London Citizenship Teaching Network 23 03 09

London Citizenship Teaching Network: 1st Meeting Monday 23 rd March 2009 2.30 – 5.00pm Institute of Education

London Citizenship Advisors Cathy Bryan Ben Hammond Will Ross

Session Agenda

Who are we? - Introductions / Find Someone Who (30)

How do we organise learning? ‘Compelling learning experiences’ (40)

How well are we achieving our aims? Building in assessment – key strategies (30)

How do we know we’re on the right track? The Self-Evaluation Tool for Citizenship (20)

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. Ben Cathy Special prize for the winner

...works in your borough or one close by.

2. ...regularly uses the Citizenship levels successfully.

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

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?

Pillars of a citizenship compelling learning experience... Reflect Take Action Question Explore Voice + Choice Change

3. How well are we achieving our aims? (Building in Assessment – Key Strategies)

Assessment Steps

Set task

Narrow down skill and concept you will be assessing

Create student friendly success criteria

Assess using criteria

Task

Create 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

Keep It Simple!

Involve students

Use a range of evidence - not just written work

Use a range of methods - not just teacher assessment

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

Four Stages

Focusing

Developing

Established

Advanced

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 9 th June – British Library

Battlefront website

CitizenSchools…

Other organisations…

http://curriculum.qca.org.uk/ www.teachingcitizenship.org.uk www.newsecondarycurriclum.org www.citized.info www.citizenschools.org.uk www.citizenshipfoundation.org.uk

http://curriculum.qca.org.uk/ www.teachingcitizenship.org.uk www.newsecondarycurriclum.org www.citized.info www.citizenschools.org.uk

http://curriculum.qca.org.uk/ www.teachingcitizenship.org.uk www.newsecondarycurriclum.org www.citized.info

Cathy Bryan [email_address] Ben Hammond [email_address] Will Ross [email_address]

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, 2007

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