EDUCATION FOR CITIZENSHIP EDUCATION FOR GLOBAL CITIZENSHIP SUSTAINABLE

EDUCATION FOR CITIZENSHIP; EDUCATION FOR GLOBAL CITIZENSHIP & SUSTAINABLE DEVELOPMENT

ISSUES TO BE COVERED • • • Background issues What is Citizenship? What is Global Citizenship? What is sustainable development? Why are these issues important within schools’ education framework?

Background • Until 2002, there was no entitlement for citizenship, global citizenship or sustainable development within the Welsh and English curriculum • Omitted when National Curriculum was implemented in 1990

What is citizenship? • How we treat each other • How we can learn to respect ourselves and one another as citizens • Foster an understanding of the diverse cultures which exist in UK • Help people develop the skills and aptitudes to resolve conflict without violence

England: Citizenship • A part of the statutory curriculum in England since September 2002 • Three inter-related components running through all education for Citizenship Social and moral responsibility – Community involvement – Political literacy

Social & Moral Responsibility Pupils learn: • Self-confidence • Socially & morally responsible behaviour both in, and beyond the classroom, towards those in authority and towards each other

Community Involvement Pupils learn: • About becoming helpfully involved in the life and concerns of their neighbourhood • Through community involvement and service to the community

Political Literacy Pupils learn: • About the institutions, problems and practices of our democracy • About how to make themselves effective in the life of the nation – locally, regionally, nationally • Skills and values as well as knowledge – this is wider than political literacy.

What it all means Citizenship ensures that, for the first time, all pupils will be taught: • about the diversity of national, regional, religious and ethnic identities in the UK • About the need for mutual respect and understanding • To develop an understanding of fairness and social justice

What it all means • Raise awareness of the nature of prejudice • Teach pupils how to recognise stereotypes • Highlight the consequences of anti-social and aggressive behaviours such as bullying and racism • To develop skills to challenge these assertively

Overview 1 Pupils develop: • Skills of enquiry • Communication skills • Participation & responsible action through learning • To become informed & interested citizens

Overview 2 • This is achieved through creating links between pupils’ learning in the classroom and activities which take place across the school, in the community and the wider world • The National Curriculum sets out what pupils should learn – http: //www. nc. uk. net

Schemes of Work • A complete scheme of work for key stage 3 can be found on the Standards web site • http: //www. standards. dfes. gov. uk

Key stage 3 So. W • Unit 01. Citizenship what's it all about? Unit 02. Crime Unit 03. Human rights Unit 04. Britain - a diverse society? Unit 05. How the law protects animals - a localto-global study • Unit 06. Government, elections and voting Unit 07. Local democracy Unit 08. Leisure and sport in the local community Unit 09. The significance of the media in society Unit 10. Debating a global issue • Unit 11. Why is it so difficult to keep the peace in the world today?

Key stage 3 So. W • Unit 12. Why did women and some men have to struggle for the vote in Britain? What is the point of voting today? Unit 13. How do we deal with conflict? Unit 14. Developing skills of democratic participation Unit 15. Crime and safety awareness - a wholeschool multi-agency approach • Unit 16. Celebrating human rights - citizenship activities for the whole school Unit 17. School linking Unit 18. Developing your school grounds Unit 19. Assessing progress and recognising achievement at the end of key stage Unit 20. What's in the public interest? Unit 21. People and the environment

Assessment, Recording & Reporting • Came into force in August 2003 requirement to assess pupils attainment at the end of key stage 3 • There is an end of key stage description in the National Curriculum for Citizenship, comparable with levels 5/6 in other subjects. • No statutory assessment for key stage 4

Assessment Pupils should be able to: • Demonstrate a broad knowledge & understanding of the topical events they study; the rights, responsibilities and duties of citizens

Assessment • Show understanding of how the public gets information; how opinion is formed and expressed, including through the media; how and why changes take place in society

Assessment • Take part in school & community-based activities, demonstrating personal and group responsibility in their attitudes to themselves and others [QCA/99/458; www. nc. uk. net]

Recording • Schools must keep a record of pupils’ progress and achievement in citizenship • No requirement for schools to submit data in citizenship to the national data collection agency • Information recorded on each pupil and the nature of the records is left to schools’ professional judgement

Reporting • From August 2002, schools are required to include a report on citizenship in annual written reports to parents for pupils in key stage 3

Global Citizenship & Sustainable Development • A part of the statutory curriculum in Wales from September 2003 • Education for global citizenship and sustainable development enables people to understand the global forces which shape their lives and to acquire the knowledge, skills and values that will equip them to participate in decision making, both locally and globally, which promotes a more equitable and sustainable world.

Education for global citizenship & Sustainable Development • The links between society, economy and environment, both locally and globally • The needs and rights of both present and future generations • The relationship between power, resources and human rights • The local and global implications of everything we do and the actions that individuals, organisations and States can take in response to local and global issues

Key Concepts of Education for Sustainable Development & Global Citizenship • • • Interdependence Citizenship and stewardship Needs and rights Diversity Sustainable change

Key Concepts of Education for Sustainable Development & Global Citizenship • • Quality of life Uncertainty and precaution Values and perceptions Conflict resolution

Interdependence • Understanding how people, the environment and the economy are inextricably linked at all levels from local to global

Citizenship & Stewardship • Recognising the importance of taking individual responsibility and action to make the world a better place

Needs & Rights • Understanding our own basic needs and about human rights and the implication for the needs of future generations of actions taken today

Diversity • Understanding, respecting and valuing both human diversity – cultural, social and economic – and biodiversity

Sustainable Change • Understanding that resources are finite and that this has implications for people’s lifestyles and for commerce and industry

Quality of Life • Acknowledging that global equity and justice are essential elements of sustainability and that basic needs must be met universally

Uncertainty & Precaution • Acknowledging that there a range of possible approaches to sustainability and global citizenship and that situations are constantly changing, indicating that a need for flexibility and lifelong learning

Values & Perceptions • Developing a critical evaluation of images of, and information about, the less and more economically developed parts of the world an appreciation of the effect these have on people’s attitudes and values

Conflict Resolution • Understanding how conflicts are a barrier to development and a risk to us all and why there is a need for their resolution and the promotion of harmony

Useful web addresses • • • http: //www. teachingcitizenship. org. uk/ http: //www. citfou. org. uk/ http: //www. citizen. org. uk/ http: //www. csv. org. uk/ http: //www. schoolcouncils. org http: //www. hansard-society. org. uk/ http: //www. nfer. co. uk/ http: //www. ittcitized. info/ http: //www. dea. org. uk/ http: //www. nc. uk. net/esd