David Kerr - Re-engaging with Citizenship in Schools

Report
Re-engaging with
Citizenship in Schools
NUT
National Education
Conference
July 2013
David Kerr
Director of Education
Citizenship Foundation
Visiting Professor of Citizenship
Birkbeck College
University of London
david.kerr@citizenshipfoundation.org.uk
Aims of this presentation…
1. To set the scene concerning
Citizenship in the National Curriculum
2. To review the proposed NC
programmes of study for Citizenship
3. Provide information and evidence
to encourage re-engagement with
Citizenship in schools
Citizenship: Key developments
1997
Schools White Paper - advisory group on citizenship
1998
Advisory group report published (Crick report)
2001
NfER Longitudinal Study on citizenship begins
2002
NC Citizenship first teaching in schools
2002
GCSE Citizenship Studies (short course) - first teaching
2004
National guidance for post -16 citizenship
2006
Select Committee Inquiry into impact of citizenship
2007
Revised NC for citizenship published, 8 level scale
2008
A level for Citizenship Studies
2009
GCSE Citizenship Studies (full course) - first teaching
2010
NfER Longitudinal Study on citizenship final report
2012
NC Expert Group recommends downgrading of citizenship
2013
Gove retains Citizenship in NC at KSs3 and 4
2013
New Citizenship Progs of Study for KSs3 and 4 published
Policy Aims of NC Citizenship
Social + moral
responsibility
Community
involvement
Political
literacy
New strand Identity +
diversity
Three contexts for developing Citizenship
Curriculum
(classroom)
Wider
communities
School
community
(community)
(culture)
What to address in the three contexts
Curriculum
Core knowledge
Key skills
Controversial issues
Wider
communities
School
community
Participation
Participation
Decision-making Decision-making
Big issues Voice and leadership
Teamwork
Engagement with
adults
Major period of change in
education
Change in Citizenship
•
•
•
•
•
•
•
Retention as NC subject KS3 and KS4
Revised programmes of study
No proposed change at primary
GCSE Cit Studies under review
A and AS level Cit under review
Numbers for Cit holding in ITT
New Ofsted lead for Cit
Citizenship remains in National
Curriculum
‘Citizenship will remain a programme of
study at key stages three and four and I look
forward to… ensure that this valuable
subject is even better taught in more of our
schools‘
Michael Gove
Secretary of State for Education
New Policy Aims of
Citizenship
Knowledge and
understanding
of United
Kingdom
Interest in and
commitment to
volunteering
Knowledge
and
understanding
of law and
laws
Equipped with
financial skills
to manage
money
Citizenship KS3 and KS4
Purpose of Study
A high-quality citizenship education helps to
provide pupils with knowledge, skills and
understanding to prepare them to play a full and
active part in society. In particular, citizenship
education should foster pupils’ keen awareness of
how the United Kingdom is governed and how its
laws are made and upheld. It should also prepare
pupils to take their place in society as responsible
citizens by providing them with the skills and
knowledge to manage their money well and make
sound financial decisions.
Challenges
Making up for lost ground/time
Creating demand and supply in schools
Gaining SLT access and support
Keeping abreast of developments
Maintaining networks/ sharing
intelligence
• Accessing Cit co-ordinators/teachers
• Developing new thinking/ approaches
•
•
•
•
•
Curriculum Change - Support
• Teachers will need new resources and
content
• DfE will provide far less central CPD schools will need to provide internally or
purchase
• DfE says “Don’t’ assume it is going to be
as before”. Schools are going to find it
very different and will need support from
suppliers and external sources
Why citizenship education
in secondary schools?
Key arguments and actions
for senior managers
Citizenship Foundation, June 2013
Aims of these slides
1. Set out the key reasons for effective development of
citizenship education policy and practice
2. Detail actions you need to take now for citizenship
education in your school
3. Explain where and how citizenship education should be
developed in schools
4. Highlight the benefits and impacts of effective
citizenship education in schools.
Citizenship education can…
• Raise school standards and student
achievement
• Improve behaviour and reduce exclusions
• Empower students through real decision-making and
consultation in and beyond school
• Fulfil statutory obligations for the National
Curriculum, SMSC and Ofsted
• Strengthen the school as a living community by
improving student relations
• Enable students to understand and engage with big,
controversial issues
Citizenship education can…
• Strengthen transition from KS2 to KS3
• Deliver distinctive, core curriculum
knowledge about politics, law, economy and active
citizenship
• Develop key skills that employers want (such as
leadership and teamwork)
• Improve links to other initiatives (International
School Awards, Rights Schools etc)
• Strengthen links between curriculum and school
culture
• Strengthen partnerships with wider communities
• Better prepare students for adult life beyond school.
Take immediate action
You need to…
1. Re-engage with citizenship in your school
2. Know where to get appropriate training and
support
3. Provide strong, visible SLT support
4. Review the school’s vision, ethos and development
plan in line with the new National Curriculum
aims and citizenship Programmes of Study (including new
statutory financial education)
5. Amend policy and approaches to fit National Curriculum
requirements and meet Ofsted expectations
You need to…
6. Review how it is approached and
interconnected in the three contexts:
•
•
•
Curriculum: discrete, ex-curricular, dropdown,
etc
School community: participation, voice and
leadership
Wider community: links, projects and exchanges
7. Ensure senior leadership and governor
support
8. Make sure you have a strong, qualified
citizenship co-ordinator who is well
respected
9. Check staff are adequately trained and
resourced to deliver effective practice
You need to…
10.Make certain there are rigorous
assessment approaches (formative and
summative)
11.Check that appropriate monitoring and
evaluation is in place for each of the
‘three contexts’
12.Ensure students are well informed about
approaches in the school and are actively
involved
13.Ensure parents and community
representatives are informed about
approaches in and beyond the school.
citizenship is a journey
not a destination
Hastings
the devil is always in the
detail
Crick
Any questions?
Thank you
David Kerr – Director of Education
Citizenship Foundation
email: david.kerr@citizenshipfoundation.org.uk
tel: 020 7566 7759
50 Featherstone Street, London EC1Y 8RT
www.citizenshipfoundation.org.uk

similar documents