A practical guide to
organising and running a
themed Citizenship Day
involving outside agencies,
courtesy of the London borough of Barking and
Dagenham
Citizenship Days – a practical guide for secondary schools
Contents
Page
Purpose of citizenship days
3
Structure of citizenship days
3
Positioning of organisations
4
Liaison with organisations
6
Briefing and role of staff
7
Hospitality
8
Year 7 – the role of the voluntary sector
(key contacts
where to source more speakers
working successfully with the voluntary sector
suggested follow-up work)
9
Year 8 - local democracy
(key contacts
where to source more speakers
working successfully with council departments/ officers
suggested follow-up work)
13
Year 9 – the Criminal Justice System
(key contacts
where to source more speakers
working successfully with the Criminal Justice System
suggested follow-up work)
16
Summary – 10 golden rules
19
2
Purpose of citizenship days
The citizenship days initiative has been devised to meet elements of the national
curriculum for citizenship at key stage 3, both in terms of knowledge and
understanding, skills of enquiry and communication and participation and
responsible action. As with any initiative that involves outside agencies delivering
content to young people, citizenship days are there to complement and not
replace discrete provision, and need to be carefully organised and monitored to
ensure that they are a success.
Outside agencies are not there to teach citizenship. Instead, they can, as part of
a Year 7, 8, or 9 citizenship day, provide relevant and up to date information to
young people and give a fresh, insider’s perspective on key citizenship issues. It
is therefore a key component of citizenship days for Citizenship Coordinators to
develop and provide challenging follow-up activities that allow pupils to
consolidate what they have learnt. Follow-up work will also provide opportunities
for structured active citizenship, that must be assessed in line with statutory
requirements at key stage 3.
Structure of the days
Citizenship Days are whole year group suspended timetable activities that see
individual form groups rotating around different workshops facilitated by
organisations and community partners, all linked to a particular theme. The
citizenship day themes that are explored in this guidance document have all
been developed and trialed successfully in Barking and Dagenham secondary
schools. They are:
Year 7 –
Year 8 Year 9 -
The role of the voluntary sector (or ‘Charities’)
Local Democracy
The Criminal Justice System
Workshops from community partners take place during the morning of a
citizenship day, with each form group visiting a total of three organisations that
reflect a different aspect of the citizenship day theme. Each form group will
therefore rotate twice. Participating organisations are required to deliver the
same workshop three times during a citizenship day, helping to keep preparation
time for presenters at a minimum and helping to raise the quality of what is
3
provided through prior experience. It should be noted that many of the
organisations listed here have suitable citizenship day workshops already
prepared and tested. There are a small number of organisations who can provide
two separate presenters that can cover two sets of three form groups, cutting
down on the number of organisations a school needs to source for a citizenship
day. Schools are therefore advised not to alter the format of the days unless
absolutely necessary.
During a citizenship day, the three workshops from each community partner are
preceded by a whole-year group assembly and followed by form group/ yeargroup consolidation activities. The assembly should not involve community
partners, and is led by the school. The purpose of the assembly is to introduce
students to the aims and objectives of the citizenship day, and to explain the
structure of the day and any ground rules for behaviour. The assembly should
make reference to the follow up work and what will be expected of pupils, and
should take the opportunity to elicit levels prior knowledge of the subject area.
Given the length of the assembly (see structure below), it is important that
Coordinators and Heads of Year use a variety of engaging teaching strategies as
part of the assembly.
Following or during lunch, community partners should depart, leaving well-briefed
form tutors to lead follow-up activities in class that help students to consolidate
what they have learnt during the day. Suggestions for individual follow-up
activities have been included with each citizenship day described here.
In a typical school with a 6 period timetable, a citizenship day should be
structured as follows:
Period one –
Introductory assembly led by teachers
Period two –
Session one
Morning break
Period three –
Session two
Period four –
Session three
Lunch for visitors and depart
Period five –
Teacher-led follow up work
Period six –
Teacher-led follow up work
4
Given that citizenship days are a suspended timetable activity, schools are able
to devise a timetable specific to the day that is independent from the usual school
timetable if they prefer. However, should schools choose to do this then they
should endeavour to provide a break between sessions 1 and 2, and ensure that
each of the three sessions is exactly the same length as presenters will have
planned their session to be of a specific duration and should not be placed in a
position of altering the timing of their workshop unnecessarily.
