DfE / University of Plymouth National Citizenship CPD Programme.
Guidance notes regarding the completion of a Portfolio of Evidence to meet the requirement of
the National Citizenship CPD Programme.
Course members can achieve two distinct outcomes arising from their successful completion of this
course.
The University of Plymouth award recognises that course members have achieved the DfE Standards
for the Teaching of Citizenship.
To achieve this accreditation course members must;

Attend taught sessions, complete the Distance Learning Programme on line or have
completed a blended course combining both taught and Distance Learning sessions. Each
course member will complete 30 hours of tuition

Submit a Portfolio of Evidence
The Portfolio of Evidence may also be submitted to gain 30 QAA Level 7 credits (Masters). This
award is made by Birkbeck College, University of London. On the Programme web site
www.citizenshipcpd.com there are Masters Level distance learning support materials to assist
course members.
Some elements of the requirements of the DfE Standards are met and demonstrated through the
taught/distance learning sessions, the majority of the evidence required to meet the standards is
demonstrated in the Portfolio of Evidence.
The Portfolio comprises a number of elements that combine in to four main themes;
1.
2.
3.
4.
Developing subject knowledge
Working with others, to deliver Citizenship education within your institution
Auditing and Action Planning - developing Citizenship education within your own institution
‘Why citizenship is important to me and how this is reflected in my teaching’
The requirements of the course are that each course member completes the following tasks in
regard to each of the themes;
1.
DEVELOPING SIUBJECT KNOWLEDGE - Subject Knowledge Profile
Each course member completes an audit of their own subject knowledge in regard to the
Citizenship National Curriculum. Course members complete a Subject Knowledge Profile booklet.
Course members carry out an initial audit at the commencement of the course and update the
profile as the course develops. It is not expected that the full requirements of the National
Curriculum are met. Course members must demonstrate that they have developed a range of
knowledge during the course.
EVIDENCE BASE (Completed materials required to achieve the Standards) - The Subject
Knowledge Profile.
“The teaching and learning approach in Citizenship is rigorous and critical. It
promotes forms of citizenship education that are grounded in sound factual
information and present intellectual challenge, while remaining accessible to
learners of a wide range of abilities and interests”.
The Citizenship Foundation Pedagogy www.citizenshipfoundation.org.uk
Subject knowledge and understanding includes:
a) A knowledge and understanding of the key ideas/themes/concepts and factual knowledge required to
teach the subject eg. voting rights.
b) An understanding of the processes/skills and nature of Citizenship as a discipline e.g. critical thinking,
the use of evidence. This supports your ability to shape the learning of your pupils so that they can make
sense of events.
A) Assessing your knowledge
Level 1
Level 2
Level 3
Level 4
Focusing
Developing
Established
Advanced
You have not studied
or taught this topic.
You have a limited
knowledge base and/ or
have made limited
reference to this topic in
your teaching.
You feel confident in
your subject
knowledge and/or
taught and developed
topic plans involving
this area.
You have studied this
topic to an advanced
level and /or taught this
topic to a range of
classes and abilities.
ACTION
You will need to focus
on this area to
develop a workable
level of knowledge
and understanding
ACTION
You will need to develop
your knowledge and
understanding.
ACTION
ACTION
You need to address
some aspects of detail.
You need to keep up to
date and work on other
areas more in need.
B) SKP Referencing ; Research and Recording Evidence for future reference
NC KS4 Range and Content
3k the rights and responsibilities of consumers, employers
and employees
Employers and employees: This includes the role of the individual in the
economy and the right to representation in the workplace
National Curriculum Reference
Knowledge Sources
Your Evidence Base
What rights and responsibilities do
employees and employers have?
TEXT Breslin T & Dufour B Developing
Citizens Eds 3.1 Developjng Economic
Citizens J Wales
Taught this topic to Year 10 as a
part of their GCSE Course.
