NAMSS Annual Conference 8 Mar 2011 Citizenship through Tutorials Richard Demby

1. NAMSS Annual Conference 8 Mar 2011 Citizenship through Tutorials Richard Demby LSN Associate Trainer

2. Aims of the session • To establish a definition of citizenship • To consider how citizenship fits into the pastoral provision • To experience active learning strategies in the citizenship context • To consider an audit – where are we now? How do we move on?

3. What is citizenship? Citizenship involves: • the investigation of topical, controversial, social and political issues • young people taking responsible action to influence the issue, for the benefit of the community (local, national &/or global) • acquiring new knowledge and skills about our political system • encouraging young people to form considered opinions • enabling young people to use their voice, within both their learning organisation and their community

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. Pastoral Provision … … is the provision, offered to all learners (in a personalized way to meet their individual needs), focused on ensuring that they have a successful learning experience. In particular it is about encouragement, motivation, care, and the promotion of students’ physical and emotional well-being.

6. 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/Learner 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)

7. 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, and a belief that they can make a difference • Increased retention and achievement • Better relations with the local community

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

9. ‘Quick think’ (paraphrase) Talk to your partner: Summarise active learning in no more than 12 words

10. What is active learning? • Opposite of passive learning • Learner’s own involvement in the process of gaining, and in the construction of, knowledge • Involves new experiences (doing and observing) • Involves dialogue (with self and others) • Requires interaction with others • NOT necessarily ‘physical movement’, but active cognitive engagement with the issues • It involves good briefing and de-briefing to clarify learning

11. Active learning cycle Do Active Learning Apply (futures) Cycle Processes and Skills Reflect (facts and feelings) Review (findings)

12. A Discussion Carousel - Democracy & Freedom -

13. Opinion Finder - rights, responsibilities and justice -

14. Card Sort - the principles of democracy -

15. Some active learning strategies in the citizenship learning context • Opinion finders • Discussion carousels • Think, pair, share • (Network) simulations • Role play • 4 corners • Continua • Self and peer-assessment • Learning cells • Discussions • Debates

17. Assessment of citizenship learning: 1. Why assess? Because assessment ... • ... helps young people to recognise and value what they have learned • ... clarifies the purpose and intended outcomes of citizenship learning • ... shows that such learning is important and rigorous

18. Assessment of citizenship learning:2. Principles Assessment should: • be planned as part of citizenship activities • be fit for purpose – valid, reliable and appropriate for the type of citizenship programme taking place • support learning • involve young people as partners in the process • be formative (young people set targets, plan how to achieve them, reflect on progress, recognise and value their achievements)

19. Getting “Citizenship Rich” - An e-toolkit http://www.excellencegateway.org.uk/page.aspx?o=citizenship-etoolkit This toolkit aims to help you assess the provision of citizenship education across your whole organisation. It provides you with self-assessment tools which give you feedback on your strengths and areas for improvement.