Positioning of organisations
In positioning organisations, it is obviously beneficial to group presenters as
close to each other as possible, preferably in neighbouring classrooms or along a
particular school corridor. This is not only beneficial for presenters, but is simpler
for staff, students and Coordinators, who will be in a stronger position to manage
the days and resolve any issues should they arise. It is essential that each
presenter has access to their room from period 1 (i.e. whilst the assembly is
taking place) so they have adequate time to set up their workshop and familiarize
themselves with any ICT equipment that they may be using. Coordinators should
be conscious of common practical issues, including access to and security of
classrooms (particularly during break, if presenters have brought their own ICT
equipment) and ensuring that any necessary passwords are provided for access
to classroom ICT equipment. The effective briefing of student helpers, who
should escort presenters to their respective rooms during period 1 and help them
set up, will help to overcome such issues.
During a citizenship day, presenters can be arranged in one of two ways, with
individual form groups rotating either clockwise or anti-clockwise:
5
Room 1
Org. 1
(first
presenter)
Room 9
Org. 8
Room 2
Org. 2
Room 8
Org. 7
Model 1
Room 3
Org. 3
Room 7
Org. 6
Room 6
Org. 1
(second
presenter)
Room 4
Org. 4
Room 5
Org. 5
Room 4
Room 1
Room 9
Room 5
Org. 4
Org. 1
(first
presenter)
Org. 8
Org. 1
(second
presente
r)
Model 2
Model 2
Room 3
Room 2
Org. 3
Org. 2
Room
8
Room
6
Org. 7
Org. 5
Room
7
Org. 6
The second model has the advantage of being able to position two sets of
presenters in different corridors or areas of the school, as they will operate
completely independently of each other. Schools can create further cluster
groups if necessary, each with a minimum of three presenters, who will be able
host three form groups during the morning. In the instance of not being able to
6
source the same number of presenters as form groups, schools can as a final
resort choose to split up one of their more able form groups and spread students
across the remaining forms. This should, however, be avoided. It should be
noted that presenters must be informed of this and of any other form groups that
may have an unusual number of students, for example special behaviour bands,
as they will have prepared to deliver workshops to groups of 30 young people.
The ‘style’ of workshop being facilitated by a particular organisation or
department can be predicted to an extent by considering their resource
requirements. It goes without saying that an organisation that has requested
poster-making/ arts materials to be made available will deliver a very different
type of workshop from an organisation that has requested powerpoint facilities,
although this is no indication of the quality of what will be delivered.
Nevertheless, by not placing organisations with similar resource requirements
next to each other will help to ensure a variety of teaching and learning
approaches from workshop to workshop, impacting on the level of engagement
from pupils.
Liaison with organisations
Although many of the organisations listed here have participated regularly in
citizenship days in the past, it is important that schools liaise carefully with
external organisations to establish specific learning outcomes for each session.
The degree of support that individual organisations and presenters will need will
vary considerably, but it remains the responsibility of the Citizenship Coordinator
to ensure that participating organisations are well-briefed and prepared.
Schools may wish to see session plans ahead of a citizenship day. Additionally,
schools can provide each organisation with specific learning outcomes for their
session. This will help to keep sessions key stage appropriate and avoid overlap
between presenters. Schools may also wish to provide participating
organisations with the school’s own lesson-planning template.
For further information on liaising with external contributors refer to ‘Citizenship
and PSHE: working with external contributors’ (available from www.qca.org.uk) ,
as well as Barking and Dagenham’s ‘Visitor Planning Sheet’, which can be found
on the borough intranet (http://ngfl.bardaglea).
Briefing and role of staff
Citizenship days should be organised by the school’s Citizenship Coordinator/
Head of Citizenship alongside the relevant Head of Year, backed by the
Headteacher of the school. The Citizenship Coordinator needs to establish clear
learning outcomes for the day and for each individual session. They need to lead
on identifying organisations to participate in the days and liaise with them to
identify any needs and resource requirements that they may have. Coordinators
7
will also need to prepare engaging and effective consolidation activities for the
afternoon. Heads of Year have an important role to play ensuring that form tutors
are briefed, and should help to lead the introductory assembly.
