Foreward

Foreword: Trish Land, Project Manager

This Curriculum Resource file has been produced by the ‘Train the Take Part Trainers project.’ It has been developed out of the experiences of practitioners, participants and partners involved in the project

The Curriculum File is a resource aimed at supporting adult educators working in a community context. That context will be varied and tutor/trainers will be working with course participants from diverse backgrounds and with different experiences and expectations.

The Project provided a range of learning opportunities from introductory courses, day schools and conferences through to the City and Guilds 7303 Preparing to Teach in the Lifelong Learning Sector in active citizenship, and attracted over 350 participants during phase one ; the project is committed to providing a further 400 learning opportunities during phase two.

Activities attracted participants from a wide range of backgrounds, cultures and ages, and included both men and women. The project has given new opportunities to all participants to further their interests - as tutor/trainers, volunteers, community leaders or generally to develop and expand upon their own educational interests.

The Train the Take part Trainers programme has a number of objectives including: 1) To generate a national body of trainers who can deliver Take Part learning programmes across England 2) To capture ‘best practice’ models and development pathways for new and existing trainers 3) To develop a source of expertise on the best ways of ensuring that trainers are equipped to deliver Take Part programmes 4) To create a ‘bank’ of Take Part Trainers who can be accessed and deployed by Pathfinders and other organisations interested in developing Take Part methodologies

This Curriculum Resource file has been produced in support of the above objectives – first to offer a series of ‘good practice’ models for the tutoring of various active citizenship approaches and the related development of active citizenship tutor/ trainers. These models are rooted in previous successful delivery of activities, evaluation, feedback and reflection over the period of the project.

Second is a concern to ensure that the approach taken to active citizenship teaching and learning properly reflects the WEA ‘philosophy’ of active citizenship. Active learning pedagogies are part of the WEA ‘craft’ as far as its own experienced adult education practitioners are concerned. In terms of delivery of Take Part programmes, this is compatible with contemporary approaches to the teaching of active citizenship.

Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

In that context it should be clear that active citizenship for this project is not a ‘subject’ to be ‘taken off the shelf’ like geography or history. Rather it is a ‘doing’ philosophy – an approach and process concerned with becoming active and taking part in the world of citizens.

The materials have been developed by members of the teaching team, and other course writers, whose skills and commitment have contributed to the overall success of the project.

The materials include: a Scheme of Work, Session Plans, Teaching and Learning materials, Resources and Handouts, as well as Useful References and Websites. Topics include: 1. Introduction to Active Citizenship 2. Introduction to Train the Trainers 3. City and Guilds 7303: Preparing to Teach in the Lifelong Learning Sector (Active Citizenship) 4. How Does the UK Political System Work? 5. Strengthening Democracy – Day Conferences 6. Political values and ideas for activists.

The project team and course writers include: Paul Allender and Cilla Ross: Introduction to Active Citizenship Joy Nancarrow, Jol Miskin, and Hazel Payg: City and Guilds 7303 in Active Citizenship Chris Sanders, and Cilla Ross: Introduction to Train the Trainers Rose Ardron: How does the UK Political System Work? Paul Allender (lead), Ted Hartley, Alan Wigfield, Tony Harrison and Jol Miskin: Political values and ideas for activists NAVCA team of tutors: Strengthening Democracy – Day Conferences

It is expected that the materials will enhance the development of active citizenship confidence, skills and knowledge as well as building effective teaching and learning methodologies within an adult education context.

Many thanks to all those involved - project team - participants - partners; there have been many. And special thanks to Maureen Hewitt for her support with ‘proof reading’ the file and to David Pittaway for his design skills.

You can download a copy of the Curriculum Resource File (in a PDF format) by visiting the WEA Yorkshire & Humber Website: www.wea.org.uk/yh

Comments welcome. Please email Trish Land at [email protected]

Train the Take Part Trainers • Curriculum File January 2011

Train the Take Part Trainers • Curriculum File 0 Contents

1 Introduction

2 About the project and the Take Part approach

3 How to use this file

4 Getting started

4.1 You as Tutor/Trainer 4.2 Working with your Group

5 Courses/Materials

5.1 Introduction to Active Citizenship 5.2 Introduction to Train the Trainers 5.3 City and Guilds 7303: Preparing to Teach in the Lifelong Learning Sector (Active Citizenship) 5.4 Handouts

6 Useful References and Websites

7 Additional Materials

7.1 How does the UK political sytem work 7.2 Political values and ideas for activists 7.3 Changing Your Community: Make Politics Work for You 7.4 Strengthening Democracy Day Conferences

Train the Take Part Trainers • Curriculum File 1 Introduction

In this Curriculum File you will find a number of courses and resources relating to Active Citizenship adult education. Not every aspect of active citizenship education is covered but the contents do reflect a particular focus and intent.

First is the aim to offer a series of ‘good practice’ models for the tutoring of various active citizenship approaches and the related development of active citizenship tutor/trainers. Models are based on delivery, evaluation, feedback, reflection and experiences over time.

Second is a concern to ensure that the approach taken to active citizenship teaching and learning properly reflects the WEA ‘philosophy’ of active citizenship. As experienced adult education practitioners, acting learning pedagogies are part of the WEA craft so, in terms of delivery, this is compatible with contemporary approaches to the teaching of active citizenship. However active citizenship for this project is not a ‘subject’ to be ‘taken off the shelf’ like geography or history. Rather it is a ‘doing’ philosophy – an approach and process concerned with becoming active and taking part in the world of citizens. In this WEA project we define active citizenship education as:

1. a learning process – democratic, experiential etc 2. underpinned by a value base including social justice, equality, co-operation and collectivism 3. and linked to a variety of subjects

Its overriding aim is to encourage people to engage politically to help make a difference at all levels of society.

Train the Take Part Trainers • Curriculum File 2 About the Project About the project and the Take Part Approach

The Train the Take Part Trainers project is a national programme which aims to build active citizenship skills and knowledge alongside the development of flexible teaching and learning methods and approaches.

The project is open to anyone with an interest in active citizenship and community involvement wishing to develop teaching and training skills.

The project seeks to actively recruit participants from a variety of backgrounds and with a broad range of community experiences.

The key elements of the programme includes: l Introduction to Active Citizenship l Introduction to Train the Trainers l Preparing to Teach in the Lifelong Learning Sector in Active Citizenship (PTTLs) l Strengthening Democracy – Day Conferences

All learning programmes will be delivered in community settings.

The aim of Train the Take Part Trainers project is to: l Generate a national body of trainers who can deliver Take Part learning programmes across England. l Capture evidence on best practice approaches to training Take Part trainers, which is being developed through the 18 local pathfinder projects. l Develop a source of expertise on the best ways of ensuring that trainers are equipped deliver Take Part programmes.

Train the Take Part Trainers • Curriculum File The Take Part approach Take Part is a distinctive approach to learning that enables people to make an active contribution to their communities and influence public policies and services by focusing on:

l community-based learning to build the skills, confidence and experience needed to tackle local political, social and technical challenges l an informal, practical approach that gives people an understanding of how power works and how they can learn to influence decisions and policies l open dialogue and reflection as key learning tools, recognising that change in a community emerges from individuals working together

Through increasing the skills and confidence among citizens, particularly those from more disadvantaged communities, Take Part aims to increase levels of participation in civil and civic activity; and to encourage the take up of community leadership roles

Train the Take Part Trainers • Curriculum File 3 How to use this file

This file contains courses and resources which, whilst offering best practice models, are flexible and can be ‘customised’ for local delivery dependent on the groups with which tutors are working.

Certain criteria must be met – i.e. learning outcomes, but activities, and the materials themselves, should be flexible and be able to accommodate all possible groups.

The materials indicate the main area of delivery from the tutor/trainer as well as associated activities. These are timed. The courses can be delivered in a number of different ways – in five hour blocks as day schools, over a number of linked evenings or days, or in any other way appropriate to a group of participants. Again flexibility is important.

Train the Take Part Trainers • Curriculum File 4 Geting Started

4.1. You as tutor/trainer

This curriculum file is a resource for adult education tutor/trainers working in a community context. This community context will be a varied one and tutor/trainers will be working with course participants from diverse backgrounds and with different experiences and expectations.

Tutor/trainers using this curriculum file may themselves be extremely experienced in adult education but be relatively unfamiliar with some of the ‘active citizenship’ themes and approaches. Thus one of our aims in producing this curriculum file is to provide best practice models which will be familiar to the experienced tutor/trainer anyway and which they can develop and build on.

4.2 Working with your group

As has been noted elsewhere, the range of participants with which tutor/trainers will be working will be similar to that encountered by all adult education tutor/trainers.

Train the Take Part Trainers • Curriculum File Materials and 5 Handouts

In this section of the file you will find the three courses as well as handouts with additional information and ideas for activities. Most of these handouts (which can be located in 5.4) are generic and can be used interchangeably across the three courses.

Train the Take Part Trainers • Curriculum File 6 References

Offers a useful list of references and websites.

Including additional curriculum materials for adult educators.

Train the Take Part Trainers • Curriculum File 7 Additional Materials

7.1 How Does the UK Political System Work

These materials provide the tutor/trainer with all the resources they need to deliver a course on understanding the political system of the UK. Split into 5 themes starting off with Ehat is Politics and finishing with Beyond the Ballot. Including activities, useful references and session plans.

7.2 Political Values and Ideas for Activists These materials provide the tutor/trainer with all the resources they need to deliver a course on Political Ideas for Activists.

7.3 Changing Your Community: Make Politics Work for You

These materials provide the tutor/trainer with all the resources they need to deliver a course on Changing your Community: make politics work for you.

This resource pack for adult educators is the product of ongoing active citizenship development and was funded by Sheffield City Council.

7.4 Democracy Day Conferences

This section includes an Event Outline and Session Plan to support the delivery of a Day Conference on how national government works and how national policy impacts on local democracy, decision making and power structures.

Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

Introduction to Active Citizenship

Table of Contents Page

Welcome and Introduction 1 Course Aims and Learning Outcomes 2

Theme 1: Understanding Active Citizenship 1.1 Getting Started 3 - 4 1.2 What is Active Citizenship? 5 l Activity 1 1.3 Why are we talking about Active Citizenship? 6 1.4 Barriers to Active Citizenship 7 l Activity 2 1.5 Wrap up and Evaluation 8

Theme 2: Active Citizenship - Politics and Putting Values into Practice 2.1 Getting Started 9 2.2 What do we mean by Active Citizenship values? 10 2.3 Values into Practice 11 l Activity 3 2.4 Active Citizenship and Politics 12 2.5 Wrap up, Evaluation and Activity Setting 13 l Activity 4

Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

Theme 3: Active Citizenship and Campaigning 3.1 Getting Started 14 3.2. Reporting Back on Activity 4 14 3.3. Active Citizenship and Campaigning 15 l Activity 5 3.4 Wrap up and Evaluation 16

Theme 4: Active Citizenship: Moving Forward 4.1 Getting Started 17 4.2 Action Planning for Active Citizenship 17 l Activity 6 4.3 Are there limits to Active Citizenship? 19 4.4 Future Pathways 20 4.5 Wrap up and Evaluation 21

Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

Welcome and Introduction

These materials accompany and outline the course Introduction to Active Citizenship and are primarily intended as a resource for adult education tutor/trainers working in a community context. This community context will be a varied one and tutor/trainers will be working with course participants from diverse backgrounds and with different experiences and expectations. Course participants will range from existing tutor/trainers who wish to develop a broader awareness of active citizenship education, through to participants who are active in their community and want to explore active citizenship further. Other participants and groups might be thinking about some of these ideas for the very first time and still others might be taking their first tentative steps in tutor/training and will be keen to develop skills through future modules such as Introduction to Train the Trainers and the City and Guilds, in Preparing to Teach in the Lifelong Learning Sector. This course is an introduction to that (optional) teaching and learning journey. Tutor/trainers delivering this course may themselves be extremely experienced in adult education but be relatively unfamiliar with some of the ‘active citizenship’ themes and approaches. Thus one of our aims in producing this course has also been to provide a best practice model which the experienced tutor/trainer can develop and build on. For all of those working through this course, whether as tutor/trainers or course participants, we hope that it helps to stimulate active citizenship – in the widest sense of the term!

Using the Materials These materials offer a structure and outline for a 10 hour non-accredited course: Introduction to Active Citizenship. Included is a Scheme of Work, course content – in the form of tutor/trainer points, ideas for activities and some resource information. The materials indicate the main area of delivery from the tutor/trainer as well as associated activities. These are timed. It is likely that tutor/trainers will use these materials flexibly depending on the needs and interests of participant groups. The course can be delivered in a number of different ways – in 2 five hour blocks as day schools, over a number of linked evenings or in any other way appropriate to a group of participants. Again flexibility is important. If taught over 2 sessions of 5 hours per session the time allocated for two ‘Getting Started’ and two ‘Wrap Up and Evaluation’ slots could be distributed amongst the other sessions or used for different purposes.

Resources In Section 5.4 can be found a range of handouts to support activities and further investigation around active citizenship. Tutor/trainers will want to add their own handouts and resources and customise them according to the particular groups with whom they are working.

Train the Take Part Trainers • Curriculum File 1 Introduction to Active Citizenship

Introduction to Active Citizenship

Course Aims: l To introduce participants to a range of ideas about, and definitions and meanings of, active citizenship. l To encourage and motivate participants to think about, discuss and relate these ideas to their own experiences and practice. l To explore and discuss some case studies. l To provide materials for tutors around active citizenship and to encourage others, if relevant, to consider becoming active citizenship tutors.

Course Learning Outcomes:

Participants will be able to: l Define what is meant by active citizenship and understand active citizenship values. l Critically engage with these ideas/definitions in relation to their own experiences and expectations. l Consider the usefulness of ‘active learning for active citizenship’. l Develop some personal ‘tools’ for active citizenship. l Explore being a potential active citizenship tutor.

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Theme 1 - Understanding Active Citizenship (2.5 hours)

1.1 Getting Started: (20 minutes)

Words & Ideas: Group ground rules Who are you working with? and participant expectations If you are working with a group of A short session including: potential or actual tutors then point l Housekeeping out that the model l Course overview – what’s it all about? of active learning used throughout l Introducing students to each other this course reflects l Producing group ground rules the ‘doing’ nature of active citizen- ship itself! Tutor/trainer points: The concept of l Tutor/trainers need to introduce the course, cover active learning for housekeeping and run a short icebreaker whereby active citizenship participants introduce themselves to each other and can be explored share their expectations about the course. These might later. be flipcharted by the tutor. Different variants of ice- breakers can be used. l Tutor/trainers should say something (broadly) about the purpose, aims and objectives of the course and map out the session and the course. l They should also stress that the day is not only about learning but also about sharing experiences and thinking about what it really means to be a citizen. l Tutor/trainers should work with the group to draw up group agreements (ground rules).

Resources: l Examples of ice-breakers (See examples in 5.4.1.) l Examples of group ground rules (See examples in section 5.4.2)

Train the Take Part Trainers • Curriculum File 3 Introduction to Active Citizenship

1.2 What is Active Citizenship? (45 minutes in total)

Words & Ideas: About Participation and Doing - Rights and Responsibilities – Subject or Citizen?

This activity is aimed at encouraging participants to think about what they understand by the term ‘active citizenship’ and how it relates to their own lives.

Tutor/trainer points Who are you l Tutor/trainers should stress that the idea of active working with? citizenship has been around for a long time and in this activity we are looking at what it means to different Participants might people. This meaning will be based on the existing want to explore knowledge as well as the experience of participants. the differences between being l They can point out that there are no wrong answers to a ‘citizen’ and a what active citizenship means and that participant ‘subject’. responses will reflect where they are coming from What about rights and will be based on experience. All experiences and responsibili- will differ. Tutor/trainers might want to offer their own ties? What is the examples. relationship be- tween these and l If participants are struggling to get to grips with the active citizenship? meaning of active citizenship, tutor/trainers can Are these ways in encourage participants to think about how they to the debate? have been active in their community or in another comparable setting. This might range from doing With other groups voluntary work, helping a neighbour or being involved you might want in a local campaign. to work through a range of more for- mal meanings of Tutor/trainers should spend about 10 minutes introducing active citizenship this activity and very carefully unpick these with participants. See resources 5.2 4

4 Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

Activity 1 – What is Active Citizenship? (35 minutes)

Resources: n The project definition of active citizenship (Resources 5.4.3) n A range of other definitions (optional - Resources 5.4.3) n Activity cards on active citizenship (see below - optional) n Flip chart for key words associated with active citizenship

What to do: Tutor/trainers can break the group up into smaller groups or pairs (or keep the large group intact) for discussion for up to 15 minutes. Participants should decide what they understand by the term active citizenship. They can think about when they have been active, or done something, to help them to do this. Once they have discussed what these words mean they can report this back to the rest of the group. This will take about 20 minutes by the time everyone has reported back. Tutor/trainers can flipchart the key words and discuss them with the group. If appropriate, tutor/trainers might like to introduce some of the definitions of active citizenship available in Section 5.4.3 . An alternative first activity is to provide participants with a number of cards with particular actions written on them e.g. taking an elderly neighbour to the library once a week; attending the local community forum; sweeping leaves off the pavement in front of your neighbour’s house; voting in elections; being a member of your local neighbourhood watch scheme; being a member of a political party; working as a volunteer at a local charity shop; organizing a demonstration against local authority spending cuts. Participants could be asked to discuss which of these are examples of active citizenship and why. There are actually no wrong answers – all of them could legitimately be described as ‘active citizenship’ but there clearly are some differences between the activities. Tutor/trainers should concentrate upon encouraging students to explore these differences.

PAUSE 10 minutes

Train the Take Part Trainers • Curriculum File 5 Introduction to Active Citizenship

1.3 Why are we talking about Active Citizenship? (20 minutes)

Words & Ideas: Politics, Participation, Action, Doing, Democracy

Building on Activity 1, the aim of this short session is to briefly discuss from where the idea of ‘active citizenship’ idea has come. Tutor/trainers can raise the question about WHY active citizenship is suddenly on the agenda. Why do participants think that this might be the case? What does it say about the sort of society in which we live? Again, participants’ own experiences will come in here. The ‘government’ definition can be flagged up as this can help to explain why active citizenship is on the public agenda – despite it having been an aim for radical educationalists for many centuries. See 5.4.3.

Tutor/trainer points l Tutor/trainers might want to discuss how there is a ‘democracy deficit’ and that there is now a focus on learning how to take part in politics at different levels because there is a problem with people getting involved. So there is a new emphasis on: l How the political system works, locally to globally, the decision-making processes, people and power structures l However tutor trainers will also want to stress that active citizenship is about more than party politics and voting, and equally about developing the knowledge, skills and confidence to engage with the political processes at different levels.

6 Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

1.4 Barriers to Active Citizenship (40 minutes)

Words & Ideas: Barriers, motivations, confidence

The aim of this activity is for participants to explore what barriers there might be to active citizenship, to think about why this might be the case and then to think of ways to overcome them.

Activity 1 –

What to do Who are you In pairs discuss the following: working with? l Are there any barriers or constraints to people becoming more active as citizens? If so, what are they? What has Some participants stopped participants themselves getting involved? will be active, Why? others will feel alienated from or Discuss these questions for 15 minutes and prepare a list of nervous about possible barriers to report back to the wider group. activity. The group should spend the remainder of the time trying to think Tutor /trainers will of ways that barriers might be overcome. How might this be need to encour- changed? age participants to share their experi- ences construc- Tutor/trainer points: tively if and when they differ. l Possible constraints might be that people don’t have enough time to actively participate, don’t know where to begin (feel overwhelmed), may feel de-motivated, think that ‘it doesn’t make any difference anyway’. l Barriers might be overcome by learning like this, confidence building, working with activist mentors etc. Tutor/trainers can add to this list.

Train the Take Part Trainers • Curriculum File 7 Introduction to Active Citizenship

1.5 Wrap up and Evaluation (10 minutes)

Tutor/trainer points: l Check that the group is happy that they have kept to their group ground rules. l Check that, where possible, expectations have been met, by asking participants and checking against expectations if they were flip-charted. l Hand out different coloured post-it notes and ask participants to write on one note what was good about the session and on the other what could have been improved/wasn’t too good! These can then be collected. l Finally ask participants to think about one thing they now think is important about active citizenship that they might not have thought about before (or feel has been reinforced) as a result of working with the group. Why? Tell them to be prepared to share this with other participants at the beginning of the next session!

Resources: n Different coloured post- it notes

8 Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

Theme 1 - Active Citizenship: Politics & Putting Values into Practice (2.5 hours)

2.1 Getting Started: (20 minutes)

Words & Ideas: Reflecting on learning

In this short session tutor/trainers outline the shape of the session and participants report back.

Tutor/trainer points: l Briefly review course, outline session and discuss learning so far – how has it gone? l Fresh introductions – participants should sit next to someone new and work with them in this session. l Ask participants to report back quickly on the thing that they now think is important about active citizenship and why!

Train the Take Part Trainers • Curriculum File 9 Introduction to Active Citizenship

2.2 What do we mean by Active Citizenship Values? (30 minutes)

Words & Ideas – Social values, social justice

The aim of this session is to consider what we mean by ‘value-based’ ideas and practice in relation to active citizenship.

Tutor/trainer points Who are you l Tutor/trainers should begin by asking participants for working with? some ideas about what values they think are associated with active citizenship. These can be listed on a flip These ideas may chart and referred back to later. be unfamiliar to some participants. l Tutor/trainers can then flag up that there are three core For example what ideas (underpinned by social values) that are at the does ‘social jus- centre of active citizenship education (5.4.4). tice’ really mean? Or even social l Don’t forget – social values and social justice mean values? different things to different people! Tutor/trainers should make sure that everyone understands the terms and Tutor/trainers feels that they are relevant to them and their need to check that understanding of active citizenship. these terms are l Tutor/trainers can further reinforce this point by fully understood displaying a slide outlining Oxfam’s definition of a and meaningful to global citizen (Resources 5.4.5). people. One way to do this might be to develop examples related to people’s likely Resources experiences. See 5.4.4 and 5.4.5 for examples

PAUSE 10 Minutes

10 Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

2.3 Values into Practice (50 minutes)

Words & Ideas: As previous

The aim of this activity is to encourage participants to think about how the various values can be put into practice by thinking about Who are you their own experiences. working with? Again, some of Tutor/trainer points these terms can be challenging if l The tutor/trainer will introduce the activity by participants are un- reinforcing the point that social justice, familiar with them. participation, equality, diversity and co-operation are key parts of the active citizenship and active Spend time teasing learning agenda. them out and give examples of how l Encourage participants to reflect on own they can be ap- experiences. Recognise that some of these issues plied. are sensitive. l Tutor/trainers may find it useful to put the key words If the case studies (values) on a flipchart and do one case study with don’t seem rel- the group as an example. evant, ask par- ticipants to relate these words to their own examples and discuss these.

Activity 3

Values into Practice (40 minutes)

Resources: Case Study Handouts – See 5.4.6 Once the tutor/trainer has introduced the activity, participants are divided into smaller groups or pairs and provided with some case studies. (See Resources 5.2.7) They will map active citizenship values - social justice, participation, equality, diversity and co-operation - onto the case studies and consider: What do these values mean when we put them into practice? What might get in the way of us doing this? Small group or pairs discussion on the various case studies for approximately 25 minutes.

Train the Take Part Trainers • Curriculum File 11 Introduction to Active Citizenship

2.4 Active Citizenship and Politics (25 minutes)

Words & Ideas: Politics , political literacy, empowerment, social inclusion and social justice

This is a short interactive session during which the various concepts associated with the politics of active citizenship are explored in the group and presented by the tutor. The key focus is that a wider understanding of politics is used in relationship to active citizenship.

Tutor/trainer points Who are you l Begin with some brainstorming e.g. what do we mean working with? by politics? Don’t assume l Tutor/trainers can then tease out the connections with everyone will be active citizenship. clear about these l Tutor/trainers may wish to use the Take Part definition concepts. Or indeed (Resources 5.4.3) to help aid discussion but if they do what ‘politics’ so they will need to produce some concrete examples actually means! in order to ‘unpick’ some of the ideas. They will certainly l Tutors can go on and introduce some key words (and differ in definitions ask the group for examples). and views! l Words are: l political literacy l empowerment l social inclusion l What does each of these words mean in relation to active citizenship. l Try and relate these to people’s experiences where possible?

Tutor/trainers need to make the point that going beyond the more traditional approaches may well mean taking political action to address inequalities, challenge power structures and work for change within society. And these things are not easy!

Resources: n Handout Resource 5.4.3 (optional)

12 Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

2.5 Wrap Up, Evaluation and Activity Setting (15 minutes)

Tutor/trainer notes l Check that the group is happy that they have kept to their ground rules. l Check that, where possible, expectations are continuing to be met. l Ask for any comments on the session. Is there anything else that participants would like to have seen covered? Any concerns? l Tutor/trainers should then introduce Activity 4 in preparation for Theme 3.

