Citizenship and the revised National Curriculum 2013

A big picture for Outstanding CitizenshipClick on the sound icon for commentary

1Three key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?Three key questions1What are we trying to achieve?2How do we organise learning?3How well are we achieving our aims?

Based on the original Big Picture produced by QCDA in 2007, ACT has developed a curriculum model to facilitate outstanding Citizenship Education. Citizenship is essential to achieving quality educational outcomes for all pupils. The model addresses three fundamental questions to help us design a curriculum that prepares pupils for the responsibilities and challenges of work and life in the 21st Century.

1. What are we trying to achieve?2. How do we organise learning?3. How well are we achieving our aims?

2To secure for pupils, schools and society

responsible, active citizens who participate in democracy and public lifeprogress and attainment of standardsbehaviour and attendancerespect for diversity and community cohesionfurther involvement in education, employment or trainingThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?

The bottom line is that we want young people to become responsible, active citizens who participate in democracy and public life with respect for diversity and a commitment to working towards greater community cohesion. We need to plan and deliver a curriculum that will enable students to make progress towards challenging standards. And, through engaging lessons and learning activities we can help secure and influence behaviour and attendance and encourage further involvement in, and commitment to education, training and employment.

Our bottom line includes:

High expectations for all pupils so they make good progress and achieve the best that they canHigh expectations of behaviour and attendanceA sense of responsibility as active citizens who have the knowledge and skills to participate in democracy and public lifeA respect for each other and understanding of what it means to belong to a diverse communityAn expectation that all pupils will continue and progress in education and training or work-based learning.

3To secure Progress and attainment of standardsBehaviour and attendanceFurther involvement in education, employment or trainingResponsible, active citizensRespect for diversity and community cohesionFor pupils, schools and societyThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?An appreciation of human creativity and achievementEssential knowledge to be educated citizensAn introduction to the best that has been thought and saidThe DFE states the curriculum aims to provideCitizenship supports these aims and develops knowledge, skills and understanding pupils need to play a full and active part in democracy and societyThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?

Now to question 1 What are we trying to achieve?

The recent review of the National Curriculum resulted in the DFE developing a new set of aims for the curriculum. These state that the curriculum should provide:

Essential knowledge to be educated citizens. - Without our Citizenship curriculum and engagement with live political knowledge this would be sorely weakened.An introduction to the best that has been thought and said. - For us this might be an understanding of the active democratic process supported by appropriate theoretical and philosophical insights arguably as encapsulated by Cricks original vision.An appreciation of human creativity and achievement. - Those who have fought so hard for human rights and precious liberties and have had the creative imagination to envision better diverse and cohesive worlds.

So Citizenship has a unique and distinct role in supporting these overarching aims. Citizenship has a clear purpose as a subject in the statutory National Curriculum subject and more broadly as a contributor to schools and communities to develop knowledge, skills and understanding and give pupils the experiences they need to play a full and active part in democracy and society.

5Citizenship aims to developAttitudes and attributespolitical agency, interest and commitment to community volunteering and responsible actionKnowledge and understandingPolitical, social, legal, economicdemocracy, government, rights, equality, fairness justiceSkillsresearch, interrogation, debate, evaluation, informed actionThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?

How does Citizenship support these aims by developing the knowledge skills and understanding that pupils need to play a full and active part in democracy and society?Attitudes and attributes, skills, and knowledge and understanding are interrelated. In order for pupils to believe in their political agency and to develop commitment and a desire to invest effort in actively improving their communities, they need the skills of researching, interrogating and debating evidence and arguments. This critical thinking should result in informed political action for the common good. Such a process requires a knowledge base that is political, social, legal and economic and that develops the key concepts of democracy, government, rights, fairness and justice.

6Accountability measuresAttainment and improved standardsBehaviour and attendanceFurther involvement in education, employment or trainingCivic participationHealthy lifestyle choicesTo secureNC Citizenship purposeCitizenship aimsDFE Curriculum aimsA curriculum that providesKnowledge, skills and understanding to play a full and active part in democratic society Attitudes and attributesEg political agency, interest and commitment to volunteering & responsible actionKnowledge and understandingEg political, social, legal and economicSkills Eg research, weigh evidence, debate, evaluate views, take informed actionEssential knowledge to be educated citizensAn appreciation of human creativity and achievementIntroduction to the best that has been thought and saidThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?Routines and rolesCommunityLessons and learning approachesCurriculumCultureEthos and environmentSchool eventsThe school curriculum comprises all learning and other experiences that each school plans for its pupils. This includes citizenship in thecurriculum, culture and community of schools the three CsThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?Learning beyond the classroomExtended hoursSchool council and student voiceCommunity based activitiesOutside visitors

So to question 2 How can we organise learning? The three Cs

A schools curriculum is bigger than the National Curriculum. It comprises all the learning and other experiences that are planned for pupils. As Citizenship educators we can think about this as the contribution to the curriculum, culture and community of schools or the Three Cs.