What laws exist to help ensure that
everyone has equal opportunities at
work?
What rights do consumers have?
OFFICIAL DOCS Sex Discrimination Act
1975
Race Relations Act 1976
National Minimum Wage
Disability Discrimination Act 1995
Sunday Trading Act 1994
Health and Safety at Work Act 1974
Noise at Work Regulations 1989
Equal Pay Act 1970
Employment Rights Act 1996
Sale of Goods Act 1979
Sale and Supply of Goods Act 1994
WEBSITES
www.ncc.org.uk
www.oft.gov.uk
www.tuc.org.uk/
www.co-operative.coop/
The Ombudsman www.bioa.org.uk/
Your Rights at Work - The TUC Guide
Author unknown Kogan Page & TUC
Employment - Your Rights at Work
Author Consumers' Association
Element of my University degree
course.
1. WORKING WITH OTHERS, TO DELIVER CITIZENSHIP EDUCATION WITHIN YOUR INSTITUTION
2. Arising from their initial subject knowledge audit course members identify an area of subject
knowledge they wish to develop which will form a focus for a teaching episode or an activity.
With the help of their course tutors and /or HEI Tutor the course member identifies an
outside group/NGO/voluntary group that can both assist in the development of their own
subject knowledge in the chosen area and can also assist in the planning/support or delivery
of the teaching or activity that is planned. The course member designs an action plan (part of
the SKP booklet) and must produce evidence that contact has been made with the outside
body, that their own subject knowledge has been enhanced and indicate how the chosen
organisation can support the selected teaching or activity. Course members are expected to
plan a series of lessons for a class/group using this newly acquired/enhanced knowledge.
This will be evidenced via topic/lesson/activity plans and it is required that observation
evidence is produced regarding this teaching/activity. Course members can use their own
school proformas for this or materials available for the programme web site. Course
members may wish to use these lessons as a part of their schools
observation/review/performance management procedures. The observation evidence can
also come from student reviews or peer assessment. To develop this task to Masters level
course members should evaluate the lessons /activity and reflect and consider how they
develop their own citizenship teaching pedagogies.
To evaluate the lesson(s)/activity , MUST identify citizenship specific learning NOT generic skills ie
benefits/difficulties of active learning pedagogy, value of level descriptors in planning outcomes,
bias, adherence to Education Act ‘96 Sect 7 balanced views, emphasis on key processes particularly
taking action, making citizenship learning explicit, links with NC requirements, progression,
challenge, learning environment, involvement of pupils in planning lessons and assessing learning
etc
Real and relevant – actually affect peoples’ lives
Topical - current
Active – emphasizes learning by doing
Interactive – uses discussion and debate
Critical – encourages pupils to think for themselves
Collaborative – employs groupwork and cooperative learning
Participatory – gives young people a say in their own learning
Reflective – provides time to think about what they have learned and how it might
be applied on future occasions
 Encourage Learners Voice
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1.Have you planned a good Citizenship lesson 'starter' and does it link to subsequent activities?
A good starter captures attention and keys into a significant local, national or international
contemporary event or issue with the potential to build learning through opening up debate, further research
and action. What is important is that it means something to young people and gives rise to conflicting opinions
among them. Trigger photographs, short video clips, internet websites or newspaper headlines are all good.
2. Have you planned and organized groupwork and active learning?
Creating a classroom climate that promotes effective groupwork - with opportunities for all to contribute and
to have their contribution heard - is not always easy. Wherever possible in Citizenship classrooms, young
people should have a say in deciding what the rules are. Youngsters are much more likely to take seriously
rules they have had a hand in making and for which they can see a point. Pupils sometimes work in pairs or
groups. How should these pairings and groupings be decided upon ? If there is a spokesperson, should it be
decided in the pair or group, or should the teacher choose?"