Activity 4

Resources: See Resources 5.4.6 for an alternative activity Depending on where this session falls – an activity can be set for participants to complete prior to meeting again: We would like participants to go away and think about some issues and concerns within their own life or that of a friend or colleague and how the issue might be addressed by active engagement. We are not asking participants to necessarily arrive at a solution to these issues but instead to think about what the active citizenship agenda might offer as regards trying to begin to address them. The next session is about campaigning, so it may be useful to focus on an issue participants feel it may be worth campaigning around as an active citizen. Tutor/trainers may need to help participants identify an issue. Participants should prepare a short presentation of no more than 5 minutes in total which can be shared with other participants at the beginning of the next block. One structure would be as follows: l Describe the issue l Describe why the issue is a problem (the context) l Outline what the impact of the problem is l Discuss how more active involvement could address this issue Participants can make notes, produce a Powerpoint, just talk, it’s up to them!

Train the Take Part Trainers • Curriculum File 13 Introduction to Active Citizenship

Theme 1 - Active Citizenship and Campaigning

3.1 Getting Started: (10 minutes)

Words & Ideas: Reflecting on learning

In this short session tutor/trainers outline the shape of the session.

Tutor/trainer points: l Briefly review course, outline session and discuss learning so far – how has it gone? l Recap on some of the key ideas from the previous session: active citizenship; social values; global citizenship; political literacy; empowerment; power and social justice. l Check with learners that they have retained some ideas about these concepts.

3.2 Reporting Back on Activity 4 (1 hour in total)

In this session participants will report back on the task set for Activity 4.

Tutor/trainer notes l Invite learners to talk about ‘their’ issues and concerns and how they might be addressed by active engagement. Five minutes each. l Discussion on the content of these report-backs. l Ask all participants to make constructive contributions to addressing each other’s issues.

PAUSE (10 minutes)

14 Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

3.3 Active Citizenship and Campaigning (1 hour in total)

Words & Ideas: Skills needed for Campaigning and Active Citizenship

The aim of this activity is to encourage participants to identify and reflect on what skills are needed to be an active citizen! This exercise takes the group into issues connected to campaigning and does so in a lively and irreverent way.

Activity 4

Resources: Computers to show web resources Provide campaign skills materials (optional)

Tutor/trainer points l Tutor/ trainers can ask participants to watch a selection or all 5 clips from the five Free Dave clips from the Louder website. http://www.louder.org.uk/index.php l In a whole group session, get feedback from the group and discuss the issues that arise. l Discussion can be organised around the following questions: l What do these clips tell us about the skills needed to be an effective citizen? l What are they and are any skills missing? l Ask participants to note and discuss these skills and think about how they can be acquired.

Train the Take Part Trainers • Curriculum File 15 Introduction to Active Citizenship

3.4 Wrap up and Evaluation

Tutor/trainer points: l Check that the group is happy that they have kept to their ground rules. l Check that, where possible, expectations continue to be met. l Ask participants about how well the session has gone. l Ask participants to think about one thing about campaigning that they might not have thought about before, or feel has been reinforced, as a result of working with the group. Why? Ask participants to be prepared to share this with the wider group at the beginning of the next session!

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Theme 4:

Active Citizenship – Moving Forward

4.1 Getting Started: (10 minutes)

Tutor/trainer points: l Briefly outline session and discuss learning so far – how has it gone? l Ask participants to report back on the one thing they have thought about, in terms of campaigning, from the previous theme.

4.2 Action Planning for Active Citizenship (45 minutes in total)

Words & Ideas: Planning for active citizenship activity. What else shall I do?

The aim of this session is to encourage participants to plan for or develop existing active citizenship activity.

Train the Take Part Trainers • Curriculum File 17 Introduction to Active Citizenship

Activity 4

Action Planning for Active Citizenship

Resources: Action Plan Matrix (see Resources 5.4.8) With the knowledge participants have gained from this course, combined with their own experiences, tutor/trainers can ask participants to begin to draw up an Action Plan for themselves as Active Citizens. If they are already active and want to develop aspects of this activity then ask participants to use this example for this session.

What to do: In pairs participants should discuss how they might go about developing an action plan (10-15 minutes). Participants could begin by listing the issues and concerns that they feel they need to address. Participants could think about what they would do in order to address the issues. We would like you to make a plan for yourself – what you are going to do. The plan should be realistic, have timescales, achievable goals and also some flexibility.

Pause (10 minutes)

18 Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

4.3 Are there limits to Active Citizenship? (30 minutes)

In a democracy, there are clear procedures for making collective decisions. In this session participants think about the different methods of political campaigning and active citizenship and address the controversial issue of what constitute appropriate boundaries. How far can one legitimately go in promoting what one believes in?

Tutor/trainer points l Tutor / trainers can list methods used by activists such as lobbying; letter writing; petitioning; boycotting; leaflet posting, campaigning, banner dropping; demonstrations and disruption; strikes; civil disobedience; ‘subvertising and hacktivism’; direct action; violence and intimidation. l Tutor/trainers might like to use case studies to illustrate the tensions that can arise over active citizenship activity – such as lorry drivers protesting over fuel cost rises and anti-car, pro-public transport activists. l Tutor/trainers can ask participants l How is it possible to deal with diametrically opposed views when campaigning as an active citizen? l Are there ethical limits to activism?

Resources: Source and case studies can be found at: http://www.soton.ac.uk/citizened/activities/active_citizenship/tasktwo_campaign.html

Train the Take Part Trainers • Curriculum File 19 Introduction to Active Citizenship

4.4 Future Pathways (20 minutes )

The aim of this session is to introduce participants to a range of pathways open to them in terms of continuing their involvement in active citizenship.

Tutor/trainer points l Introduce participants to Take Part and the Train the Take Part Trainers Programme as an option for their future development. l Introduce the active citizenship tutor pathway with information about Becoming a Take Part Trainer and the 730 (Active Citizenship) courses, and be ready to respond to any questions. l It needs to be stressed that being a tutor/trainer in active citizenship is not about being an educational expert but about an approach which is exemplified in the Take Part, active learning and Active Learning for Active Citizenship approaches. If appropriate, 2 slides can be shown to demonstrate this approach.

Resources: n These slides are optional (5.4.9)

20 Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship

4.5 Wrap up and Evaluation (30 minutes)

Tutor/trainer points: l Check back on the group ground rules made at the commencement of the course – have they been kept? l Check back on people’s expectations. l Ask participants to think about what they really feel they have taken from the course on active citizenship – and what else they feel should have been covered. l Complete formal evaluation form

Train the Take Part Trainers • Curriculum File 21

Introduction to Active Citizenship After each block/ session. Progress Reviews Methods Assessment Engagement with individual students to assess progress. Engagement with individual participants to assess progress Resources A variety of web resources A variety of web resources and handouts. A variety of web resources and handouts use of the Dave clips on Louder Free website Tutor Learning Methods Inquiry-based small-group Inquiry-based small-group discussion, case studies, selection of topic cards. Some one-way teaching. Inquiry-based small-group discussion, use of video clips the Louder website, case from studies, selection of topic cards. Some one-way teaching.

Participants to define what is meant by active citizenship critically engage with these To relation to their ideas/definitions in practical implementation consider the values associated To with active citizenship and how they can be put into practice Participants to begin develop some personal ‘tools’ for active citizenship consider planning’ for active To citizenship consider any ‘tensions’ in To active citizenship’ the idea of them being Explore potential active citizenship tutors Outcomes Learning • • • • • • • Participants to define what is meant by active citizenship, its meaning, purpose and scope Participants to define what is meant by active citizenship, its relation to their practical implementation critically engage with these ideas/definitions in To how they can be put into practice consider the values associated with active citizenship and To Learners to begin develop some personal ‘tools’ for active citizenship the idea of them being potential active citizenship tutors Explore Introduction to Active Citizenship Introduction Course Learning Outcomes • • • • • Course title Session Date/ 1st session (5 hours) 2nd session (5 hours WEA SCHEME OF WORK of LOs should be clearly identified. the course starts. Changes following renegotiation an outline Scheme before should produce Tutors

Train the Take Part Trainers • Curriculum File 23

Introduction to Active Citizenship Flip chart definitions Feedback and discussion Student notes Notes Student comments Discussion Discussion Flip chart issues Methods for checking learning Introduction, develop group ground rules , ground develop group Introduction, outline expectations – What does the term ‘active Small groups citizenship’ mean? Listen Discussion To comment on learning so far and to To think about contribution for next session To explore barriers to explore To participation Participant activity Activity Tutor/trainer Activity Participants to define what is meant by active citizenship, it s meaning, purpose and scope relation to their practical implementation critically engage with these ideas/definitions in To Welcome rules and group ground Facilitate group expectations Activity 1 Introduce Facilitate discussion Tutor explanation of AC Tutor to the and the background agenda Check group agreement and meeting of agreement Check group expectations Introduce Activity 2 Introduce Exploring Active Citizenship/Introduction to Active Citizenship Exploring Active Citizenship/Introduction ideas and thinking about active citizenship current explore To • • resources Power Point – Flip Charts A variety of activities and handout s Website Objectives Activity Introduction to course and each Introduction other the meaning of active explore To citizenship To understand why we are understand why we are To concerned with active citizenship Wrap up and evaluation Wrap To explore barriers to active explore To citizenship Course Title Session Aims Session Learning Outcomes Resources

Time 10.00 - 10.10 10.10 -11.10 Notes and comments: BREAK 11.15- 11.35 12.15- 12.25 11.35- 12.15 WEA SESSION PLAN – AC Unit – Day 1 - Session Unit – Day – AC WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 25 Introduction to Active Citizenship WEA SESSION PLAN – AC Unit – Day 1- Session 2 15.30 15.15- 15.15 14.50 – 14.50 14.00 – BREAK 13.50 13.20- 13.20 13.00- Time and activity setting Wrap up, evaluation citizenship To explore barriers to active with active citizenship concerned To understand why we are citizenship To explore the meaning of active following reflection Recap and input from participants Objectives Activity problem? (Activity 4) can active engagement address the issue/ faces, which needs to be addressed. How family faces or friends the community issue they face in their own lives, or Tutor asks students to think about an Introduce key ideas. Link active citizenship to politics. Introduce case studies – Activity 3 Introduce key words and discuss values feedback Sum up, introduce session, facilitate Activity Tutor/trainer Activity Participant activity Respond to Activity 4 own experience Relate key ideas and themes to decide on what actions are required. In groups, consider the case studies and Listen and offer views Notes Listen checking learning Methods for Personal reflection next session Prepare a presentation for Discussion, feedback Notes Feedback Notes to definitions Discussion and response

26 Train the Take Part Trainers • Curriculum File Introduction to Active Citizenship Methods for checking learning Student notes Presentations Discussion Notes Student comments and feedback Flip chart material Reflection Activity Participant activity Listen, record Chat followed by discussion Short presentation, and questions. Listen, note and record the skills and needs of an effective What are ‘active citizen’?(Activity 5) Flipchart key points – feedback http://www.ncvo-vol.org.uk/campaigning- resources Discussion Feedback To explore ideas and issues to do with active citizenship campaigning explore To develop a number of tools for active citizenship To develop an Active Citizenship action plan To pathways – including becoming an active citizenship tutor future explore To Activity Tutor/trainer Welcome – Summary of Day 1 Welcome to facilitate each student Tutor/trainer followed by making a brief presentation discussion. (Activity 4) Show Free Dave video clips Show Free Ask students to watch, think record, Facilitate Activity 5 Ask students to think about what they have learnt for next session Exploring Active Citizenship ideas and thinking about active citizenship current explore To • • • • resources Power Point – Flip Charts A variety of activities and handout s Website Objectives Activity Recap on Day 1 Re-introductions Issues, concerns Activities Analysis and exploration of active citizenship and campaigning up and Evaluation Wrap Course Title Session Aims Session Learning Outcomes Resources

Time 10.00 - 10.10 10.10 -11.10 Notes and comments: BREAK 11.20 - 12.20 12.20 – 12.30 WEA SESSION PLAN – AC Unit – Day 2 - Session 1 Unit – Day – AC WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 27 Introduction to Active Citizenship WEA SESSION PLAN – AC Unit – Day 2 - Session 15.30 15.15- 15.15 14.45- 14.45 13.40- 13.40 13.30- Time Wrap up and close Future pathways active citizenship Explore further issues about Action planning Reflection on previous session Recap on morning’s session. Objectives Activity Application forms Contact details for further study Thanks Introduce making issues itizenship/democracy/decision Introduce some of the active exercise – activity 6 Explain the next and concluding Sum up and facilitate report back Activity Tutor/trainer forms Fill in evaluation Listen, notes Group discussion Activity 6 Report back on set task Activity Participant activity reportback Evaluation, verbal Questions and answers Feedback Notes to definitions Discussion and response Questions Notes Listen checking learning Methods for

28 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

Introduction to Train the Trainers

Table of Contents Page

Welcome and Introduction 1 Course Aims and Learning Outcomes 2

Theme 1: Becoming a Tutor/Trainer – skills, experiences and motivation 1.1 Getting Started 3 1.2 Activity 1 - Reflecting on Skills and Experiences 5 1.3 What is Learning? 6 Activity 2 - What makes a positive learning experience? 1.4 Reflecting on Learning 8 Activity 3 - The Learning Journal 1.5 Session Review & Evaluation 9

Tutor/Trainer – skills, experiences and motivation 2.1 Getting Started 10 2.2 The Role and Skills of the Tutor/trainer 11 Activity 4 – Roles and responsibilities 2.3 Exploring Boundaries 12 Activity 5 – Exploring boundaries 2.4 Barriers to Participation and Promoting Inclusion 14 Activity 6 – Case studies on barriers 2.5 Session Planning and Learning Cycles 15

Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

Theme 3: Group Dynamics and Learning Styles 3.1 Getting Started 16 3.2 Group Dynamics 16 Activity 7 - Tuckman and the 5 stages of group dynamics 3.3 Learning Styles 18 Activity 8 - Learning Styles 3.4 Teaching Methods 20 Activity 9 – Teaching Methods 3.5 Session Review 21

Theme 3: Micro-teaching Sessions 4.1 Getting Started 21 4.2 Ways of Providing Feedback 21 4.3 Micro-teaching Sessions 22 4.4 Future Pathways 23 4.5 Wrap-up and Evaluation 23

Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

Welcome and Introduction

These materials accompany and outline the course Introduction to Train the Trainers and are primarily intended as a resource for adult education tutor/trainers working in a community context. This community context will be a varied one and tutor/trainers will be working with course participants from diverse backgrounds and with different experiences and expectations. The aim of the course is to build confidence, skills and knowledge of teaching and learning methods and approaches within an active citizenship context. This course is designed for participants who are interested in becoming adult educators, and those who are active in their community and want to explore tutor/training, as well as active citizenship, further. Many participants might be thinking about this pathway for the very first time and may be keen to develop skills through future modules such as Introduction to Active Citizenship and the City and Guilds, Preparing to Teach in the Lifelong Learning Sector. This course is an introduction to that (optional) teaching and learning journey. Tutor/trainers delivering this course may themselves be extremely experienced in adult education but be relatively unfamiliar with some of the ‘active citizenship’ themes and approaches. Thus one of our aims in producing this course has also been to provide a best practice model on which the experienced tutor/trainer can develop and build. For all of those working through this course, whether as tutor/trainers or course participants, we hope that it helps to stimulate effective teaching and learning amongst active and engaged citizens.

Using the Materials These materials offer a structure and outline for a 10 hour non-accredited course: Introduction to Train the Trainers. Included is a Scheme of Work, course content – in the form of tutor/trainer points, ideas for activities and some resource information. The materials indicate the main area of delivery from the tutor/trainer as well as associated activities. These are timed. It is likely that tutor/trainers will use these materials flexibly depending on the needs and interests of participant groups. The course can be delivered in a number of different ways – in 2 five hour blocks as day schools, over a number of linked evenings, or in any other way appropriate to a group of participants. Again, flexibility is important. If taught over 2 sessions of 5 hours per session, the time allocated for two ‘getting started’ and two ‘wrap up and evaluation’ slots can be distributed amongst the other sessions or used for different purposes.

Resources In Section 5.4 can be found a range of handouts to support activities and further investigation around the training of tutor/trainers and active citizenship. Tutor/trainers will want to add their own handouts and resources and customise them according to the particular groups with whom they are working.

Train the Take Part Trainers • Curriculum File 1 Introduction to Train the Trainers

Introduction to Train the Trainers

Course Aims: l To introduce participants to the roles, responsibilities and boundaries of a tutor/trainer l To encourage and motivate participants to share their own experiences, skills and knowledge and relate these to their own community involvement and practice l To explore ideas, definitions and meanings of active citizenship l To explore some of the barriers and obstacles faced by adult learners and identify ways of addressing them l To introduce participants to session planning and presentation skills l To provide participants with information about progression opportunities and to encourage them, if relevant, to consider becoming an active citizenship tutor/ trainer

Course Learning Outcomes:

Participants will be able to: l Identify the role, responsibilities and boundaries of a tutor/trainer within an adult education context l Define what is meant by active citizenship and understand active citizenship values and practice l Engage with ideas/definitions in relation to their own experiences and expectations l Explore the potential of moving on to the City and Guilds in Preparing to Teach in the Lifelong Learning Sector

2 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

Theme 1: Becoming a tutor/trainer - skills, experiences and motivation (2.5 hours) 1.1 Getting Started: (35 minutes)

Words & Ideas: Developing ground rules, Who are you identifying starting points and working with? expectations Most people feel a bit anxious about meeting new people and often A short session including: don’t know what to l Housekeeping expect. An ice- breaker is a useful l Course overview – what’s it all about? way to make peo- l Introducing students to each other ple feel comfort- able. You need to l Identifying participants’ starting points and expectations tailor icebreakers l Producing group ground rules to the situation and you should also ensure that it is relevant and not seen as some- Tutor/trainer points: thing separate. l Tutor/trainers need to introduce the course, cover Most important housekeeping and run a short icebreaker whereby of all, it should participants introduce themselves to each other and be fun. Laughing share their expectations about the course. These might is the best ice- be flipcharted by the tutor. Different variants of ice- breaker. breakers can be used. l Tutor/trainers should say something, broadly, about the purpose, aims and objectives of the course and map out the session and the course. l Tutor/trainers should establish whether or not participants have completed the course Introduction to Active Citizenship. If not, space should be made to include a dedicated activity (see Resources below). l They should also stress that the day/session is not only about learning but also about sharing experiences and thinking about what it really means to be a citizen. l Tutor/trainers should include an activity that identifies participants’ starting points and expectations. l Tutor/trainers should work with the group to draw up group agreements (ground rules).

Train the Take Part Trainers • Curriculum File 3 Introduction to Train the Trainers

Resources: l Examples of ice-breakers (See examples in Handout 5.4.1.) l Example of developing group agreements (See example in Handout 5.4.2) l Example of mapping expectations activity (see example in Handout 5.4.3) l Example of active citizenship activity (see examples Handouts 5.4.4 and 5.4.5) and Theme 1 – 1.2 Activity 1, Active Citizenship course materials.

4 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

1.2 Reflecting on Skills and Experiences (25 mins)

The purpose of this activity is to help participants to identify the strengths they already have, and that they can start using as a tutor/trainer, as well as the strengths they would like to develop throughout the course.

Tutor/trainer points: l Ask for whole-group feedback, drawing out common points. l Ask participants to keep the completed handout in their folders so that they can reflect on it throughout the course. Explain that this is a learning tool which will enable them to reflect on their progress.

Activity 1 Please identify up to 5 strengths and areas for improvement that will help you begin your work or develop your skills as a tutor. Complete the handout individually and then pair up with another participant to share each other’s findings.

Resources: l See Handout 5.4.6

Train the Take Part Trainers • Curriculum File 5 Introduction to Train the Trainers

1.3 What is Learning (45 minutes)

The aim of this session is to encourage participants to think about the nature of learning, as well as how adults learn best (what makes a positive learning experience?).

Words & Ideas: how adults learn, what makes a positive learning experience, Who are you how these experiences have influenced working with? our everyday lives, interests and How we learn is motivations. often connected to how we feel, what’s going on Tutor/trainer points: in our lives and what our reasons l Tutor/trainers should stress that there are a number of and motivations to ideas and theories on how adults learn which have learn are. been around for a long time. However this activity is based on the experience of participants. Learning is situated in our l Tutor/trainers should also stress that there are everyday lives as no ‘wrong’ answers to these questions and that well as in formal participant responses will reflect ‘where they are organisations. coming from’ and their own understanding of what learning is. Learning is influenced by what is going on A discussion on in our lives. All experiences will differ. preferred ‘learning l People learn differently at different points in their styles’ here, rather than later on in the lives. Tutor/trainers might ask if ‘learning’ as an active course, might be citizen is different from other types of learning. useful. l Tutor/trainers might want to offer their own examples. l Begin with a ‘group brainstorm’. What do participants think that learning is? Where does it take place? Prompt with questions if needed: l Do you do it by yourself or with others? l Do you learn from experts? l Do you learn from people, TV, books? l Flipchart the answers. Explain that we all learn in different ways, different skills call for different ways to learn. Introduce students to some of the ideas on the Handout: What is Learning? (5.4.7) l Tutor/trainers can then facilitate the responses and feedback to Activity 2.

6 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

Activity 1 Participants should break into small groups and be provided with post-its and flipchart paper. Groups should consider: l Something each group member found easy to learn (could be making a cake, a sport, maths etc), how they learnt it and what/who helped?= l Groups should then consider something each group member found difficult to learn. What was it? How did they learn, what/who helped? l What made some learning positive and other learning not positive? l Whole group should feed back to the larger group. Compare the findings. Identify informal and formal learning opportunities. Draw out common points to help or hinder learning.

Resources: l Post it notes and flip chart paper l Handout 5.4.7

Train the Take Part Trainers • Curriculum File 7 Introduction to Train the Trainers

1.4 Reflecting on Learning (25 minutes)

Words & Ideas: the value of reflecting on learning, keeping a learning journal

One of the aims of this course is to encourage participants to become reflective practitioners. Keeping a reflective learning journal can help to facilitate this.

Tutor/trainer points: l If possible give examples of such a journal – written, pictorial, audio. l You may need to unpick what ‘being reflective’ means and how it aids learning. l Ask participants to discuss the idea. How do they think it could be useful to them? What questions might they want to ask? What might a journal look like?

Activity 3 Participants should either use handout 5.4.8 or design their own questions to be used in the form of a learning journal. These are likely to include: l What do I personally want to get out of the course? l What I enjoyed about the session l What I didn’t like about the session l What I’m taking away from the session

Resources: l Handout 5.4.8

8 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

1.5 Session Review and Evaluation (10 mins)

Words & Ideas: the value of reflecting on learning, keeping a learning journal

This is a short feedback session which can be delivered or not depending on how the course is organised.

Tutor/trainer points: l Tutor/trainers should introduce the idea that evaluation is key to a good learning experience. l Quickfire activities can be used – such as the ‘traffic light system’ with green, amber and red stickers to evaluate against the session outline or main themes that are important to the group. l Participants might want to say if they would like more or less of something i.e. more listening, more participation, more time for discussion…. l Tutor/trainers can map the views of participants against their expectations – though it may be too soon to do this.

Train the Take Part Trainers • Curriculum File 9 Introduction to Train the Trainers

Theme 2:

What do Tutor/Trainers do? 2.1 Getting Started: (5 minutes) l Welcome and recap on last week’s sessions – any thoughts? l Overview of the session

2.2 The Role and Skills of the Tutor/trainer (35 mins) Tutor/ trainers should ask participants to differentiate between the range of teaching roles and how these vary between helpful and unhelpful roles in relation to adult learning.

Words & Ideas: Exploring the distinctive role, responsibilities and skills of the tutor/trainer

Tutor/trainer points: l Tutor/trainers can flipchart the responses of group participants as they answer the question: What do you understand by the terms: facilitator, trainer, tutor and teacher? These are both roles and processes! Definitions might include: l A facilitator: someone who helps a group of people to understand their common objectives and assists them to plan to achieve them without taking a particular position in the discussion. A facilitator will try to assist a group in achieving a consensus on any disagreements that emerge in a meeting, so that it has a strong basis for future action. l A trainer: someone who formally helps to train others to acquire specific, often vocational, skills. l A tutor: someone who instructs and guides other in their learning, which is likely to be wider than the acquisition of formal skills. l A teacher: often deemed to be a formal education professional working with pre-16 year olds. l Tutor/trainers might ask participants: What are the strengths and weaknesses of each role? When is it more appropriate to be a facilitator than a tutor and vice versa? l Tutor/trainers can ask participants to differentiate between what are seen as helpful and unhelpful roles. Generally helpful roles might include: tutor, facilitator, organiser, someone with resources, people who are supportive, challenging and enabling. Unhelpful roles tend to be seen as experts, someone who professes to have all the answers, therapist, a ‘friend’ taking all the responsibility for the group and learning.

