This booklet offers ideas
for citizenship activities to promote pupil participation. A number of activities
are provided for teachers and pupils to choose from, and these can take place
in the school or the wider community (or a mixture of the two). They enable
pupils to develop skills of participation and responsible action (see 3a, 3b
and 3c in the citizenship programme of study). Depending on the context and
planning of the activities, they may also address aspects of knowledge and understanding
about becoming informed citizens, and of developing skills of enquiry and communication.
Many of the activities are also suitable for use at key stage 4.
The planning of the activities
may require the use of tutorial time, or time in citizenship, PSHE or other
subject lessons. Some activities can be delivered as off-timetable events, and
others will require the involvement and cooperation of members of communities
outside the school. In all cases, pupils should have opportunities to reflect
on their involvement, and to identify what they have learnt and how it can be
applied. Page 15 of the Teacher's guide contains a list of questions that pupils
can use when reflecting on their participation. As they progress through the
key stage, pupils' involvement in activities should allow them to take increasing
responsibility and make progress in the development of knowledge, skills and
understanding.
1 Developing a citizenship
portfolio
Keeping a citizenship portfolio
enables pupils to record their progress and achievements. It allows them to
build on their experience at key stage 2, where some pupils may have started
a citizenship logbook. The citizenship portfolio supports pupil self-assessment
and provides evidence for both formative and summative assessment during, and
at the end of, the key stage.
One approach could be to
make entries in sections such as:
- the school community;
- the wider local community;
- the national/global
community;
- personal targets.
It is helpful if pupils
form small groups to support each other in reviewing progress and establishing
action plans. The citizenship portfolio should be given a high profile by using
the evidence of achievement it provides as part of class/school awards and assessment.
It can prepare pupils for the development of a progress file, link the key stages,
and support the transfer to voluntary post-16 participation.
2 Participating in the
organisation of the school
Pupils contribute to decision-making
in, and the running of, the school. A range of responsibilities is developed
throughout the school for younger and older pupils alike, allowing them to progress
in the development of skills and accept more responsibility as they do so.
The following are examples of these responsibilities:
- Pupils undertake activities
such as reception duties, office support and acting as guides for visitors.
They have a clear job description, and criteria against which they and others
can assess their achievements in the role.
- Pupils contribute to
the organisation of parents' evenings, presenting information, producing displays
and organising speakers.
- Pupils are involved
in the running of sports and other school activities. At different stages
in their school career, they undertake roles such as organising groups and
teams, acting as an umpire/referee (there are opportunities for gaining qualifications
in these areas) and recording and presenting results.
- Pupils contribute, through
group discussions and class and student councils, to policy development and
review. This includes looking at behaviour, anti-bullying, equal opportunities
and drug prevention policies, as well as policies on the curriculum. Citizenship
and PSHE policies are particularly important in this context, as it is essential
that content and approaches are relevant to pupils' needs and interests.
Student councils
The setting up or review
of class and student councils is supported by unit 14 'Developing skills of
democratic participation'. School Councils UK provides support for schools that
are developing their student councils. Where a school has an existing student
council, a team of pupils could investigate its effectiveness by:
- constructing questionnaires
to interview student council representatives and members of tutor groups in
all years;
- determining how frequently
student council matters are discussed in tutor groups, and the extent to which
representatives are accountable to their 'constituency';
- investigating pupil
perceptions of the effectiveness of the student council;
- canvassing views on
how to make the council more influential in the life of the school; and
- presenting their findings
and recommending a course of action.
3 Working with peers
Pupils work with their
peers, pupils from other schools and members of the wider community on activities
that offer support, mutual learning and joint working, such as tutoring, mentoring
and peer assessment. The following are possible examples:
- Year 7 pupils maintain
links with their feeder primary schools and, through visits, letters or e-mails,
provide information and answer the questions and concerns of pupils who will
be joining the secondary school the following year. As year 8 pupils, they
are involved in the induction of year 7 pupils, and in helping individuals
or groups settle into the school. During the first term of transfer, dedicated
time is put aside for short but regular meetings with their 'buddy', for example
five minutes at the end of tutor time. Support can be provided by older pupils
to ensure that relationships are developed positively.
