benefits: Students
Benefits: Wider communities Brings civil society into the school Aids transition between primary and secondary (KS2-3) Takes the school out into the local community Connects with wider communities and civil society beyond the school Develops young people informed about and willing to participate in community life Develops young people with an interest in and opinions about ‘big, controversial issues’ in society.
Schools think citizenship is important School leaders and teachers increasingly recognise the benefits of effective citizenship education at school level at student level at community level They are also aware of the impact of citizenship education in and beyond schools, now and in the future. Citizenship Education Longitudinal Study, [2002 - 2010], National Foundation for Educational Research (NFER)
Wider benefits for school managers Citizenship Education Longitudinal Study
Citizenship impacts on school areas Citizenship Education Longitudinal Study
Where should citizenship education be developed?
Three contexts for developing citizenship Curriculum (classroom) Wider communities (community) School community (culture)
What to address in the three contexts Curriculum Core knowledge Key skills Controversial issues School community Participation Decision-making Voice and leadership Teamwork Wider communities Participation Decision-making Big issues Engagement with adults
You need to… 1. Re-engage with citizenship in your school 2. Know where to get appropriate training and support 3. Provide strong, visible SLT support 4. Review the school’s vision, ethos and development plan in line with the new National Curriculum aims and citizenship Programmes of Study (including new statutory financial education) 5. Amend policy and approaches to fit National Curriculum requirements and meet Ofsted expectations
6. Review how it is approached and interconnected in the three contexts: Curriculum: discrete, ex-curricular, dropdown, etc School community: participation, voice and leadership Wider community: links, projects and exchanges 7. Ensure senior leadership and governor support 8. Make sure you have a strong, qualified citizenship co-ordinator who is well respected 9. Check staff are adequately trained and resourced to deliver effective practice in school (both in curriculum subjects and school life) You need to…
10. Make certain there are rigorous assessment approaches (formative and summative) 11. Check that appropriate monitoring and evaluation is in place for each of the ‘three contexts’ 12. Ensure students are well informed about approaches in the school and are actively involved 13. Ensure parents and community representatives are informed about approaches in and beyond the school. You need to…
BEFORE ASKING what kind of education system do we need, we need to ask what kind of society do we want? Chilean writer
David Kerr These slides are written by David Kerr. David has a strong track record in citizenship education in the UK, in Europe, and internationally. David Kerr was Professional Officer to the Citizenship Advisory Group (known as the 'Crick Group‘) before becoming citizenship consultant to the DfES (now the Department for Education). Later, David was Research Director for NFER's Citizenship Education Longitudinal Study (CELS). He is now Consultant Director of Education at the Citizenship Foundation and Co-Director of the International Education Association's International Civic and Citizenship Education Study, which involves 38 countries worldwide.