It is widely accepted that citizenship is best taught by teachers who are fully
equipped with specialist knowledge of the subject, and that teaching by nonspecialists (more often that not, form tutors) often results in inadequate
citizenship provision. The workshop presentations by external organisations as
part of a citizenship day are there to complement discrete citizenship provision,
and should not replace the role of specialist teaching. Given the format of the
citizenship day, it is vital that Coordinators prepare engaging and appropriate
follow up and consolidation activities for the afternoon. The effective briefing of
staff is equally important, particularly as activities may be led by form tutors,
many of whom may lack specialist citizenship knowledge. In these instances,
follow up activities should be devised by the Citizenship Coordinator and shared
and discussed with Heads of Year and tutors at appropriate year group meetings.
Any CPD needs of individual staff must be met. Schools should, however,
endeavour to involve teachers with specialist citizenship knowledge where
possible. The citizenship day model can, for example, be scaled down and run
with partial year groups over several days to include specialist citizenship
teachers in the delivery.
It is important that form tutors remain involved throughout the entire citizenship
day. They must accompany their form group to each workshop session and
assist presenters where necessary and as is appropriate, for example in dividing
the class into groups to conduct group work, assisting with the distribution of
resources, and going around the class to check on pupil progress. Active
participation in workshops will also help tutors to address any CPD needs that
they may have, resulting in more effective consolidation activities in the
afternoon. Therefore, it is important that tutors are briefed on their role during the
workshops by the Citizenship Coordinator and Head of Year. During the
afternoon, the Citizenship Coordinator and Head of Year should rotate around
various form groups to check on pupil progress and how effectively tutors are
leading the afternoon activities.
Hospitality
A quiet area of the school, such as a large meeting room, must be identified
ahead of the citizenship day as a ‘base’ for visiting organisations for the entire
day. The school’s reception desk should be issued with a list of attendees for the
day, so that they can be appropriately signed in. Tea and coffee should be
provided upon arrival and during the morning break. Lunch should also be
provided for all presenters. Schools should note that many organisations will
bring more than one presenter for their workshop, and should cater accordingly.
It is customary and polite for the Headteacher, Citizenship Coordinator and Head
of Year to join your guests for lunch, and thank them for their participation.
8
Year 7 – the role of voluntary sector
Curriculum links
A Year 7 citizenship day themed on the role of the voluntary sector can
contribute to the following KS3 citizenship outcomes:
1. Knowledge and understanding about becoming informed citizens
Pupils should be taught about:
b) the diversity of national, regional, religious and ethnic identities in the United
Kingdom and the need for mutual respect and understanding
f) the work of community-based, national and international voluntary groups.
2. Developing skills of enquiry and communication
Pupils should be taught to:
a) think about topical political, spiritual, moral, social and cultural issues,
problems and events by analysing information and its sources, including ICTbased sources
b) justify orally and in writing a personal opinion about such issues, problems or
events
c) contribute to group and exploratory class discussions, and take part in
debates.
3. Developing skills of participation and responsible action
9
Pupils should be taught to
a) use their imagination to consider other people's experiences and be able to
think about, express and explain views that are not their own
b) negotiate, decide and take part responsibly in both school and communitybased activities
c) reflect on the process of participating.
Examples of follow up work
Pupil follow up work must be based around the above learning objectives, and
should include strategies for teacher, peer and/ or self-assessment.





Each individual pupil completes a summary assessment sheet where they
are asked to list the three workshops attended, three things that they have
learnt and why voluntary sector organisations are important and how they
can be helped.
Each form group creates a display on the importance and role of the
voluntary sector, based on the three sessions that they attended (‘Why are
charities important?’). This can include posters to be placed around the
school, articles for school magazines, etc.
Each form group/ individual pupil writes a letter to either a local councillor,
MP or newspaper to highlight an issue faced by one or more voluntary
sector organisations.
Each form group creates a ‘pledge hedge’ made up of personal pledges to
help one or more voluntary sector organisations and the issues they try to
tackle.
Each form group chooses one organisation and plans a fundraising event/
activity to take place within or outside school.
