Entry level learners and post-16 citizenship

Aims for today To clarify the aims and purpose of citizenship education To examine the relevance of citizenship for other organisational priorities and government initiatives To raise awareness of the benefits of citizenship at entry level To explore different approaches to delivering citizenship To illustrate some active techniques which develop citizenship skills To raise awareness of learning and experiences that contribute to citizenship understanding. To explore ways in which these ideas can be made accessible to learners who have learning difficulties To highlight the support available to put their plans into action. Other specific aims may be added here

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. Citizenship 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

Foundation Learning Provision within Foundation Learning consists of three strands, all of which offer some potential for citizenship: vocational learning; personal and social development; Functional skills A range of qualifications can be accessed through the Qualifications Credit Framework (QCF)

Valuing People is based on people having: rights as citizens inclusion in local communities choice in daily life real chances to be independent pictures used on this slide are from CHANGE

Principles which underpin Foundation Learning respect, eg listen to people, speak up for them if asked, acknowledge the importance of people’s feelings, encourage the expression of feelings and views, understand that dignity is precious self-determination, eg enable learners to make choices about their lives, express personal freedom and autonomy, access a range of experiences and activities inclusion, enable learners to take their place in the community, participate in a range of community and learning activities, support person-centred planning fostering relationships, e.g. enable learners to meet and share experiences with different groups of people in a variety of contexts pictures used on this slide are from CHANGE

Arguments icebreaker 3 roles: Arguer Counter-arguer Observer Scores One mark for a relevant point in the argument Two marks for a reason to support that point

Citizenship links with national initiatives Every Child Matters agenda Strong links with citizenship, especially ‘making a positive contribution’ The role of further education providers in promoting community cohesion, fostering shared values and preventing violent extremism (DIUS and AOC) Greater coherence for Foundation Learning Rationalisation of qualifications available at Entry and level 1 (subject-based and vocational learning; personal and social development; Functional skills). Personalised learning and learner voice as in FE White paper (‘Raising Skills,Improving Life Chances’) Post-16 providers must have a learner involvement strategy in place. Learning for Living and Work. The government’s current focus on the role of education for people with LD is on living autonomously and contributing to the communities in which they live. Embedding the messages of Valuing People Valuing People is the government's plan for making the lives of people with learning disabilities, their families and carers better. It promotes inclusion and choice.

The Framework for Excellence Judgements about Responsiveness (to learners and to employers) Effectiveness Financial efficiency Applies to us THIS YEAR and will be mapped into a new common inspection framework from Sept 2009

Benefits of citizenship DVD clip from one of the resources available from the Post 16 Citizenship Support programme: Post 16 Citizenship: what, why and how? Learners explain in their own words

Can you imagine your learners… Understanding democracy? Making value judgments? Being in charge of an activity? Looking at a newspaper or watching a news programme? Working with others to explain what they found out? Participating in an activity involving counting, speaking/signing/posters/photos/film Understanding if something is fair or not? Expressing an opinion? Making a choice in daily life? Noticing changes or differences?

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 What benefits might there be for society as a whole?

Activity 2. Is it real citizenship? Choose at least one of the examples Does it show real citizenship activity? To what extent are learners involved? Could you improve on this activity? Handout 5 – ‘the spectrum of engagement’ may help you

Is it real citizenship? Feedback Case study A: Shoeboxes. As described, this is not a citizenship project, but could become one. It does show features from all levels on the spectrum of engagement. Case study B: Visitors. No, not as it stands. It involves no real citizenship activity and the degree of student involvement is low, thought this could be easily improved. As it is, it seems a tokenistic level of participation. Case study C: Earthquake. 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. The degree of participation is high. Case study D: Transport Yes, young people engage with their peers on a matter of local policy and make a report for the council.Though planned by staff, students are very involved in making it happen.

Widgit Symbols (c) copyright Widgit Software

Not just… Fundraising Volunteering Being seen to have someone with learning difficulties on the student council Being actively consulted as a matter of course Being at the heart of planning and review Having the opportunity to lead Learning about how the system works Getting involved in ‘big issues’

The learner in context Personalised learning and learner voice RARPA assessment for learning self advocacy Disability rights person centred planning and person centred approaches

Fairy cake syndrome: citizenship dimensions moralShould we use fair trade ingredients? economicWhat will it cost? Is it worth spending that amount? historicalWhy do we always make these?

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

From personal … to public Why are some people starving while others are encouraged to eat too much? Why do magazines always show thin people? Why is a lot of cheap food fattening? Why don’t supermarkets pay farmers very much? Don’t eat me, I’ll get fat!

Activity 2: Citizenship or PSHE? THE ISSUEPERSONAL (PSHE/Lifeskills approach) PUBLIC (Citizenship approach) Safetye.g. How can I show I can be safe? Smokinge.g. Do you think it is right to ban smoking in pubs and bars? Now complete Handout 6

Citizenship and learner voice at entry level Citizenship makes an important contribution to increasing young people’s participation and sense of inclusion. It offers a personalised and motivating context for developing and applying knowledge and skills to real-life problems, tasks and situations. It offers a stimulus for developing skills for life, provides relevance and promotes engagement. Citizenship issues are central to the current concerns of young people as they can see the purpose of what they are learning especially when involved in local community activities.

Six approaches to post-16 citizenship learner voice and representation group tutorial and enrichment programmes qualifications and personalised programmes voluntary and community-based activities single events research projects pictures used on this slide are from CHANGE

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

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? Could these approaches be adapted for learners here?

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 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

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’, LSIS 2009)