London Citizenship Teaching Network 23 03 09
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Transcript of London Citizenship Teaching Network 23 03 09
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London Citizenship Teaching Network: 1st Meeting
Monday 23rd March 20092.30 – 5.00pm
Institute of Education
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London Citizenship Advisors
Cathy Bryan Ben Hammond
Will Ross
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Session Agenda1. Who are we? - Introductions / Find Someone Who (30)
2. How do we organise learning? ‘Compelling learning experiences’ (40)
3. How well are we achieving our aims? Building in assessment – key strategies (30)
4. How do we know we’re on the right track? The Self-Evaluation Tool for Citizenship (20)
5. Where should we go from here? aims of the LCTN / key updates (30)
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1. Who are we?
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Find Someone Who...When you “find someone who...”add their names to the box. You cannot use the same person for more than one box.
1. ...works in your borough or one close by.
2. ...regularly uses the Citizenship levels successfully.
Ben Cathy
Special prize for the
winner
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2. How do we organise learning? (what makes a compelling
learning experience)
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A big picture of the curriculum
Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)
Working draft July 2007
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Three key questions
3How well
are we achieving our aims?
Assessmentfit for purpose
Whole curriculum dimensions
Learning approaches
Components
Accountability measures
Every Child Matters outcomes
Focus for learning
Curriculum aims
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Attitudes and attributeseg determined, adaptable, confident,
risk-taking, enterprising
Knowledge and understandingeg big ideas that shape the world
Skills eg literacy, numeracy, ICT, personal,
learning and thinking skills
Successful learnerswho enjoy learning, make progress and achieve
Responsible citizens who make a positive contribution to society
Confident individualswho are able to lead safe, healthy and fulfilling lives
The curriculum aims to enable all young people to become
To make learning and teaching more effective so that learners understand quality and how to improve
Embraces peer- and
self-assessment
Uses tests and tasks
appropriately
Links to national standards which are consistently
interpreted
Helps identify clear targets
for improvement
Gives helpful feedback for the learner and other
stakeholders
Maximises pupils’
progress
Promotes a broad and engaging curriculum
Draws on a wide range of evidence of
pupils’ learning
Is integral to effective
teaching and learning
Informs future
planning and teaching
Statutory expectations
PSHEPW EW+FCPEMuMFL RE SCMaICTHiGeEnD & TCiA & D
Physical development
Personal, social and emotional development
Mathematical development
Knowledge and understanding of the world
Communication, language and literacy
Creative development
1What
are we trying to achieve?
2Howdo we
organise learning?
Attainment and improved standards
Behaviour and attendance
Further involvement in education, employment or training
Civic participation
Healthy lifestyle choices
To secure
Including all learnerswith opportunities
for learner choice and personalisation
Using a range of audience and
purpose
Matching time to learning need eg
deep, immersive and regular frequent
learning
In tune with human
development
A range of approaches eg enquiry, active
learning, practical and constructive
Building on learning beyond the schoolincluding community and business links
Opportunities for spiritual, moral, social,
cultural, emotional, intellectual and
physical development
Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –
Technology and the media – Creativity and critical thinking.
Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment
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Classroom
Young People-led
Adult-led
Community
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•Lessons, locations, environment, events, routines, extended hours, out of school
•A variety of approaches – not just based in the classroom or based on usual lesson structures
•Awareness of cross curricular dimensions
•Statutory expectations – us in the classroom delivering the new curriculum as well as some overarching themes that may come through specific curriculum as well as hidden curriculum
2. How do we organise learning?
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Reflect
Take Action
QuestionExplore
Voice + Choice
Change
Pillars of a citizenship compelling learning experience...
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3. How well are we achieving our aims?
(Building in Assessment – Key Strategies)
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Assessment Steps
1)Set task2)Narrow down skill and concept you will
be assessing3)Create student friendly success criteria4)Assess using criteria
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TaskCreate a leaflet explaining what Britishness means and why we should celebrate it
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Success criteria are descriptions of pupil performance based on the levels, and are made relevant to a specific learning activity. They set out what a pupil should know and understand, and be able to do.
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LESS FORMAL EVIDENCE:• Draw and write a Key Concept• Mind-mapping• Display or presentation of a community action project• Observation of a group discussion or group task• Photographs or films• Web page or blog• Role play• Campaigning letters, emails or press releases• ‘Silent debate’
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Guidelines for Assessment
1. Keep It Simple!
2. Involve students
3. Use a range of evidence - not just written work
4. Use a range of methods - not just teacher assessment
5. Use a range of formality - not just end of unit tests
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4. How do we know we’re on the right track?