In the curriculum we need to consider the types of lessons and activities, learning approaches and pedagogies that we use to develop quality citizenship provision and high expectations of pupils. We need to think about the locations for learning within and beyond the classroom and the opportunities within and beyond the formal school day for example through the extended curriculum.

In outstanding schools, the culture and ethos of schools is key. Where student voice is well developed this is visible through the opportunities pupils have to participate through responsible and active roles within school life and the school community. For example, Citizenship can be seen in the ethos end environment of the school, its routines and roles (the way peoples relationships are regulated) and most obviously through democratic processes such as student voice and voting.

And the school community and the wider community is a rich learning context to support and promote valuable citizenship learning including through citizenship events, community based activities and the planned use of outside visitors.

8Learning approachesUse of discrete lesson, cross curricular learning and off timetable sessionsOpportunities for student led learningMatching curriculum time to learning needsExperiences of active citizenship eg informed action, volunteeringAssessment uses a wide range of evidence to encourage learners to reflect on their own learningRelevant, purposeful and for a range of audiencesResource well matched to learning needeg use of time, space, people, materialsLearning through individual, group and collaborative tasksOpportunities in the life and culture of the school and the communityVaried and matched to learning need eg enquiry, instruction, active, debate, extended writingThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?

What learning approaches are most effective?Evidence from Ofsted including the most recent report Citizenship established? (2013) demonstrates that regular, discrete and specialist Citizenship teaching has a direct impact on the attainment of pupils. This is enhanced by the use of Active Citizenship projects to address real issues and problems within communities and the development of opportunities for learner led work through a range of individual, collaborative and team based tasks. Moreover activities must be relevant and purposeful for a range of audiences. The key to this is variety and flexibility so that pupils learning needs are met through encountering a range of appropriate resources and approaches such as enquiry, instruction, active learning and debate as well as extended writing. Learning can be further enhanced through a mixture of discrete Citizenship and cross-curricular projects while all assessment must encourage learners to reflect on their own learning.

9Every Child Matters outcomesFocus for learningCurriculum aimsThe curriculum aims to enable all young people to becomeBe healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeingAttitudes and attributeseg determined, adaptable, confident, risk-taking, enterprisingKnowledge and understandingeg big ideas that shape the worldSkills eg literacy, numeracy, ICT, personal, learning and thinking skillsSuccessful learnerswho enjoy learning, make progress and achieveResponsible citizens who make a positive contribution to societyConfident individualswho are able to lead safe, healthy and fulfilling livesAccountability measuresAttainment and improved standardsBehaviour and attendanceFurther involvement in education, employment or trainingCivic participationHealthy lifestyle choicesTo secureLearning approachesCurriculum, culture, communityThe curriculum aims to enable all young people to becomeVaried and matched to learning needeg enquiry, instruction, active, practical, theoreticalAssessment is fit for purpose and integral to learning and teachingOpportunities for spiritual, moral, social, cultural, emotional, intellectual and physical developmentIn tune with human developmentAssessment develops learners self-esteem and commitment to their learningPersonalised - offering challenge and support to enable all learners to make progress and achieveAssessment uses a wide range of evidence to encourage learners to reflect on their own learningInvolve learners proactively in their own learningResource well matched to learning needeg use of time, space, people, materialsRelevant, purposeful and for a range of audiencesLessonsRoutinesCommunity activityEventsEthos & envBeyond classroomExtended hoursThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?School councilRoutinesWhole curriculumSocialCulturalSpiritual MoralMentalPhysicalThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?

How does Citizenship relate to the development of the whole child?Citizenship contributes effectively to pupils Spiritual, Moral, Social and Cultural development. Ofsted inspectors look at the contribution of Citizenship to SMSC and schools need to effectively justify and show that the full range of a pupils SMSC development is catered for through their provision.

11Statutory NC citizenship programme of study requirementsResearching and interrogating evidenceIn the classroom and wider school Democracy & GovernmentIn the communityDebating and evaluating viewpointsRights & equalitiesTaking informed actionExperiencesSkillsKnowledge & ConceptsThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?Fairness & justiceIn public and democratic life

What about the content of the new National Curriculum for Citizenship to be taught from September 2014?The last element of question 2 How do we organise learning, relates to the National Curriculum requirements for Citizenship at key stages 3 and 4. Whilst the programmes of study are in themselves shorter than the previous version, the key aspects of the subject are present and can be understood as knowledge and concepts, skills and experiences.

The key concepts are: Democracy and Government, Rights and EqualitiesFairness and JusticeThese concepts stem from the work led by Bernard Crick that led to the introduction of Citizenship as a subject in 2002.

Through study of these areas pupils will develop the following skillsResearching and interrogating evidenceDebating and evaluating viewpointsTaking informed actionCitizenship skills were more fully set out in the 2007 version of the citizenship programmes of study and the 2014 version retains the essential citizenship skills.

