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Customised training: Learner Voice and Post-16 Citizenship

Customised training: Learner Voice and Post-16 Citizenship. Arguments icebreaker. 3 roles: Arguer Counter-arguer Observer Scores One mark for a relevant point in the argument Two marks for a reason to support that point. Aims of the session.

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Customised training: Learner Voice and Post-16 Citizenship

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  1. Customised training: Learner Voice and Post-16 Citizenship

  2. Arguments icebreaker • 3 roles: • Arguer • Counter-arguer • Observer Scores One mark for a relevant point in the argument Two marks for a reason to support that point

  3. Aims of the session • To clarify the aims and purpose of citizenship education • To raise awareness of the benefits of citizenship for learners and their learning organisation • To examine the relevance of citizenship for the learner involvement strategy of the organisation • To illustrate some active techniques which develop citizenship skills through learner involvement

  4. What is citizenship? • Citizenship involves: • the investigation of topical, controversial, social and political issues, leading to • young people’s responsible action to influence the issue, for the benefit of the community. • It brings new knowledge and skills about our political system, and • it encourages young people to form considered opinions. • Citizenship enables young people to use their voice, within both their community and their learning organisation.

  5. Citizenship is not the same as….. • Lifeskills/PSHE • Citizenship looks at the public issues rather than the personal ones • Volunteering or charity fund-raising • Citizenship develops critical understanding as well as action • Nationality • Citizenship encourages existing, new and would-be citizens to get involved and take an interest in topical and controversial issues

  6. The support programme aims • To support national stakeholders in building high quality provision of citizenship learning • To foster links between 16-19 citizenship and related policy initiatives across Government, especially the Big Society and National/International Citizen Service • To extend understanding of the benefits of citizenship education and increase participation in all the post-16 settings • To promote learning of knowledge and skills for democratic participation which meets the needs of all groups of young people in the whole range of settings • To disseminate key messages and resources from the development programme • To learn ongoing lessons from providers and enable these to influence good practice in citizenship education nationally • To promote better understanding and practice in relation to progression in citizenship learning from key stage 4 to the 16-19 phase, and to communicate good practice from post-16 providers to citizenship teachers at ks4 and to those involved in citizenship education for adults

  7. The three essential opportunities • Post-16 citizenship should provide three essential opportunities for learning through action: • To identify, investigate and think critically about citizenship issues, problems or events of concern to them, AND • Decide on and take part in follow-up action where appropriate, AND • Reflect on, recognise and review their citizenship learning.

  8. Six approaches to post-16 citizenship • The post-16 Citizenship Development programme has identified six different (although not mutually exclusive) approaches. These are: • Citizenship through • learner voice and representation • qualifications and personalised programmes • group tutorial and enrichment programmes • voluntary and community-based activities • single events • research projects

  9. Benefits of citizenship • For young people: • Increased confidence and self-esteem • Greater interest in the world around them • A knowledge about the ‘system’ and an ability to get things changed • Experience of challenging and worthwhile activities • For the organisation: • Constructive involvement of learners and staff in decision-making • Motivated learners with positive attitudes • Increased retention and achievement • Better relations with the local community

  10. Citizenship links with national initiatives Community development FE providers have a duty to cooperate with other organisations and groups in the local area (The Apprenticeships, Skills, Children and Learning Act 2009) They also have a duty to aim to reduce inequalities of outcome that result from social disadvantage (The Equality Act 2010)The Government’s emphasis on the Big Society (including National Citizen Service) refers to rights and responsibilities of individuals to take a greater role within their communities (See ‘Effective Community development: A strategic framework, LSIS 2010) Personalised learning and learner voice OFSTED assesses how learners are consulted and how providers meet their needs(The OFSTED Common Inspection Framework for FE and Skills 2009) Every Child Matters agenda Strong links with citizenship, especially ‘making a positive contribution’ (See Citizenship and 14-19 developments: Quick Guides - (4) Citizenship and Every Child Matters)

  11. Learner Involvement Strategy • Following the previous government’s initiatives, most providers of further education have a Learner Involvement Strategy in place • This involves a range of actions: • Gathering views directly from learners (surveys, focus groups, telephone interviews, consultation events) • Involving learner reps (committees, meetings for course reps) • Setting up and supporting formal structures of representation (learner forums and parliaments, student unions) • Encouraging learners to take action within the local community

  12. Common Inspection Framework from 2010 The Common Inspection Framework from 2010 includes the following questions: B2. How effectively does the provision meet the needs and interests of users? (where inspectors will take into account whether learners are consulted about the design, planning and delivery of programmes and progression opportunities, and how well learners are involved in the evaluation of the provision) B4. How effective are the care, guidance and support learners receive in helping them to attain their learning goals? (where inspectors will take into account how well learners are involved in the planning, reviewing and evaluation of provision to meet their support needs) C5. How effectively does the provider engage with users to support and promote improvement? (where inspectors will take into account the extent to which all groups of learners and individuals have the opportunity to give their views on the provision they are receiving, and the arrangements to ensure that learners are represented on relevant decision-making groups)

  13. Citizenship and learner voice • Citizenship and learner voice have in common: • an emphasis on young people’s autonomy • the development of skills needed to negotiate, advocate and take responsible action • a positive interest in improving things • an understanding of processes by which decisions are made • Citizenship also requires knowledge of social/political issues

  14. Discussion of case studies • Consider which of the principles of good practice are illustrated in each case study. • Discuss whether activity could be improved in each.

  15. Action planning • Discuss: • Which approaches could we try here? • What support would we need? • What obstacles might we meet?

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