- Within a form or year
group, peer support groups are created both to support pupil self-assessment
and for peer assessment, reviewing progress and setting targets. Teachers,
other adults and pupils involved in assessment should work together in establishing
assessment criteria to help them to judge progress and achievements.
- Pupils work with a partner
school, which could be a special school, together producing resources for
both schools such as books and timetables, or creating painted backdrops for
school productions.
- Pupils spend a series
of lunchtimes supporting primary school pupils studying certain aspects of
science. As peer tutors, they gain increased understanding of, and confidence
in, the science curriculum, and develop their communication and interpersonal
skills.
4 A school or group event
Guidance on involving pupils
in organising events is included in the Teacher's guide. Unit 16 'Celebrating
human rights - citizenship activities for the whole school', unit 15 'Crime
and safety awareness - a whole-school multi-agency approach' and review unit
19 'Assessing progress and recognising achievement at the end of key stage 3'
also contain activities that involve pupils in planning and running events.
Other possible examples include:
- Mini-Olympics:
Pupils, together with community and sporting organisations, organise the event
with primary school children. Pupils present a proposal for the event to senior
management, and must agree to operate within an approved framework. Partnership
with the local council, sports associations, etc enables pupils to experience
at first hand the public services offered by local government, and to understand
how voluntary groups can bring about social change (see points 1d and 1f in
the citizenship programme of study).
- Science activity
days: Pupils demonstrate to visitors from other schools or the wider community
specific aspects of science, for example toys, devices and games that run
on alternative energy, solar panels, pumps, wind generators. This activity
may be supported by Neighbourhood Engineers from the community.
- Fund-raising:
Each year group/tutor group researches local and national charities. Groups
make presentations about specific charities, and there is a debate ending
in a vote on which charity to raise funds for. Pupils discuss ideas for fundraising,
apportion responsibilities and plan and organise events. This activity should
build on pupils' experiences at key stage 2, where they are likely to have
been involved in fund-raising. NB: whole-school planning should ensure that
events are spread throughout the year and are developed as part of the overall
school calendar.
- 'Our World Day':
A year council devises a programme for a school and community celebration.
It consults with other members of the year group, and tasks are allocated.
- Mock election:
This could be organised as a whole-day off-timetable event, or spread over
a longer period of time, with the election event as a final whole-school activity.
Materials to support
the organisation of mock elections can be obtained from www.learn.co.uk/yvote
- The Real Game (careers
exploration programme):
Pupils work in groups of 15-20 to create a community. They participate in
activities that simulate issues and aspects of life that their parents/carers
and other adults encounter daily in the real world. Information from www.realgame.com
5 Environmental projects
These could include: clean-ups;
the reclamation of land for conservation; improving the school grounds; setting
up a sensory garden; recycling; an energy audit; community safety projects.
- Unit 18 'Developing
your school grounds' details how pupils can be involved in school grounds
development.
- Pupils work with children
from primary schools to produce a community exhibition supporting environmental
awareness, or plans for refurbishing a playground area or undertaking a project
related to local Agenda 21 issues.
- Campaigning/advocacy:
This could be carried out at school, local, national or international level.
Pupils identify an issue of concern to them, perhaps a sustainable development
issue. They undertake research to inform their views, form partnerships with
community groups or policy-makers, and take action on the issue. For example,
pupils could campaign for improved measures to protect the safety of cyclists
and pedestrians by: surveying pupil attitudes towards cycling to school; forming
partnerships within the local community to press for safe cycle routes; organising
promotional activities such as 'cycle to school days'; designing leaflets
and T-shirts; promoting cycling proficiency tests in local primary schools;
investigating facilities/procedures for keeping cycles safe; creating links
with pupils from other European countries to discuss environmental issues
in an international context.