The process of organising groupwork and negotiating and reviewing ground rules thus contributed to
Citizenship learning. It is certainly worth lingering upon the detail of organising groupwork with students such
as seating arrangements, how pupils are to be grouped and how individual roles and responsibilities are to be
decided within groups. Drama and role play can also be highly effective 'active' ways of exploring
contemporary and topical Citizenship issues.
3. Have you planned opportunities to develop discussion, debating and presentation skills?
The ability to discuss Citizenship issues is a democratic skill in its own right. It enables young people to make
public their opinions on issues that affect themselves and society, to take up positions and argue their views
with others. The key to effective discussion work is having something interesting to discuss! Citizenship
discussions often revolve around competing ideas about what is good for society - what is in the public or
community interest at local, national and international levels.
4. Have you planned opportunities for pupils to develop effective research skills?
Similarly, in terms of research skills, it is important not only to provide opportunities for young people to
research citizenship issues for themselves, but also to help them learn how to do this. Learning how to access
relevant information and present it to a public audience is important for a number of reasons. For example :
- It enables young people to investigate issues for themselves
- It helps young people learn how information shapes public opinion
- It is an aid to campaigning and lobbying
Pupils can be encouraged to use different research methods, such as questionnaires and interviews and to
access different sources of written information from libraries, the internet and media sources. It is important
that pupils are encouraged to reflect critically on the provenance of the information that they are accessing.
5. Have you planned to address controversial issues effectively?
The QCA , Crick Report and DfES CPD Handbook provide useful guidance on the teaching of controversial and
sensitive issues. Section 407 of the 1996 Education Act requires that where political or controversial issues are
brought to pupils' attention, they are offered a balanced presentation of opposing views.
6. Have you provided opportunities to structure extended writing in a Citizenship context?
Written work is one of the aspects of Citizenship education that has often been subject to criticism in OFSTED
inspection reports. This does not mean that all work in Citizenship needs to lead to written outcomes - oral
presentations, displays, drama and powerpoint presentations are all good too - but pupils do need to be given
opportunities to organise their ideas and arguments and practice extended writing in Citizenship contexts. The
links between Citizenship and literacy need to be made more explicit. This sounds rather dry and removed
from the exciting realm of active citizenship but it needn't be.
Literacy is a 'doing' skill. Crucially, literacy empowers. It secures young people access to information bases and
grants them a measure of independence. Without it there are dangers of at least partial disenfranchisement.
Pupils will be more effective in 'making a difference' if they learn how to structure a persuasive press release,
public letter or newspaper article. Extended writing is difficult for many pupils because they have to do so
many things at once! You may want to talk with English or History colleagues as a professional development
exercise about how they structure extended writing in their subject contexts. This could include incorporating
'writing frames' - in other words paragraph headings which give accounts a 'skeleton' framework or 'scaffold'.
7. Have you taken prior knowledge and experience of Citizenship from previous learning eg KS2 when
planning lessons for Y7 classes or the transition from KS3 to KS4 or GCSE to GCE?
Realistically this area is likely to be under-developed at the present stage of development of Citizenship.
Smooth progression from primary to secondary education and building upon previous achievements is
notoriously difficult even for established subject areas. The Year 7 achievement 'dip' has been welldocumented. Yet there is much excellent Citizenship practice in Primary schools in relation to, for example,
participation in school councils and whole class debate in 'circle time'. Although the Citizenship/PSHE
framework is non-statutory at KS1 and KS2 a few LEAs have begun to pilot end of KS2 Citizenship achievement
portfolios. You should keep your primary experience in mind when considering appropriate transition activities
to ensure that the Citizenship programme in Year 7 does not assume that pupils have no prior experience in
this area
The new level Descriptors for citizenship will help to plan progressive learning in citizenship across key stages
and provide dialogue to be used formatively to help pupils make progress.