10 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

l Tutor/trainers should stress that tutor/trainers are not expected to be experts. It is more beneficial to have access to information, and use your skills in making this information accessible to participants, than always being an expert. Remember that the role is to facilitate learning processes as well as delivering information. Sometimes it is helpful not to have all the answers as this can prevent the group finding their own.

Activity 4 Participants can work in small groups and: l Make a list of what a tutor/trainer is responsible for l Make a list of the different tasks and activities you might undertake as a tutor/ trainer l Consider what skills and qualities tutor/trainers need l Consider what skills and experiences you can bring to the role of tutor/trainer Groups can report back to the wider group in preparation for discussion.

Train the Take Part Trainers • Curriculum File 11 Introduction to Train the Trainers

2.3 Exploring Boundaries (30minutes)

Tutor/trainers have a responsibility to maintain appropriate boundaries within groups and this session explores ways of understanding and doing this.

Words & Ideas: Identifying boundaries using a case study approach

Tutor/trainer points: l Tutor/trainers can remind participants that boundaries exist to help us experience safety, consistency and to define areas of work. Within our roles as tutor/trainers we come across many different kinds of boundaries, whether they are situational, around our levels of competence or our personal limits. It is often worth considering where we stand on these issues. l Tutor/trainers can then ask the whole group: what is meant by the term boundary? What is the purpose of a boundary? What happens when boundaries are unclear or non-existent? Flipchart responses. l Tutor/trainers can also ask what boundaries the group thinks it has. Refer back to the group agreement and consider how facilitators/trainers/tutors can establish good boundaries. l Often when boundaries are confused it is useful to ask yourself questions. Developing clear boundaries often relies on us being clear about our roles. To help develop clear boundaries it can be useful to ask the following: l Why am I doing this? l Whose interest am I serving? The groups, individuals within the group, my own? l How do I feel about this? l Do I need to acknowledge this situation and/or do I need to act on it? l What resources/support do I need - if any? l Stress how it can also be helpful to identify priorities. What can you do? What can’t you do right now? What happens if you overstep your personal limits? Do you or the group function effectively? l Recognise there are negotiable and non-negotiable boundaries, i.e., learners cannot smoke during lessons, but the group could participate in deciding how to tackle a certain topic. l If we can be clear about ourselves, our roles, our limits and expectations as tutor, we can communicate this clearly. If we cannot, we risk giving out mixed messages to groups e.g. telling them we accept them arriving late, but really feeling irritated by it. It is important that our thoughts, words and body language match, and therefore we send clear messages to participants.

12 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

l If there are issues in the group on which we are not clear, and for which we do not have a solution, it does not mean we cannot raise it with the group. It may be worth acknowledging difficult situations and the fact that there are no solutions at present.

Activity 5 - Exploring Boundaries Participants can work in pairs and decide what the boundaries might be in the case studies referred to in the handout. Groups can report back to the wider group and participate in the general discussion.

Resources: l Handout 5.4.9

Train the Take Part Trainers • Curriculum File 13 Introduction to Train the Trainers

2.4 Exploring Boundaries (30minutes)

This session is concerned to explore barriers to learning and participation through taking a case study approach. It also looks at a key theory – that of Maslow – to understand the ‘hierarchy of need’.

Words & Ideas: Identifying barriers to participation, working towards inclusion, Maslow’s hierarchy of need

Tutor/trainer points: l Tutor/trainers can refer to earlier activities that explored positive learning experiences. Recap by flip charting some of the issues that make learning easy or difficult. l In the whole group, draw out these common problems and flipchart how the challenges can be addressed by removing some of the barriers and encouraging inclusion. l After completion of Activity 6, tutor/trainers can distribute a handout demonstrating Maslow’s Hierarchy of Need. This reinforces some of the issues and concerns around barriers and exclusion already discussed.

Activity 6 - Case Studies on Barriers Ask participants in their groups to list, as they look at the case studies, what the barriers are that learners face. Divide the possible barriers according to:

Physical - e.g. Venue might be cold and unwelcoming Social - e.g. Learner may feel uncomfortable in the group Cognitive - e.g. Memory problems Attitudinal - e.g. Learner may have a defeatist or passive attitude

Groups can report back to the wider group.

Resources: l Handout 5.4.10 l Handout 5.4.11

14 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

2.5 Session Planning and Learning Cycles (30 mins)

This is a preparatory session for the micro teaching session that all participants will be expected to deliver.

Tutor/trainer points: l Introduce the idea that in the final session all Ideas might participants will have the opportunity to deliver a 15 minute micro-teaching session. This could take the include: form of an activity or presentation. The method is up • Being an active to each individual and the size of the group will impact citizen – what upon the time available for the micro-teach. does it mean?

l Make sure that participants know that they are • How to be active free to arrange the room and the ‘students’ as they wish when they do their session. They need • Examples of to avoid simply giving a talk – part of the point of active citizenship the exercise is to give them the opportunity to activity practise (or try out) interactive ways of teaching • Supporting and learning. In preparation for their micro- active citizens session participants should include : l A session plan, with learning outcomes, timings, • Examples of community activity resources, activities, content l An introduction, development and conclusion • Active citizenship – a case study l A selection of teaching and learning approaches that will engage and motivate learners l Draw attention to some of the teaching and learning activities that have been used so far (ice-breaker/paired etc). Ask participants to think about a theme and activity which embraces some aspect of active citizenship. Make time for questions and answers on this. If people don’t have any ideas by the following week make time to talk to them individually – remind them about being on the Take Part Trainers register. l Introduce students to the ‘learning cycle’. l Take participants through the session plan and adapt it for the micro-teaching session.

Resources: l Handout 5.4.12 l Handout 5.4.13

Train the Take Part Trainers • Curriculum File 15 Introduction to Train the Trainers

Theme 3:

Group Dynamics and Learning Styles 3.1 Getting Started: (5 minutes) l Welcome and recap on last week’s sessions – any thoughts? l Overview of today’s session

3.2 Group Dynamics (40mins) This session explores the idea of how tutor/trainers can facilitate strong and effective group dynamics.

Tutor/trainer points: l Introduce the group to Tuckman’s Model of Group Dynamics . Go through Handout 5.4.14 with the group. Ask participants if they can identify with this model through past experience of groups and ask for examples. l Draw participants’ attention to the fact that each stage of Tuckman’s model may reflect aspects of Maslow’s Hierarchy of Need l Stress (and flipchart) the stages of effective group development and the tutor/ trainer’s role in this. The following points need to be addressed and discussed in any teaching/learning situation: 1. Clarify the responsibility of group facilitation. 2. The purpose/mission of the group must be clear to all members and the purpose/mission should be periodically revisited. 3. Ground rules should be established and monitored. 4. Help group understand that ‘conflict’(conflict in a positive way) is a normal and perhaps necessary part of group development. 5. Group must be reminded to ‘listen’ to each other. 6. Wrap-up at the end of each session should be comprised of meaningful and constructive comments relative to group process. 7. Everyone must contribute and work to make the group a ‘learning team’.

1 Tutor/trainers should remind participants that Tuckman’s model is one amongst many. For example there is John Adair’s Task, Individual, Group model.

16 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

Activity 7 - Tuckman and the 5 stages of group dynamics

Ask participants to break into small groups and consider what the role of the tutor/ trainer is at each stage of Tuckman’s model. Flipchart their answers then present back to the whole group and discuss.

Extension Activity If the group works through this activity quickly, tutor /trainers may want to consider either giving them case studies, and asking them to work in pairs or small groups and think of ways to respond to them as tutor/trainers, or work from their own experiences. The aim is to consider ways tutor/trainers can manage each stage of group dynamics. This should also be linked to the boundaries and roles discussed in Session 2.

Resources l Handout 5.4.14

Train the Take Part Trainers • Curriculum File 17 Introduction to Train the Trainers

3.3 Learning Styles (60 mins)

This session is concerned to explore the idea of learning styles with participants. How do learning styles vary and how can tutor/trainers accommodate different styles?

Words & Ideas: How adults learn, ways of learning, reflecting on learning styles

Tutor/trainer points: l Introduce the idea of learning styles to the group. Relate this back to Session One when participants focussed on different ways that they learned. l Participants should be reminded that although the VARK questionnaire and learning style model is explored in this session, there are many other competing models and theories, for example Honey & Mumford etc. l It is also important to stress that whilst recognising that people learn in different ways, this is not simply a way of categorising people. Information about learning style needs to be used to empower the learner rather than being a constraint on learning. l Participants should then be introduced to VARK which is based on the senses that we use to process information – visual (seeing), auditory (hearing), kinaesthetic (feeling/tactile). (Handout 5.4.15) Thus: l Visual learners use information that is presented visually, in the form of diagrams, pictures, slides, overhead transparencies, flashcards, videos, demonstrations. Reading printed texts may be a preferred style. l Auditory learners use information that is spoken in the form of talks, discussions, audiotapes/CDs. l Kinaesthetic learners prefer learning by doing, moving and touch, i.e. through hands-on activities, practical exercises, projects, field work, visits, modelling, anything which involves movement. l It should also be stressed that whilst people learn through all three channels, many have one or two learning styles which dominate. These are often related to the educational model used in the educational system of the learner. Different systems obviously encourage and develop certain learning responses. When planning a session it is important to try to develop the repertoire of styles available to each learner and make sure activities will cater for all learning styles and experiences.

18 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

Activity 8 - How Adults Learn - Learning Styles Part 1 l Ask participants to think about how they learn best and then complete the questionnaire individually. l Once they have completed the questionnaire they can get into pairs and compare their findings l Ask if the information surprised them or if they were aware of their style.

Part 2 Ask participants to work in small groups to consider some different ways they could tutor the following topics depending on their learning style preferences and the diverse nature of learning styles. 1. Operate a DVD 2. Learn about Picasso’s work 3. Do long division sums 4. Learn to play a card game 5. Write a short story 6. Learn to tango 7. Learn about the history of Ireland Tutor/trainers may want to think of their own examples and flipchart them or give them as a handout. Come together as a whole group and compare findings. Draw out different ways that any one subject can be taught so as to engage as many learners as possible.

Resources: l Handout 5.4.15 l Handout 5.4.16

Train the Take Part Trainers • Curriculum File 19 Introduction to Train the Trainers

3.4 Teaching Methods (20 mins)

In this short session participants will reflect on various teaching methods and think about their advantages and disadvantages in the light of previous discussion.

Words & Ideas: Thinking about teaching methods, how they can be used and their advantages and disadvantages

Activity 9 - Teaching Methods Ask pairs of participants to complete Handout 5.4.16. This short activity can be delivered separately or even as part of Activity 8. Responses can be flipcharted by tutor/trainers.

Resources l Handout 5.4.16

3.5 Session Review (15 mins)

Check that participants are completing journals and ask for any extracts, responses, examples and thoughts about the session. Check that everything is ready for the final session. What are participants looking forward to in terms of their micro-teaching and what are they concerned about?

20 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

Theme 4: Micro-teaching Sessions 4.1 Getting Started: (5 minutes) l Recap on previous session l Allocate times and a running order l Provide a model for feedback as below

4.2 Ways of Providing Feedback (10 mins) Providing feedback is an important function of tutor/training. Learners need to know how they are doing, what they need to do to improve and how far they have progressed. Good feedback can foster motivation and provide significant support for meeting new challenges.

Tutor/trainer points: l Tutor/trainers should preface the micro-teaching sessions by introducing a task for participants – giving feedback on each other’s sessions. This will also give participants practice in preparation for their own tutor/training. l Remind participants that the first stage of feedback is to assess whether, and what, learning has taken place, either against assessment criteria (on accredited courses) or against learning outcomes (on non-accredited courses) l Tutor/trainers should alert participants to different types of feedback: l Written feedback. Tutor/trainers are often expected to provide this on accredited courses, and possibly on other courses when learners hand in pieces of written work. Feedback should be given within 2 weeks at most. Feedback should be written on a separate piece of paper, not on the learner’s script. l Verbal feedback. This is an integral element of every teaching session. You will be checking learning and giving brief informal feedback to learners every time you say “yes, that’s right, but have you thought of...... ”. It is particularly important in practical, craft or movement classes when learners may need very specific individual feedback on the skill they are learning. l Peer feedback. It is always worth encouraging learners to give each other feedback. Allocate a few minutes to discuss this with them and get them to think about how to give feedback to each other. In all cases start with the positive: You’ve expressed that very well. Then select one or two things they could improve; “Have you thought of putting...... ” and, “You could try...... ”. Feedback should always end on a positive note (especially in written feedback) such as, “I think you showed that very clearly…”. It can be a good idea to ask learners what kind of feedback they want i.e. do they want the tutor/trainer to correct their spelling, grammar and punctuation, what kind of suggestions do they want about how to improve their technique (e.g. in a craft class).

Train the Take Part Trainers • Curriculum File 21 Introduction to Train the Trainers

Before the micro-teaching sessions begin, ask participants to consider each other’s mini presentations according to:

1. Strengths: preparation, delivery, use of methods and resources, topic, etc 2. Areas for improvement: preparation, delivery, use of methods and resources, topic, etc

Resources l Handout 5.4.16

4.3 Micro-teaching Sessions (100 mins)

In this session participants have the opportunity to demonstrate a short piece of teaching and then analyse it and get tutor and peer feedback on how it went. The micro- teach has its limitations - it is only a small snippet of teaching, sometimes out of a larger session or course - however it is a live situation and participants will learn from the session by trying out methods and ideas.

Tutor/trainer points: l Introduce each participant and time them carefully. Signal in advance (on a piece of paper) when they have 3 minutes of their presentation time remaining. l When they have finished, invite feedback from the group. Allow a few minutes per participant for feedback. If you have a very large group you will have to decide how best to manage this process. It may be appropriate to have a longer session. l If time is very tight you could ask participants to write feedback down and give it to the person who does the activity. It would also be a good idea for you to provide some written feedback. l Ask each participant who has completed the activity to give themselves feedback in their learning journal: what went well, what would they do differently next time?

22 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers

4.4 Future Pathways (10 mins)

Tutor/trainer points: l Ask participants to review their progress against the baseline assessment carried out in Session One. Or they can develop an action plan. (5.4.18) l Ask them to identify what they would like to do next in terms of formal, informal learning or the active citizenship agenda. Provide information about the Take Part project or relevant progression, including the C&G 7303 Next Steps services.

Resources l Handout 5.4.18

4.5 Wrap up and Evaluation (15 mins)

Tutor/trainer points: l Course Evaluation – handout TP/WEA evaluation papers and ask participants to complete them. l Ask participants to contribute one thing they are going to take away with them from the group l Thank participants for coming and close.

Train the Take Part Trainers • Curriculum File 23

Introduction to Train the Trainers Handouts Handouts Resources Assessments/LOS To recognize how learning recognize takes place in a To wide variety of contexts or tutor/trainer understand the role To responsibilities roles and Define tutor/training boundaries Be clear about professional barriers to learning Identify ways to address and participation Identify ways to motivate, understand and plan learning Tutor Activities Presentation Pair work work Small group Pair work work Small group Case studies

Topics Introductions & ice-breaker Introductions Housekeeping & H S Course outline, aims and content agreement Group What is learning? What makes a good/bad learning experience? the learning Introducing journal Reflect & evaluate the session Recap on Session I of the tutor/trainer The role Exploring boundaries barriers to participation/ How to address learning to session planning, the Introduction activity and learning micro-teaching cycles Reflect & evaluate session Demonstrate an understanding of the roles and responsibilities of a tutor/trainer and responsibilities Demonstrate an understanding of the roles inclusive learning Identify ways to promote dynamics Demonstrate an understanding of group Demonstrate an understanding of learning styles Assess your own development as a tutor/trainer Introduction to Train the Trainers to Train Introduction Course Learning Outcomes 1 2. 3 4 5 Course title Theme 1 2 WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 25 Introduction to Train the Trainers WEA SCHEME OF WORK 4 3 Theme Wrap up and evaluation Review Next steps Micro-teaching sessions Understanding feedback Recap on Session 3 Reflect & evaluate session Teaching methods styles Learning Tuckman’s model – active learning Recap on Session 2 Topics Small group work Presentations and peer review Styles Learning Individual activity/questionnaires. Small group work Case study Role play Tutor/trainer exposition Activities Assessments/LOS relevant, group, and action plan Identify next steps for individual and, where interests - responding to the participant’s own A/C tutor a planned micro-teaching session Demonstrate an ability to present/facilitate/ activities and evaluate them teaching/learning carry out Understand how to plan learning, diverse teaching methods styles and how these might be related to Demonstrate an understanding of learning model of group dynamics Demonstrate understanding of Tuckman’s Resources Handouts Handouts

26 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers Discussion and groupwork Group discussion Group Report back and discussion Methods for checking learning Participant Activity Activity 2 and feedback to in small group Work whole group Activity 1 Individual written activity in pairs to discuss Work experiences & skills Participate, share information and Participate, share feedback Active citizenship activity for participants unfamiliar with the area To encourage participants to define their own skills and experience To encourage participants to identify existing skills and those they need develop To demonstrate an understanding of learningcontexts across To of factors that influence learning demonstrate an awareness To (Teaching Methods) (Teaching Tutor/trainer Activity Tutor/trainer Tutor/trainer Tutor/trainer exposition Tutor introduction Tutor Tutor/trainer introduction Tutor/trainer information on: provides Tutor/trainer forms H & S, WEA, enrolment outlines the session Tutor/trainer activity/introductions Set up ice-breaker • • • Flipchart, Handouts Introduction to Train the Trainers to Train Introduction Theme 1 – Becoming a tutor/trainer: skills, experience and motivation • Break What is learning? What makes a good/ bad learning experience? Reflecting on skills & experiences Welcome including Induction process health & safety Outline of the course & icebreaker Introductions agreement Develop a group Objectives Resources Course Title Session 1 (2.5 hours) Session Learning Outcomes

Time 10 mins 45 mins 25 mins 35 mins WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 27 Introduction to Train the Trainers WEA SESSION PLAN 25 mins 10 mins Time Objectives Reflecting on learning Reflecting on learning Session review Tutor/trainer exposition (Teaching Methods) Tutor/trainer Activity Whole group response activity and reflection diaries Participant Reflect on learning Brainstorm ideas Activity 3 Activity Participant checking learning Methods for Pro-forma Video? diaries Examples of reflective reflection answers, Questions,

28 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers Discussion Feedback and discussion Discussion Discussion Discussion Methods for checking learning Feedback Activity 5 Participate in discussion Activity 6 activity – group Paired/small work on case studies activity around Whole group of need hierarchy Maslow’s feedback Whole group Feedback Activity 4 Participate in discussion Participant Activity Tutor /trainer exposition Tutor Tutor /trainer exposition Tutor Being inclusive work Case studies – small group Tutor/trainer-led discussion Tutor/trainer-led /trainer exposition Tutor Understand the roles and responsibilities of a tutor/trainer and responsibilities Understand the roles Understand barriers to learningthem and how to address Understand the importance of boundaries and how to establish maintain them and learning Consider session planning, micro-teaching cycles (Teaching Methods) (Teaching Tutor/trainer Activity Tutor/trainer Introduction to Train the Trainers to Train Introduction Theme 2: What do tutor/trainers do? • • • • Exploring boundaries Exploring boundaries Break Recap on previous session Recap on previous diaries – check reflective of tutor/trainer The role Barriers to participation and inclusion Hierarchies promoting of need Objectives Course Title Session 2 (2.5 hours) Session Learning Outcomes Resources

Time 30 mins 35 mins 10 mins 30 mins 5 mins 35 mins WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 29 Introduction to Train the Trainers WEA SESSION PLAN 30 mins 10 mins Time Objectives exercise for final session Set up micro-teaching cycles Session planning and learning journal Session review using learning journals to describe learning so far. to describe learning journals Tutor/trainer asks for extracts from Q & A, examples Tutor/trainer exposition (Teaching Methods) Tutor/trainer Activity Individual reflection Pair work and group feedback Activity Participant checking learning Methods for discussion Feedback and Journals

30 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers Feed Back and Discussion Discussion Discussion Discussion Methods for checking learning Activity 5 Participate in discussion Activity 6 activity – group Paired/small work on case studies activity around Whole group of need hierarchy Maslow’s feedback Whole group Feedback Activity 4 Participate in discussion Participant Activity Tutor /trainer exposition Tutor Being inclusive work Case studies – small group Tutor/trainer-led discussion Tutor/trainer-led /trainer exposition Tutor Understand the roles and responsibilities of a tutor/trainer and responsibilities Understand the roles Understand barriers to learningthem and how to address Understand the importance of boundaries and how to establish maintain them and learning Consider session planning, micro-teaching cycles Tutor/trainer Activity Tutor/trainer Methods) (Teaching • • • Introduction to Train the Trainers to Train Introduction Theme 2: What do tutor/trainers do? • Exploring boundaries Break Recap on previous session Recap on previous diaries – check reflective of tutor/trainer The role Barriers to participation and inclusion Hierarchies promoting of need Objectives Resources Session 2 (2.5 hours) Session Learning Outcomes Course Title

Time 30 mins 10 mins 30 mins 5 mins 35 mins WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 31 Introduction to Train the Trainers WEA SESSION PLAN 30 mins 10 mins Time Objectives exercise for final session Set up micro-teaching cycles Session planning and learning journal Session review using learning journals to describe learning so far. to describe learning journals Tutor/trainer asks for extracts from Q & A, examples Tutor/trainer exposition (Teaching Methods) Tutor/trainer Activity Individual reflection Pair work and group feedback Activity Participant checking learning Methods for discussion Feedback and Journals

32 Train the Take Part Trainers • Curriculum File Introduction to Train the Trainers Completion of questionnaire work Small group Discussion Completion of handout Case study activity Feedback Discussion Learning journal Methods for checking learning Participant Activity Vark questionnaire Vark Case studies Activity 8 Activity 9 Handout Discussion Discussion, participants to feedback Activity 7 Participate in Q & A Complete case study and feedback findings activity Small group Journal activity Evaluation activity Tutor/trainer Activity Tutor/trainer Methods) (Teaching Tutor /trainer exposition Tutor Tutor/trainer exposition Tutor/trainer Discussion /trainer exposition on Tutor model Tuckman’s Tutor/trainer checks journal - Tutor/trainer facilitates evaluation Understanding learning styles processes Understanding group Exploring teaching methods • • Introduction to Train the Trainers to Train Introduction Dynamics and Learning Theme 3 – Group Styles • Objectives Introduction to learning Introduction styles Break Recap on previous session Recap on previous dynamics Group Teaching methods Teaching Reflective log and evaluation Resources Session 3 (2.5) Session Learning Outcomes Course Title

Time 60 mins 10 mins 20 mins 5 mins 40 mins 15 mins WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 33 Introduction to Train the Trainers WEA SESSION PLAN 15 mins 10 mins break including 100 mins 15 mins 10 mins Time Resources Outcomes Session Learning Session 4 (2.5) Course Title close. evaluation and Wrap up, pathways Next steps/future feedback Facilitation exercises and feedback Ways of providing learning Recap on previous Objectives • • • • Theme 4 – The mini-project Introduction to Train the Trainers Evaluate course Plan next steps Demonstrate effective ways to give evaluative feedback Demonstrate a mini-facilitation activity facilitate Tutor /trainer to facilitate Tutor /trainer to facilitate Tutor /trainer to Tutor/trainer exposition Tutor/trainer exposition (Teaching Methods) Tutor/trainer Activity evaluation Participants complete TP and provide feedback Participants carry out their activity next steps progress and plan for Review of individual Practice giving feedback Feedback Activity Participant checking learning Methods for Evaluation Self and peer feedback Individual assessment Q & A Discussion

34 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Preparing to Teach in the Lifelong Learning Sector City & Guilds 7303

(Active Citizenship)

COURSEBOOK 2010

June 2010 - Version 5

Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

PTLLS City & Guilds 7303 Active Citizenship

Table of Contents Page

Welcome and Introduction 1 - 3 Course Aims and Learning Outcomes 4 Scheme of Work 5 - 6 Session Plans 124 - 128

Part 1 Explaining the qualification 6 - 14

Part 2 Let’s Get Going 15 - 16

Part 3 The course sections

Section 1 The Tutor’s Roles and Responsibilities 17 - 51 Section 2 Approaches to Teaching and Learning 52 - 70 Section 3 Planning, Teaching and Learning 72 - 90 Section 4 Delivering Inclusive Sessions which 92 - 99 Motivate Learners Section 5 Using Different Assessment Methods 100 - 113 and Keeping Records

Part 4 Appendix 1 Microteaching 114

Appendix 2 Jargon Busters and Resources 115 - 118 Appendix 3 Checklist for New Tutors 119 Appendix 4 Course schedule 120 - 121 Appendix 5 The Assignment Plan 122

Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Welcome and Introduction

These materials accompany and outline the course Preparing to Teach in the Lifelong Learning Sector City & Guilds 7303 (Active Citizenship) and are primarily intended as a resource for adult education tutor/trainers working in a community context. This community context will be a varied one and tutor/trainers will be working with course participants from diverse backgrounds and with different experiences and expectations.