These should be experienced in a range of learning contextsIn the classroom and wider schoolIn the communityIn public and democratic lifeWhen planning your citizenship provision its important to think through the details of lessons and learning approaches. Its helpful to focus on one or two concepts and and skills at a time and consider the kinds of learning experiences where pupils can put these into practice.

Where is Identity and Diversity?Although not identified as a separate theme, opportunities for pupils to develop a greater understanding of themselves and others and the community of communities in which they live permeate this model. A fully integrated approach to understanding identity factors of race and ethnicity, gender, class, sexual orientation and disability and their attendant Rights and Equalities in relation to Justice and Fairness obviously leads to a consideration of the mechanisms of social and political change in Democracy and Governments.

12Three key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?Citizenship experiencesCitizenship knowledge & conceptsCitizenship skillsSpiritual, moral, cultural, mental, physical development.LessonsRoutinesCommunity activityEventsEthos & environmentBeyond classroomExtended hoursA range of approaches in lessons eg enquiry, active learning, debate, extended writingOpportunities in the life and culture of the school and the communityLearning through individual, group and collaborative tasksMatching curriculum time to learning needs using discrete, cross curricular and off time-table sessionsOpportunities for student led learning and action Including all learners with opportunities for stretch, challenge and personalisation13Assessment that is fit for purposeGive helpful feedback for the learner and others eg parents, teachersHelps identify clear targets for improvementMaximises pupils progressUses tasks and test appropriatelyInforms future planning and teachingLinks to national standards that are consistently interpretedEmbraces peer- and self- assessmentPromotes a broad and engaging curriculumDraws on a wide range of evidence of pupil learningIs integral to effective teaching and learningThree key questions3How well are we achieving our aims?1What are we trying to achieve?2How do we organise learning?

Finally we return to question 3, How well are we achieving our aims?

There is still a debate about the best model for assessing Citizenship. Now that there are no levels included in the curriculum. Some will be relieved and grasp the opportunity for real evaluation and assessment freed from the artificiality of linear level progression while others will feel lost without the well defined stages through which a pupils progress can be mapped. The important thing is to make sure that we develop assessment instruments that are fit for purpose and give us real insight into pupils learning. This will make learning and teaching more effective and enable learners to understand what is expected of them in terms of quality and how they can improve. The model embraces a range of principles for effective assessment.Assessment mustBe integral to effective teaching and learning Draw on a wide range of evidencePromote a broad and engaging curriculumMaximise pupils progressGive helpful feedback for the learner and for others e.g. parents and teachersHelp identify clear targets for improvementLink to national standards that are consistently interpreted Inform future planning and teachingUse tasks and tests appropriatelyEmbrace peer and self assessmentSuch principles should enable the development of real assessment that is fit for purpose and builds on the best practice developed by teachers over recent years.

14 The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum Three key questions3How well are we achieving our aims?Assessmentfit for purposeWhole curriculumLearning approachesCurriculum, culture, communityAccountability measuresCitizenship aims DfE Curriculum aimsKnowledge, skills and understanding to play a full and active part in democratic societyAttitudes and attributese.g. an interest and commitment to volunteering and responsible actionKnowledge and understanding e.g. political, social, legal and economic

Skills e.g think critically, research,weigh evidence, debate political questions, take actionEssential knowledge to be educated citizensAn appreciation of human creativity and achievement

Introduction to the best that has been thought and saidPreparing pupils for the opportunities, responsibilities and challenges of life through a curriculum that provides:To make learning and teaching more effective so that learners understand quality and how to improveEmbraces peer- and self-assessmentUses tests and tasks appropriatelyLinks to national standards which are consistently interpretedHelps identify clear targets for improvementGives helpful feedback for the learner and other stakeholdersMaximizes pupils progressPromotes a broad and engaging curriculumDraws on a wide range of evidence of pupils learningIs integral to effective teaching and learningInforms future planning and teachingStatutory PoS Citizenship requirements Citizenship experiencesCitizenship knowledge & conceptsCitizenship skills1What are we trying to achieve?2How do we organise learning?Attainment and improved standardsBehaviour and attendanceFurther involvement in education, employment or trainingCivic and democratic participationSocial cohesionTo secureIncluding all learners with opportunities for stretch, challenge and personalizationMatching curriculum time to learning needs using discrete, cross curricular and off time-table sessionsOpportunities in the life and culture of the school and the communityA range of approaches in lessons e.g. enquiry, active learning, debate, extended writingLearning through individual, group and collaborative tasksOpportunities for student led learning and action Spiritual, moral, cultural, mental, physical development.NC Citizenship purposeLessonsRoutines Community activityEventsEthos & environ.Beyond classroomExtended hoursStudent voiceSchool councilA big picture for Outstanding Citizenship in your school

And so our model is complete. Here we have a big picture of high quality Citizenship Education that clearly establishes its essential contribution to a meaningful learning experience for all pupils that prepares them for life and work in the 21st Century.