Key contacts
Organisation
Name
Age Concern
Joanne
Walker/
Shirley
Rice
CAFOD
(Catholic
Agency For
Overseas
Development)
Christian Aid
Joanna
Jarvis
CSV
(Community
Service
Peter
Hayes/
Clare
John
Westbury
Address
The White
House, 884
Green Lane,
Dagenham RM8
1BX
Chigwell
Convent, 803
Chigwell Road,
Woodford Green,
Essex IG8 8AX
155 Lambourne
Road, Chigwell
Row, Essex IG7
6EJ
237 Pentonville
Road, London N1
9NJ
Telephone
Email
020 8270
4946
joan.walker@ageconcernbd.org.uk
020 8502
9722
east@cafod.org.uk
020 8500
0538
020 7278
6601
phayes@csv.org.uk
cdavis@csv.org.uk
10
Volunteers)
Disablement
Association of
Barking and
Dagenham
Groundwork
East London
Davis
Liza
Malcolm/
Josie
Hughes
Fozia
Ismail/
Lee
Robinson
Harmony House
Clare
O’Regan
/ Polly
Rossdale
International
Christian Care
Foundation
Rev.
Fredric
Mandy
RSPCA
Jinpa
Smith
Seedtime
Projects
Tunde
Ewedemi/
KatieRose
Petley
Lorna
Plampin
Studio 3 Arts
Thames 21
Matthew
Loveday
Victim Support
Lisa
Alison
Young Carers of
Barking and
Dagenham
YWCA
Stacey
Towler
Susan
Ware/
Barbara
Kelly/
Blossom
Pembroke
Gardens,
Dagenham,
Essex RM10 7YP
Groundwork
Hackney
6-8 Lower
Clapton Road,
London,
E5 0PD
Baden Powell
Close,
Goresbrook
Road, Dagenham
RM9 6XN
3 Princess
Parade, New
Road,
Dagenham,
Essex RM10 9LS
Regional
Headquarters,
Wilberforce Way,
Southwater,
Horsham
West Sussex
RH13 9RS
75 Padnall Road,
Chadwell Heath
RM6 5ES
020 8592
8603
dabdsip@btconnect.com
020 8985
1755
Lee.Robinson@groundworkeastlondon.org
020 8526
8200
Clare@harmonyhouse.org.uk
PRossdale@harmonyhouse.org.uk
020 8592
9323
iccf@onetel.com
0870
7540340
jismith@rspca.org.uk
020 8599
4534
kpetley@seedtimeprojects.org.uk
Rainham Hall,
The Broadway,
Rainham, Essex
RM13 9YN
Walbrook Wharf,
Upper Thames
Street, London
EC4R 3TD
Unit 5, St
Georges Centre,
St Georges
Road,Dagenham,
Essex RM9 5AJ
020 8594
7136
lorna@studio3arts.org.uk
07920 230
970
matthew.loveday@thames21.org.uk
020 8595
4455 ext. 2
Lisa.allison@victimsupport.co.uk
15 Althorne Way,
Dagenham,
Essex RM10 7AY
The Vineries,
321-329
Heathway,
Dagenham,
Essex RM5 5DA
020 8590
6544
staceytowler@carerscentre.org.uk
020 8593
3931
Sue.Ware@ywca.org.uk
11
Burt
Where to source more speakers
Council for Voluntary Services: 020 8227 5467, info@bdcvs.org.uk.
National Council for Voluntary Organisations: 0800 2 798 798,
helpdesk@asknvco.org.uk
Development Education Association: 020 7812 1282
Or approaches to individual organisations.
Working successfully with the voluntary sector
Typically, voluntary sector organisations work in either local, national and/or
international settings. In sourcing speakers for a voluntary sector citizenship day,
Citizenship Coordinators should aim to recruit a range of organisations so that
pupils can visit at least one workshop from an organisation working
internationally. In positioning organisations relative to each other, international
organisations (or any organisation conducting development education work)
should not overlap, as their workshops may have very similar content. Schools
should also consider that larger organisations (not necessarily national or
international) are more likely to have dedicated education workers. This means
that they are often ideal to position alongside an organisation with a speaker who
has comparatively little teaching experience.