The aim of the course is to build confidence, skills and knowledge of teaching and learning methods and approaches within an active citizenship context. This course is designed for participants who are interested in becoming adult educators, as well as those who are active in their community and want to explore tutor/training as well as active citizenship further.

Many participants might be thinking about this pathway and may be keen to develop teaching skills or have completed introductory courses in their own communities through modules such as Introduction to Train the Trainers and Introduction to Active Citizenship. This course is the first step in their teaching and learning journey and the qualification provides an entry point and introduction for those new to teaching and training or those wishing to teach or train. It is a qualification for those seeking a ‘stepping stone’ to qualifications that entitles them to teach in the sector either as an ‘AssociateTeacher’ or ‘Full Teacher’ role. It provides progression to the 7304 Certificate in Teaching in the Lifelong Learning Sector (CTLLS), for those seeking Associate Teacher status, and the 7305 Diploma in Teaching in the Lifelong Learning Sector (DTLLS), for those seeking Full Teacher QTLS status. The Award will equip a wide range of teachers and facilitators with what the Sector Skills Council, LLUK, has termed ‘a threshold licence to teach’.

Tutor/trainers delivering this course may themselves be extremely experienced in adult education but be relatively unfamiliar with some of the ‘active citizenship’ themes and approaches. Thus one of our aims in producing this course has also been to provide a best practice model on which the experienced tutor/trainer can develop and build.

For all of those working through this course, whether as tutor/trainers or course participants, we hope that it helps to stimulate effective teaching and learning amongst active and engaged citizens.

1 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Teaching/learning methods to be used

Teaching methods will be through a range of activities, including the opportunity for practical work, which, as well as helping to develop skills and knowledge, are designed to show some examples of methods available to teachers. The tutors are all experienced adult educators with many years teaching including training of tutors and tutor development.

As the course is based around 70 hours of learning, learners will be expected to undertake tasks and activities outside of the classroom. These 30 hours of non-contact time will include directed and self-directed learning including reflective practice and completing assignments.

There are two assignments, containing a number of tasks, which need to be completed in order to gain the qualification. These tasks include eight short written pieces of work covering background theory, completion of planning documents, delivering a micro- teach session, completing a reflective learning journal, as well as looking at the learner’s own developmental needs and progression routes.

Train the Take Part Trainers • Curriculum File 2 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Using the Materials

These materials offer the structure and outline for a 40 hour City & Guilds accredited course: Preparing to Teach in the Lifelong Learning Sector City & Guilds 7303 (Active Citizenship). Included is a Scheme of Work, course content – in the form of tutor/trainer points, ideas for activities and some resource information.

The materials indicate the main area of delivery from the tutor/trainer as well as associated activities. These are timed. It is likely that the tutor/trainer will use these materials flexibly depending on the needs and interests of participant groups.

The course can be delivered in a number of different ways and is comprised of 30 hours of the generic 7303 course with an additional 10 hours comprising of the Active Citizenship element of the program. The Active Citizenship hours can be incorporated into the sessions in flexible ways to suit the needs and interests of the student group. Course assignments and micro teach sessions should be completed to include the diversity of Active Citizenship interests of students.

Resources

In Section 5.4 can be found a range of handouts to support activities and further investigation around the training of tutor/trainers and active citizenship. Tutor/trainers will want to add their own handouts and resources and customise them according to the particular groups with which they are working.

3 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Preparing to Teach in the Lifelong Learning Sector City & Guilds 7303 (Active Citizenship

Course Aims:

The award is designed to enable candidates to: l adopt an integrated approach to the theory and practice of teaching/training and tutoring l reflect on own previous/current levels of experience, practice and skills, and areas for development l identify principles of learning, teaching , assessment and evaluation in an active citizenship context l develop communication and interpersonal skills l develop an awareness of their professional role and responsibilities l demonstrate ways adult education can bring about change

Course Learning Outcomes.

Participants will be able to: l Identify the role, responsibilities and boundaries of a tutor/trainer within an adult education context l describe own role, responsibilities and boundaries of role in relation to teaching l justify appropriate teaching and learning approaches in a specialist area l demonstrate session planning skills l explain how to deliver inclusive sessions which motivate learners l explain the use of different assessment methods and the need for record keeping l define what is meant by active citizenship l discuss the usefulness of ‘active learning for active citizenship’ l explore the idea of being a potential active citizenship tutor

Train the Take Part Trainers • Curriculum File 4 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Introduction and Welcome to City & Guilds 7303 (Active Citizenship)

Your Name

Contact Details

Train the Take Part Trainers • Curriculum File 6 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Part 1 - Explaining the Qualification Welcome to Preparing to Teach in the Lifelong Learning Sector (PTLLS) City & Guilds 7303 Active Citizenship

Welcome to the City and Guilds Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). This course book is designed to provide you with essential information concerning the structure of the course and its delivery.

This award is for Pre-service or In-service Teachers or Associate Teachers, and is aimed at candidates who: l Would like or require an introduction to teaching in the Lifelong Learning Sector or l Are seeking career progression within their area of work or l Will be/are seeking to progress towards ATLS/QTLS status and/or l Teach on a one-to-one and/or group basis l Are seeking to teach in an active citizenship context

The qualification is suitable for those who work or want to work as: l Teachers in the Lifelong Learning Sector, i.e. Further Education (FE), adult and community education, work-based learning and the voluntary sector, provided they are qualified/experienced in Active Citizenship or the subject they intend to teach. l Technicians and support staff in further and adult education

The qualification is designed to contribute towards the skills, knowledge and understanding for the Lifelong Learning Sector (LLUK) standards.

The qualification provides an introduction for those new to teaching and training or those wishing to teach or train Active Citizenship. It is the qualification for those seeking a ‘stepping stone’ to qualifications that entitle them to teach in the sector in either an ‘Associate Teacher’ or ‘Full Teacher’ role. It provides progression to the City & Guilds 7304 Certificate in Teaching in the Lifelong Learning Sector (CTLLS), for those seeking ‘Associate Teacher status, and the City & Guilds 7305 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) for those seeking Full Teacher QTLS status. The award will equip a wide range of teachers and facilitators with what the Sector Skills Council, LLUK, has termed ‘a threshold licence to teach’.

This unit which forms the 7303 qualification, goes towards and is part of, both the CTLLS and the DTLLS qualifications.

7 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Structure of the qualification

This is a one unit qualification, comprising of the following sections: l Section 1: Understand own role, responsibilities and boundaries of role in relation to teaching l Section 2: Understand appropriate teaching and learning approaches in the specialist area l Section 3: Planning, teaching and learning l Section 4: Understand how to deliver inclusive sessions which motivate learners l Section 5: Understand the use of different assessment methods and the need for record keeping

See Page 5 City anf Guilds Handbook

Train the Take Part Trainers • Curriculum File 8 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

More information about City & Guilds 7303

Course book This course book not only provides you with information about the course, but also includes practical activities which you will be doing both in class and at home. Information sheets are intended to support your learning on the course, and for future reference. Please make sure you bring your Course book with you to every session – it is yours to write in and refer to.

Course attendance The course consists of 40 hours of contact time and 40 hours self study. The contact time may be delivered in whole or half days, evenings or a combination. There may be extra time for tutorials.

Microteaching An important element of the course will be a 30 minute micro-teach. This will be observed by your tutor, who must give feedback and complete the Observation Report (C&G Form 6). In addition, feedback must be given by your peer group, using C&G Form 8, and you will produce your own self evaluation using C&G Form 7.

Assessment Each section within the qualification will be assessed within the two City & Guilds assignments. Each assignment has seven tasks that all need to be evidenced. To achieve the qualification, candidates must successfully complete both the theory (Assignment 1) and the practical assignment (Assignment 2). The qualification has a value of 6 credits (80 hours) on the Qualification and Credit Framework (QCF).

Task 6 in Assignment 2 requires candidates to complete a learning journal after each Course Session. Candidates are also required to complete a learning journal for their observations of the micro-teach session. You can complete extra journal entries if required but you should have a minimum of six journal pages. The C&G learning journal form must be used for this task.

Assignments must be submitted for feedback as required as you go through the course. This is firstly so that you have time to incorporate feedback before submitting your work for final assessment, and secondly so that you avoid the stress of doing them all at the last minute with no time for feedback.

Assignments will be graded PASS or REFER.

9 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

LLUK Professional Standards:

For the Level Three Award for teachers/ tutors/ trainers Preparing to Teach in the Lifelong Learning Sector (PTLLS)

This unit has 5 learning outcomes.

Learning Outcomes Assessment Criteria

1. Understand own role, 1.1 Explain own role and responsibilities, and boundaries of own role responsibilities and as a teacher. (*) boundaries of role 1.2 Identify key aspects of relevant current legislative requirements in relation to teaching. and codes of practice within a specific context. (AP 3.1) 1.3 Identify other points of referral available to meet the potential needs of learners. (FP 2.1) 1.4 Identify issues of equality and diversity, and ways to promote inclusion. (AP 2) 1.5 Explain the need for record keeping.

2. Understand and 2.1 Identify and demonstrate relevant approaches to teaching and demonstrate learning in relation to the specialist area. (BP 2.2) appropriate teaching 2.2 Explain ways to embed elements of functional skills in the and learning specialist area (BP 4.3) approaches in the 2.3 Justify selection of teaching and learning approaches for a specialist area. specific session.

3. Demonstrate session 3.1 Plan a teaching and learning session which meets planning skills. the needs of individual learners. (CP 1.2) 3.2 Justify selection of resources for a specific session. (CP 4.1)

4. Understand how to 4.1 Explain ways to establish ground rules with learners which deliver inclusive underpin appropriate behaviour and respect for others. (DK 1.2) sessions which 4.2 Use a range of appropriate and effective teaching and learning motivate learners. approaches to engage and motivate learners. (DP 2.3) 4.3 Explain and demonstrate good practice in giving feedback. (EP5.2) 4.4 Communicate appropriately and effectively with learners. (AP 8.1) 4.4 Reflect on and evaluate the effectiveness of own teaching. (DP 2.9)

5. Understand the use of 5.1 Identify different assessment methods. (EP1.1) different assessment 5.2 Explain the use of assessment methods in different contexts, methods and the need including reference to initial assessment. (EP 1.2) for record keeping. 5.3 Explain the need for record keeping in relation to assessment. (EP 6.3)

*Note: AC 1.1 represents coverage of the 6 domains which make up the overarching professional standards.

Train the Take Part Trainers • Curriculum File 10 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Assignment Details - Theory

These relate to the LLUK Professional Standards : teacher/ tutor/ trainer in the lifelong learning sector as shown in the numbering in the assessment criteria column.

Task Assignment One: Words Assessment Theory Criteria

1.1 Describe what your role, responsibilities and 300-500 1.1 boundaries would be as a teacher in terms of the teaching/training cycle

1.2 Identify the key aspects of current legislative 150-250 1.2 requirements and codes of practice relevant to your subject and the type of organisation within which you would like to work

1.3 Explain how you could promote inclusion, equality 200-300 1.3 and diversity with your current/future learners. Identify other points of referral available to meet 1.4 the potential needs of learners

1.4 Explain the ways in which you would establish 150-250 4.1 ground rules with your learners, which underpin appropriate behaviour and respect for others

1.5 Explain ways to embed elements of Functional 200-300 2.2 Skills, in your specialist area

1.6 Explain the need for keeping records and describe 200-400 1.5 the types of records you would maintain

1.7 State the different assessment methods available 300-500 5.1 and explain the ones you would use for your subject area, including reference to initial 5.2 assessment. 5.3 State the types of assessment records you would complete and explain why

11 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Assignment Details - Practical

Task Assignment Two: Words Assessment Practical Criteria

2.1 Produce a learning programme/scheme of work in C&G Form your subject area, for a minimum of six sessions 3 or (the length of each session is to be agreed suitable between yourself and your tutor) alternative

2.2 Produce session plan/s (these can be from the C&G Form 4 3.1 scheme of work or different) for a minimum of 30 or suitable minutes alternative 3.2

2.3 Deliver the micro-teach/teaching practice Video 2.1 session/s, demonstrating a selection of teaching Evidence 4.2 and learning approaches to engage and motivate learners 4.4

2.4 Explain and justify the reasons behind your choice 150-250 2.3 of teaching and learning approaches and use of words resources, for your micro-teach

2.5 Obtain feedback from your peers and tutor/ C&G Forms 4.3 observer, complete a self evaluation to reflect and 6, 7 & 8 evaluate the effectiveness of your own teaching. 4.5 Give feedback to your peers regarding their delivery

2.6 Complete a learning journal after each assignment C&G Can cover any completed Learning or all of the Journal assessment criteria

2.7 At the end of the programme, complete a C&G Form 9 1.1 summative profile and action plan

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Quality Assurance

What you can expect from your tutor?

Your tutor will: l Ensure that you are fully briefed on the requirements of the course l Provide guidance and support on the assessment requirements l Assess the extent to which your work contains evidence to demonstrate that the assessment criteria have been met

l Provide you with prompt, accurate and constructive feedback l Keep accurate and legible records l Agree assignment submission dates with candidates. These dates may be amended if appropriate following request from candidate in writing.

l Meet with other tutors and the programme coordinator to monitor, agree and maintain standards

Appeals If you are not satisfied with the assessment of your work then in the first instance this should be raised with your tutor. If this fails to resolve the matter then the issue should be taken to the local programme coordinator and then the national quality controller for teacher training within the WEA. If the matter cannot be resolved using the internal WEA complaints procedure then it should be referred to the External Verifier whose decision will be final. A copy of the WEA appeals policy is available on request.

Equal Opportunities The WEA is committed to equal opportunities and will ensure that no student is subject to unfair discrimination. Copies of the WEA Equal Opportunities Policy and the City & Guilds Equal Opportunities Policy are available on request.

Data Protection Any personal data will be stored safely and kept confidential to ensure compliance with the Data Protection Act 1998 and the WEA’s policy on Data Protection.

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Suggested reading

The course book, the handouts you will be given on the course, and the notes and assignments you will write yourself should provide all the material you need, but if you want to read more widely, the following should be useful:

Recommended introductory texts

Curzon, L.B. (2003) Teaching in Further Education. Continuum International Publishing Group. ISBN 0826471153 Daines J, Daines C and Graham B (2006) Adult Learning, Adult Teaching, 4th Edition Welsh Academic Press ISBN 1860571158 Active Citizenship and Community Learning by Carol Packham ISBN 9781844451524 Gravells A (2007) Preparing to Teach in the Lifelong Learning Sector – Level 3 Coursebook. Learning Matters ISBN 1844451173 Petty G (2004) Teaching Today. 3rd Edition., Nelson Thornes ISBN 0748785256 Wallace S (2007) Teaching, Tutoring & Training in the Lifelong Learning Sector. 3rd Edition ISBN 978-1-84445-090-9

Website addresses: www.cityandguilds.com/qtls www.DIUS.gov.uk www.ifl.ac.uk www.lluk.org.uk www.lsneducation.org.uk www.niace.org.uk www.chalkface.com www.qca.org.uk www.smartscreen.co.uk www.support4learning.org.uk www.tes.co.uk www.thosewhocan.co.uk www.vark-learn.com www.learningandteaching.info

Useful website resources:

Framework for Active Learning for Active Citizenship http://www.takepart.org/framework-for-active-learning/

Democracy Matters: http://democracymatters.info/index.html

WEA Strengthening Democracy http://www.wea.org.uk/yh/project/democracy.htm

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Activity 1 Introductory Activity

Discuss these questions with a partner, making notes of your own thoughts.

1. What Active Citizenship courses do you hope to teach? What is your current community involvement?

2. Are there any particular concerns you have about the course?

3. What main areas of Active Citizenship do you hope to develop through doing the course?

Icebreaker Activities

The word icebreaker implies a bit of frost – most people feel a bit anxious about meeting new people and often don’t know what to expect, and an icebreaker should warm up the atmosphere and start to break down barriers. You need to tailor ice- breakers to the situation – whether it is a large or small group, whether some people know each other already, or whether they are complete strangers. You should also ensure that it is relevant.

For example, besides being aimed to bring individuals together, maybe in prepara- tion for later group work, it could fit into the topic you are about to cover or even be in a form that allows you to complete an initial assessment of the group or the par- ticipants. As icebreakers should not be seen as something separate to the session or course, maybe it is better to think about them as the first activity. Most important of all, it should be fun – laughing is the best icebreaker.

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Activity 2 Icebreakers

Your tutor will give you one or two ideas to try out in the group. Think about others you have used. List them below and identify the benefits of each

Icebreaker Activity Main Benefit Citizenship Bingo - example Everyone talks to a number of other people in the group. Good for large groups.

Choose something which is topical in Active Citizenship – ‘I can name my MP’ ‘I know the name of my councillor’ ‘I have signed a petition or campaigned on an issue’

Activity 3 Working Together

In small groups of three or four spend about 10 minutes talking about what rules you think are needed for the group to work well.

Examples could include: l Create a safe, comfortable democratic environment in which everyone can learn l Approach the issue of confidentiality

When you have decided on some rules, report back to the large group to make a list of the agreed full group rules.

Discuss ways in which group members can help and support each other on the course. List your main points on a flip chart and choose someone to report back to the group as a whole.

The group rules can be re-visited throughout the course if necessary and both lists can be altered if the group chooses to do so.

This activity will help you with Assignment 1.4

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Part 4 – The Course Sections Section 1 The Tutor’s Roles and Responsibilities

Learning Outcome

When you have completed this section, you will be able to describe the role, responsibilities and boundaries of your role in relation to teaching

This section includes the following topics: l The teacher’s role, responsibilities and boundaries in planning, managing and delivering learning, based around the teaching/ training cycle l The importance of learning styles and individual differences in learning l Issues of entitlement, equality, inclusivity and diversity, and ways to promote inclusion l The learning environment e.g. college, institution, community, work and practice-based l The concepts of adult teaching/training/tutoring l Points of referral available to learners l Key aspects of current, relevant legislation Generic, for example health & safety, equal opportunities, child protection, data protection

Subject specific, i.e. legislation related to the candidate’s area of specialism l Record keeping

This activity will help you with Assignment 1.1, 1.2, 1.3 and 1.6

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Section 1: Understand own role, responsibilities and boundaries of role in relation to teaching Active Citizenship

Handout: Unit overview

Unit summary This unit is about the role, responsibilities and boundaries of the tutor, and the principles of teaching in relation to the teaching/training cycle.

Background information The teaching/training cycle consists of five processes: l Identify needs l Plan and design l Deliver/facilitate l Assess l Evaluate

It’s called a cycle as you can start at any point and follow through all the other points for training to be effective.

Identify needs: with a new group of learners, it is best to start with identifying the centre and learner needs, and this should be carried out before you start teaching. Ideally, your learners will have completed an application form which will give you some advance information about them. For example, you may have learners who require extra support e.g. for dyslexia, or you may have a learner who needs to use specialised equipment. You need to be aware of your boundaries regarding your teaching role, i.e. when to refer a learner to someone else or an agency who can help them. It’s about knowing where your professional role stops in relation to the learner and/or the learning process. You need to know about the environment within which you will be delivering, the rooms, resources and facilities available. You also need to understand the type of environment you will be teaching in, for example college, private company, institution, adult and community, work and practice-based environments.

Plan and design: you will need to prepare a scheme of work and/or session plans for the course you are going to teach. You may also have to produce some handouts and design activities for learners to carry out. When you have a new group of learners, you will need to carry out an induction. This usually starts by introducing the learners to each other with an icebreaker activity. Icebreaker activities will enable your learners to relax and get to know each other. You will also give information about the qualification and you could include: a tour of the site, health and safety, equal opportunities, catering facilities etc.

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Deliver/facilitate: you may deliver to a group or on a one to one basis. All learners are individuals and you will need to plan your teaching to reach all their learning styles. There are many learning styles questionnaires available, your centre may use a specific one, or you can search the internet for examples. Learners will usually be visual, aural and/or kinesthetic. Think of this as seeing, hearing, and doing. If you can make your delivery interesting, using activities to cover all three, you should reach all your learners. You also need to take into account issues of entitlement, equality, differentiation, inclusivity and diversity — aspects you will need to research further. It is important to create a positive experience when teaching. This will ensure your learners are motivated and are aware of all the requirements of the qualification and centre. Although you may have no control over the environment or room you are in; you can create a learning experience that they will remember more than the lack of facilities. Using a variety of resources, methods of delivery and activities, which involve your learners in their own learning, will help them remember topics.

Assess: there may be assignments or tests produced by the awarding body, or you may have to write your own assessment materials. Assessing your learners enables you to ascertain their skills and/or knowledge gained. Asking open questions - ones that start with who, what, when, where, why and how, will help you ascertain their knowledge. You will need to keep records of achievements and give constructive and developmental feedback to your learners. If you don’t keep a record, and a learner loses an assignment with your feedback and grade on, you have no way of proving your learner actually carried out the work. Your course may have a system of quality assurance whereby another member of your team will sample some of your assessment decisions to ensure you are being fair. They will also keep records of their feedback to you and what was sampled and when.

Evaluate: you need to evaluate your delivery and the course as a whole. Your centre may have documents you can use for this, or you might have to design your own. Gaining feedback from your learners and evaluating yourself will enable you to improve your teaching in the future. It is useful to keep a journal to note relevant incidents and how you dealt with and learnt from them.

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Besides teaching, your role will consist of many other activities, for example, attending meetings, taking registers, preparing and marking work.

You also need to be aware of key aspects of current, relevant legislation. This is generic and specific to your subject of Active Citizenship.

For example Generic: health & safety, equal opportunities, child protection, data protection. Subject specific: legislation and codes of practice related to your area of specialism. You will need to find out which aspects of legislation and/or codes of practice will apply to your role as a teacher of Active Citizenship.

Your own experiences of being a learner will help you understand the teaching/training cycle and the roles and responsibilities you will have as a teacher.

This activity will help you with Assignment 1.1

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Information Roles and Responsibilities I The Teaching/Training Cycle

Teaching Cycle Revision Based on Initial Evaluation Assessment

Preparation Evaluation and Planning

Assessment Delivery

As you go through, think about where you would put the content of this course on the cycle.

Ensure you use this cycle in your response to assignment 1.1

This activity will help you with Assignment 1.1

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What do Tutors do? What are their responsibilities?

Activity 4 Tutor roles and responsibilites

1 Make a list of what a tutor is responsible for.

2 With a partner, make list of all the different activities you might undertake a tutor.

3 Can you think of any other tasks and activities you might undertake as an Active Citizenship tutor.

Present your responses to questions 1, 2 and 3 in a table. You will be asked to share your responses with the full group.

Check your answers with your job description if you already have one and /or the LLUK description of roles and responsibilities of an ‘Associate’ and ‘Full’ teacher on the following pages.

You may then want to update your table and this format could then be used for your answer to assignment 1.1

This activity will help you with Assignment 1.1

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Defining teacher roles and responsibilities in the sector

LLUK (Lifelong Learning UK) has identified two distinct and important teacher roles in the FE sector in England, for which there are government regulations: l a full teacher role which represents the full range of responsibilities performed by those who are expected to attain the status of Qualified Teacher, Learning and Skills (QTLS) l an associate teacher role which contains fewer teaching responsibilities and which will be performed by those who are expected to attain the status of Associate Teacher, Learning and Skills (ATLS).

Teacher roles Research undertaken by LLUK indicates that all teachers undertake the same activities in relation to the teaching cycle: l Initial assessment l Preparation and planning l Delivery l Assessment l Evaluation l Revision based on evaluation

The research also demonstrated that many teachers in the sector have significantly fewer responsibilities, in relation to these activities, than those in a full teaching role. These teachers are deemed to be in an associate teacher role. The two roles have been described in the Further Education Teachers’ Qualifications (England) Regulations 2007.

“associate teaching role means a teaching role that carries significantly less than the full range of teaching responsibilities ordinarily carried out in a full teaching role (whether on a full-time, part-time, fractional, fixed term, temporary or agency basis) and does not require the teacher to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies”

“full teaching role means a teaching role that carries the full range of teaching responsibilities (whether on a full-time, part-time, fractional, fixed term, temporary or agency basis) and requires the teacher to demonstrate an extensive range of knowledge, understanding and application of curriculum development, curriculum innovation or curriculum delivery strategies”

Further Education Teachers’ Qualifications (England) Regulations 2007

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Learning Styles

One responsibility a tutor has is to teach in such a way as to cater as far as possible for the learning styles of everyone in the group. You can start by finding out more about your own. Learning styles are the more or less consistent ways in which a person perceives, conceptualises, organises and recalls information, i.e. learns. Their development is influenced by genetic make up, previous learning experiences, culture, age, and the society they live in. There are a number of theories about learning styles. The VAK (Visual, Auditory and Kinaesthetic) model is based on Bandler & Grinder’s ideas in the field of Neuro Linguistic Programming. It’s worth being a little sceptical about learning styles. See Frank Coffield source: http://www. scribd.com/doc/20311529/ See Handout Section 5.4.16

Activity 5 Learning Styles

Complete the questionnaire:

Identifying your learning styles Do the exercise below to get you thinking about how you learn best and then complete the questionnaire (you can also use it with your learners).

