1. Learner voice and post-16 citizenship

2. 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

3. Aims of the session To clarify the aims and purpose of citizenship education To raise awareness of the benefits of citizenship for learners and their organisation To examine the relevance of citizenship for the learner involvement strategy of the organisation To illustrate some active techniques which develop citizenship skills through learner involvement

4. 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.

5. 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

6. QCA Guidance and 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. 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

9. 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) Within aspects of the Diplomas, including the Extended Project Opportunities for development of citizenship knowledge and skills through EP and Personal, Learning and Thinking skills (PLTs) – especially ‘effective participator’ Greater coherence for Foundation Learning Rationalisation of programmes 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.

10. Learner Involvement Strategy - background Result of FE White Paper, Further Education: Raising skills, improving life chances (DfES, 2006) Part of personalisation of education, but also improving quality of provision LSC produced Developing a learner involvement strategy: A handbook for the further education sector, June 2007 By September 2007, all providers of further education to have a Learner Involvement Strategy in place Strategies to be inspected and also to form part of self-evaluation to fit with the ‘responsiveness to learners’ strand of the Framework for Excellence and the Common Inspection Framework (Ofsted, 2005)

11. What is Learner Involvement? Involving learners individually, strengthening teaching and learning and responsiveness to individual need Involving learners collectively, strengthening learner participation and representation to improve services Developing the organisation and creating a culture of learner involvement (From Developing a learner involvement strategy: A handbook for the further education sector, LSC, June 2007

12. Citizenship and learner voice Citizenship and learner voice have in common: an emphasis on young people’s autonomy the development of skills needed to negotiate, advocate and take responsible action a positive interest in improving things an understanding of processes by which decisions are made Citizenship also requires knowledge of social/political issues

13. Use of a variety of approaches Formal structures: includes learner councils, representation on formal bodies, advisory panels etc. Specially convened groups focusing on specific issues: includes focus groups, individual, paired or group discussions, special events and conferences Other methods: includes surveys and questionnaires, diaries, video-diaries, websites (online surveys, chat rooms), email and text-messaging

14. Discussion of case studies Consider which of the principles of good practice are illustrated in each case study. Discuss whether activity could be improved in each.

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