8. Have you planned a focused Citizenship enquiry question – the big issue?
Recent evidence from other subjects indicates that having a good enquiry question to both stimulate interest
and frame pupils' learning is a key aspect of good teaching. Key questions can help to give lessons both a sense
of purpose and structure. If the enquiry question is right and is then supported by activities that build up
learning, this can give lessons pace and direction as well as develop the ability to question and use critical
thinking skills. It is easier to identify with the pupils what has been learned (and whether the question has
been clearly addressed) in the plenary session at the end of the lesson.
9.Have you embedded Citizenship concepts in attractive, engaging and progressive ways into lessons?
It is useful to plan three lessons - one for KS3. one for Ks4 one for post 16 which focus at different levels of
complexity on issues, for example, which exemplify Key Concepts :Justice – KS3 what makes good laws, learn
about youth justice and punishments, KS4 investigate causes of crime and crime figures and costs to society,
post 16 start a discussion forum and campaign about a local issue eg laws around drinking and implications for
local area.
10. Have you positioned an individual lesson within a sequence of lessons?
During the summer term students you will be asked to develop Schemes of Work for Citizenship topics that
develop over five or six lessons as an assessed piece of work. Medium term planning is certainly a key skill for
beginning teachers to start to engage with. You may like to incorporate learning that progresses from
addressing an issue at local community level to national to global or move from being an informed citizen to
being participative and actively involved with local , national or global issues.
11. Can you focus on citizenship learning in cross curricula approaches?
The question of ‘is it Citizenship?’ is raised when teaching a range of subjects, most often humanities,
PSHE, English and drama where the evidence of them teaching National Curriculum Citizenship may
be hard to glean. With careful and thoughtful planning however, it is possible for schools to ensure
that the NC for Citizenship is being covered, even when aspects of the curriculum are being delivered
through other subjects. For example, a PSHCE (Personal, Social, Health and Citizenship Education)
scheme of work on Drugs Education could include the following
PSHE (how drugs affect the individual)
Citizenship (how drugs affect society)
The law relating to drugs
• How drugs affect the body
• The criminal justice system and drug offences
• Why individuals take drugs
• Drugs and the media
• Use and abuse of drugs
• Global interdependence/wealth and poverty e.g.
Afghanistan/Columbia
Similarly, religious education schemes of work can integrate lessons on ‘the origins and implications
of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need
for mutual respect and understanding’ (Citizenship NC for England KS4 1.b) and geography can
include aspects of ‘the wider issues and challenges of global interdependence and responsibility,
including sustainable development and Local Agenda 21’ (Citizenship NC for England KS4 1.j).
To ensure that ‘Citizenship’ is being taught however, you should make explicit in both your schemes
of work and lesson plans, which elements of the Citizenship NC are being delivered, assessed,
monitored and recorded separately from the mainstream subject. This is proving to be a difficult
challenge for schools where Citizenship is being delivered through other subjects, as recognised
by Ofsted in their publication, ‘Citizenship in secondary schools: evidence from Ofsted inspections
(2003/04)’
12. Have you considered the nature of Citizenship assessment when designing your lessons or activity?
The focus of your learning objectives should provide you with an underpinning for your assessment policy.
Is the focus about AfL or AOL? Who has ownership of the assessment? Are you able to outline why you
are assessing, what you are assessing and how you are assessing pupil progress. Are you aware of the nature of APP
(Assessing Pupil Progress)? Are you able to utilize the National Curriculum Level descriptors?
13. Have you provided opportunities for active citizenship?
Effective lessons are structured and planned, address national curriculum requirements, have clear
focus and purpose, take account of prior learning, have clear learning objectives, include assessment
for learning and /or of learning opportunities to demonstrate learning and progress, accommodate all
learners needs, is engaging for learners, have a variety of appropriate activities, use well researched
resources, is timed and managed from beginning to end – are evaluated.
The citizenship lesson plan template prompts you to think about and evidence these elements in your
planning – the Lesson Evaluation template prompts your reflections during and after delivery.