1 Thinking about your learning style I prefer to learn in the following ways

2 How were you expected to learn a) in primary school

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b) in secondary school

c) in further or higher education

3 Did the ways in which you were expected to learn help or hinder you?

4 How have you changed the ways in which you learn over the years

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Given below are a number of incomplete sentences and three ways of completing each one. In each case select the way which most frequently represents your personal preference. In each case make only ONE choice.

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Visual learners use information that is presented visually, in the form of diagrams, pictures, slides, overhead transparencies, flashcards, videos, demonstrations. Reading printed texts may Information be a preferred style. I Auditory learners use information that is spoken in the form of talks, discussions, audiotapes/CDs, solve problems by talking about them. javascript:window.opener.immDownload(‘j0197588’,’14’,escape(window.opener.content. location.href),’1’) Kinaesthetic learners prefer learning by doing, moving and touch, i.e. through hands on activities, practical exercises, projects, field work, visits, modelling, anything involving movement.

You could use this questionnaire with your learners to help them identify their dominant learning styles. You can then use this information to ensure you are meeting individual learning needs by providing appropriate resources and materials and ensure that you are considering appropriate learning methods.

FOOD FOR THOUGHT

To a considerable extent people’s learning is enhanced (or not) by their teacher’s style and how they are taught.

In what ways do you think your own learning style influences your teaching style?

Often people feel they should teach the way they were taught, or the way they prefer to learn. This often means using methods that they feel are either expected or they find comfortable rather than trying to meet the individual needs of their learners.

Try this website for more on VAK: www.new-oceans.co.uk/new/vak3.htm

There are a lot of other Learning Styles assessments available and you could look at some of the following: www.vark-learn.com www.brainbox.co.uk/A3_ASPECTS/pages/VAK.htm www.businessballs.com/Vaklearningstlestest.htm http://www.support4learning.org.uk/education/learning_styles.cfm http://www.mindtools.com/mnemlsty.html http://www.bbc.co.uk/keyskills/extra/module1/1.shtml

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How to recognise Visual, Auditory, Kinaesthetic learners

Below are generalised descriptions of the characteristics that learners of different learning styles may show.

Visual Learners l Tend to remember what they see as images / diagrams. l Enjoy watching and observing. l Like to use pictures to explain text. l Enjoy films and art galleries. l Could be good at subjects like photography or art. l Likely to be good at remembering faces. l When spelling a difficult word, try to visualise it.

Auditory Learners l Remember what you have said. l Wonderful listeners. l Enjoy di scussion and debate. l Note carefully what they have heard. l Enjoy radio and music. l Follow verbal instructions easily. l Likely to remember peoples’ names.

Kinaesthetic Learners l Learn by doing. l Like keeping their hands busy. l Remember best what they have done, rather than seen or heard. l Enjoy hands-on tasks and role plays. l May find it difficult to sit still for a long period of time.

For the majority of courses, you just need to be aware that in any group of people there will be individuals with different learning styles, and therefore it is important to use a variety of teaching methods to ensure that the needs of as many learners as possible are met. You will also want to encourage people to stretch themselves by moving away from their ‘comfort zone’(and yours!) and expose them to different ways of learning.

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Activity 6 Boundaries

Tutors have a responsibility to maintain appropriate boundaries. As a whole group discuss what is meant by the term boundary? What is the purpose of maintaining boundaries? Do the organisations you work for have set boundaries which must be maintained? Enter your answers on a flip chart or whiteboard. In small groups, consider the following case studies and decide what boundaries you would be expected to maintain as a Tutor.

Case Study 1 Brian is an active member of the group and is very enthusiastic in participating in group discussions. You have noticed however that during the break Brian appears to dominate certain members of the group and lead them round to his belief system – Brian is a born again Christian. Although this does not affect the group discussions regarding Active Citizenship you can see that certain members of the group are uncomfortable with this behaviour and are starting to avoid him during the break. As a tutor how would you deal with this?

Case Study 2 At the end of the course the learners invite you out for an evening meal. It’s been quite a long course, and you have got to know them well, so you accept with pleasure. At the end of the evening one of them who lives quite near you asks for a lift home as she has drunk too much to drive. You agree, and as you drop her off, she invites you in for another drink. Do you agree?

You are asked to state what your boundaries as a teacher would be in assignment 1.1

This activity will help you with Assignment 1.1

Codes of Practice The organisation you work for should have a Code of Practice. Make sure you are familiar with this. You may also belong to a professional body which has a Code of Practice you should follow. You should also be aware of the (draft) Code of Practice for the Institute of Learning, see below, as you will nedd to become a member to teach in this sector

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Codes of Practice

The organisation you work for should have a Code of Practice. Make sure you are familiar with this. You may also belong to a professional body which has a Code of Practice you should follow. You should also be aware of the (draft) Code of Practice for the Institute for Learning, see below, as you will need to become a member to teach in the sector.

Institute for Learning - Code of Professional Practice This Code of Professional Practice is published by Council under the Institute’s Articles and Memorandum of Association and due to be effective from 1 April 2008.

BEHAVIOUR 1: Professional Integrity The members shall: 1. Meet their professional responsibilities consistent with the Institute’s professional values

2. Use professional judgement when balancing differing responsibilities and obligations to learners, colleagues, institution and the wider profession

3. Actively promote professional behaviour in others, never unjustly or knowingly damaging the professional reputation of another or furthering their own position unfairly at the expense of another

4. Preserve the integrity of all instances of assessment and quality processes

5. Uphold the standing and reputation of the Institute and not knowingly undermine or misrepresent its views nor their Institute membership, any qualification or professional status

BEHAVIOUR 2: Respect The members shall at all times act with respect: 1. With regard to rights of learners and colleagues in accordance with relevant legislation and organisation requirements

2. And in a manner which recognises diversity as an asset and does not discriminate in respect of race, gender, disability and/or learning difficulty, age, sexual orientation or religion and belief

BEHAVIOUR 3: Reasonable Care The members shall take reasonable care of learners within their supervision, ensuring their safety and welfare and comply with relevant statutory provisions to support their well being and development.

BEHAVIOUR 4: Professional Practice The members shall: 1. Demonstrate their commitment to maintaining professional competence commensurate with the type and level of their responsibility

2. Provide evidence to the Institute that they have complied with the current Institute CPD policy and guidelines if requested to do so

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BEHAVIOUR 5: Criminal Offence Disclosure

Any member shall notify the Institute as soon as practicable after cautioning or conviction and sentencing for a criminal offence. The Institute reserves the right to act on such information through its disciplinary process.

BEHAVIOUR 6: Responsibility during Institute Investigations A member shall

1. If subject to an investigation, use their best endeavours, including meeting their own costs, to assist in that investigation and shall not seek to dissuade, penalise or in any way discourage a person from bringing a complaint against any member, interfere with or otherwise compromise due process

2. Report to the Institute any alleged (or potential) breach of this Code of Professional Practice by themselves of which they become aware

BEHAVIOUR 7: Responsibility to the Institute

The members shall at all times act in accordance with the Institute’s conditions of membership which will be subject to change from time to time.

Consider how this Code of Practice could be used when you are delivering on an Active Citizenship course.

This item will help you with Assignment 1.1, 1.2

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Information I

WEA Code of Conduct

When participating in WEA courses and activities the following behaviour is expected of all staff, students and members: n Act in a responsible way to safeguard your own health and safety and that of others (in line with the WEA Health and Safety Policy). n Respect the different backgrounds, experiences and lifestyles of others. n Act in ways which do not discriminate against people of different backgrounds (in line with the WEA Equality and Diversity Policy). n Do not use language which could offend others, e.g. racist, sexist, homophobic, ageist, or language offensive to people with a disability. n If you feel you have been treated with a lack of respect, been harassed or discriminated against, contact either your course tutor or the WEA Regional Secretary. They will follow this up with you. n Comply with any other policies of this centre. They will be displayed in the classroom, if applicable.

All policies are on the WEA website http//www.wea.org.uk or available on request from the Regional Office.

This activity will help you with Assignment 1.2

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Entitlement, equality, inclusivity and diversity

Ways to promote inclusion

As an Active Citizenship tutor you have a responsibility to ensure inclusive teaching & learning. Inclusive teaching means recognising, accommodating and meeting the learning needs of all your learners. It means acknowledging that they have a range of individual learning needs, anticipating how you might find out what these may be, and thinking creatively about how to meet them. Sometimes people are understandably reluctant to disclose certain things about themselves, especially initially. Tutors need to combine being sensitive to this, while staying in a state of awareness. Your learners may be members of diverse communities, may have a disabling medical condition or mental illness. They may also have English as an additional language or be single parents. They may have had scarring experiences at school or in their personal lives which may have created barriers to learning – or none of these things, or many others. You should consider these issues when deciding on the ice-breaking activities you will use to ensure that they are inclusive. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning, and attempts to make the planning of strategies to meet individual needs and appropriate course content integral to the learning process. Inclusive teaching matters because it is more likely to be good teaching. Also, we live in a diverse society and education should reflect, promote and facilitate this.

Activity 7 Clarifying the language

1 What do these words mean to you in the context of Active Citizenship?

Entitlement

Equality

Inclusivity

Diversity

This activity will help you with Assignment 1.3

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Entitlement Induction & during session time – the student is given details of the entitlements from the provider l Financial support available l Support & guidance from the tutor and provider l Signposting where necessary l Complaints procedure l Rules & regulations of the classroom and provider l Equal opportunities policy

Equality Induction & during session time l To ensure that no person is subject to unfair treatment in any way l To pursue non discriminatory practices (age, gender, race, sex, learning difficulties and disabilities, harassment, religion, marital or financial status)

Inclusion Initial assessment – Are the students on the appropriate course? Would it be more appropriate to signpost them elsewhere? During sessions l Aiming specific name questions to bring shy and less confident into the group. Ensure this is done with empathy and does not cause embarrassment. l Group work – placing different people into different groups l Tutorials – support and guidance

Diversity l Enabling and valuing the differences within, between and among people

Health & Safety To promote and consolidate such measures as are reasonably practicable to foster the health and safety of staff & students l To provide and maintain a safe and healthy environment l To state the appropriate responsibilities of the individual to ensure the health, safety and welfare of all persons l Risk assessments are applied

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Activity 8

The planet Earth is coming to an end and there are only twenty survivors. There is another planet available to start a new generation, and the space ship will be ar- riving in 24 hours to take the survivors to their new home. However the space ship can only carry ten people, and by the time it could get back to Earth, it would be too late for the remaining people.

Your task is to decide which ten people you would allow on the space ship to start a new generation on the new planet.

The twenty people on Earth are: l DOCTOR l NURSE l SCHOOL GOVERNOR l CRIMINAL WHO HAS SERVED 10 YEARS IN PRISON FOR VIOLENT CRIMES l MOTHER WITH TWO CHILDREN (counted as one) l POLICEMAN l DRUG DEALER l TRADE UNIONIST l VICAR l DENTIST l ELECTRICIAN – YOUNG BLACK MAN l COMMUNITY LEADER l COUNSELLOR l MEMBER OF PARLIAMENT (LABOUR PARTY) l YOUNG MAN WHO HAS BEEN DIAGNOSED AS HIV POSITIVE l GRANDMOTHER l SOCIAL WORKER l GARDENER l JUDGE – STRONG TORY VIEWS l YOUNG MAN IN A WHEELCHAIR

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Activity 9 Equality

1 Anne is 25 years old and suffers from impaired vision. She has a guide dog and uses a stick to help her get around. She is extremely independent and capable, and uses public transport to travel to and from your group who meet twice a week. She learned to type at a special school for the blind, and is now keen to learn to use computers to help her get a job or do volunteer work as part of a management committee. She is very passionate and involved. Within your group what aspects of equality of opportunity would you have to consider?

2 You are a female tutor for a course on Campaign Skills and you have an active, very involved group of 18 students aged between twenty and sixty four years. These include five female students who are aged between twenty and twenty five and thirteen males aged between twenty five and sixty four. Three of the females who are from ethnic minority groups are finding it difficult participating in some of the group discussions as these tend to become quite noisy with different students talking over each other. You have noticed that as the course progresses these three women are not participating in the discussions and one has commented to another member of the group that she feels she is being ignored and she feels she is wasting her time coming on the course. What can you do?

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Activity 10 Assessing individual needs

1 In your small group, think about how you can assess what the individual needs of your learners are regarding Active Citizenship initially, and as the course progresses. Note these here:

At the first one or two meetings During the course

Share your ideas with the whole group.

How can you ensure that factors which could make it hard for people to feel fully included are addressed?

Identify and note in the boxes overleaf other possible situations which could prevent your learners from achieving their full potential, and suggest strategies which will maximise inclusivity.

This activity will help you with Assignment 1.3

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2 How could you cater for the results of your assessment?

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Some ideas for initial assessment activities

Your course needs to cater as much as possible for individual learner needs, and to enable both you and the learners to assess the distance travelled. Depending on the kind of group you are working with, you could use one of the following activities in the first session to as- sess learners’ starting points: l Using your course learning outcomes, get each learner to think about whether she/he already knows a lot, something or nothing about each one. (You might want to change these in the light of what comes out of this discussion). Then get them to identify their own personal goals for the course and record them on their Learner Record form. l A quiz can be a useful way of finding out what people already know about the subject - it needs to be fun and not too long but can provide valuable information about individual starting points. l You could get your learners to write a brief paragraph about why they have come on the course and what they hope to gain from it. This will also give you clues about whether the learner may wish to work on literacy, language or numeracy issues. Learning Sup port may be required for this. Contact your organiser if you have any uncertainties about this. l Get learners to interview each other and take notes of the answers.

Session One After Session One Find out about your learners: n Why have they come? Write up brief notes about each learner or keep copies n What do they expect? of what they write about themselves. n What prior experience or knowledge do they Read any questionnaires, have regarding Active quizzes etc. Citizenship? Revisit your planning and n What they can actually scheme of work. do already (related to Active Citizenship)

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Initial assessment can be achieved through:

l Group sharing prior experiences

l Questions about previous experience and knowledge of Active Citizenship

l Pro forma for learner self assessment

l Ice breaker that incorporates information about previous experience

l Finding out why learners have enrolled

l Observation of learner confidence (on arrival)

l Tutor observation/visual assessment during the session

l Setting an appropriate task (as an initial activity)

l Completion of, and information on, the enrolment forms

l Use of informal games or quizzes

l Learners introduce themselves and their starting points

l Speaking to individual learners

l Prior knowledge of learners/group (from previous courses and/or Branch or organiser)

l Group question and answer session

l Informal chat with newcomers

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Activity 11 Points of Referral

This activity will help you with Assignment 1.3

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Introduction to Active Citizenship

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Activity 12 Identifying Needs

Case-studies

A. Amelia Amelia is an enthusiastic student who always joins in whole group and small group discus- sions. Her contributions are valued by both the learners and the tutor alike. However, every time you set a written task Amelia will not do her share of note-taking for the group. She never completes written homework tasks, saying that she doesn’t see the point.

B. Abdullah Abdullah attends every lesson, is always early and on time, and is often the last person to leave. He works very independently on tasks and his work is generally of a good standard. He is always enthusiastic to research relevant subjects regarding Active Citizenship. How- ever, he rarely makes an oral contribution to lessons. Some learners’ have begun to make comments about him, such as “he thinks he’s too good for us”.

C Georgia Georgia is often late to sessions, looking flustered. She is a lone parent and has two small children - one who attends the crèche at your centre. She also has to leave the course early in order to pick up the other child from the child minder. Missing chunks of work, especially discussions, is affecting her course work.

D. Jason When the course started Jason was the ‘life and soul’ of the group. He was cheerful, ener- getic and everyone seemed to appreciate his sense of humour. However, lately Jason has become more and more withdrawn. Sometimes it seems like he isn’t listening or concentrat- ing on the tasks.

What might be behind the learner’s behaviour?

How would you approach this situation?

How could you support the learner?

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Legal Responsibilities As a tutor you have certain legal responsibilities in the following areas:

Health and Safety Disability Child Protection Data Protection

Activity 13 Quiz

Look at the material on the following pages, and answer the following questions:

Legal Responsibilities Quiz

1 When did the final part of the Disability Discrimination Act, Part 4, come into force?

2 What sector does the DDA Part 4 apply to?

3 Which body has produced a Code of Practice for the post 16 Sector?

4 Where can you get more information?

5 Where is more specific information on the duties of educational providers in relation to the Sex Discrimination Act to be found?

6 What does the Race Relations (Amendment) Act add to the original act?

7 Where can you get more information on the RRA?

8 What do tutors need to alert learners to in relation to completing forms?

9 Name 3 Health & Safety issues that tutors need to be particularly aware of?

10 Name 3 Acts/Regulations relating to Health & Safety in the context of the post 16 sector.

11 What does RIDDOR stand for?

12 How long does copyright last after an author’s death?

13 Under which Act was the CRB established?

14 What’s the name of the approach to the well-being of children & young people from birth to 19 years of age?

15 When did the Age Discrimination Act come into force?

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Information Legislation: I

The Equality Act - The Bill is intended to simplify the law by bringing together existing anti- discrimination legislation. The Equality Act 2010, when in force, will therefore replace the Equal Pay Act 1970, Sex Discrimination Act 1975, Race Relations Act 1976, Disability Discrimination Act 1995, Employment Equality (Religion or Belief) Regulations 2003, Employment Equality (Sexual Orientation) Regulations 2003[3] and the Employment Equality (Age) Regulations 2006.

The Act extends until 2030 the exemption from sex discrimination law allowing political parties to select all women or all men candidate short-lists. The existing exemption until 2015 was created by the Sex Discrimination (Election Candidates) Act 2002. http://www.equalities.gov.uk/equality_act_2010.aspx

The Disability Discrimination Act (1995) (DDA) places requirements on employers and service providers not to discriminate against disabled people. The DDA Part 4 amended the Act to make it illegal for colleges and LEAs to discriminate against a disabled learner or potential learner for a reason related to their disability. Colleges and LEAs now have duties not to treat a disabled student or potential students less favourably for a reason related to their disability, and to provide “reasonable adjustments” for disabled students. The final part of the DDA Part 4 came into force in September 2005. Further information: http://www.hmso.gov.uk/acts/acts2001/20010010.htm

The Disability Rights Commission have produced a new Code of Practice which applies to the post 16 sector and deals with how to avoid unlawful discrimination against disabled people and students. Further information: http://www.equalityhumanrights.com/

Sex Discrimination Act (1975,1986) makes it unlawful to discriminate against people on grounds of sex or marital status. It defines this as: Direct discrimination when someone is treated less favourably because of their gender, and indirect discrimination when unjustifiable requirements are set that apply to everyone, but in fact discriminate against individuals because of their gender. Specific reference to the duties of providers of education are set out in the Act and related guidance. Further information: http://www.equalityhumanrights.com/

The Race Relations Act (1976) and the Race Relations (Amendment) Act 2000 have similar requirements. In addition the Amendment places a duty on public bodies to promote equality between different racial groups. Further information: www.hmso.gov.uk or opsi.gov.uk

The Age Discrimination Act (2006) makes it unlawful to discriminate against people on the grounds of age. Overt discrimination would include making someone redundant because they are considered too old for the job and indirect discrimination would include making ageist comments.

The Copyright, Designs & Patents Act (1988). The length of copyright in the UK now extends to 70 years after the originator/author’s death. The Data Protection Act (1998) restricts the processing of personal data about individuals,

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particularly how and when that data can be passed on to others. The Act in practice requires educational providers to ask students’ permission to pass on any information if necessary, to alert students to the use that will be made of information when asking them to complete application, enrolment or examination forms, and to ensure appropriate procedures are in place to keep sensitive information confidential. Further information: www.hmso.gov.uk/acts

The Criminal Records Bureau (CRB) is an Executive Agency of the Home Office and provides wider access to criminal record information through its disclosure service. This service enables organisations in the lifelong learning sector to make safer recruitment decisions by identifying candidates who may be unsuitable for work which involves children and/or vulnerable adults. The CRB was established under part V of the Police Act 1997 & was launched in March 2002. See Independent Safeguarding Authority for the current position. http://www.isa-gov.org.uk/

The Protection of Vulnerable Adults (POVA) scheme adds an extra layer of protection to the pre-employment processes included in CRB checks.

The Children Act (2004) requires you to report any concerns you may have about children if you believe them to be at risk of cruelty, abuse or neglect. ‘Every Child Matters:Change for Children’ is an approach to the well-being of children and young people from birth to 19. The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to: be healthy, stay safe, enjoy & achieve, make a positive contribution and achieve economic well-being. Further information: www.everychildmatters.gov.uk/strategy/guidance

There are numerous pieces of Health & Safety legislation which tutors need to be aware of – these are listed below. They relate to the safety of teaching accommodation, and in making education visits. Further information: your organisation will have a Health & Safety policy

Health & Safety at Work Act 1974 Workplace (Health, Safety & Welfare) Regulations 1992 Provision & Use of Work Equipment Regulations 1992 Manual Handling Operations Regulations 1992 Health & Safety (Display Screen Equipment) Regulations 1992 Reporting of Injuries, Diseases & Dangerous Occurrences Regulations (RIDDOR) 1995

This activity will help you with Assignment 1.2

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Activity 14 Tutor Responsible for Health & Safety

The teaching accommodation you are using should have been checked by your employing organisation. Activity However, as a tutor you have further responsibilities for A Health & Safety:

What do you think they are? List your answers here.

You may have other legal responsibilities. Make a note of them here.

This activity will help you with Assignment 1.2

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Health & Safety l Have you checked your physical environment? l Is the layout of the room suitable? l Are the materials set up and ready for use? l Is the equipment working correctly? l Are the lights switched on/off; are the blinds drawn/open? l Is there adequate ventilation/heat?

Have you - l Gone through the emergency procedures? l Said where the toilets are situated? l Said when the break time is? l Said what time the session ends?

Do you know - l Where the nearest phone is? l Where the First Aid point is? l What to do with a difficult person?

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Activity 15 Record Keeping

1 Most organisations require tutors to keep comprehensive recotds of their activities

Why? Evidence of Session Track Self Progress Evaluation

Health & Safety Records Organisational Requirement

Record Attendance

Can you think of others? Fill in the empty callouts

1 Why keep records?

3 Which would you use?

This activity will help you with Assignment 1.6

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Ways of reviewing your own progress and performance Activity A Self reflection However experienced we are, there is always something to learn and to learn from. It is also often easier to see learning happening when we get things wrong rather than getting it right as it can be easier to learn what not to do. It’s good practice to write up your reflections on every session you teach. This will not only give you the best chance of doing it better next time, but will also provide material for reports etc – and your learning journals .

You might find it useful to use the following headings when you write up your experiences

Description: What are you going to reflect on? What did you talk about, do, see, hear or whatever.

Feelings: What were your reactions and feelings?

Evaluation: What was good and bad about the experience? Make value judgements.

Analysis: What sense can you make of the situation? Bring in ideas from outside the experience to help you. What was really going on?

Conclusions (general): What can be concluded, in a general sense, from these experiences and the analyses you have undertaken?

Conclusions (specific): What can be concluded about your own specific, unique, personal situation or ways of working?

Personal Action plans: What are you going to do differently in this type of situation next time? What steps are you going to take on the basis of what you have learnt?

At the end of the course, make notes under these headings and use them to write your final Assignment on C&G Form 9.

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Section Part 4 – The Course 2 Sections Approaches to Teaching and Learning

Learning Outcome When you have completed this section you will be able to identify appropriate teaching and learning approaches in the specialist area

This section includes the following topics: l Appropriate teaching and learning approaches for individuals and groups l Appropriate Functional Skills in specialist areas e.g. numeracy, literacy, IT l Challenges, barriers and attitudes to learning l The learning environment l Use of resources e.g. presentation software, overhead projector, whiteboard, learning materials etc.

This activity will help you with Assignment 1.5

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Building the learning group

Many people gain much more from learning in a group than on their own. A sense of shared purpose, motivation and an environment for sharing that comes from groups often makes learning easier and you therefore need to give some thought to maximising that potential.

Understanding how groups work Groups are composed of individuals and there is no compulsory number of people who have to be in a group in order for it to be classified as one, although many people feel that 8-15 is the ideal size for a learning group with one tutor. There are numerous theories about how groups operate. One of the best known is that of Bruce Tuckman and although this is more relevant to leaderless groups it is still worthwhile reviewing. Read the following and think about how you might respond if you recognise any of these stages happening to your group.

Group Life Many groups conform to the following model of group life, which was described by Tuckman. (Tuckman, Bruce W. (1965) ‘Developmental sequence in small groups’, Psychological Bul- letin, 63, 384-399)

1 Forming This is the first stage that a group goes through, when the group is establishing itself. There may be some anxiety at this stage as the group members try to create an impres- sion on one another and to establish their own identity within the group.

2 Storming At this stage, members of the group are getting to know each other and therefore are likely to be forceful in expressing their opinions. There may be some disagreement amongst group members.

