SIX APPROACHES TO POST-16 CITIZENSHIP 6. Citizenship through research projects Acknowledgements We are grateful to: LSN consultant Trisha Fettes who took the leading role in writing this booklet. The post-16 citizenship team at LSN (Bernadette Joslin, Rob Pope and Helen Lim). Citizenship through research projectsis part of a series of support materials produced by the Post-16 Citizenship Support Programme. The programme is funded by the Quality Improvement Agency (QIA) and delivered by the Learning and Skills Network (LSN). Published by LSN on behalf of QIA www.LSNeducation.org.uk The Learning and Skills Network is registered with the Charity Commissioners. Comments on the pack and other enquiries should be sent to: Post-16 Citizenship Team Learning and Skills Network Regent Arcade House 19–25 Argyll Street London W1F 7LS Tel: 020 7297 9186 Fax: 020 7297 9242 Email: [email protected] ISBN 1-84572-629-4 CIMS 072804GR © Quality Improvement Agency for Lifelong Learning (‘QIA’) Copyright 2007 Printed in the UK Extracts from these materials may be reproduced for non-commercial educational or training purposes on condition that the source is acknowledged. Otherwise, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, chemical, optical, photocopying, recording or otherwise, without prior written permission of the copyright owner. Information such as organisation names, addresses and telephone numbers, as well as email and website addresses, has been carefully checked before printing. Because this information is subject to change, the Learning and Skills Network cannot guarantee its accuracy after publication. The views expressed in this pack are not necessarily held by LSN or QIA. Typesetting and artwork by Em-Square Limited: www.emsquare.co.uk Introduction Different approaches to delivering post-16 citizenship Six distinct, but related, approaches to post-16 citizenship have been identified.1 Examples of each can be found in all the post-16 education and training settings, including the informal sector, although the approaches may be implemented in somewhat different ways in various contexts. Young people led, active learning is a crucial underlying principle of effective practice across the approaches and in all settings. The approaches are: Citizenship through 1. learner voice and representation 2. qualifications and personalised programmes 3. group tutorial and enrichment programmes 4. voluntary and community-based activities 5. single events 6. research projects Each title in this series of six booklets will examine and illustrate one of the above approaches. However, in practice it is desirable, and indeed common, that organisations combine several different forms of provision to ensure, for as many young people as possible, a range of citizenship learning opportunities. Undertaking a variety of citizenship activities will also help learners to reinforce their citizenship learning and recognise its usefulness in different arenas. What is post-16 citizenship? Citizenship enables young people to learn about their rights and responsibilities, to understand how society works, and develop knowledge and understanding of social and political issues. Through citizenship education young people are encouraged to take action on issues of concern to themselves and to play an active part in the democratic process, thereby becoming more effective members of society. They are encouraged to express their views, to have a voice and make a difference to the communities in which they operate, and to reflect on what they have learnt.2 Whichever approach is used, it is essential that learners experience the key opportunities for post-16 citizenship learning in order to: 1. identify, investigate and think critically about citizenship issues, problems or events of concern to them 2. decide on and take part in follow-up action, where appropriate 3. reflect on, recognise and review their citizenship learning.3 Why do citizenship post-16? There are clear benefits for the young people themselves and the organisations in which they learn. The young people show increased confidence and self-esteem, a greater interest in the world around them, an ability to get things changed, knowledge about ‘the system’, experience of taking part in challenging and worthwhile activities, and a more positive attitude. The organisation gains constructive involvement of staff and learners in decision-making, and more motivated learners, leading to increased retention and achievement and better relations with the local community. Moreover, citizenship can provide some coherence in an organisation’s response to many of the educational initiatives outlined on pages 19–20. Citizenship through research projects 3 Teaching and learning strategies Citizenship education can be delivered effectively post-16 in a variety of ways, either as discrete, specially-designed activities, or as part of existing courses and programmes. However it is delivered, the most effective teaching and learning strategies involve active participation by young people, engaging collaboratively with real issues, selected by them. The activities should be led and owned by the young people and should be stimulating and fun. The Post-16 Citizenship Development Programme (see page 18) provided examples of citizenship through, for example art, photography, video making, role play/simulations, websites, music, newsletters, radio stations, discussions and debates, conferences, exhibitions, graffiti