This edition of the newsletter is devoted to some of the cross-curricular connections and opportunities that Citizenship offers.
In this edition:
Curriculum opportunities galore! | Victoria MarstonCitizenship helps pupils to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world (KS3 Programme of Study for Citizenship). With such an exciting assertion in mind, it is no wonder that teachers from all subject areas are passionate about incorporating Citizenship into their pupils’ daily routines. That said, it can be an understandably daunting task. Staff from all departments will be delighted to hear that where there’s a will there’s a way; rather than being shoehorned into current schemes of work in a frantic box ticking exercise, Citizenship really can be the star of the show in lessons as diverse as Maths, Art and History. Furthermore, QCA guidance is only a few clicks of your mouse away. Many key concepts from the KS3 Programme of Study for Citizenship scream out to be given a loving home in classrooms all over your school. What better way to weigh up what is fair and unfair in different situations than to hold a debate in a French lesson chez vous about Sarkozy’s burka comments? Who could bring graphs to life more successfully about how economic decisions are made, including where public money comes from than one of your Maths colleagues? Where else could a Google Earth ‘class flight’ exploring migration to, from and within the UK have more of an impact than in a nearby Geography classroom? Not only can each and every subject area be enhanced by Citizenship; whole-school events can blossom in its dynamic presence too. Music-based assemblies are a superb way for students to explore diverse national, regional, ethnic and religious cultures and School Council elections provide valuable experience of participating actively in different kinds of decision-making. On Enterprise Day, why not invite local business leaders to sponsor an inter-tutor group competition about actions that individuals, groups and organisations can take to influence decisions affecting communities? On Open Day, how about organising a cake stall with a Fairtrade theme? This is sure to prompt lasting thought amongst pupils about the impact of their actions on communities and the wider world, now and in the future. The school is your oyster as far as Citizenship is concerned. Wouldn’t it be great for your PE staff to explore creative approaches to taking action on problems such as obesity? What’s to stop your Art colleagues from showing students freedom of speech-inspired cartoons from home and abroad? Why not inspire your Science teachers to address the moral, economic, environmental, historical and social dimensions of issues such as IVF? Citizenship, like any subject, is a specialism and benefits from specialist teachers and discrete lessons. However, Citizenship at your school will only have the impact that it deserves if all staff open their doors and minds to its vibrant and non-threatening presence. Spread the word! The sooner that Citizenship becomes the toolbox rather than the (Ofsted-induced) bolt-on, the happier both the adults and the pupils at your school will be. Victoria Marston is an experienced Citizenship teacher who is passionate about school councils, and a Citizenship Teacher contributor Using Citizenship to deliver functional skills | Chantal BramwellFunctional skills qualifications in English, Maths and ICT will be introduced in September 2010. Much of the content is already covered in these subject areas; however there is potential to develop skills in other areas. As QCA states, 'The skills should be developed through purposeful "real-life" or realistic activities with a strong focus on discussion, explanation, decision making and problem solving. Learners should have opportunities to re?ect on different approaches to a task, focus on the information they need to ?nd and use, and devise a strategy for achieving their objectives' (Delivering functional skills: lessons learnt from the pilot). Citizenship should, therefore, be an ideal vehicle to deliver these ‘real life’ or realistic activities, particularly for the elements of the English functional skills. For example, you could take a real life local issue and get students to discuss the issue, consider solutions and explain their choice, reflecting on how their choice varies from those of their peers. In fact, part of the recent pilot, Up2u Dover (an alternative curriculum centre in Kent) used the English functional skills to look at how language can be used to take control in real life situations, for example, ‘Is there an issue you feel strongly about? How could you deal with it? Write a letter …’ The Functional skills standards 'Introduction to English' states that: 'The term "functional" should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities ...' This aim has huge links to much of the range and content from the Citizenship curriculum and offers an opportunity for Citizenship to take a lead role in delivery of the English key skills. Specific examples of where Citizenship can meet English functional skills are 'in the use and understanding of differing texts' (which specifies on screen and on paper), covering topical issues using blogs, different types of newspapers and other valid web and paper based sources. Students can show their ability to 'present information and ideas clearly and persuasively to others' for the writing section, by using mediums such as leaflets, mini movies and posters to give information and opinion on topics such as politics, human rights or diversity and culture. The speaking and listening element includes skills such as 'give own point of view and listen and respond appropriately to others’ points of views'. This can be done through most of the range and content of the Citizenship programme of study, thus covering the curriculum opportunities of 4a, 4c and 4e. There are so many ways that Citizenship can cover English functional skills, too many to cover here, but hopefully this has given you some ideas and places to start from. For more information about functional skills visit the website www.qca.org.uk/functionalskills. Chantal Bramwell is an education consultant, working primarily with the online inclusion group Notschool.net, and a Citizenship Teacher contributor Who do we think we are? | Millicent ScottCitizenship education is all about learning to engage with your community and play an active and participative role in society. It is therefore a prerequisite to consider who you are, what your community is and how its members identify with it. Who do we think we are? is a cross-curricular project (History, Geography, R.E. and Citizenship) which is eminently suitable for the cross-curricular themes in the secondary curriculum. Based on the BBC series of the same name, Who do we think we are? encourages pupils to investigate what has helped shape their own identities, their school identity and the identities of others in their class, in their community and beyond. Pupils can also explore their religious identities and look at how a school’s religious identity has changed over time. Are pupils religious? Which religion do they follow? How do they practise and how does this affect who they are? The secondary curriculum requires pupils to appreciate 'that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK'. The secondary curriculum further asks pupils to explore the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them”. 'Who do we think we are?' is a question often asked by British people and this resource helps teachers and pupils explore some of the complexities that surround individual answers. There is a direct link between who we think we are and the duty on schools to promote community cohesion. Exploring who the class members think they are and how these identities are connected to and shaped by the community as a whole is important. Students can visit areas of local interest – museums, places of worship, cultural centres, etc that influence people in their community. Who do we think we are? is also a very useful tool for developing critical thinking, as described in the secondary curriculum, learning to 'question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems'. As a result of this developed sense of understanding of personal and group identity, pupils and communities can develop campaigns for improving their situation. A campaign for deeper community cohesion – maybe on a specific community issue – would be a great way to embed Who do we think we are? in and beyond the school, using 'advocacy and representation' skills and 'taking responsible action, as described in the secondary curriculum. ‘Who do we think we are week’, a joint project run by the Association for Citizenship Teaching, Citizenship Foundation, History Association and the Royal Geographical Association, happens every year in June. In 2010 it will be 21–27 June. Millicent Scott works for the Association for Citizenship Teaching (ACT) The Association for Citizenship Teaching – Citizenship in the newsNew Primary Curriculum for 2011? DCSF-funded National Citizenship CPD Programme New Curriculum at KS4 statutory from September 2009 New online teachers' forum Choose ACT's CPD conference theme for 2010 Free in-house customised training for post-16 citizenship Learning to Teach Citizenship in the Secondary School Assessment in Citizenship Government should ensure consistent and effective Citizenship education Find out more about ACT | Become a member
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