Introduction to post-16 citizenship and AS/A
level Citizenship Studies(AQA Specification)
Aims of the session
To clarify the aims and purpose of citizenship education
To raise awareness of the benefits of citizenship activities for
students and their organisations
To illustrate some active techniques for AQA AS/A Citizenship
Studies provision
To examine the relevance of citizenship in relation to other
priorities and government educational initiatives
What is citizenship?
Citizenship involves:
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•
•
•
•
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.
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
QCDA Guidance and the three essential
Post-16 citizenship should provide three essential opportunities
opportunities
for learning through action:
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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.
Is it real citizenship? Feedback
Case study A: Yes, a good example where students find out about a
citizenship issue and take some action
Case study B: No, not as it stands. It involves no understanding of
policy issues and no action to improve the situation in the future. It does
show real commitment that could be built on
Case study C: No, it is not citizenship, but a very worthwhile fundraising activity. If the young people found out about the social and
political aspects of the disaster, it would be.
Case study D: Yes, young people engage with their peers on a matter of
local policy and make a report for the council
Case study E: No, unless as part of the rest of the course, the students
examined public policy on the care of older people, and applied this
learning to the project
Mind gym
• Arguer
• Counter-arguer
• Observer
Scores
One mark for a relevant point in the argument
Two marks for a reason to support that point
Four principles of post-16 citizenship
• Active learning
• Community involvement
• Youth-led action
• Real, topical and controversial issues
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 brain
engagement with the issues
• It involves good briefing and de-briefing to clarify learning
Active learning cycle
Do
Active
Learning
Cycle
Apply (futures)
Processes and Skills
Review
(findings)
Reflect
(facts and feelings)
Examples
Individual engagement with
material
Paired discussion work
Small group interactions
Large group exploratory
activities
‘Quick thinks’
Case studies
Card sorts
In-trays
Working to a brief
Design-and-make
Role play
Simulation
Games
Investigations
Community involvement
Examples of community involvement:
Environmental projects
Campaigns
Youth forums
Intergenerational activities
School and college linking
Events such as conferences, consultations, seminars
Community involvement: good practice
•
•
Working with community partners is central, but there are important
principles to bear in mind:
– Clear purpose and timeline
– Negotiated responsibilities
– Health and safety/CRB checks
Young people need support, while allowing them autonomy. Senior staff
will need to know about the work going on
•
The planning stage is very important, so that students are clear about
what they are trying to achieve and how
•
It is important to review learning and extent of success
Youth-led projects
• Facilitators should support youth-led projects while not taking
over
• It is important to involve everyone and not just a vocal minority
• Everyone should have a role and feel valued
• The young people will need training in the skills required
• People should work to their strengths, while also pushing
themselves to try out more challenging activities (e.g. chairing
meetings)
• Time will be needed at the end for reflection and review
• Celebrations of achievement and recognition from senior staff
are important
Real, topical and controversial issues
• Young people should select real issues of interest to them to
investigate and take action on
•Controversy should not be avoided
• Students and staff need training in how to deal sensitively with
controversial issues
(See ‘Agree to disagree: Citizenship and controversial issues’,
available from LSN)
Discussion of case studies
Which of the case studies best illustrate the
four key features of post-16 citizenship:
Active learning
Community involvement
Youth-led action
Real, topical and controversial
issues?
The Specification at a glance
AS Level Unit 1: Identity, Rights and Responsibilities
Key Questions and issues
What is a citizen? What does it mean to be British? How socially
diverse is Britain?
Are we all equal citizens? Dealing with prejudice, discrimination
and disadvantage.
What are my responsibilities and rights, and how are they
supported?
AS Level Unit 2: Democracy, Active Citizenship and
Participation
Key Questions and issues
Who can make a difference? Who holds power in the UK? The
citizen and political power.
How can I make a difference? Getting involved and working
together to bring about change; becoming an informed,
participating and active citizen.
A Level Unit 3: Power and Justice
Key Questions and issues
What is crime? The roles of the police and the Crown
Prosecution Service.
What is justice? Judicial processes.
Who speaks on our behalf? Elections, representatives and
citizens.
How is the UK governed?
A Level Unit 4: Global Issues and Making a Difference
Key Questions and issues
Global Citizenship: universal human rights; conflict and it’s
resolution; trade and environmental issues.
Active Citizenship: individuals and groups that make a
difference (study of a pre-released topic)
Action planning
Discuss:
Which approaches could we try here?
What support would we need?
What obstacles might we meet?