6 Wider community activities
These could include:
- Intergenerational
activities: for example:
- pupils and older
people share their experiences and skills, through: pupils interviewing
older people about their experiences and needs; inviting older people
to give talks and discuss topics and issues of local, national or global
concern; organising tea/lunch clubs, performances and celebrations; shared
learning of a new skill such as photography; acting as partners in community
projects; setting up partnerships between pupils and voluntary groups,
national charities or residential homes; producing a book, video, multimedia
pack or website containing stories of life in the local community from
each decade;
- pupils work alongside
adults with disabilities, learning some of the difficulties they may encounter
in undertaking tasks such as shopping. As a result, they work together
to produce a report and deliver a presentation to the local council and/or
shopkeepers. They use photographic, video or PowerPoint materials to stimulate
discussion about improving access and support. A display could also be
produced for the school.
- Community arts events:
These could bring together art, music, dance, drama and textiles. Outcomes
could include: the completion of a mural at a local partner school; a dance
festival; a fabrics exhibition; an opera workshop; a concert reflecting the
ethnic diversity of the local community. Projects such as these bring together
a wide range of local people with a common interest in and enthusiasm for
the arts.
- Involvement in local
community forums: Pupils establish a youth forum, supported by council
representatives. This enables them to discuss real local issues and contribute
to decision-making about local priorities. It also allows the local authority
to incorporate the views of young people into their planning. Pupils are able
to address issues such as legal and human rights, and to research topical
political, as well as interfaith, moral and social, issues.
Pupils could also:
- publish a newsletter
on community issues;
- produce citizenship
curriculum materials;
- organise a conference
about young people's voice in the community.
7 Contributing to national
government priorities at a local level
Pupils work with local
implementers to contribute to the achievement of local targets as part of national
government priorities. For example:
- Pupils work with their
local Community Safety Team to address the aspects of the Community Safety
Plan that relate to young people. They identify which aspects of the plan
affect them, directly or indirectly, and select one to which they can contribute.
For example, pupils investigate areas where there is vandalism, and recommend
actions that could reduce it; or they research older people's perceptions
of the threat posed by young people and suggest ways of reducing fear.
- Pupils work with their
local Primary Care Trust/Health Authority to address local health targets,
including those related to accidents, smoking and teenage pregnancy. Pupils
act as consultants, researching the views and needs of other young people
and advising on possible changes to services, facilities or campaigns.
- Pupils work with their
local Drug Action Team/Drug and Alcohol Reference Group on projects to contribute
to drug education targets for the area. They help to design materials for
drug and alcohol education, and could also produce displays for the school
and wider community, and publicise sources of help and support. By improving
their own knowledge and communication skills, they are able to act as sources
of accurate information for their peers in the community.
8 International activities
Pupils organise and participate
in activities such as Model United Nations meetings (MUN, see www.una-uk.org)
or model Commonwealth Heads of Government Meetings (CHOGM, see www.commonwealth.org.uk).
Such activities can be organised on a local, regional or national basis.
School linking
Unit 17 'School linking'
provides details of how schools can establish links with other schools in this
country or other countries, and outlines learning activities in the context
of the citizenship programme of study.
About this publication
Who's it for?
Teachers of citizenship at key stage 3, heads of departments, curriculum
managers, ITT departments.
What's it about?
This booklet offers ideas for citizenship activities to promote pupil participation.
It forms part of the citizenship scheme of work at key stage 3.
Related material The National Curriculum for England
What's it for?
To show how citizenship may be taught to key stage 3 pupils.
For more information, contact:
Customer Services, QCA, 83 Piccadilly, London W1J 8QA (tel: 020 7509 5556)
www.qca.org.uk
For printed copies, contact:
QCA Publications, PO Box 99, Sudbury, Suffolk CO10 2SN (tel: 01787 884444; fax:
01787 312950)
Price and order ref: £25
QCA/01/776
ISBN 1 85838 484 2
Further information and
guidance to support the teaching of citizenship is available at
www.dfes.gov.uk/citizenship
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