3 Norming At this stage, the ways in which a group works are sorted out and the role of the individu- als is now balanced with those in the group.

4 Performing Now the group can get on with the job in hand and accomplish its objectives. Not every group gets to this stage, as sometimes they get bogged down in the process of group formation.

5 Adjourning (or Mourning) The group finally disbands. This is either because members have left or because the group has achieved what it set out to do. It is believed that all groups go through this process, but that different groups will take longer over each stage in their development. Sometimes groups will need to ‘regress’ and repeat an earlier stage before they can move on. Think about these ideas when you are planning a course or a session. How might you best use this process to enhance learning?

Find out more on this website: www.infed.org/thinkers/tuckman.htm

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Activity A Activity 16 Some ideas for building an effective learning group:

Ensure everyone feels safe and included in the group by: l Using introductory and icebreaking activities. l Making sure everyone in the group (including you!) gets to know everyone’s names as quickly as possible – and use them. Use sticky labels until everyone’s name has stuck. l At the beginning of the first couple of sessions consider using a name game. l On some courses using a Hopes and Fears activity - (everyone writes one thing they want from the course, and one thing they are concerned about regarding Active Citizenship. Put in a hat, pull out and write up on flipchart). Learners are often reassured that other people feel like them, and the anonymity of the activity encourages disclosure and supports the development of trust in the group. l Creating ground rules or group guidelines. l When you set up small group or pair work, ensuring that learners don’t always work with the same people. l Trying to make sure the group uses the coffee break to socialise, and make sure any new group members feel included. l Challenging any comments or language that may be offensive to other group members. l Valuing everyone’s contributions.

Can you think of any others?

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Activity A Functional Skills

One barrier to inclusive learning may be difficulties with the functional skills of reading, writing, listening, speaking, numeracy and IT. As a tutor you have a responsibility to make sure these are embedded in your teaching.

Activity 17 Functional Skills

1 What English, Mathematics and ICT skills do you need to be an effective teacher in Active Citizenship?

English Maths ICT

2 What skills do the learners in Active Citizenship need to achieve their learning outcomes?

3 How can you find out your learners’ individual needs in relation to English, mathematics and ICT? What issues do you need to be aware of?

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4 How do you deal with the very likely situation that some learners will be entirely confident in their functional skills, and others may need considerable help?

5 How can you embed elements of Functional Skills into an Active Citizenship curriculum?

Test your own skills online by visiting www.move-on.org.uk

This activity will help you with Assignment 1.5

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Activity A Activity 18 Teaching Methods and Learning Styles

Using the list of teaching methods below, match as many as you can to a learning style. Add in any other methods you use. Check whether you methods cater for ALL learning styles, and that the ones you have chosen arne’t just the ones YOU prefer

Teaching Method/Strategy Learning Style VAK Best for your subject

Lecture

Demonstration

Discussion

Video/DVD

Learner Presentation

Game/Quiz

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Teaching Method/Strategy Learning Style VAK Best for your subject Wordstorming Students generate a large number of ideas in a short time

Field Trip Role PlayTeaching Startegy where students act out a part or role

Case Study The examination of a real or simulated situation so that learning can take place through the discussion of each of its facets

Project/Assignment

Power Point Presentation

Small Group Work

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Activity A Activity 19 Barriers to Learning

Read the following case study:

Charles is a retired African-Caribbean man who has recently moved into a council flat. He lives alone. He was an active trade unionist before he retired and he has vast organising experience as well as having led a large, protracted strike. There is a lot of vandalism in the area where he lives and with the level of crime as well, this makes him very angry and frustrated. His neighbour spoke to him about joining the Tenants’ Association. Charles is interested in doing this but he feels he needs to know more about tenants’ rights and the councils’ obligations. He is also unsure about what a Tenants’ Association does and whether it could make a real difference to the quality of life on the estate. Although Charles can be very outspoken, he does suffer from dyslexia and he is not sure if this will affect him being involved. l What are some of the barriers which might prevent Charles from joining? l How can some of these barriers be overcome?

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Barriers to Learning

Read the following case study:

Nazia is 16 and came from Pakistan five years ago. She attended an English secondary school where she developed good speaking and listening skills. She speaks Urdu and Pun- jabi and is literate in Urdu. Her main difficulty is reading and writing in English. She wants to develop her literacy skills but is worried about feeling culturally isolated at a large college of further education. She is very concerned about the level of racism in the school and would like to organise a committee of students but is not sure what this would achieve. She would like to know more about the laws against racial discrimination and the proper way to go about setting up a committee, since she is hoping it will be given official status and influence the school’s decision-making in some way. l What are some of the barriers which might prevent Nazia from achieving her aim? l How can some of these barriers be overcome? l Discuss a strategy for inclusion.

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Barriers to Learning

Read the following case study:

Mohammed is a 32-year-old single Somali man. He came to this country fifteen years ago as a refugee and has been an active member of the local Somali Refugee Support Group for much of that time. Before he came to this country, he was studying to become a lawyer. He has gained a lot of skills and experience but would like to do a course that would enable him to ‘fill in the gaps’ and give him a better all-round understanding of British law and how democracy works in Britain. Having abandoned his legal training, due to lack of funds, he is hoping to get a certificate at the end of the course that will help him in his efforts to find a full- time job with a refugee support group. l What are some of the barriers which might prevent Mohammed from learning? l How can some of these barriers be overcome? l What advice would you give him?

61 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 A Dealing with Difficult Learners

Have a think about different learning or work situations you have been in. Have there been situations where individuals have been rude, disruptive, over-enthusiastic, shy, negative? How did the tutor or other individuals respond?

No doubt in your work as a tutor you will come across difficult or challenging situations or learners. Here are a few pointers which may be useful.

Don’t feel you have to always react immediately to a situation All too often tutors may feel that they must react or be seen by others to react immediately and on each and every occasion there is an example of disruptive or offensive behaviour. However it is perfectly acceptable to go home, think about it, or ask a colleague and address it in the following session.

Don’t ignore situations, see them as learning opportunities Choosing not to tackle a situation immediately is different from ignoring it. See dealing with challenging situations as learning and developing your skills as a tutor. As a tutor in general you are a problem solver, so see these situations as great learning opportunities. As in any learning situation, use resources such as your colleagues and peers and written resources such as books and the web to help you.

Remember you are not a miracle worker If someone is quite loud and tends to dominate a learning situation and you have them in your class for 1 day a week for 12 weeks, you are not going to change their personality. However, as a tutor or group leader, your responsibility is to do all that is in your power to create a learning environment where everyone can feel comfortable, develop their skills, and feel positive about their achievements. Challenging disruptive behaviour will help you in this task, will hopefully allow the disruptive learner to understand the impact of their behaviour on others and, combined with reflection, will provide you with strategies to use in future training.

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Barriers to Learning

The following barriers can prevent/make it difficult for adults to attend groups or courses on Active Citizenship:

l Family commitments l Finances

l Work commitments l Fear and under–confidence

l Peer pressure l Timing of the course

l Schedule of the course l Availability of the course

l Lack of transport l Lack of communication

l Poor teaching l Not being confident to question

l Poor marketing l Disabilities

l Location of training l Qualifications establishment

l Language l Lack of family support

l Inaccessible tutor l Entry requirements

l Lack of crèche l Learning difficulties (i.e. Dyslexia, literacy)

l Motivation l Access

l Poor advice/information l Different values re the course

Bear all of these factors in mind, when devising and setting up a group or course.

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You have a range of acceptable ways of dealing with the situation There will always be more than one way to deal with the situation, don’t feel you have to find THE solution; try a range of different tactics if need be. Also use strategies that suit your personality and with which you feel comfortable, but don’t be afraid to experiment. See Case Studies below for practical illustrations.

Case Study 1: You have heard and seen a learner working within a small group getting impatient with a second learner in the group. The second learner speaks English as their second language and doesn’t seem to have grasped the nature of the group work. The first learner is obviously committed to getting a plan of work down, however, you feel they are rail-roading the second learner and not allowing her to fully participate.

How would you address this issue within the group or with an individual, directly or indirectly.

Case Study 2 One learner is continually dominating discussions; she is very enthusiastic, confident, intelligent and a nice woman who gets on well with everyone. What she is saying is relevant to the discussion. However you feel she is preventing others from participating as she jumps in first and covers all the main points.

List the ways you could address this.

Case Study 3 A 26 year old woman is in your ‘Understanding local decision making’ class. The class is meant for adults with little or no knowledge of local politics but who have a keen interest and want to develop their knowledge and involvement. She has been referred to you by your Centre by Employment Services and has to attend and complete the course to continue receiving benefit. She continually complains she already knows about the topic. She is a lively person and enjoys a joke, however, her behaviour is very disruptive to the whole group.

What do you think some of the possible solutions could be?

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The Learning Environment (Provider) Where are you teaching?

Most teachers of adults will be working in all kinds of different environments – in colleg- es, prisons, community centres, youth centres, residential homes, in workplaces, village halls, alongside trainees learning on the job.

How might your responsibilities in Active Citizenship differ in different environments and are there any specific responsibilities for an active citizenship curriculum? These may vary according to who is the provider. Discuss in your group and feed back.

The Learning Environment (The Classroom)

Making the best of whatever context you are working in is another tutor responsibility. How can this best be achieved? l Who do you need to know at the venue – it may be the caretaker, the technician, the bookings secretary, the administrator, a youth worker – and their contact details. l Find out what facilities are available and make the most of them – does the venue have a photocopier, a digital projector, a flip chart etc? l What is the room like – visit before you start. Activity A Activity 20 Setting up the Teaching Room

1 Think about your ideal teaching space. What are the essential elements and what could you compromise on?

2 How the teaching room is set out will influence the learning experience.Think about the implications of each arrangement in the chart opposite on the learning atmosphere, and the relationships between the learners, and between you and the group. Be ready to share your thoughts with the whole group.

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Activity A Activity 21 Tutor responsible for Health & Safety

The teaching accommodation you are using should have been checked by your employing organisation. However, as a tutor you have further responsibilities for Health & Safety:

What do you think they are? List your answers here.

You may have other legal responsibilities. Make a note of them here.

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Health & Safety l Have you checked your physical environment? l Is the layout of the room suitable? l Are the materials set up and ready for use? l Is the equipment working correctly? l Are the lights switched on/off; are the blinds drawn/open? l Is there adequate ventilation/heat?

Have you - l Gone through the emergency procedures? l Said where the toilets are situated? l Said when the break time is? l Said what time the session ends?

Do you know - l Where the nearest phone is? l Where the First Aid point is? l What to do with a difficult person?

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Activity A Activity 22 Resources

Teaching Need to Remember to What not Advantages Disadvantages Resource take, to ask etc to do

Whiteboard

Fipchart

Overhead Projector

Video

Digital Projector/ Power Point

Interactive

Whiteboard

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Producing Handouts

CHECKLIST

Always think

WHY would one be appropriate (summary, future reference, other?)

HOW MANY? (per session). Being showered with handouts is no substitute for good teaching

HOW LONG? Brevity usually a virtue

HOW APPROPRIATE? Sometimes you have something to hand which may not be quite fit for purpose, but will it do?

HOW EASY IS IT TO READ It should be in a readable font (Arial or Comic Sans MS, 12-14 pt), it should have plenty of blank space, and if you have any dyslexic learners, they will find it easier to read on buff coloured paper.

HOW DOES IT LOOK? Illustrations, photos, charts, simple diagrams, cartoons and attention to layout can all help handouts to support learning.

WHEN WILL YOU GIVE IT OUT? If you distribute it before you talk, learners may be reading it while you are talking, and not listening. Conversely if you give it out at the end of a session, they may have been taking notes unnecessarily. It can be best to say there will be a handout at the end.

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Section Part 4 – The Course 3 Sections Planning Teaching & Learning

Learning Outcome

When you have completed this section you will be able to demonstrate session planning skills

This section includes the following topics:

l The range of organisations that provide learning

l Individual needs and differentiation

l Writing realistic aims/objectives and outcomes

l How to structure, plan and produce a learning programme/scheme of work

l How to structure and produce session plans

This activity will help you with Assignments 2.1, 2.2 and 2.4

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The range of organisations that provide learning

Different education providers may have different requirements when it comes to the process of evidencing and working on planning processes. The following is based on the requirements of the WEA.

Planning

1 Planning always starts with background thinking. What have you covered on this course so far which needs to be born in mind when planning both a whole course and individual sessions?

2 As you start to prepare your course, it is useful to ask yourself some questions:

l Who is the course aimed at? l What ground can be covered in the time? l How should the subject be approached? l What resources will be needed? l What will learners be able to do/know by the end of the course? l How will learners know if they’ve achieved this? l How do I take account of individual needs?

This activity will help you with Assignments 2.1, 2.2

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Information I

Tutor evaluation of Aims, LOs, pre course course, changes you requirements, brief content would make next & teaching methods, time progression routes

Final session review and evaluation Write outlines & Scheme of Work with week by week activities to ensure LOs are met

Regular checking with learners - do they The want changes to LOs, First session - discuss LOs, teaching methods? Planning identify starting points, individual goals & needs Cycle

Detailed planning of each session incl. session LOs and checking learning Revise SOW and LOs if necessary

3 The Course Outline or syllabus is the next stage of your planning. It should include: l The aim(s) of the course l The main topics to be covered l The proposed Learning Outcomes l The main teaching and learning methods to be used l Any requirements of learners l Assessment methods and criteria l A statement of progression e.g. further study or activity to which the course could lead l A book/resources list for background information

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Activity A Activity 23 Aims

These are the broad intentions of your course:

l To explore the contribution of the Suffragette movement to changes in the role of women in society

Or of a session:

l To consider what changed for one woman, Sarah Jones, as a result of her political involvement

Learning Outcomes A Learning Outcome, sometimes known as a learning objective, is something that an aver- age learner can expect to be able to know or do as a result of the course or session. The number and ‘size’ may depend on the length of the course, the kind of learner you are working with, the resources available and the level you are expecting to deliver the course at. On accredited courses they may already be written, but you should discuss them with your learners on all courses, and adapt them accordingly. This needs to be done at the beginning of the course, and revisited at regular intervals as the course progresses. Additionally, you should enable your learners to identify their own INDIVIDUAL learning out- comes to inform the use of their Individual Learning Plans. Obviously you may not be able to meet every individual need, but you need to be aware of these, so that your lesson planning is informed by them - learning outcomes are also essential planning tools.

Writing Learning Outcomes Session Learning Outcomes are small steps on the way to the course Learning Outcomes Learning Outcomes should be SMART: S – Specific: Clear and easy to understand

M - Measurable: Enabling learners and you to know what has been achieved

A – Achievable: Challenging but within the scope of the learners to achieve within the course

R – Relevant: To the group of learners, i.e. will help the learners to achieve their personal goals

T – Timebound: Clear timescale to achieve learning outcome

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and: Specify precisely and in concrete terms what the student should be able to do Be written in such a way that it is possible to determine whether or not the objective has been achieved l Usually be short term l Be drawn by the tutor to suit the resources, the tutor and the students

S.M.A.R.T Outcomes

Writing Outcomes

What How How Well (Behaviour Performance) (Conditions (Criteria)

Explain how voting can Without reference to Correctly be organised differently notes or manual

Change a car wheel On a drive, observing Within 10 minutes safety precautions

Examples of learning Outcomes – are these S.M.A.R.T.

Driving: 1. State 90% of road signs correctly 2. State correct braking distance on wet and dry roads 3. Comply with speed limits 4. Complete an emergency stop safely 5. Use gears correctly 6. Choose to drive with safe distances

British Political Institutions: 1. Explain how Parliament Works 2. Identify the steps for a Bill to become an Act of Parliament 3. Understand how many parties are represented in Parliament 4. List the number of MPs per party 5. Distinguish between the Lords and Commons

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Activity A Activity 24 SMART or not so SMART

1 Are the following LOs (Learning Outcomes) SMART? - If not, explain why and suggest an alternative . By the end of the course you will be able to:

a Understand the stages in planning a lesson b Know the SMART mnemonic c Think about group development d Use a computer

2 Assess the following for SMARTness

By the end of the course you will be able to Smart Not Smart

Write a paragraph in which all the words are correctly spelled

Write a paragraph that is understandable to the average reader

Write an essay of around 2000 words

Write an essay explaining how democracy works in Britain, of no less than 2000 words

Provide a correct answer to all ten maths questions

Keep a log of your experiences as a School Governor

Plan your learning os study for the next four years to enable you to become a full time member of Parliament

Define and plan the citizenship skills you need to develop

Understand healt and safety issues

Be aware of what the inetrnet is for

Take a really good photograph of your group

Effective teachers always design sessions by working from the intended outcome {from teaching Today by Geoffrey Petty)

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Writing Learning Outcomes (practice)

1 Write a set of learning outcomes for a 6 week x 2 hour sessions course in your subject. Specify who the course is for e.g. Beginners. Then ask a partner for feedback.

2 Then write a set of learning outcomes for one session on that course and get some feedback on that.

Words that can be used when writing learning outcomes:

Knowledge Define Recognise State Label List Underline Name Select Write Reproduce Recall Measure

Comprehension Identify Name Justify Formulate Select Explain Indicate Judge Illustrate Contrast Represent Classify

Application Predict Show Select Demonstrate Assess Construct Explain Compute Choose Use Find Perform

Analysis Analyse Justify Identify Resolve Conclude Criticise Select Compare Separate

Synthesis Combine Organise Restate Derive Summarise Select Précis Relate Argue Generalise Discuss Conclude

Evaluation Judge Attack Evaluate Criticise Determine Identify Recognise Avoid Support Select Defend Choose

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Receiving Listen Perceive Attend Identify Prefer Favour Accept Select Receive Responding State Write Answer Record Complete Develop Select Derive List Value Accept Attain Recognise Indicate Increase Decide Develop Influence Organisation Organise Determine Judge Correlate Relate Associate Find Form Select

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Activity A Activity 25 How to Vote?

You are to demonstrate ‘how to vote’ to someone who has never done this before.

Consider the steps you would take, bearing in mind knowledge as well as skills. Write these down in a logical order.

Yow will then discuss/compare your responses with the others in the group.

Aim to understand about Voting

Objectives/learning outcomes:

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Activity A Activity 26 Scheme of Work Progress Reviews Methods Assessment Tutor

Resources Methods Learning

Outcomes Learning Course Learning Outcomes Session Course title Course Aim(s) • Date WEA SCHEME OF WORK of LOs should be clearly identified. the course starts. Changes following renegotiation an outline Scheme before should produce Tutors

Train the Take Part Trainers • Curriculum File 82 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Progress Reviews Assessment Methods Resources Learning Methods Learning Outcomes Session Date Notes and Comments: It is good practice to evaluate at the end of each session and transfer key messages your scheme work. Some activities may have worked particularly well you By evaluating this, you will develop a good ‘instinct’ The same activity can work well with one group and not at all another. want to make note of this for future reference. evaluation should enable you to review your course so as reduce aspects Your learner groups. for the kinds of activities to use and way manage them with different of your teaching that are not as successful This form is intended for you to draft a Scheme of Work in your subject area for Assignment 2.1. It should be for a minimum of 6 sessions, the length of which should be agreed for Assignment 2.1. It should be a minimum of 6 sessions, the length which agreed in your subject area This form is intended for you to draft a Scheme of Work with your tutor. WEA SCHEME OF WORK of LOs should be clearly identified. the course starts. Changes following renegotiation an outline Scheme before should produce Tutors

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Activity A Activity 27 Session Plan Methods for Checking Learning Learner Activity Tutor activity Tutor (teaching methods) Objectives Course title Session title & aim(s) Learning Outcomes Resources Time Notes and evaluation comments Date WEA SESSION PLAN WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 86 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Weakness of Session Weakness Strength of Session Strength What changes should be made to: The scheme of work for this course This session for another course Learner Contributions This form is intended for you to draft a Session Plan for your 30 minute Micro-Teach (Assignments 2.2 and 2.3) This form is intended for you to draft a Session Plan your 30 minute Micro-Teach

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Planning a Lesson/Session – Checklist

Meeting Aims and Objectives/Outcomes

l Define your aim/s for the session – your reason for teaching this particular session/ lesson and what you as the teacher/trainer hope to achieve.

l Define the learning outcomes for the session – what should learners be able to do by the end of the session?

l Devise strategies to help you monitor and assess success. How will you check whether students have achieved each of the stated outcomes and finally achieved the aims of the session/lesson? Is further input needed or do learners need more practice?

l Provide the opportunity for learners to evaluate the session. What went well and what didn’t go so well? How can the session be improved?

The session

Where appropriate include

l Welcome, introduction (tutor and programme) l Domestics and health and safety l Introductions of participants l Icebreaker and energiser l Initial assessment l Links to other sessions l Activities to meet aim/s and objectives/outcomes l ‘Homework tasks’ l Breaks l Assessment (learner) l Evaluation (programme/session)

Considerations should be given to:

Timing The timing of each activity should be flexible and negotiable with the students during the session according to development, but you would have given rough ideas of this on the session plan – 15-20 minutes per activity is not unusual.

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Section Part 4 – The Course 4 Sections Delivering Inclusive Sessions which Motivate Learners

Learning Outcome

When you have completed this section you will be able to deliver inclusive sessions which motivate learners

This section includes the following topics: l Consolidation of learning from Sections 1, 2 & 3 l How to create a good working relationship with learners l The importance of communication skills and motivation l Setting ground rules l Ways of reviewing own progress and performance l Ways of providing feedback l Opportunities for professional development

This activity will help you with Assignments 1.3, 1.4, 2.3, 2.4, 2.5, 2.6 and 2.7

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How to create a good working relationship with learners

Activity 28 Learning Relationships

1 Think about your own learning experiences – if there were good ones, what was it about the tutor that made a difference to how well you learnt? In a small group, discuss your learning history and nominate one of you to write down a list of what worked.

Be ready to share your thoughts with the rest of the group.

2 We have already thought about the importance of learning groups in contributing to a sense of belonging. How can a tutor use his or her understanding of group theory to ensure everyone feels included? Most people gain much more from learning in a group than on their own. You therefore need to give some thought to maximising that potential.

3 In this course, at least in terms of subject matter, we are focusing on active citizenship education. Does this make relationships different from other types of education and, if so, why?

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Adults are usually very motivated when they embark on a new course or learning programme, but can sometimes get discouraged when they encounter difficulties.

Activity 29 Motivating your Learner

Case study You joined your local “Talking Politics” group three months ago and you were particularly interested in supporting the Green Party – you were unemployed at the time of joining and you gave a lot of time researching the best ways to set up a group to lobby your MP regarding plans for building a motorway through your home town. Two months into the course you obtained work and you did not have the same amount of time as before. You also felt that most of the work was being left to you and the other members of the group appeared to be satisfied with talking rather than ‘doing’. You spent less and less time with the group you had been so enthused about previously and it looked as though it might fall apart. What would motivate you to finish the job?

How would those ideas translate into the classroom?

Communication Skills None of this is much good without effective communication skills. There are the obvious ones like speaking clearly and in an appropriate tone. Non verbal communication is also important.

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Activity 30 Non Verbal Communication

Ways of talking Sounds (e.g.pauses, Posture(e.g. (e.g. laughing) stress on words) slouching)

Closeness (e.g. ‘invading Appearance someone’s (e.g. untidiness) space’) Non-verbal communication body language Body contact Head movements (e.g. shaking (e.g. nodding) hands)

Facial expressions Hand movements Eye movements (e.g. frown) (e.g. waving) (e.g. winking)

www.jceh.co.uk

Listening Another extremely important communication skill is that of listening. Teachers are often quite talkative people – they have to be – but need to be just as skilled at listening to both individuals and groups, and to both verbal and non verbal signals.

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Activity 31 Listening Skills

In pairs, practise your listening by telling your partner in detail about your last holiday, or describe your living room. Time yourself for 3 minutes. When you have finished, your partner has to repeat back to you as much as possible of what s/he has heard (note tak- ing not allowed!).

After the repeat back, swap roles and repeat the exercise

Join up with another pair and share your reflections

How long did the repeat back take?

What was difficult for the listener?

What helped the listener?

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Activity 32 Microteaching

MICROTEACH SESSION

In this session you have the opportunity, using some of what you have covered on this course, to demonstrate a short piece of teaching incorporating Active Citizenship and then analyse it and get feedback on how it went. Micro teaching has its limitations - it is only a small snippet of teaching, sometimes out of a larger session or course - however it is a live situation and ‘students’ can and should learn from the session,but what it is particularly good for is to give you an opportunity to try something out and get an honest response from your “students” on how it went.

1 DECIDE ON YOUR SUBJECT Choose a subject regarding Active Citizenship that you are totally confident in – this will avoid you being stressed regarding the delivery.

2 CONSIDER THE RESOURCES YOU REQUIRE. Ensure that necessary resources are available e.g. if you intend to present a PowerPoint presentation ascertain that a digital projector/ laptop is available and that it has an equivalent programme that you have saved your programme in. Ensure that the room is right for what you want to deliver – is the room large enough, can you move the tables and chairs easily if necessary.

