London Citizenship Teaching Network: 1st Meeting

Monday 23rd March 20092.30 – 5.00pm

Institute of Education

London Citizenship Advisors

Cathy Bryan Ben Hammond

Will Ross

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)

1. Who are we?

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

2. How do we organise learning? (what makes a compelling

learning experience)

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

Classroom

Young People-led

Adult-led

Community

•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?

Reflect

Take Action

QuestionExplore

Voice + Choice

Change

Pillars of a citizenship compelling learning experience...

3. How well are we achieving our aims?

(Building in Assessment – Key Strategies)

Assessment Steps

1)Set task2)Narrow down skill and concept you will

be assessing3)Create student friendly success criteria4)Assess using criteria

TaskCreate a leaflet explaining what Britishness means and why we should celebrate it

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.

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’

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

4. How do we know we’re on the right track?

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

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

Four Stages•Focusing

•Developing

•Established

•Advanced

www.teachingcitizenship.org.uk/news

Teaching and Learning

www.teachingcitizenship.org.uk/news

5. Where should we go from here?

What should our aims be?

4s – 8s - all

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

http://curriculum.qca.org.uk/www.teachingcitizenship.org.uk

www.newsecondarycurriclum.orgwww.citized.info

www.citizenschools.org.uk

http://curriculum.qca.org.uk/www.teachingcitizenship.org.uk

www.newsecondarycurriclum.orgwww.citized.info

Cathy Bryan cathy_bryan@hotmail.com

Ben Hammond ben.hammond@londoncitizens.org.uk

Will Rosswill.ross@thecitizenshippeople.co.uk

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

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.

to share information

to have INSET on specific areas we

identify

to develop a resource bank /

base

to share (best/good) practice

as a forum for ideas, problems,

solutions, questions

to develop a cross-london strategy to take Citizenship education

forward in London

to spread our support base so

we’re not just individuals working in individual schools

to get to know each other