1. Customised training: Controversial issues and post-16 citizenship

2. Aims of the session To clarify the aims and purpose of citizenship education To examine the relevance of citizenship for other organisational priorities and government initiatives, such as the Big Society To raise awareness of the central role of controversial issues in citizenship To clarify the meaning of ‘controversial’ in the context of citizenship To illustrate some techniques for dealing with controversial or sensitive issues

3. 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.

4. 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

5. 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

6. 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.

7. Six approaches to post-16 citizenship The post-16 Citizenship Development programme has identified six different (although not mutually exclusive) approaches. These are: Citizenship through learner voice and representation qualifications and personalised programmes group tutorial and enrichment programmes voluntary and community-based activities single events research projects

8. 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)

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

10. Approaches to controversial issues in citizenship What do we mean by controversial issues? If a number of people disagree with statements made about a social/political/economic issue and there is insufficient evidence to settle the matter, then it is controversial. So ALL citizenship issues are controversial. But some issues are sensitive, more so at different times in history, at different place in the country or world, with different groups of learners Both staff and young people need to be aware of the potential pitfalls when dealing with controversial and sensitive issues, and need training (See ‘Agree to disagree: Citizenship and controversial issues’, available from LSN)

11. What is the disagreement about? Some or all of the following: what has happened the causes of the present situation the desirable ends to work towards the appropriate course of action to be taken the likely affects of that action

12. Citizenship and democracy Everyone needs to accept the following: 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

13. Facilitator roles Staff and learners need to be aware of the variety of roles that facilitators can take: Neutral chair Balanced approach Stated commitment Challenging consensus

14. Procedures Distancing procedures Use case studies of an analogous situation if very close to home Compensatory procedures Inject information into a group where there is ignorance of an issue Empathetic procedures Use role play/simulation when learners have no experience of an issue Exploratory procedures When feasible, learners carry out research to clarify an issue Engaging procedures Sometimes a need to inject some enthusiasm when no interest at all

15. Whole institution policy Staff involved with delivery need some training to build their confidence Senior management need to understand that there will be controversy Learners should be involved in the process of developing a policy

16. Action planning Discuss: Which approaches could we try here? What support would we need? What obstacles might we meet?