Some strategies for planning lessons
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Engage learners initially through relevant personal/local interest
Set an enquiry question or issue requiring a response
Ask questions/think critically about issues - Why? Why? Why?
Identify problems and consequences – to identify issues for in depth work
Use Big picture (e.g. international issue) and apply to local situation
Balance – there are two sides to every conflict. Bias – looking for facts not fiction/spin
5 D’s: Dilemma- disagreement – discussion – decision making through democratic processes
identify key words associated with the concepts
involve learners in choosing assessment evidence and success criteria
Evidence Base- A log with evidence of involvement with an outside body, entries in their
SKP, an action plan, Topic/Lesson Plans/Activity Plans, resources/student work, Lesson
Observations sheets.
3, AUDITING AND ACTION PLANNING - DEVELOPING CITIZENSHIP EDUCATION WITHIN YOUR
OWN INSTITUTION
3 Course members are required to complete the DfE Citizenship Audit document (see web
page...) Following their analysis of the evidence gathered, course members are required to
prepare a presentation to others in the school demonstrating how citizenship education can be
further developed within their own institution. This may take the form of a PowerPoint
presentation or a written submission. This presentation must be made to an individual or group
which has the power or influence to assist in the development of Citizenship within the school
i.e. governors, head teacher, deputy head, curriculum group, head of department or a
departmental meeting. The course member must submit evidence that the presentation has
taken place via a witness statement.
Suggestions for content - short summary evaluation on each aspect – Leadership – Resources
and their management – T&L – Staff Development – Monitoring and Evaluation –
Parental/Community Involvement
Set out intentions of original Action Plan – short med long term 1yr, 3yr 10 yrs?
Discuss review process – who involved? How completed? Did you refer to any Ofsted reports?
Analyse findings – highlight main issues – explain aims working towards
Identify and justify areas for further development
To develop this element to Masters level course members following the presentation must
revise their action plan and explain what changes are going to be implemented and how or if
no changes are to take place what further action they need to take to develop citizenship
education within their school.
Evidence Base – DfE Audit Document, a Presentation document/PowerPoint, Evidence
statement that the presentation has taken place.
4 ‘WHY CITIZENSHIP IS IMPORTANT TO ME AND HOW THIS IS REFLECTED IN MY TEACHING’.
Notes to support the essay element of the CPD Citizenship Portfolio
TASK
A short personal values statement demonstrating understanding of the values that underpin
citizenship education. (1,000 – 1,500 words )
'Why citizenship is important to me and how this is reflected in my teaching.
WHAT ARE VALUES?
The concept of values is not easy to define — can refer to elements of life we consider worth
pursuing eg freedom, justice or character traits considered important to maintain eg honesty.
Values statements describe how the world ought to be - they are prescriptive.
It is claimed that values of some kind (moral, personal, ethical, social and public) underpin our every
action. Following Aristotle it is suggested that all our actions are focussed on goals or ends which
represent values and values judgements.
Need to distinguish between values and beliefs. One value may be realised through different beliefs
eg 2 people both value social justice and the need to reduce global poverty but differ on how to
achieve this: one believes in direct aid, the other through greater spending on education.
How do we know what our values are? Observation — one person may say they value the
environment but fail to reduce, repair, recycle or do anything obvious to achieve their stated value.
Focus on VALUES IN EDUCATION
The role of values in education is controversial. We live in a world where a plurality of values exist does this mean schools should no longer promote values? Is there a danger of indoctrination? as
acknowledged in the Crick Report (1998)
It is impossible for schools to be value free.
Schools exist as a representation of a value judgement on behalf of society.
Values of cultural development, knowledge, personal achievement, social justice, equal opportunity
underpin education.
Almost every aspect of school life is governed by values from Government decisions to teaching
methods and classroom rules.
