Citizenship opportunities within 14-19 developments
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Citizenship is a high priority for the
government and 14–19 programmes offer
major opportunities for learning through
citizenship and for citizenship. But
maximising these opportunities depends
on developing and sharing understanding
of citizenship and effective practice –
how citizenship concepts, processes,
skills and knowledge can be developed
and enhance learning in the various
initiatives. Professional development
will be crucial.
The White Paper, 14–19 Education and Skills
(DfES, February 2005), sets out the government’s
14–19 reform agenda and highlighted the importance
of citizenship:
'... we need to be confident that everyone leaving
education is equipped to be an informed,
responsible, active citizen. In an ever more complex,
interdependent world, where an engaged population
is crucial to the health of our society, we continue to
put citizenship at its heart too...’ (3.17 DfES 2005)
Citizenship encourages young people to express
their views and participate in decision making: to ‘have a voice’ and become involved in developing
personalised learning and young people’s services.
In addition to citizenship-specific programmes and
qualifications, there is a range of 14–19 opportunities
for learning through citizenship and learning for
citizenship in relation to: 1. Curriculum aims,
concepts, processes, content and outcomes.
2. Skills covering personal, learning and thinking skills
(PLTS), including those of an ‘effective participator’;
and functional skills (literacy, numeracy and ICT).
3. Qualifications that include aspects of citizenship.
Enabling young people to become responsible
citizens who make a positive contribution to society
underpins the curriculum for the new 14–19 Diplomas,
as well as the revised secondary curriculum. Functional
skills also aim to provide learners with the ‘skills and
abilities they need to take an active and responsible
role in their communities’.
The processes of experiential learning are also
important to the 14–19 Diplomas, the extended project
and effective skills development. And the key citizenship
process of ‘critical thinking and enquiry’ can enhance learning across the 14–19 phase, as can cooperative
learning activities. Content and outcomes specified in
other subjects, programmes and qualifications include
skills, concepts and knowledge of relevance to
citizenship – for example ‘rights and responsibilities’ as
part of E2E and apprenticeships, and ‘sustainability’
as part of principal learning in Diplomas.
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Citizenship and 14-19 developments: quick guides
A series of expert seminars were held to inform the writing of some of the quick guides below.
1. Overview of 14–19 developments
This quick guide offers an overview of 14–19 reforms of particular relevance to citizenship.
2. Personalisation, learner voice and citizenship
This quick guide focuses on the contribution of citizenship to personalised learning and learner voice.
3. Building on key stage 4 citizenship
This quick guide focuses on the progression in learning from key stage 4 citizenship during the 14-19 phase of education.
4. Citizenship and Every Child Matters
This quick guide focuses on the contribution of citizenship to the Every Child Matters (ECM) agenda.
5. New citizenship qualifications
This quick guide focuses on new qualifications which are now, or will shortly be, available.
6. Citizenship through Extended Projects
This quick guide focuses on citizenship through the new Extended Projects qualification.
7. Key skills and functional skills through citizenship
This quick guide focuses on Key Skills and Functional Skills through citizenship.
8. Citizenship and personal, learning and thinking skills (PLTS)
This quick guide focuses on citizenship and personal, learning and thinking skills (PLTS)
9. Citizenship through Entry level programmes
This quick guide focuses on Entry level certificates including Skills for Life.
10. Citizenship, social enterprise and Diplomas
This quick guide focuses on citizenship and social enterprise in the new Diplomas
11.
Citizenship and employability
This quick guide focuses on
the relationship between employability and citizenship.
12.
Citizenship and community cohesion
This quick guide focuses on the contribution of citizenship to community cohesion.
Examples of 14–19 developments of particular relevance to citizenship
Revised secondary curriculum
All new programmes of study (for teaching from
September 2008) are now structured in a common
format. The headings include: curriculum aims; the
importance of the subject; key concepts (for
citizenship – democracy and justice, rights and
responsibilities, identities and diversity: living together
in the UK); key processes (for citizenship – critical
thinking and enquiry; advocacy and representation;
taking informed and responsible action); range and
content and curriculum opportunities.
