Post-16 Citizenship in Schools

1. Post-16 Citizenship in Schools Richard Demby 28th November 2006

2. Aims of the Session • To explore the range of delivery options • To emphasize and illustrate the importance of active learning • To consider the importance and benefits of the learner voice • To hear it from those who count

3. Icebreakers • break the ice!! • differentiate citizenship from other lessons • are the beginnings of active learning • should be fun • enable young people to relax and start to gain confidence • should be inclusive • focus on a variety of (citizenship) skills

4. Delivery Opportunities • Tutorial time – “taught” sessions – perhaps integrated within taught programmes and/or qualifications (G.C.S.E.; AS level; Open College Network; ASDAN; Extended Project) • Representative structures (6th form fora, councils, action committees, unions) • Collapsed/Suspended timetable days for citizenship events (themed days of your/their choice - such as quizzes, art/music exhibitions, displays & performances, debates) • Voluntary work – action, but crucial is learning why the action is necessary, - linking citizenship learning within the institution to the outside and the real world

5. Citizenship Post 16 • For young people (aged 16 and over), citizenship development should build on what they have learned in school and also encourage them to (continue to) get involved in their own organisations and communities, making a difference where they can. • Essential opportunities – Young people need to: • Investigate a citizenship issue of relevance and interest to them • Take part in some follow up activity on this issue in which they can make a difference • Reflect on their activity and review their learning

6. Benefits of active citizenship & the learner voice • Citizenship gives young people new knowledge and skills • When they select the issues which they deem are of interest and concern to them, they take more interest in the world around them • Action with others builds confidence • Young people are more motivated if they feel involved in decision-making and that their views are valued • They have a more positive attitude to their learning, their organisation and their communities • Organisations see greater retention and achievement

7. Citizenship Issues • There is a wide range of issues, topics, problems and events that can be explored in citizenship. Citizenship issues and topics are ones that are of public concern to us. They include things that affect aspects of our everyday life but are then put into a wider social context. Citizenship issues are concerned with decisions taken by those with power or in authority and may involve attempts by individuals to influence or change these decisions. • Through the study or involvement with a citizenship issue, young people develop arguments to defend their own and others’ points of view. In particular, they learn the importance of doing something to improve the community and they develop the necessary knowledge and skills to help them.

8. Engaged and Active • Citizenship is most effective when it takes place in a stimulating environment in which learners can responsibly express their opinions, actively engage in decisions about their learning and participation and can recognise what they have learnt.