National Curriculum recognises the close relationship between schools and values; "Education
influences and reflects the values of society, and the kind of society we want to be.... It is important
to recognise a broad set of common values and purposes that underpin the school curriculum and
the work of schools" (QCA 1999)
Classrooms are 'value centres':
"Teachers are "moral agents" who imply values by the way they address pupils and each other, the
way they dress, the language they use and the effort they put into their work" (National curriculum
Council (1993)
Teachers promote values constantly throughout the day — eg sharing, listening, treating pupils
equally.
Example 1: If one pupil insisted on having 2 computers to him/herself denying others the teacher
would intervene clearly promoting values of equality and justice in the allocation of resources
Example 2: One pupil tells the teacher another boy has annoyed him and he is going to get his own
back and start a fight after school. The teacher would probably say" Why don't we sit down and talk
about it" thus promoting positive values of non violent conflict resolution.
VALUES IN CITIZENSHIP CURRICULUM
National Curriculum document lists commonly held values drawn up by the National Forum for
Values in Education and the Community. They claim that some values are so widely held that
"Schools and teachers can expect the support and encouragement of society if they base their
teaching ... on these values"
Values — truth, freedom, justice, human rights, the rule of law, collective effort for the common
good.
Some writers claim that a set of commonly held values underpin society and can be termed "public
values' as opposed to private values that individuals possess (Huddlestone 2003)
VALUES IN THE CITIZENSHIP CLASSROOM
In citizenship, unlike other subjects, values education takes place through pupil teacher interactions
and through the subject matter.
The challenge is to express a value verbally but not behave accordingly as we saw earlier.
EXAMPLES:
1. You might be a passionate advocate of freedom of expression yet construct the class in a way that
does not allow pupils to express their opinions freely.
2. You might teach about the importance of active citizenship yet promote passive earning in your
lessons
3. You might teach about the importance of the environment yet not recycle paper or reuse
resources
4. You might teach about the importance of resolving conflict fairly yet set a whole class detention
and therefore punish innocent pupils
5. You might teach about valuing diversity yet not appreciate that diversity exists in the classroom
6. You might teach about the need to discuss differences calmly and ratoanlly yet not model this
perhaps getting defensive of your own views if they are challenged
7. You might present a one sided lesson about media bias
8. You might continually talk about the struggle for democracy yet the school does not havean
effective school council and is a model of a perfect autocracy
Teachers do have political opinions and may have strong opinions but these should NEVER stand
outside the key values prescribed in the curriculum. There is a responsibility to be clear about public
values underpinning the curriculum and devising suitable strategies to ensure a fair balance is
achieved in your teaching.
NB The above is a summary of HAYWARD J Values, beliefs and the citizenship teacher in Gearon L
(ed) A practical guide to teaching Citizenship in the Secondary School (2006) Routledge
Course members are required to write a response to the question
Evidence Base - 1000 – 1500 word statement.
To develop this to Masters Level course members will write at greater length and use appropriate
referencing and will underpin their statement by reviewing a range of the available literature.
Masters, 1500- 2000 word essay supported by a referenced bibliography.
To develop this to Masters Level course members will write at greater length and use appropriate
referencing and will underpin their statement by reviewing a range of the available literature.
Require 5-10 references to include a spread of text, official documentss and articles. Reading lies at
the heart of this,
Crick,Breslin and Dufour,Fairbrass,Gearon,Huddleston and Kerr, Holden, Ofsted 2006 and 2009 and
ACT Journal articles
CONTENT MIGHT INCLUDE:
Through K&U the intentions of citizenship education
Identify how this connects with your values and your background – what are values/beliefs?
Critical discussion about whether citizenship education has achieved its aims – identify issues –
mention challenges
Reflect on your own practice and the extent to which you teach citizenship effectively
What you might do to improve your own practice as a result of the course, reading, working with
colleagues and your own learning
Other supporting evidence may be included within the portfolio.
With grateful thanks to Sandie Llewellin of Bristol University for her comments and the use of
some of her CPD course resources.