walls, banners, dance, comedy, drama, investigations, surveys, and campaigns. Experience of the Development Programme, and indeed the findings of the external evaluation4and Ofsted reports5all point to the importance of active learning in citizenship education. Active learning involves learning by doing and then learners reflecting on their activities, so that they can develop knowledge and understanding from their own experiences. They identify, review and summarise their learning and then apply it to new situations. PLAN AND DO APPLY REFLECT What skills and What happened? knowledge will be Active Learning What went well? needed in a What didn’t? new situation? Cycle Would I do the How can I same again? acquire these? Who can help? REVIEW What skills and knowledge did I already have? What new skills and knowledge did I learn? What do I have yet to learn? How can I learn this? Active learning also involves a dialogue and interaction with others. It is clearly an important learning strategy for active citizenship because it develops many of the skills required, including: • ability to empathise with others’ points of view • critical thinking to weigh evidence • ability to form considered opinions and communicate them • confidence and interpersonal skills to engage with others to effect change. However, not all active learning is necessarily citizenship learning. Citizenship learning involves knowledge and understanding of social and political issues, so the context of the activity is important. 4 Citizenship through research projects Citizenship through research projects Why should young people get involved? Citizenship research projects can be undertaken by individuals or by groups. Involving young people in choosing the citizenship issues to investigate gives their work relevance and increases their motivation. Projects enable them to work at their own pace and level and can be fitted into any length of programme or activity. They encourage learners to explore an issue in greater depth or breadth and to develop and apply skills that are valued in further and higher education, training and employment. Projects also provide opportunities for young people to act as researchers for others. ‘The most important part for me was to learn new things myself on the various issues but also about getting my friends and local young people in the community on projects that will open their minds...’ Youth volunteer ‘It’s given me everything from basic admin skills to how to work with other organisations. It inspired me to work with other young people and I now work in local schools as a mentor.’ Peer researcher ‘My confidence grew enormously and we gained a huge amount of knowledge about drugs, training, opinion gathering, research techniques and the importance of being active members of the community.’ Peer researcher ‘Citizenship projects enable young people to take ownership of issues of importance to them – and to find out what they can do on a local, national, even a global scale, to make a difference and form opinions – projects can raise their self-esteem and develop interpersonal skills, especially teamwork, communication and commitment.’ Citizenship tutor Projects are a key element of the Government’s 14–19 reform agenda. The 14–19 White Paper (DfES, February 2005) set out the Government’s expectations for the introduction of extended projects at level 3, in both general programmes, alongside ‘A’ levels, and in 14–19 Diplomas. The aim is to stretch all young people and test a range of higher-level skills, including a high degree of planning, preparation, research and autonomous working, and persistence over time. Within the new Diplomas, the first five lines of learning for which will be available to consortia successful in the gateway application process from 2008, projects will also be a requirement at levels 1 and 2, as well as level 3. Level 3 extended projects are being piloted from autumn 2006 to summer 2008 in both general and vocational programmes. Pilot of extended projects Building on a trial of a project-based qualification in Active Citizenship Studies, AQA, in collaboration with City & Guilds, and Edexcel awarding bodies have been commissioned by the Qualifications and Curriculum Authority (QCA) to develop level 3 Extended Project pilot qualifications. Learners following general and vocational programmes may opt to do one of five types of project: active citizenship; dissertation; investigation/field study; performance; or making an artefact. Projects may develop and extend a learner’s study area(s), or an interest or activity outside of their main programme. There are four assessment objectives that detail the knowledge, skills and understanding the learner is required to demonstrate: Citizenship through research projects 5 • Manage – identify, design, plan and complete the individual project or task within a group project, applying organisation skills and strategies to meet stated objectives • Use Resources – obtain and select information from a range of sources, analyse data, apply relevantly and demonstrate understanding of any appropriate linkages, connections and complexities of their topic • Develop and Realise – select and use a range of skills, including new technologies, to solve problems, to take decisions critically, creatively and flexibly, and to achieve planned outcomes • Review – evaluate outcomes, including own learning and performance, select and use a range of communication skills and media to convey and present outcomes and conclusions. Apart