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Citizenship Education

Citizenship Education. What’s it got to do with me?. Session Objectives. To understand what Citizenship education is To understand why it is important and relevant for all teachers To begin understand how Citizenship can be taught through any subject. National Context.

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Citizenship Education

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  1. Citizenship Education What’s it got to do with me?

  2. Session Objectives • To understand what Citizenship education is • To understand why it is important and relevant for all teachers • To begin understand how Citizenship can be taught through any subject

  3. National Context • In September 2002, Citizenship became a statutory part of the curriculum in all secondary schools. All schools must teach Citizenship, but they can choose how they teach it. • “We aim for no less than a change in the political culture of this country: for people to think of themselves as active citizens, willing, able and equipped to have influence in public life.” Report of the Advisory Group on Citizenship (1998)

  4. Citizenship education… …empowers young people with the knowledge, skills and inclination to engage with, and influence, the world around them. It is education for democracy.

  5. Implications for Schools - No.1 • Schools must promote pupil voice in learning and the life of the school. • “We can only teach about justice and democracy through just and democratic means.” Mahatma Gandhi • There must be coherence between message and method

  6. This is NOT the way to do it!

  7. Implication No.2 • There must be real opportunities for students to affect positive change outside the classroom door – a CHANGE ACTION. From writing a letter to their MP to organising a major campaign. • “We do not read and write by being told how to do it, but by doing it. So it is that by practising popular government on a limited scale, that people will learn to exercise it on a larger scale”. John Stuart Mill (1859)

  8. Test for Citizenship • To decide whether a learning experience promotes Citizenship, ask yourself this question: “Will this learning experience increase pupils’ sense of agency (sense of power in relation to the world around them)?”

  9. Card Sort Divide the cards into 3 categories: Definitely Citizenship Possibly Citizenship Definitely not Citizenship

  10. Citizenship is… A new subject A new kind of subject More than a subject

  11. What’s it got to do with me? • It can be developed through any subject and through all aspects of school • It has the potential to transform teaching and learning • It has the potential to transform communities – school, local & global

  12. Citizenship has 3 areas of learning (see programme of study) Knowledge Skills Action

  13. Putting it into Practice • Effective Citizenship learning only occurs when at least two of these 3 areas are delivered as a coherent learning experience. • Citizenship programme of study states thatthe knowledge and understanding must be acquired and applied through the Citizenship skills.

  14. Test for Citizenship • To decide whether a learning experience promotes Citizenship, ask yourself this question: “Will this learning experience increase pupils’ sense of agency (sense of power in relation to the world around them)?”

  15. Real Case Study:Citizenship & Geography Geography developed a SOL (scheme of learning) to teach pupils about recycling. Through interactive games and discussions, pupils learned about the importance of recycling. They then visited a local recycling centre.

  16. Case study continued… They created a presentation for the Council, explaining their concerns about the low rates of recycling in the Borough. They then presented their ideas to the Council’s Recycling Officer. Pupils then started a school paper recycling project, and currently recycle half a ton of paper each week. This is good Citizenship practice because Citizenship knowledge, skills and action are being developed in a coherent learning experience. Pupils complete a ‘change action’, which builds their sense of agency. It also reflects a model of learning which is active, participatory and linked to real issues and real audiences.

  17. Real Case Study: KS3 Citizenship Pupils undertook a major investigation into the state of local youth leisure provision. First they went on a tour of the local community, rating the local provision. They identified a number of parks that particularly needed improvements. (Pic: park before renovation)

  18. They prepared presentations highlighting the main problems (safety, activities, access etc) and presented these to the Council. The Council agreed to invest over £100,000 in improving one of the parks and The pupils help develop the plans. (Pic: pupils at the re- opening ceremony)

  19. Planning a Citizenship SOL • In groups, draft a rough SOL (scheme of learning), which demonstrates good practice in Citizenship education. Use the programme of study to help you. Then consider how it might improve both pupils’ motivation and attainment.

  20. Session Review & Reflection • Do I understand what Citizenship education is? • Do I understand why Citizenship is important and relevant for all teachers? • Have I begun to understand how Citizenship can be taught through any subject? • What do I plan to do next?

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