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Self-Evaluation Tool•Takes into account new secondary curriculum, “QCA’s Big Picture” and OfSTED’s Towards Consensus report.
•Helps prepare for OfSTED as well as highlighting areas for improvement and celebration
• More holistic approach to Citizenship (in the curriculum, school and wider community)
www.teachingcitizenship.org.uk/news
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Six Areas of Development• Leadership• Resources and their Management• Teaching and Learning• Staff Development• Monitoring and Evaluation• Parental and Community Involvement
www.teachingcitizenship.org.uk/news
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Four Stages•Focusing
•Developing
•Established
•Advanced
www.teachingcitizenship.org.uk/news
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Teaching and Learning
www.teachingcitizenship.org.uk/news
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5. Where should we go from here?
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What should our aims be?
4s – 8s - all
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Updates• “Teaching Citizenship” Spring 09 out now• ACT Conference – Using ICT to Campaign for
Change 9th June – British Library• Battlefront website • CitizenSchools…• Other organisations…
http://curriculum.qca.org.uk/www.teachingcitizenship.org.ukwww.newsecondarycurriclum.orgwww.citized.infowww.citizenschools.org.uk www.citizenshipfoundation.org.uk
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http://curriculum.qca.org.uk/www.teachingcitizenship.org.uk
www.newsecondarycurriclum.orgwww.citized.info
www.citizenschools.org.uk
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http://curriculum.qca.org.uk/www.teachingcitizenship.org.uk
www.newsecondarycurriclum.orgwww.citized.info
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A big picture of the curriculum
Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)
Working draft July 2007
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Three key questions
3How well
are we achieving our aims?
Assessmentfit for purpose
Whole curriculum dimensions
Learning approaches
Components
Accountability measures
Every Child Matters outcomes
Focus for learning
Curriculum aims
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Attitudes and attributeseg determined, adaptable, confident,
risk-taking, enterprising
Knowledge and understandingeg big ideas that shape the world
Skills eg literacy, numeracy, ICT, personal,
learning and thinking skills
Successful learnerswho enjoy learning, make progress and achieve
Responsible citizens who make a positive contribution to society
Confident individualswho are able to lead safe, healthy and fulfilling lives
The curriculum aims to enable all young people to become
To make learning and teaching more effective so that learners understand quality and how to improve
Embraces peer- and
self-assessment
Uses tests and tasks
appropriately
Links to national standards which are consistently
interpreted
Helps identify clear targets
for improvement
Gives helpful feedback for the learner and other
stakeholders
Maximises pupils’
progress
Promotes a broad and engaging curriculum
Draws on a wide range of evidence of
pupils’ learning
Is integral to effective
teaching and learning
Informs future
planning and teaching
Statutory expectations
PSHEPW EW+FCPEMuMFL RE SCMaICTHiGeEnD & TCiA & D
Physical development
Personal, social and emotional development
Mathematical development
Knowledge and understanding of the world
Communication, language and literacy
Creative development
1What
are we trying to achieve?
2Howdo we
organise learning?
Attainment and improved standards
Behaviour and attendance
Further involvement in education, employment or training
Civic participation
Healthy lifestyle choices
To secure
Including all learnerswith opportunities
for learner choice and personalisation
Using a range of audience and
purpose
Matching time to learning need eg
deep, immersive and regular frequent
learning
In tune with human
development
A range of approaches eg enquiry, active
learning, practical and constructive
Building on learning beyond the schoolincluding community and business links
Opportunities for spiritual, moral, social,
cultural, emotional, intellectual and
physical development
Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –
Technology and the media – Creativity and critical thinking.
Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment
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The importance of Citizenship…
“Citizenship equips pupils with the knowledge and skills needed for effective and democratic
participation. It helps pupils to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try
to make a difference in their communities and the wider world.”
National Curriculum, 2007QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
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to share information
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to have INSET on specific areas we
identify
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to develop a resource bank /
base
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to share (best/good) practice
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as a forum for ideas, problems,
solutions, questions
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to develop a cross-london strategy to take Citizenship education
forward in London
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to spread our support base so
we’re not just individuals working in individual schools
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to get to know each other