Citizenship and social action: developing skills for the future Julia Fiehn for the Learning and Skills Network AQA Complete Sixth Form Conference 24 June 2011 Aims of session • To identify the skills gained from active citizenship • To illustrate activities that develop these skills • To explore the relevance of these skills for future education and employment The background • 2002: Citizenship education made statutory for 11-16 year olds (following first Crick report - 1998) • 2000: Second Crick report, on post-16 Citizenship • 2001 - 2005: Post-16 Citizenship Development Programme ran in 11 projects areas • 2005 - present: Post-16 Citizenship Support Programme provides free resources, website and training, funded by BIS via LSIS, managed by LSN (www.post16citizenship.org) • Future: unsure, but most aims overlap with current government’s policies for ‘Big Society’ • What is citizenship education? Citizenship education involves young people in: • the investigation of topical, controversial, social and political issues • forming considered opinions • being willing and able to use their voice in their organisation and community • gaining knowledge about our political system • gaining the skills needed to engage in it • taking responsible social action to influence an issue WHAT IS CITIZENSHIP EDUCATION? A FOCUS ON THE PUBLIC ASPECTS OF LIFE The issue Examples of PERSONAL aspects Examples of PUBLIC aspects Drugs and alcohol What effects can addiction have on a person’s life? How should addicts be treated by the judicial system? Personal finance How can I keep out of debt? What are the social implications of fees for higher education? Sexual health How can people avoid sexually transmitted infections? How effective is the strategy for health education aimed at young people? Range of approaches to citizenship education in post-16 organisations Citizenship education through: • • • • • • Learner voice and representation Relevant qualifications and personalised programmes Group tutorial and enrichment programmes Voluntary and community-based activities Single events Research projects Essential opportunities for citizenship learning • Identify, investigate and think critically about citizenship issues, problems or events of concern to them and • decide on and take part in follow-up social action, where appropriate and • reflect on, recognise and review their citizenship learning Learning skills: the stages Identifying skills Developing skills Practising skills Applying and consolidating skills Reflecting on and reviewing skills Activity 1 VIDEO CLIP: DEBATES (an example of preparation and reflection to identify and develop skills. See www.post16citizenship.org) Activity 2 NEGOTIATION SKILLS (a role play activity) Activity 3 (a discussion activity in pairs with observer) Persuade a doubter that citizenship skills support success in future education, employment or training.