Centre-based training Citizenship learning through Diplomas Citizenship learning through Diplomas

Aims of the session To introduce post-16 citizenship and the Post-16 Citizenship Support Programme To highlight the opportunities for active citizenship to enhance the learning of Diploma students To allow participants to plan what they need to do in order to incorporate citizenship learning in the Diplomas.

Intended learning outcomes Understand active citizenship and the aims of post-16 citizenship Know the various ways in which citizenship learning can aid the delivery of the Diploma through principal and generic learning Identify strategies to incorporate citizenship learning into schemes of work for the Diploma

Opinion finders – discussion questions What experience do you or your department have of citizenship learning? Do you believe that it is important for young people to develop their citizenship skills? If so, why, and, if not, why not? What do you understand by ‘active citizenship’? What place does citizenship have in the Diplomas? Is citizenship learning part of principal or generic learning? What citizenship issues are there in the Diploma specification you are using?

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 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

Factors for successful citizenship Young people-led Issues based, real and relevant, topical and reflecting young people’s interests – and prepared to deal with controversy Collaborative, working with others for change Active learning Opportunities for community involvement

Six approaches to post-16 citizenship 1.Learner voice and representation 2.Qualifications and personalised programmes 3.Group tutorials and enrichment 4.Voluntary and community-based activities 5.Single events 6.Research projects

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.

QCA’s 10 learning objectives for post-16 citizenship Demonstrate knowledge and understanding about citizenship issues Show understanding of key citizenship concepts Consider the social, moral and ethical issues applying to a particular situation Analyse sources of information, identify bias and draw conclusions Demonstrate understanding of respect for diversity and challenge prejudice and discrimination Discuss and debate citizenship issues Express and justify a personal opinion to others Represent a point of view on behalf of others Demonstrate skills of negotiation and participation in community- based activities Exercise responsible action towards and on behalf of others. (QCA 2004, Play your part p 21)

QCDA Guidance Programme of study for citizenship in ks4 Diploma curriculum guidance Topical issues Key processes Awarding body specifications

Citizenship learning through Diplomas Principal learning – topical issues Personal, learning and thinking skills – effective participation Work experience investigations Extended project Additional learning Diploma learner voice

Key citizenship concepts Democracy and justice – accountability, authority, elections, freedom, fairness, power, values, voting Rights and responsibilities – types of rights, checks and balances Identities and diversity – citizenship, migration, poverty, change, society, wealth

Topical ‘citizenship’ issues Line of learningExamples of issues Construction & Built EnvironmentSustainability, building design & community cohesion, planning & democracy, rights & responsibilities of employers/employees, equality & diversity, brownfield sites, property market Creative & MediaInfluencing public opinion, political accountability, identity & diversity, campaigns EngineeringClean energy, renewable technologies, wind farms, recycling, equalities & disabilities, consumer protection, corporate social responsibility, rights & responsibilities at work, ITCampaigns, influencing public opinion, identity, community, pressure groups, political parties, internet, data and the state, ID cards, tagging Society Health and DevelopmentRights, diversity, equality, criminal justice, crime and disorder, public services, NHS, disability

What is ‘effective participation’? Effective participation involves all three of these elements: developing views - based on knowledge and evidence - about local, national and global social and political issues having a say about what happens within the school or college taking some action about those issues, e.g. collecting information and opinions, seeking solutions, making a case for change, developing a plan for change, trying to get the message across to other people and influencing those who can take decisions. Action to influence others is ‘responsible’, which means that it is legal, constructive, appropriate and considerate.

Activity 3: From issues to actions What is the issue? What are the main questions about this issue? What citizenship concepts are involved? What citizenship skills are involved? What citizenship actions are appropriate for this issue? What activities would develop citizenship learning and make a difference?

Activity 4: Debates, work experience, extended project Which topics should students be able to debate formally? Should learners undertake investigations during work placements? If so, which topics are most appropriate to investigate on work experience? Should learners be able to develop citizenship learning through the extended projects? If so, which topics would make appropriate subjects for extended project work?