3 PLAN YOUR SESSION l Design and have your peers complete an initial assessment form a week before you deliver your session – this will ensure you plan a session which is suitable for your colleagues. l Complete your session plan taking note of time – you only have 30 minutes. Consider Aims and Learning Outcomes – have you used SMART outcomes? l Try and have a variety of learning methods planned. l Think about what teaching methods you are going to use – how will you motivate your colleagues? How will you assess learning has taken place? What handouts will you use? l What (if any) activities will you plan for your colleagues?

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4. DELIVER YOUR SESSION

Welcome your class and be sure to inform them of the aims and learning outcomes of your session – to save time these can be prepared in advance on a flip chart and pointed out to the class.

Inform your class of the health and safety issues connected with your session – remind them of the fire drill/ toilets etc.

Be enthusiastic.

Interact with your colleagues – invite questions.

Give positive feedback where necessary.

At the end of the session thank your colleagues for taking part in the session and ask them to complete the evaluation form you have given them (this is form 8 which your tu- tor will have given out prior to the session).

At the end of the session you will complete Form 7 (self evaluation form) and place this in your portfolio with the collected Forms 8 from your colleagues.

Your tutor will complete evaluation form (Form 6) and this also will make up assignment 2.5 in your portfolio.

Relax and enjoy

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Ways of providing feedback

Providing feedback is another important communication skill. Your learners need to know how they are doing, what they need to do to improve and how far they have progressed. Good feedback can foster motivation and provide significant support for meeting new challenges. The first stage of feedback is to assess whether, and what, learning has taken place, either against assessment criteria (on accredited courses) or against learning outcomes (on non accredited courses) – see below. Written feedback. Tutors are often expected to provide this on accredited courses, and possibly on other courses when learners hand in substantial pieces of written work. It should be done within 2 weeks at the most. You should write feedback on a separate piece of paper, not on the learner’s script. Verbal feedback. This is an integral element of every teaching session. You will be checking learning and giving brief informal feedback to learners every time you say “yes, that’s right, but have you thought of...... ”. It is particularly important in practical, craft or movement classes when learners may need very specific individual feedback on the skill they are learning. Peer feedback. It is always worth encouraging learners to give each other feedback. Allocate a few minutes to discuss this with them and get them to think about how to give feedback to each other. In all cases start with the positive: You’ve expressed that very well Select one or two things they could improve Have you thought of putting...... You could try...... End on a positive note (especially in written feedback) I think you showed that very clearly It can be a good idea to ask the learners what kind of feedback they want ie do they want you to correct their spelling, grammar and punctuation, what kind of suggestions do they want about how to improve their technique (eg in a craft class)

Activity 33 Giving feedback

In pairs, practise giving verbal feedback. After about 5 minutes, stop and reflect on how it felt from both the giver’s and the receiver’s point of view.

This activity will help you with Assignment 2.5

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Section Part 4 – The Cou5e 5 Sections Using Different Assessment Methods

Learning Outcome

When you have completed this section you will be able to use different assessment methods.

This section includes the following topics:

l Different assessment methods e.g. observation, questions, tests etc

l The use of assessment methods in different contexts, for example formal and informal

l Types of assessment e.g. initial, formative, summative

l Types of assessment records

This activity will help you with Assignment 1.7

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Assessment of Learning

The framework described below provides a background to the assessment process. This helps to build in everything that you need to make sure not only that learners learn, but that you are able to monitor and assess their progress. It’s called The Staged Process and is linked to the Common Inspection Framework – see the glossary.

The Staged Process (amended from WEA Tutor Handbook 2006/07) There are five elements to the staged process. These are identified below and then set out with more detail: 1 Aims appropriate to an individual learner or groups of learners 2 Initial assessment to identify the learner’s starting point 3 Identification of appropriately challenging learning objectives / outcomes 4 Recognition and recording of progress and achievement during the programme (formative assessment) (RARPA) 5 End of programme learner self-assessment; tutor summative assessment; review of overall progress and achievement

Each stage will be looked at in more detail but it’s useful to think about the good teaching practice that underpins the process. This can be done by thinking through a series of questions: l What experiences does the learner have which are relevant to the learning they want to do? Where are they starting from in terms of skills and knowledge? What might inhibit their learning? l What does the learner want to learn? l What specific learner goals need to be provided for to facilitate successful learning? Are these included in the programme content, or do they need to be modified? l How is the learner progressing? What does the learner want following feedback from the tutor? What further instruction and support do they need? Are the learner’s aims still relevant or do they need to be modified? l How are the learners’ progress and achievement going to be recognised? Will it be through tutor-led review, peer review, group review, another form of review and recording which is appropriate to the context and type of programme? What has the learner achieved at the end of the course? How can these achievements be recorded in a meaningful way for the learner? Are there achievements which were not anticipated to recognise and record? What is the next step for this learner?

[Success for All – New Measures of Success Quality Improvement Pack 2006]

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Activity 34 Assessment Methods

How do you know when someone has learnt something?

You can SEE it – e.g. observation HEAR it – e.g. question and answer READ it – e.g. a piece of written work COUNT it – e.g. number of correct quiz answers

What other assessment methods are there?

(Sometimes you just know – is intuition a valid assessment method?)

Well, he’s worked so hard, I’m I just know how sure he much you’ve must be learnt able to do it

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1 Teacher observation of group activity, team tasks and sometimes individual activity, employing a checklist to record observations against agreed criteria.

2 Student diaries of work experience which include reflections on their learning and on their strengths, weaknesses and development.

3 Task group working papers such as briefings to their members, checklists for interviews or investigations, minutes and records of decisions.

4 Self assessment statements at regular intervals during the programme (ideally after each assignment) which are discussed with a tutor, take into account peer assessments, and set targets and methods for future development.

5 Assignment products which may be reports, proposals, designs, artefacts, presentation and events, material designed for a specific purpose etc.

6 Process reviews in which the assignment teams and tutors review the ways in which the team approached the tasks and worked together, and assess team effectiveness and individuals’ contributions to this – essential for the assessment of interactive skills.

7 Audio / visual records of activity, for example videos of task group discussion or role play cassette recordings of student interviews with employers, clients or others.

8 Employer assessment of student’s work, activity, learning and skill development using procedures and criteria which have been agreed in detail with tutors.

9 Portfolio which may include student’s working papers, statements on learning difficulties and tutor comment, as well as complete assignment work and contributions to group assignments.

10 Peer assessment which may take a variety of forms, for example: l Agreeing with a team member a statement on his/her contribution to a team task or assignment

l Commenting in a group review on the work of different teams or on presentations by individuals

l Making a written assessment perhaps on a standard form against agreed criteria, on the work of different teams

11 Product reviews of team assignments on projects involving the whole student group, tutors and outside experts (whether as individuals or as a panel) in assessing the quality and relevance of a team’s work.

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Assessment and Evaluation

Assessment Assessment is a necessary part of any course and should aim to provide both the student and the tutor with feedback on learning. Assessment is about measurement, finding out how much a student knows.

Why we assess Assessment is a necessary part of learning and can be used to identify the needs of the student. If the student is struggling with certain aspects of a module the tutor can give extra attention or suggest a different method which may be more productive for the student.

Assessment can also motivate the student as guidance can be given on their progress. It can also identify any areas that need to be changed.

There are different types of assessment Formative: All the things that inform you how a student is getting on Summative: All the things that inform you what a person has achieved

Formative assessment Formative assessment takes place throughout the course and allows the tutor to gain knowledge about the student and their progress. This knowledge can then be used to help the student develop. The formative assessment process also has the potential for the students to assess and record their own progress. Formative assessment techniques can involve: l Question and answer sessions l Projects l Assignments l Practical tests l Selection type questions

Immediate feedback, if possible, is important to the student in this type of assessment.

Summative assessment This type of assessment refers to knowledge gained about the student which the tutor will pass onto a third party. This party will be able to make decisions about the next stage on to which the student will move.

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Summative assessment gives information on what the student has achieved. Uses for summative assessment can be:

l Employers (job selection) l Examining bodies for awards of grades l Students for selecting courses of higher study

Principles of Assessment

Validity In terms of assessment, validity is how well the task measures what it is supposed to measure. An exercise is valid only if it does the job it is supposed to do. Questions to be asked on querying whether the task/exercise is valid or not can be:

l Does it really test the knowledge and skills targeted? l Does it do so at the right level? l Does it discriminate between those who understand and those who don’t? A valid assessment must assess a sample of the abilities that are required; the task must not only test the knowledge levels, but also the comprehension, application and psychomotor skills.

Reliability Reliable assessment exercises will give the same results, regardless of who completes them, and who marks them. If the exercise is reliable then: 1. Different examiners assessing the same work should award the same marks. 2. Students would obtain the same marks on the exercise when it is administered at different times.

The most reliable exercises are those whose questions have only right answers. Essay style questions are less reliable, through not necessarily less appropriate.

Meaningful The assessment must match the criteria taught for it to mean anything. The students understand what is meant, and will understand the assessment method used.

When to assess Assessment should take place at all stages of a course: l Before the course begins l At the start of the course l At intervals within the course l At the end of the course The following examples illustrate the wide range of assessment methods which can be used:

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Activity 35 Staged Process Live

Using your Scheme of Work (Assignment 2.1), answer the following questions: What are the aims of your course? (refer back to p 65)

Describe what you are going to use as an initial assessment

What are your course learning outcomes?

What assessment methods are you going to use as the course progresses?

What evidence of what they have learnt could your learners provide to someone who wasn’t there to see it?

How can you enable your learners to assess their own learning against what they set out to learn? (Learning outcomes)?

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Activity 36 Types of Assessment Records

Think of some reasons why tutors need to keep records of assessment:

What type of record is most appropriate for each of the following:

A day school on Why Vote?

A 30 hour OCN accredited course at Level 1

A 10 week course on Introduction to Active Citizenship

A 6 week course on Women in Politics

Outline a system that would best meet the needs of your course/learners.

This activity will help you with Assignment 1.7

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Activity 37 Types of Assessment Records

Think about how you can evidence that learning has taken place – what could you show an outsider that would demonstrate learning? On practical courses,e.g.jewellery, ceramics etc, there would be items that learners have made. What could you use to evidence learning on

Introduction to Active Citizenship

An Assertiveness Course

Women and Politics

Why Vote?

5 Summative Assessment. What will you do at the end of your course to enable learners to judge their own learning against the course learning outcomes?

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Evaluation

Evaluation is about making judgements based on information that has been collected from the students.

Why we Evaluate Evaluation allows tutors to judge how effective (or ineffective) a course has been from the students’ point of view, and whether any changes need to be made to improve future courses.

Evaluation is an ongoing cycle – an evaluation of a course when it has ended, is fed back into the department and can result in changes within the syllabus, scheme of work and assessment criteria.

Effective evaluation can result in a course being developed and improved over a period of time based on continual reassessment and evaluation of teaching methods. We evaluate to improve.

When to evaluate Most courses are evaluated at the end of the course or module. This allows the tutor to make any necessary changes.

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What EVIDENCE can you provide me That you know how to VOTE

Evidence Value

Write me an essay about your experience of voting

Answer some multiple choice exam questions

Show me a photograph of you outside the polling booth

Get your non-voting neighbour to watch you enter the polling booth and then write a report about it

Arrange for me to watch you vote

Get someone to video you voting

Do a talk (PowerPoint presentation) – Voting and Me

Get your local councillor to watch you vote and write a report about it

Other

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Checkalot College of Further Education

Checkalot College has a large programme of courses/classes for adult students. Many of these courses have traditionally run for an academic year. However, following a HMI Inspection, the College has decided to:

1 Run a number of short 6 week courses in the Summer Term 2 Specify what form(s) of assessment will operate on these courses

Included amongst the short courses in this pilot scheme are the following four courses: a) INTRODUCTION TO ACTIVE CITIZENSHIP. This course is designed for young people who are interested in becoming involved in active citizenship and developing their knowledge of their local community. Although the course stands in its own right, it has been validated by Checkalot Polytechnic AS A MODULE OF an Access to H.E. course for those wishing to study citizenship at a higher level. Teaching methods used on this course will be mainly lectures with accompanying slides. b) PREPARE YOURSELF FOR STUDY. A study skills course. This course is designed for those who wish to return to study or take up study but wish to develop their basic study skills. It will be of particular relevance to those considering taking a GCSE Course in the coming academic year. The course is intended for adults who have not been involved in ‘formal education’ for some time, and will aim to improve students’ self-confidence. Teaching methods used on this course will be mainly small group work, discussion, task and problem solving, individual/group assignments. c) TRAINING THE TRAINERS (ASSERTIVENESS) A short training course. This course is designed for those involved in, or wishing to be involved in the delivery of assertiveness training. The course will be relevant to trainer/tutors from a wide variety of agencies (statutory and voluntary). The course will concentrate on training methods and styles. This course will be validated by BAAT (British Association of Assertiveness Trainers).

Read through your allocated course at Checkalot College. Then decide:

COURSE………………………………………………………………………. What should be assessed in terms of knowledge, skills and attitudes? What would be the best assessment method to use?

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Part 2 – What is Active Citizenship Education?

Active citizenship for the WEA is not a ‘subject’ to be ‘taken off the shelf’ like geography or history. Rather it is a ‘doing’ philosophy – an approach and process concerned with becoming active and taking part in the world as citizens. We define active citizenship education in the WEA as follows:

Education for active citizenship is:

l a learning process – democratic, experiential etc l underpinned by a value base including social justice, equality, co-operation and collectivism l and linked to a variety of subjects

Its overriding aim is to encourage people to engage politically to help make a difference at all levels of society.

The Take Part Framework for active learning for active citizenship explains that active learning for active citizenship is:

l a flexible approach to personal and community development through experiential learning (learning through experience and reflection) in group settings. It offers proven strategies to l build stronger communities through promoting personal effectiveness, social enterprise and lifelong learning l shaped by the values of participation, co-operation, social justice and equality with diversity. These values require the work to be: (i) community based, (ii) learner centred, and (iii) developed through active and reflective learning; l part of Together We Can, the Government’s campaign to empower people, as citizens, to have a say in the shaping of public services locally, regionally and nationally l the third phase of the Government’s strategy to promote education for active citizenship in: (i) school, (ii) college, and (iii) community settings l part of a nationwide cross-sector partnership to strengthen participative democracy across communities at every level and l where principles and practices of informal adult education meet principles and practices of community development

Source: The National Framework for Active Learning for Active Citizenship (2006) at http://www.takepart.org/assets/documents/take-part-framework/

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Some useful resources:

Facing History and Ourselves website, Educator Resources page – http://www.facinghistory.org/resources ACTIVE CITIZENSHIP, ADULT LEARNING AND ACTIVE CITIZENSHIP, LIFELONG LEARNING AND ACTIVE CITIZENSHIP, Key note speech, Michela Cecchini, EAEA Conference, Cyprus, 15 November 2003 – www.eaea.org/doc/cechhini.doc Active Learning for Active Citizenship, ALAC National Network, An evaluation report Professor Marjorie Mayo and Dr Alison Rooke - www.togetherwecan.info

A Ladder of Citizen Participation - Sherry R Arnstein, Originally published as Arnstein, Sherry R. “A Ladder of Citizen Participation,” JAIP, Vol. 35, No. 4, July 1969, pp. 216- 224. I do not claim any copyrights. Webmasters comment, November 2004 BBC website, Democracy Live pages - http://news.bbc.co.uk/democracylive/hi

Community Development Foundation website – http://www.cdf.org.uk/web/guest

Community education for Social Change, Training the Trainers, Report of the pilot course: April - May 2007, report by Manchester Metropolitan University for Take Part. NCVO 2007, Jim Coe and Tess Kingham, tips on good practice in campaigning

Novas, 2009, Titus Alexander, Campaigning is OK! they may not always like it, but it gets things done, pdf.

Reclaiming Social Purpose in Community Education, The Edinburgh Papers 2008 - http://www.scutrea.ac.uk/library/TheEdinburghPapers%20pdf.pdf

Seeds for Change, Communicating your Campaign Message, pdf Seeds for Change, Dealing with the Media, pdf Seeds for Change, Good Publicity and Outreach, pdf Seeds for Change, Planning your Campaign, PDF http://www.seedsforchange.org.uk/free/index.html For what’s going on in Europe this site is well worth a visit: http://www.activecitizenship.net/

Take Part website - http://www.takepart.org/ Take Part Pathfinder website - http://www.takepartpathfinderyh.org/ Together We Are Louder website - http://www.louder.org.uk/index.php

W O R K M AT T E R S, a key stage 4 teacher resource exploring the employment strand of citizenship, DfES.gov.uk

Articles and books Taking Part?: Active Learning for Active Citizenship, Marjorie Mayo and John Annette (2010)

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Appendix 1 - Microteaching

In this session you have the opportunity, using some of what you have covered on this course, to demonstrate a short piece of teaching and then analyse it and get feedback on how it went. Micro teaching has its limitations - it is only a small snippet of teaching, sometimes out of a larger session or course however it is a live situation and “students” can and should learn from the session – but what it is particularly good for is to give you an opportunity to try something out and get an honest response from your “students” on how it went. Please come prepared to spend 30 minutes doing a small piece of learning which could be one of the following: (incorporating Active Citizenship concepts and practice that you feel confident with) l teaching a specific skill l initiating and leading a discussion l setting up a project l setting up a written assignment or piece of homework

What you do: When it is your turn please feel free to arrange the room and the “students” as you wish. You will have 30 minutes to deliver your micro teach. The sessions will be timed and you will be stopped if you run over the 30 minutes. Avoid simply giving a talk – part of the point of the exercise is to give you the opportunity to practise (or try out) interactive ways of teaching and learning. You should include: l A Session Plan, with learning outcomes, timings, resources, activities, content l An introduction, development and conclusion l Demonstrate a selection of teaching and learning approaches that will engage and motivate learners – you will need to justify the selection for assignment 2

Feedback: At the end of your session you will be asked to say how you think it went. The rest of the group will be invited to give feedback. The feedback should be concerned with the teaching and learning not the content of the session. You will also get some written feedback from your tutor and co-learners, which must be on C&G Forms 6 and 8 and you will need to complete a written self evaluation – C&G Form 7. When giving feedback to the “micro teacher” afterwards, identify the positive clearly. If you have anything less positive to say, identify one thing only and make sure you offer constructive suggestions e.g. “I thought you made a really good job of describing some of the tactics used by the suffragette movement in terms of getting their message across. Another way of doing it might be to ask the group themselves what experience they have of campaigning or the suffragette movement and use their answers as learning points for everyone”. See p 85 for more on giving feedback.

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Appendix 2 - Jargon Busters & Resources Term Definition

Active Citizenship For those who are involved in their community and contributing to local decisions that affect their lives – generally people who want to make things happen.

Activism The use of vigorous campaigning to bring about political or social change.

Barrier An obstacle that prevents movement or access. An obstacle to communication or progress.

Campaign An organised course of actions to achieve a goal.

Capacity Building Supports individuals, groups and organisations in contributing to the regeneration of communities (using knowledge, skills and competencies).

Citizen An individual living in a political community, with rights and responsibilities. Unless specified, eg UK citizens, the term is not linked to nationality.

Citizen Governor A citizen who advises or makes a decision about a public service, for example as a school governor, a charity trustee or lay magistrate.

Civic Relating to the governance of a city or town and connected to the duties and responsibilities required.

Civic Engagement People making a difference in the life of communities both politically or non-politically, using the combination of knowledge, skills and values, for example: school governors, magistrates, non executive board members.

Civil Engagement Associated with ordinary local citizens living in a locality, with recognised rights and responsibilities. Civil refers to ‘community’ and informal roles, compared with ‘civic’ which is linked to formal roles related to democratic and governance structures.

Community A group of people of any size who reside in the same locality, share government, social and economic conditions, and often have a similar/common cultural and historical heritage. A community can be based on a neighbourhood, an identity, faith or other characteristic, and you can belong to more than one community at any one time.

Community Action Campaigning actions of community groups that are in disagreement with an official agency. Actions include demonstrations, public meetings and using the media.

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Community Activist For those who are active on a voluntary basis in the development of their own communities, often bringing about social or political change.

Community Empowerment Is a process whereby communities are encouraged to be self- reliant and achieve the goals they want to see happen.

Community Engagement Local stakeholders or services encouraging local people to access provision or participate in decision making about services that affect them.

Community Leadership Community leadership is associated with local councillors and officers empowering local communities to steer their own future and vision. Equally it can apply to an individual within the community leading a community project or initiative and involving others.

Democracy A political system where people have a voice and can exercise their power, typically through electing representatives.

Diversity Enabling and valuing the differences within, between and among people.

Empowerment Individuals accessing their own power and capacity to influence issues and events they consider to be important.

Engagement The development of relationships between communities and organisations, where decisions are based on contact, dialogue and leading to shared understanding.

Equality Where people in a society or a group have the same status and rights, and where discrimination and marginalisation of people can be challenged.

Every Child Matters The name of the Government’s policy document from 2005 spelling out a new approach to the well-being of children and young people from birth to age 19.

Governance The action or manner of governing a formal group, authority, political party.

Governor The head of a public institution, or a member of a governing body.

Involvement Is about taking part in community activities and groups in a variety of ways.

Magistrate A civil officer who administers the law, especially one who conducts a court concerned with minor offences and holds preliminary hearings for more serious ones.

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Neighbourhood Is a localised community within a larger town or city. Neighbourhood Partnership A relatively new form of ‘involvement’, set up by Local Authorities, whereby the public are invited to meet with public services and Councillors to decide on local priorities, and sometimes on small local budgets.

PACT Partners and Communities Together. PACT meetings are open to local people and enable low level, localised community safety issues to be addressed together with public and community sector partners. They enable to assist with problem solving on a local level and local people to ‘task’ their Neighbourhood Team and other community representatives.

Participation Individuals joining in, contributing and sharing in decisions that affect their lives. Participation should enable people to have a degree of power and control in the processes they are involved in.

Participative Democracy Allowing citizens to participate in decision-making directly, for example, through a referendum or through Local Partnership meetings.

Partnership Is a relationship of equal power between two parties with distinctive interests.

Representative Democracy Refers to the political system in which citizens elect representatives who are holding the power over public policy and budgets. MPs and local Councillors are all ‘elected members’ and represent all the people in the area (electoral ward), regardless of whether or not they voted for them. Representative and participative democracy can go hand in hand.

Service User Someone in receipt of a statutory service, usually a public service (as opposed to a Consumer).

Service User Involvement The government policy ‘Your Health, Your Care, your Say’ encourages public service providers to involve Service Users (and their carers) in decision-making.

Social Capital Formal and informal networks that shape the way we relate to each other and participate in social activities.

Social Cohesion Actions and policies which encourage people from different backgrounds to get on together in their community, with equal access to services, social, political and economical life.

Social Inclusion Ensuring the marginalised and those living in poverty have greater participation in decision making which affects their lives, allowing them to improve their living standards and their overall well-being.

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Social Justice Allowing people to claim their human rights for fair treatment and an impartial share of the benefits of society.

Speaking Up Individuals having the confidence to talk to individuals or organisations, such as a local authority or a service provider, about their concerns and issues.

Statutory Service This refers to essential services which public authorities, such as the NHS or local authorities have to provide, and to which citizens are entitled, regardless of where they live. For example, education, social services, health services, roads and transport, fire services, etc.

Trustee The person(s) or institutions responsible for the administration of a trust, for example, the trustees of a Charity.

Viewgiver Local people communicating with organisations such as local councils, health service providers or other public bodies – to share their views and contribute to decision making processes.

Volunteer An organised form of volunteering whereby people give their time for free for the benefit of charities or other community organisations or public services. Voluntary roles cover a wide range of activities, from desk administration, website design to running arts and craft classes for children, and can be short term or longer-term. By definition, volunteers cannot be paid, but it is good practice to reimburse out of pocket expenses.

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Appendix 3 - Checklist for New Tutors

Discuss the items on the list with a partner. Decide whether you would change, delete or add to it.