Case studies on the QCA website illustrate how different schools have interpreted the curriculum within the context of their own setting and to meet the needs of their learners. They show learners and teachers trying out ideas and sharing their experiences and insights. All the schools involved organised their own learning activities and undertook appropriate checks to meet health and safety requirements. Over time, more case studies and films will be added to help share the excitement and the potential of the curriculum.
QCA is also developing curriculum programmes
using the same format for the 14–19 Diplomas.
These programmes include references to
citizenship opportunities.
New citizenship qualifications
In addition to the current short course, a full GCSE in
Citizenship Studies is being developed to reflect the
revised key stage 4 programme of study. Changes
are also being made to GCSE.
New GCE (AS and A2) in Citizenship Studies
AS units: 1. Identity, Rights and Responsibilities;
2. Democracy, Active Citizenship and Participation.
A2 units: 3. Power and Justice; 4. Global Issues and
Making a Difference. Assessment objectives cover:
knowledge and understanding; analysis and
evaluation; communication and action; and synthesis.
Assessment is by written exam papers, but for unit 2,
candidates must keep and bring to the exam a
completed active citizenship profile to use for analysis
and evaluation of own evidence and reflection in
relation to set questions.
GCE AS exams from 2009
GCE A2 exams from 2010
See GCE specification available from AQA.
GCSE offered from 2008/9
See further information on changes to GCSE, including
subject criteria for citizenship.
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14–19 Diplomas
Five Lines of Learning: Construction and the Built
Environment; Engineering; Society, Health and
Development; Creative and Media; and IT. Area-wide
prospectuses available to search for courses.
Second five lines: Land-based and Environmental;
Manufacturing & Product Design; Hair & Beauty
Studies; Business Administration & Finance;
Hospitality & Catering.
Final four lines: Public Services; Sport & Leisure;
Retail; Travel & Tourism.
Entitlement for every young person to pursue any
one Diploma in 2013.
Specifications for Principal Learning and projects at
Foundation, Higher and Advanced levels now
published for first five lines. Three-year pilot from
September 2008.
Second five lines pilot from September 2009
(Gateway applications: December 2007). Final four
lines pilot to start September 2010.
Functional skills
Diploma consortia have nominated up to six centres
to be involved in the piloting of functional English,
functional maths and functional ICT. Other centres will
also be involved.
Personal, learning and thinking skills (PLTS)
QCA has developed a single framework for all 11–19
learners comprising six skill groups: independent
enquirers; creative thinkers; reflective learners; team
workers; self managers; effective participators
(particularly relevant to citizenship).
National Pilot started September 2007.
View the framework.
See also research on PLTS.
In addition to our quick guide above you may also be interested in Getting ahead with PLTS – Lessons from the wider key skills
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Extended Project
Level 3 is currently being piloted (2006–2008) by
Edexcel and AQA, with City & Guilds. The pilot
specifications have four assessment objectives:
manage; use resources; develop and realise;
review. Project types include dissertation, field study/investigation, performance and artefact.
Any type can include citizenship.
Projects at levels 1 and 2 are being piloted during
2007 for the first exam in 2009. These will also be
free-standing qualifications and a compulsory part of
the Diplomas. As for level 3, there are the same four
assessment objectives.
Foundation Learning Tier
The development work of QCA and the LSC includes:
principles and guidance for the design of learning
programmes; programme content which is creditbased
units and qualifications at Entry Level and
Level 1; introduction of progression pathways to
Level 2; and guidance to support implementation.
Provision will include vocational/subject-based
learning, key and basic skills, and personal and social
development, all of which offer opportunities for
citizenship learning and achievement.
Preparation for implementation begins in September
2007; full implementation by 2010.
Professional development
A directory of information on workforce support
across 11–19 school and FE reforms is available
online from DCSF 14-19 website.
Links to relevant articles from Citizenship News
View, download or print articles which relate to 14-19 developments.
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