from subject specific learning, citizenship projects help with the development of a wide range of skills, including functional skills in English, mathematics and ICT as well as other personal, learning and thinking skills. Functional skills, like the current key skills, will provide learners with ‘the skills and abilities they need to take an active and responsible role in their communities’6. For example, they develop communication, technology and mathematical skills that ‘make learners effective and involved as citizens’ by being able to ‘operate confidently, interpret information and situations and convey their ideas and opinions clearly’. The QCA Framework of Personal, Learning and Thinking Skills (PLTs)7includes a skill set – ‘effective participation’ – which is central to citizenship learning, as well as other skills that contribute to the success of citizenship projects. The framework of personal, learning and thinking skills, 11–19 (QCA) This framework sets out six skill sets necessary for work and general learning: • independent enquiry • creative thinking • reflective learning • team working • self-management • effective participation. All of these skills are relevant to active citizenship, but the effective participator skill set focuses specifically on the abilities of young people to ‘actively engage with issues that affect them and those around them, so they play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves’. Young people are expected to: • discuss issues of concern, seeking resolution where needed • present a persuasive case for action • propose practical ways forward, breaking these down into manageable steps • identify improvements that would benefit others as well as themselves • try to influence others, negotiating and balancing diverse views to reach workable solutions • act as an advocate for views and beliefs that may differ from their own. 6 Citizenship through research projects Types of research project Citizenship research projects are about having a positive effect on the quality of people’s lives. They are about seeking improvements, both for the individual and for public and political reasons. All citizenship research projects should offer opportunities to: • develop knowledge and understanding of the citizenship topic, including relevant citizenship concepts, through, for example, wider reading and discussions. Specific inputs may also be helpful in lessons/training sessions and/or group tutorials • develop skills in project development and management, including use of source material and other resources, and research-specific skills in collecting, organising and analysing data • review and reflect on project processes and outcomes, including own learning • present findings and conclusions in appropriate media, drawing on the evaluation of evidence. It is especially important that citizenship research involves action of some kind, with the aim of bringing about change for the better. Projects can, however, take different forms, involving for example: • reviewing the literatureand other documentary evidence in exploring a research question, thinking critically about data from different sources and writing up the findings and conclusions in a report and using it to increase others’ awareness of different perspectives on the issue to influence opinions. • exploring a citizenship issue through preparing for and putting on a performance, with individuals researching and thinking critically about aspects of the issue, informed by wider reading and discussions, keeping a log of own learning and exchanging feedback with others during rehearsals to help develop the performance. The action could be influencing views on the issue of others involved in the performance, as participants or audience. • conducting a practical investigationby identifying a research question or hypothesis, collecting and analysing data from the field, thinking critically about findings and putting these findings into a wider context (for example through internet research), and using multi-media to present findings and conclusions. The action could be using the findings in a campaign to bring about change. • developing a product or serviceby identifying an objective, researching ideas and information (for example on client needs, similar products/services, legal, health and safety regulations) to inform design work, testing out ideas, gathering feedback from others and refining the design, keeping a log of activities and reflections, and evaluating and presenting the outcomes. The action could be working with a community organisation to make use of the product/service for the benefit of others. Reviewing and reporting on the literature Young people at Community Service Volunteers carried out research into the historical and contested nature of citizenship by exploring the literature on citizenship rights and responsibilities and how they came about. They presented and discussed their findings with a group of young people from Poland. Subsequently, they went on an exchange visit to bring their learning to life. At Newcastle College, citizenship, as part of the general studies syllabus, engaged students in research projects on a range of themes, such as cultural diversity and globalisation. The research, oral presentations and written work also provided evidence for level 3 key skills and met most of the QCA learning objectives. When coupled with active learning, such as the production of a student newsletter, participation in the Oxford