Voluntary sector organisations value the opportunity to highlight the work of their
organisation in schools, particularly if they provide a service that would be of
benefit to young people. Schools must be wary of any organisation, such as a
pressure group, that might represent a biased viewpoint on a contentious issue.
However, schools should be sympathetic to the fact the voluntary sector
organisations are in many cases under-resourced. Therefore, participation in
citizenship days often represents a significant resource commitment on behalf of
each organisation. Given that voluntary sector organisations survive through
successful grant applications to a range of funding bodies, it is essential that
schools feedback to organisations the impact that their participation in a
citizenship day has had. Evidence of working successfully in partnership with
schools can be extremely valuable to voluntary sector organisations seeking
additional funding and will help secure their participation in future citizenship
days.
Schools should note that the nature of external funding often means that the
capacity for voluntary sector organisations to participate in citizenship days
varies from year to year. All the organisations listed here have participated for
free in the past or have expressed an interest in participating in future citizenship
days. However, it is important to note that circumstances and policies within
12
voluntary sector organisations can quickly change, and Coordinators must be
prepared to seek out extra organisations if required.
Year 8 – Local Democracy
Curriculum links:
A Year 8 citizenship day themed on local democracy can contribute to the
following KS3 citizenship outcomes:
1. Knowledge and understanding about becoming informed citizens
Pupils should be taught about:
c) central and local government, the public services they offer and how they are
financed, and the opportunities to contribute
d) the key characteristics of parliamentary and other forms of government
e) the electoral system and the importance of voting.
2. Developing skills of enquiry and communication
Pupils should be taught to:
a) think about topical political, spiritual, moral, social and cultural issues,
problems and events by analysing information and its sources, including ICTbased sources
b) justify orally and in writing a personal opinion about such issues, problems or
events
c) contribute to group and exploratory class discussions, and take part in
debates.
3. Developing skills of participation and responsible action
Pupils should be taught to
13
b) negotiate, decide and take part responsibly in both school and communitybased activities
c) reflect on the process of participating.
Examples of follow up work
Pupil follow up work must be based around the above learning objectives, and
should include strategies for teacher, peer and/ or self-assessment.





Each individual pupil completes a summary assessment sheet where they
are asked to list the three workshops attended, three things that they have
learnt about the role of local councils and the ways in which young people
can influence them.
Each form group creates a display on the importance and role of the local
council, based on the three sessions that they attended. This can include
posters to be placed around the school, articles for school magazines, etc.
Each form group/ individual pupil contributes to specific council
consultations that are currently being undertaken e.g. planning
developments, or feeds back a point of view via the ‘Tell Rob’ campaign.
Participating departments will be able to advise on current consultations.
Each form group/ individual pupil writes a letter to either a local councillor,
MP or newspaper to highlight or express an opinion on a local issue.
Each class holds a debate and splits into groups to prepare arguments for
or against the motion ‘Council tax should be raised to pay for more council
services.’ Participation in the debate is assessed using self and/or peer
assessment.
Key contacts
Department
Name
Address
Telephone
Email
BAD Youth
Forum
Sally Allen
Vibe, 195-211
Becontree
Avenue,
Dagenham
RM8 2UT
07870 278 387
sally.allen@lbbd.gov.uk
Council
Members
Contact via
Andrea Catlin
Civic Centre,
Dagenham
RM10 7BN
020 8227 2116
andrea.catlin@lbbd.gov.uk
Democratic
Services
John Barry,
Janice Trim,
John Dawe
Civic Centre,
Dagenham
RM10 7BN
020 8227 2352
020 8227 2362
020 8227 2135
john.barry@lbbd.gov.uk
janice.trim@lbbd.gov.uk
john.dawe@lbbd.gov.uk
Environmental
Health – Food
Safety
Joanne Smith
Roycraft House,
15 Linton Road,
Barking
IG11 8HE
020 8227 5661
joanne.smith@lbbd.gov.uk
14
Environmental
Sustainability
Parks Police
Planning Policy
