1. Diversity, community cohesion and 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 educational initiatives To examine issues relating to identity and diversity within the college, and the role of citizenship education in promoting respect for all To consider strategies for promoting community cohesion within the college and beyond

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. 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.

6. Six approaches to post-16 citizenship Six different (although not mutually exclusive) approaches have been identified. 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

7. What is community cohesion? ‘Working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools and the wider community.’ Guidance on the duty to promote community cohesion, DCSF, 2007

8. The Commission for Integration and Cohesion An integrated and cohesive society is one in which: everyone knows their rights and their responsibilities people of different backgrounds have similar opportunities people trust the local institutions (e.g. the local council, the police, the courts and the media) to act fairly people recognise the contributions of both new arrivals and those already settled, and they are not threatened by change there are positive relationships between people of different backgrounds

9. Government initiatives: Review of National Curriculum and report on Diversity and citizenship (Ajegbo report), 2007 Duty on schools to promote community cohesion (inspected from September 2007) Government advice on role of further education and training providers (DIUS/AOC, 2009)

10. What organisations can do: 1. Within the organisation Emphasise the importance of the learner voice and involve them in decision-making Foster a sense of belonging to a community which values diversity Provide opportunities to deal with sensitive and controversial issues in an open way Enable young people to take the lead in citizenship activities within the organisation

11. What organisations can do: 2. In the local community Build partnerships with local organisations Explicitly discuss sensitive issues such as relationships between groups in the surrounding locality Encourage young people to participate and take real action in their communities

12. What organisations can do: 3. National issues Make provision for timetabled citizenship sessions Ensure that staff who deliver are willing to be involved Make provision for staff training in dealing with controversial and sensitive issues Provide time and resources, including appropriate materials

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