University Debate, and work as peer mentors, students were able to make effective links between theoretical learning and practice. Tutorials were used to promote citizenship awareness. Citizenship through research projects 7 Performances Performing arts have been used to directly engage students at Islington Sixth Form College with citizenship issues and give them an insight into the importance of being active citizens. Projects included the production of a play to raise moral and political issues. The play The Visit(Friedrich Duerrenmatt, 1956) explores the central notion of individual and social and moral responsibility. The production brought together 70 students who all became involved in the issues and dilemmas of the play and their relevance today, whether as actors or behind the scenes. Students researched the political background to the play in workshops and during rehearsals structured debates were held on the issues. The play was performed over four nights to around 500 people from the local community. Other research projects involved music. Students worked in small groups developing their songs in writing workshops, using press material and photographs, and research on other songs with political messages, to stimulate debate – the students wanted to ‘bring the big citizenship themes to their everyday experience’. One example was a rap written by students on current politics. This involved researching the policies of the three main political parties and students’ expressing their views on these policies. Politicians attended the launch event and CDs were produced of the performance. The process of producing the songs encouraged self-appraisal and a wish to know more about major issues. 8 Citizenship through research projects A practical investigation A group of marine engineering apprentices, at ITE Ltd, Dorset, were worried about environmental damage from marine pollution. The project included a taught component and Internet research on different types of pollutants, worldwide, and their impact on the environment. A field study was then designed and conducted along a stretch of coast. This involved the collection and categorisation of different types of debris found on the beach and an analysis of seawater. Beach users were also interviewed. Data was entered and analysed using Excel software. Key findings were put on PowerPoint slides, illustrated by photographs and pie charts, with conclusions and recommendations and a presentation to an invited audience. Individuals were assessed on the basis of their contributions to the research project, knowledge of the citizenship issue and key skills. All key skills were covered. As part of the project, the group made an effort to disseminate their findings more widely and to lobby key organisations, such as the local authority and boat owners, to raise awareness of the issue and try to reduce the level of pollution on their local beaches. A product or service E2E learners at Warwickshire College had a taught unit (OCN Citizenship, level 1) covering basic political and social issues like rights, responsibilities and equal opportunities and introductory activities as a prelude to deciding on their project topics and planning their projects (including a risk assessment). One group decided to work with the local Connexions office to research and improve the service offered to young people with family problems. It was found that some young people were finding it hard to get information on social services and benefits. After several meetings the learners worked with Connexions to design a leaflet for young people facing personal difficulties. The learners used video to record their involvement in the project, to inform others and to act as a record of achievement. The video was part of the evaluation and inspired individuals involved in the project to ‘put pen to paper’ as evidence for their OCN unit. Students at Aylesbury High School designed and developed a citizenship intranet for the benefit of peers in their sixth form. This project involved researching the interests of their peers and information for the site on topics such as ‘how to volunteer’, ‘how to contact the government’, and information about organisations such as Greenpeace and Amnesty International. Citizenship through research projects 9 Citizenship research projects: good practice principles Citizenship research projects: • inform the researcher and others about real political, social, economic or environmental issues • involve a strong personal commitment to the topic and to taking some action to bring about change or influence things • take account of social, moral and ethical considerations • involve the researcher(s) in being aware of their own position on the issue and how their values – what they believe in – and action may influence the research and impact on others • involve working with others and being open to the viewpoints of others who may, or may not, share the researcher’s beliefs • require the researcher(s) to be realistic and informed about what can be achieved within the available time and resources • require the researcher(s) to be flexible and open to changes that may be needed as the research proceeds. Some key messages for researchers Plan well and keep Keep in mind what the project small you hope the project and manageable will achieve Treat other people involved Be organised, in the research keeping track of how with respect the research is going and your own learning 10 Citizenship through research projects