Road Safety
Street Wardens
Jane Havemann,
Alina Lazar,
Daniel Archard,
Joe Baker
Harvey Cohen
David Joyce,
Jaskarn Mahil,
Helen Case,
Peter Remedios
Craig Elliot, Keith
Gammon,
Tajinder Nijjar,
Lee Thornton
James Wood,
Gus Nwanze,
Eileen Hubbard,
Town Hall,
Barking
IG11 7LU
Goresbrook
Road,
Dagenham
Town Hall,
Barking
IG11 7LU
Town Hall,
Barking
IG11 7LU
Roycraft House,
15 Linton Road,
Barking
IG11 8HE
020 8227 3945
020 8227 3812
020 8227 3707
020 8227 3680
020 8592 5475
jane.havemann@lbbd.gov.uk
alina.lazar@lbbd.gov.uk
daniel.archard@lbbd.gov.uk
joe.baker@lbbd.gov.uk
harvey.cohen@lbbd.gov.uk
020 8227 3912
020 8227 3914
david.joyce@lbbd.gov.uk
jaskarn.mahil@lbbd.gov.uk
helen.case@lbbd.gov.uk
peter.remedios@lbbd.gov.uk
craig.elliot@lbbd.gov.uk
keith.gammon@lbbd.gov.uk
tajinder.nijjar@lbbd.gov.uk
lee.thornton@lbbd.gov.uk
james.wood@lbbd.gov.uk
gus.nwanze@lbbd.gov.uk
eileen.hubbard@lbbd.gov.uk
020 8227 3019
020 8227 3084
020 8227 5095
020 8227 3749
Where to source more speakers
Approaches to individual departments, which can sourced via Barking and
Dagenham’s website – www.lbbd.gov.uk.
Working successfully with council departments/ officers
Of the three citizenship days, it is the Local Democracy day that sees schools
working with presenters who generally have the least amount of recent teaching
experience. This is no indicator of the quality of what can be delivered, but it is
worth noting that you may see less variation between speakers in terms of the
teaching methods used. Those speakers who have little teaching experience are
more likely to use visual aids, such as powerpoint and DVDs, as part of their
workshop and may need extra support in developing their session and pitching
content at the right level.
In positioning departments relative to each other, it is important to consider the
content and theme of each workshop. Pupils should not visit workshops with
similar themes as their content will overlap. Therefore, whilst positioning, for
example, the BAD Youth Forum next to Democratic Services may seem logical
as one deals with ‘adult democracy’ and the other with ‘youth democracy’, the
reality is that part of the content for each workshop may be the same. Similarly,
although the Environmental Sustainability Team and Planning Team may appear
entirely independent of each other, both teams fall under the Council’s
Regeneration Department and consequently may make similar references in their
respective workshops. As the aim of the Local Democracy citizenship day is to
introduce pupils to the range of functions and services that a local council
15
provides, and how they as young people can influence them, it is crucially
important to vary pupils’ experience as much as possible, particularly as the
subject matter can be perceived as being ‘dry’.
Year 9 – the Criminal Justice System
Curriculum links:
A Year 9 citizenship day themed on the role of the voluntary sector can
contribute to the following KS3 citizenship outcomes:
1. Knowledge and understanding about becoming informed citizens
Pupils should be taught about:
a) the legal and human rights and responsibilities underpinning society, basic
aspects of the criminal justice system, and how both relate to young people
g) the importance of resolving conflict fairly.
2. Developing skills of enquiry and communication
Pupils should be taught to:
a) think about topical political, spiritual, moral, social and cultural issues,
problems and events by analysing information and its sources, including ICTbased sources
b) justify orally and in writing a personal opinion about such issues, problems or
events
c) contribute to group and exploratory class discussions, and take part in
debates.
3. Developing skills of participation and responsible action
Pupils should be taught to
a) use their imagination to consider other people's experiences and be able to
think about, express and explain views that are not their own
16
b) negotiate, decide and take part responsibly in both school and communitybased activities
c) reflect on the process of participating.
Examples of follow-up work
Pupil follow up work must be based around the above learning objectives, and
should include strategies for teacher, peer and/ or self-assessment.



Each individual pupil completes a summary assessment sheet where they
are asked to list the three workshops attended, and three things that they
have learnt about the criminal justice system and how it relates to young
people.
Each form group creates a display on the importance and role of the
criminal justice system, based on the three sessions that they attended.
This can include posters to be placed around the school, articles for
school magazines, etc.
Each class holds a debate and splits into groups to prepare arguments for
or against the motion ‘Harsh punishments are need in society to stop the
rise in crime.’ Participation in the debate is assessed using self and/or
peer assessment.
Key contacts
Organisation
Name
Victim Support
Lisa Alison
School Beat
Officers
Contact
individual
Officers or Ins.
Stephen Manger
Harvey Cohen
Parks Police
Barking
Magistrate’s
Court
Joe Soosai,
Haras Ahmed
Edwards Duthie
Solicitors
Alistair Parker
Anti-social
Behaviour Unit
Omojefe Agba
Road Safety
Craig Elliot,
Address
Unit 5, St
Georges Centre,
St Georges
Road,Dagenham,
Essex RM9 5AJ
Telephone
020 8595
4455 ext. 2
Email
Lisa.allison@victimsupport.co.uk
stephen.manger@met.pnn.police.uk
Goresbrook
Road, Dagenham
East Street,
Barking, Essex
IG11
517 - 519
Barking Road
Plaistow
London
E13 8PT
Roycraft House,
Barking, Essex
IG11 8HE
Town Hall,
020 8592
5475
020 8477
9123
0208 477
9121
020 8514
9000
harvey.cohen@lbbd.gov.uk
020 8227
2268
omojefe.agba@lbbd.gov.uk
020 8227
craig.elliot@lbbd.gov.uk
joe.soosai@hmcourts-service.gsi.gov.uk
haras.ahmed@hmcourts-service.gsi.gov.uk
alistair.parker@edwardsduthie.com
17
Youth Offending
Service
Keith Gammon,
Tajinder Nijjar,
Lee Thornton
Caroline Porter,
Andrew
Stockhausen
Barking
IG11 7LU
3084
Bridge House
150 London
Road
Barking
IG11 8BB
020 8225
3733
020 8227
5512
keith.gammon@lbbd.gov.uk
tajinder.nijjar@lbbd.gov.uk
lee.thornton@lbbd.gov.uk
caroline.porter@lbbd.gov.uk
andrew.stockhausen@lbbd.gov.uk
Where to source more speakers
Barking and Dagenham Education Business Partnership:
Kathy Carson – 020 8227 5068, kathy.carson@lbbd.gov.uk
Tracey Cartwright – 020 8227 5067, tracey.cartwright@lbbd.gov.uk
Barking and Dagenham Legal Services:
Margaret Freeman – 020 8227 3229, margaret.freeman@lbbd.gov.uk
The Youth Offending Service:
Andrew Stockhausen – 020 8227 5512, andrew.stockhausen@lbbd.gov.uk
Or approaches to individual organisations.
Working successfully with the Criminal Justice System
Positioning organisations relative to each other as part of a Criminal Justice
System citizenship day should be relatively straightforward. The content of most
workshops is likely to be specific (for example magistrates, solicitors), reducing
the risk of overlap between presenters. Nevertheless, sourcing organisations to
take part in a CJS citizenship day is challenging, particularly for larger schools.
The involvement of organisations like Victim Support and the borough’s Road
Safety Team is therefore greatly valued, particularly as they may also have
participated in the Year 7 and 8 days. Given that some organisations may have
participated in one or more of the other citizenship days, it is particularly
important to be clear about the learning objectives for the Criminal Justice
System day and how it differs from other citizenship days that these
organisations may have participated in.
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Summary – 10 golden rules


Liaise closely with participating organisations to establish appropriate
learning outcomes for each session.

Ensure all relevant staff are well-briefed and aware of their roles and
responsibilities.
Plan an engaging assembly to brief pupils on the aims and expectations of
the day.

Give careful consideration to how organisations are positioned with
respect to each other.

Ensure that all visiting organisations have ready access to their room for
the duration of the citizenship day.

Ensure all resource requirements are met and that resources are easily
accessible by visiting organisations (and functioning!).


Provide an appropriate, catered ‘base’ room for the duration of the
citizenship day
Plan challenging, appropriate follow-up work that builds on the principles
of active citizenship.
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

Provide thank you letters and pupil feedback to all participating
organisations.
Evaluate the success of the citizenship day through staff, visitor and pupil
consultation, as well as through the assessment of pupils’ work.
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