CHECKLIST l Be there in plenty of time l Be prepared – course plan, lesson / session plan l Environment – layout, temperature, light, comfort l Introductions – names, background and housekeeping – time, place, breaks, fire drill, toilets l Get attention and hold it through varied teaching methods - make learning ‘active’ l Adjust environment – teaching methods or adapt to students’ needs, level of understanding, disabilities l Need to communicate aims and objectives / outcomes l Enthusiasm and know how - make it fun and enjoyable l Be positive – maintain and enhance self esteem l Understand different ways in which people learn l Understand potential difficulties with the subject l Be willing and able to change students’ preconceptions and other concepts about the subject l Be prepared physically i.e. resources mentally i.e. know what you are teaching emotionally i.e. to answer questions/challenges l Use encouragement and constructive criticism l Bring each week a toolbox containing items such as :- l scissors l Blue tack l paper l eraser l hole punch l pens/pencils l calculator l paper clips l cup/water l tissues

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Appendix 4 - Course Schedule Complete Task 1.3, 1.5 Complete Task Start Task 1.7 Start Task Hand in Task 1.2 Hand in Task Start Tasks 1.5, 1.6. 2.3, 2.4 Start Tasks Hand in Task 1.4 Hand in Task 1.2, 1.3 1.1, 1.4 and 2.6 Assignment Tasks Mid Course Evaluation SOW Aims and Learning Outcomes Planning Assessment Resources Learning Challenges, att itudes and barriers to Teaching Methods and Learning Styles Teaching Functional SKills Record Keeping Record Concepts in Adult Education The Learning Environment Health and Safety Legal Responsibilities Points of Referral Inclusion, Equality and Diversity Boundaries, Codes of Practice Learning Journal Learning Styles Developing ground-rules Icebreakers Teaching Cycle Teaching Roles and Responsibilities Intro to course book Intro Introduction and paperwork Introduction Content which motivate learners Delivering inclusive sessions Section 4 Learning Planning Teaching and Planning Teaching Section 3 Methods Using different Assessment Using different Section 3 Learning Approaches to Teaching and to Teaching Approaches Section 2: and Responsibilities The Tutors Roles The Tutors Section 1;

and Responsibilities The Tutors Roles The Tutors Section 1: Section/Title

19 18

18 17 16 14 15 13 12 11 10 9 8

7 6 5 4 3 2 1 Activity 4 3 2 1 Session Course Schedule - City and Guilds 7303 Award Schedule Course

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Appendix 4 - Course Schedule Tasks

Course Schedule - City and Guilds 7303 Award Session 5 6 7 8 Activity 20 21 22 23

Section/Title Section 5: Using different assessment methods and keeping records

Content Lesson Planning Learning Relationships Learning Motivation Communication Approaches to Teaching and Learning Writing Realistic Aims and Outcomes Preparing for Microteach Delivery of Microteach sessions Peer Assessment Self-Evaluation Delivery of Microteach sessions Peer Assessment Self-Evaluation Delivery of Microteach sessions Peer Assessment Self-Evaluation Completion of Assignment Files and Portfolios Evaluate Progress and Plan Future Learning Course Evaluation Summative Profile and Action Plan Assignment Hand in Tasks Hand in Task 1.3, 1.4 Hand in Outstandin Tasks

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Appendix 5 - Assignment Plan

Section 1 The tutor’s roles and responsibilities

Section 5 Section 2 Using different Approaches to teaching assessment methods and and learning keeping records

Preparing to teach in the Lifelong Learning Sector 7303 - PTTLS

Section 4 Delivering inclusive Section 3 sessions which motivate Planning Teaching and learners learning

Theory

1.1 The tutor 1.2 Legislation 1.3 Equality, Inclusion & Diversity 1.4 Ground Rules 1.5 Functional Skills 1.6 Record Keeping 2.7 Assessment - ing- Learn-ing Learn Practical Learn- - Learninging inging Learn- 2.1 Scheme of Work Learn Learning LearningJounal 2.2 Session Plans Jounal 2.3 Microteach 2.4 Teach/Learning Methods Employed 2.5 Self/Peer Evaluation 2.6 Learning Journals 2.7 Summative Profile

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Welcome learnersself and introduce Welcome Housekeeping forms and Distribute enrolment explain/ facilitate completion Distribute ULN forms for completion – Activity 2 icebreaker Organise or use one of own choice to Active Citizenship – Introduction what it is/ does involve Complete self assessment form (Assignment File page 151) Tutor activity Tutor • • • • • • • Welcome Introduction Housekeeping Icebreaker Enrolment Self assessment Assignments Content • • • • • • • To clarify roles and responsibilities of a tutor Active Citizenship and develop an understanding these in terms the teaching cycle. and responsibilities clarify roles To own learningfor this activity style and illustrate reasons demonstrate learner’s To for boundaries to be maintained. rules and to show an understanding of reasons and develop ground introduce To on by whole group rules agreed Identify ground boundaries between learners Recognise appropriate and tutor. Session Number: 1 Total Sessions: 8 Session Number: 1 Total Aim(s): • • • Learning Outcomes: By the end of session learners will be able to: • Define what Active Citizenship is • Active Citizenship in terms of the teaching cycle regarding and responsibilities Define tutor roles • • the learnersmet? How did the Session go? e.g. well learnersthey challenged? far were interests achieve the outcomes – were Tutor: Time 9.30 – 10.15 45 min Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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30 min 11.30 11.00 – 15 min 11.00 10.45 – 30 min 10.45 10.15 – Time Break Content • Coursebook • Rules Group Ground Activity Introductory PTLLS Tutor activity • • • • example in assignment file of – reflection and assignment 2.6 • • • • • • important for assignment 1.4 Stress it is the procedure that is typing for Session 2 Take notes of group rules ready for into groups and divide learners Explain Activity 3, working together, Explain Activity 1 – importance journal Learning Quality assurance but not when handing in portfolio etc wallets can be used during course Portfolios – layout etc plastic identify/ state etc importance of wording i.e. explain/ time with assignments – explain Assignments – layout etc - spend Discuss how to use Coursebook Distribute PTLLS Coursebook • • Learner activity Learner • • Ask questions Discuss Coursebook Participate in Activity 3 Participate in Activity 1 • • • Resources • • • presentation PowerPoint board Flip chart/ white PTLLS Coursebook Pens Flip chart/whiteboard Coursebook Assessment • • • • • answers Questions and Observation activities Completed answers Questions and Observation

125 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completed activities Observation Questions and answers Completed activities Assessment • • • • • • Coursebook Flip chart/ whiteboard Pens Coursebook Flip chart/ whiteboard Pens • • • • • • Resources Discuss, as a whole for reasons group, boundaries. Divide into smaller and complete groups case studies whole group Questions and answers and roles regarding responsibilities Separate in pairs and complete Activity 4 do What do Tutors and teacher roles in the responsibilities sector Learner activity • • • findings with Share • • • Read pages on defining Explain the roles and responsibilities and responsibilities Explain the roles to teaching in relation of tutors role Active Citizenship and in terms of the teaching cycle - assignment 1.1 ask learnersknowledge questions re of the teaching cycle – what is initial assessment and why should you use one. Ask learnersthey think where on the cycle at this moment in we are time. Divide learners in pairs and explain Activity 4 Assignment 1.1 handout regarding Discuss reading in the sector own responsibilities time – if discuss this today good handout Discuss why we have boundaries – focus on Active Citizenship Divide learnersand into 3 groups completion of case studies - organise assignment 1.1 • • • and defining teacher roles Tutor activity Tutor • • Explain case studies Activity 6 • Tutor roles and roles Tutor responsibilities Boundaries Content Lunch •

• Time 11.30 – 12.00 30 min 12.30 – 1.00 12.00 – 12.30 30 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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30 min 1.40 1.10 – 30 min 2.10 1.40 – 1.10 1.00 – Time Content • • • • Citizenship Active styles Learning Legislation practice Codes of • • • • • • • Tutor activity their learning style their learning agree Discuss whether learners with Complete Activity 5 they important? styles – why are Discuss learning discuss (one each session) decide on 5 topics to With learners regarding Active citizenship Discuss programme for discussions key aspects of legislation the assignment asks you to ‘identify’ covers assignment 1.2 – note that Read pages at home on Legislation boundaries understanding these for ascertaining – importance of Institute for Learning Discuss codes of practice – • • • • • Learner activity Learner regarding styles learning Complete activities regarding style learning Questions and answers Session beginning of each to discuss – one at the decide on 5 topics As a group discuss and assignments in relation to the content of these pages If time discuss the of Practice Read pages on Codes Frank Coffield • • • • • • • • • • Resources Handout Pens Flip chart/ whiteboard Coursebook Research material Flip chart/whiteboard Pens Whiteboard Flip chart Coursebook Assessment • • • • • • • • activities Completed answers Questions and Observation answers Questions and Observation answers Questions and Observation assignment Completed

127 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Observation Questions and answers Completed learning journal Assessment • • • • • Flip chart/ whiteboard PowerPoint presentation Coursebook Flip chart/ whiteboard Learning journals Resources • • • • • Listen/ask questions Ask questions Complete learning journal Learner activity • • • Discuss micro-teach session Discuss micro-teach is videoed the micro-teach Stress The subject chosen should be focussed on an Active Citizenship subject Re-cap on session – questions and answers Check forms have been correctly completed Explain importance of learning journals again and ask learners to complete them during session For homework – complete assignment 1.4 research material for chosen discussion on Active Citizenship • • • Tutor activity Tutor • • • • Micro-teach Re-cap Learning journal Homework • • • • Content Time 2.10 – 2.40 30 min 2.40 – 3.00 30 min

You will note that a break has not been scheduled for the afternoon will note that a break – if you feel this is necessary add this. You Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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Course/Programme: PTLLS – Active Citizenship 60 min 10.45 9.45 – 15 min 9.45 9.30 – Tutor: Time achieve the outcomes – were How did the Session go? e.g. well learners they challenged? far wereinterests the learners met? • • • will be able to: Outcomes: By the end of session learners Learning • • • Aim(s): Session Number: 2 Total Sessions: 8 Explain the reasons for completing initial assessments and illustrate how to prepare one relating to Active Citizenship Identify health and safety issues relating to different environments learning and identify points of referral Explain how to promote entitlement, equality, diversity and inclusivity in terms of Active Citizenship To develop the importance of completing an initial assessment when planning a course relating to Active Citizenship. To give an understanding and show awareness of the differences environments, in learning taking into account health and safety issues. them in terms of Active Citizenship. To introduce the importance of entitlement, equality, diversity and inclusivity, and show how to assess develop strategies deal with • • • • Content Citizenship Active Discussion outcomes learning Aims and Homework Re-cap • • • • • •

Tutor activity Facilitate discussion Active Citizenship Introduce chosen discussion on for this Session outcomes Discuss aims and learning from Session One have any questions Ask if learners Give out ground rules Distribute completed homework Date No. on register: • • • Learner activity Learner material Share any research on Active Citizenship Participate in discussion Session One questions regarding and ask any relevant Collect homework Resources • • • • • • • • Research material Pens Whiteboard Flip chart Completed homework Pens Whiteboard Flip chart Time 9.30am – 3.00pm No. attending: Assessment • • • • • Discussion answers Questions and Observation answers Questions and Observation

129 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completed activity Observation Questions and answers Completed Activity 7 Observation Questions and answers Completed activity Observation Questions and answers Completed activity • • • Assessment • • • • • • • • • Coursebook Flip chart White board Pens Coursebook Activity 7 Coursebook Flip chart White board Pens Coursebook Flip chart White board Pens • • • • Resources • • • • • • • • • Participate in discussion Complete Activity 13 Discuss Complete as a whole Activity 7 group As a whole group As a whole group discuss how to assess Active needs regarding Citizenship Complete stategies for inclusion Activity 10 In pairs complete discuss As a group Reasoning Activity • • • • • • • • Learner activity

Discuss equality – what is involved – how important is equality regarding Active Citizenship equality? of aspects legal the are What Divide learnersand into 2 groups activity 13 introduce Introduce importance of equality, importance of equality, Introduce inclusivity and diversity focussing on Active Citizenship – Activity 7 and facilitate Activity 8 If Introduce you have facilities use a PowerPoint presentation Note: this will help in assignment 1.3 Case Studies Activities 8/9 Introduce Discuss how learners will assess Active Citizenship needs regarding Discuss Strategies for inclusion and of learners the results assessment Activity 10 Assignment 1.3 explain and pairs into learners Divide feed learners have then and activity the completion on – group whole to back should they what learners ask task of done. have Activity Reasoning Discuss

• • • Tutor activity Tutor • • • • • • • • • Break Lunch Equality Entitlement, equality, inclusivity and diversity Strategies for Inclusion Planet activity • • • • Content 12.00 – 13.00 30 min Time 11.00 – 11.30 30 min 10.45 – 11.00 11.30 – 12.00 30 min 12.30 – 1.00 1.00 – 1.15 15 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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10 min 1.45 1.35 – 15 min 2.00 1.45 – 20 min 1.35 1.15 – Time Content • • • Safety Health and referral Points of environment The learning • • Tutor activity file – discuss Food for Thought • • • • • Assignment 1.2 will help with complete – this activity your learners Explain Activity 14 and in pairs have Health and Safety Discuss Tutors responsibility for Assignment 1.3 complete Activity 11 useful for – explain and, as a whole group, and have notes in teaching identify points of referral learners, Explain importance of referral – with Explain Activity 20 for you Do you know who sets the room up the key holder is? photocopier etc/ do you know who – do you have access to a Discuss what facilities are available is differ depending on who the provider responsibilities in Active Citizenship ascertain how learner’s environments – the provider – Discuss different learning Learner activity Learner • • • • • Complete Activity 14 Participate in discussion complete Activity 11 group Participate in whole Complete Activity 20 tutor Discuss with group/ discussion and Resources • • • • • • • • • Pens PowerPoint Flip chart/whiteboard Coursebook Research material Flip chart/whiteboard Pens Whiteboard Flip chart Coursebook Assessment • • • • • • • • activities Completed answers Questions and Observation answers Questions and Observation answers Questions and Observation assignment Completed

131 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completed Activity Observation Questions and answers Completed learning journal Assessment • • • • • • Coursebook Flip chart White board Pens Initial assessments to critique Coursebook Learning journal Flip chart White board Pens Resources • • • • • • • • • • Listen/ discuss/ ask questions. Discuss and critique examples of initial assessments Complete Activity 10 Questions and answers Complete learning journal Learner activity • • • • • Discuss initial assessment – why is it important to assess your learners at the start of course? the needs of your learners? What are How would you assess them ways of Give examples of different assessing your learners – focus on Active Citizenship Give examples of initial assessments and have learners critique these Explain that it will be necessary to an initial assessment for the produce session. micro-teach Explain Activity 10 identifying needs This will help in assignment 2.3 – session micro-teach Re-cap on session and invite questions Distribute learning journals material For homework - research Active Citizenship/Assignment 1.1 Tutor activity Tutor • • • • • • • • • • for next sessions discussion on Initial assessment Re-cap Learning journal Homework • • • • Content Time 2.00 – 2.40 40 min 2.40 – 3.00 20 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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Course/Programme: PTLLS – Active Citizenship

60 min 10.45 9.45 – 15 min 9.45 9.30 – Tutor: Time achieve the outcomes – were How did the Session go? e.g. well learners they challenged? far wereinterests the learners met? and define strategies to rectify Identify barriers to learning these. • • • will be able to: Outcomes: By the end of session learners Learning • • • Aim(s): Session Number: 3 Total Sessions: 8 Explain the ways to embed elements of Functional Skills in subject Active Citizenship Explain the need for keeping records and describe the types of records to be maintained in terms of Active Citizenship To exploreand introduce barriers to learning strategies deal with these To develop an awareness and understanding of Functional Skills introduce these skills in terms of Active Citizenship To understand the need for keeping records and the types of records to be maintained • • • • Content Discussion outcomes and learning Discuss aims homework Distribute Re-cap • • using flip chart/ whiteboard or • • •

Tutor activity Questions and answers Citizenship subject Lead discussion on chosen Active on facilities PowerPoint presentation depending outcomes Discuss aims and learning Give out homework and feedback questions Re-cap from session 2 – invite Date No. on register: • • • • Learner activity Learner Questions and answers Citizenship subject discuss chosen Active As a whole group Receive homework Questions and answers • • • • • • Resources whiteboard Flip chart Research material outcomes Aims and learning presentation PowerPoint Flip chart/ whiteboard/ assignments Returned Time 9.30am – 3.00pm No. attending: • • • • • Assessment answers Questions and Observation assignments Completed answers Questions and Observation

133 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completed activity Observation Questions and answers Completed discussion Observation Questions and answers Completed activity • • • • • • • • • Assessment Flip chart Whiteboard Coursebook Flip chart Whiteboard Coursebook Flip chart Whiteboard Coursebook • • • • • • activity 17 • • •

Resources

Discus the reasons for Discus the reasons and keeping records identify the types of you would records maintain in regard to Active Citizenship Participate in discussion Questions and answers Complete Activity 17 Participate in discussion in Participate examples discuss pairs In – wrong gone have that would strategies what address to use you these? group whole to back Feed

• • Complete Activity 16 • • • • • relationships learning of • Learner activity

Introduce Functional Skills – reading, Introduce numeracy, listening, speaking, writing, IT Explain that as a tutor you are for embedding functional responsible skills into your sessions – how would you do this? Remember to focus on Active Citizenship may note that a lack of You functional skills can be a barrier to learning Complete Activity 17 Assignment 1.5 Introduce how groups work together how groups Introduce ‘Tuckman’ Discuss as a whole group Discuss ideas for building an learning effective group into pairs and discuss Divide group examples of learning relationships – how would that have gone wrong this situation you address As a whole group discuss what records discuss what records As a whole group in and tutor a as keep would learners terms of Active Citizenship Ask learnersfor keeping reasons records explain that this is relevant Tutor activity Tutor • • • • • • • • • • • complete Activity 16 As a group for assignment 1.6 Break Building the Keeping records Functional skills • learning group •

Content • Time 10.45 – 11.00 11.00 – 11.30 30 min 11.20 – 11.50 30 min 11.50 – 12.10 20 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

Train the Take Part Trainers • Curriculum File 134 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Course/Programme: PTLLS – Active Citizenship

12.30 – 1.00 30 min – 1.30 1.00 30 min 2.00 1.30 – 20 min 12.30 12.10 – Time • difficult learners • • Content Case studies Dealing with learning Barriers to Lunch • After fifteen minutes bring back to • • fifteen minutes per case study • Give out flip chart paper for group • • • • • • • to identify flipchart ask learners • Tutor activity

they have more to add Ascertain if other groups agree or if share the results spokesperson from each group to whole group – ask for a if necessary Circulate and facilitate with learners Explain procedure and allocate answers studies appropriately Divide into groups and allocate case possible solutions could be What do you think some of the would deal with the three case studies As a whole group discuss how you use to respond to these problems Ask what strategies your learners could could arise Discuss what problems you think and setting up a group or course these factors in mind when devising Explain the importance of keeping barriers to learning Using PowerPoint/ whiteboard or

• • Write answers on flip • • • • Discuss your findings • or flip chart, take turns whiteboard (if available) • Learner activity Learner Case studies Activity 19 results to share the completed Choose a spokesperson chart paper given case studies In your groups discuss necessary Ask questions where case studies group Participate in whole barriers to learning to identify different Using interactive discussion and • • • • • • • • • • • Resources Case studies Coursebook Pens Whiteboard Flip chart case studies Coursebook Whiteboard Flip chart Coursebook Whiteboard Flip chart Assessment • • • • • • • • • studies Completed case answers Questions and Observation studies Completed case answers Questions and Observation barriers Completed list of answers Questions and Observation

135 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completed activity Observation Questions and answers Completed learning journal Observation Questions and answers Completed handout • • • • • • • • • Assessment Flip chart Whiteboard Coursebook – activity 22 Flip chart Whiteboard Learning journals Flip chart Whiteboard Coursebook Handouts Materials for a handout producing • • • • • • • • • • • Resources Questions and answers Complete learning journal Complete Activity 22 Participate in discussion Critique handouts a short If time produce handout or poster to Active relevant Citizenship • • • • • • Learner activity As a whole group discuss relevant discuss relevant As a whole group you consider would use resources – focus on Active Citizenship Explain and ask learners to complete of producing Discuss relevance handouts Bring handouts in for learners to critique If time have learners produce a handout – focus this on Active Citizenship assignments 2.3 and 2.4 Re-cap on session – invite questions Give out learning journals Give out homework – assignment 1.2 • • Activity 22 assignments 2.3 and 2.4 • • • • • • Tutor activity Tutor Resources Re-cap Learning journal Homework Handouts • • • • • Content Time 2.00 – 2.20 20 min 2.40 – 3.00 20 min 2.20 – 2.40 20 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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•

Course/Programme: PTLLS – Active Citizenship

11.00 10.45 – 60 min 10.45 9.45 – 15 min 9.45 9.30 – Tutor: Time achieve the outcomes – were How did the Session go? e.g. well learners they challenged? far wereinterests the learners met? • will be able to: Outcomes: By the end of session learners Learning • Aim(s): Session Number: 4 Total Sessions: 8 Produce a scheme of work using SMARToutcomes learning State different assessment methods available and explain the ones you would use in Active Citizenship To give an understanding of evaluation and assessment to develop knowledge course planning • • • • Break Content Discussion outcomes learning Aims and Homework Re-cap

Tutor activity • • • • • Facilitate discussion Active Citizenship Introduce chosen discussion on outcomes Discuss aims and learning Distribute homework and feedback Re-cap on previous session Date No. on register: Learner activity Learner • • • • material Share any research on Active Citizenship Participate in discussion Collect homework Ask relevant questions Resources • • • • • • Pens Flip chart Whiteboard Pens Flip chart Whiteboard Time 9.30am – 3.00pm No. attending: Assessment • • • • answers Questions and Observation answers Questions and Observation

1137 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completed order Observation Questions and answers Completed activity and case studies Observation Questions and answers • • • of cards Assessment • • • • • Whiteboard Flip chart Pens Cards Coursebook Whiteboard Flip chart Pens Coursebook – activity task and case study Whiteboard Flip chart Pens • • • • • Resources • • • • • • • Participate in discussion in Complete cards priority you think they should be used Participate in discussion Ask questions Complete Activities choose In small groups case study and complete Feed back to whole group Participate in discussion Learner activity • • • • • 35/36/37 • • •

how

out

finding

–

measurement

Discuss planning as a whole group Discuss planning as a whole group the planning cycle Alternatively (copy distribute cards ask enclosed) and in small groups of learners in order to put cards priority would you evaluate? you would 1.7 Assignment feedback Discuss ways of providing – what sort of feedback is suitable for Active Citizenship? Activity 33 assessment case study Checkalot Checkalot study case assessment College when – is evaluation what Discuss assessment? assessment? of principles the are What assess? we do How assess? we do When explain and groups small into Divide much a learner knows learner a much of types different the are What Discuss assessment Discuss assess? we do Why is assessment – assessment is What

• • • • • • • • • • • • about Tutor activity Tutor Break Planning teaching and learning Using different assessment methods Feedback • • • Content 10.45 – 11.00 Time 12.10 – 12.30 20 min 11.00 – 12.00 60 min 12.00 – 12.10 10 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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40 min 2.40 2.00 – 60 min 2.00 1.00 – 20 min 3.00 2.40 – Time Content • • • • • work Scheme of outcomes learning Aims and Homework journal Learning Re-cap Tutor activity • • • • • outcomes • • • • Assignment 2.1 complete Scheme of Work Using template discuss how to Assignment 2.1 outcomes completing learning Discuss action verbs for Active Citizenship Give examples focussing on outcomes learning Discuss how to write SMART aims and learning learning Discuss as a whole group Assignment 1.3 and 1.5 Give out homework – complete journal Give out learning Re-cap on session • • • Learner activity Learner • • • template provided of work using complete a scheme As a practice 23/24/25 Complete Activity Participate in discussion they should be used priority you think Complete cards in journal Complete learning answers Questions and • • • • • • • • • • • • Resources of work Template for scheme Pens Flip chart Whiteboard outcomes practice Writing learning Pens Flip chart Whiteboard Learning journals Learning Pens Flip chart Whiteboard Assessment • • • • • • • • • work scheme of Completed answers Questions and Observation activities Completed answers Questions and Observation journals learning Completed answers Questions and Observation

139 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and Observation Questions and answers Assessment • • answers • • No. attending: Time 9.30am – 3.00pm Whiteboard Flip chart Pens Whiteboard Flip chart Pens materials Research Resources • • • • • • • Ask relevant questions Ask relevant Collect homework Aims and learning outcomes Participate in discussion on Active Citizenship any research Share material Learner activity • • • • • No. on register: No. on register: Date Re-cap on previous session Re-cap on previous Distribute homework and feedback Discuss aims and learning outcomes Introduce chosen discussion on Introduce Active Citizenship Facilitate discussion • • • • • Tutor activity Tutor

Break Re-cap Homework Aims and learning outcomes Discussion Content • • • • To develop Session Plans using SMART aims and learning develop Session Plans using SMART outcomes To develop motivational and communication skills To aims and learning a session plan using SMART outcomes Produce Demonstrate motivational and communication skills in terms of Active Citizenship the learnersmet? How did the Session go? e.g. well learnersthey challenged? far were interests achieve the outcomes – were Session Number: 5 Total Sessions: 8 Session Number: 5 Total Aim(s): • • Learning Outcomes: By the end of session learners will be able to: • Time Tutor: 9.30 – 9.45 15 m 10.45 – 11.00 9.45 – 10.45 60 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme: •

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30 min 12.00 11.30 – 30 min 11.30 11.00 – 30 min 12.30 12.00 – 30 min 12.30 12.00 – Time 10.45 – 11.00 Content • • • skills • • • Motivation Homework journal Learning Communication relationships Learning Lesson planning Lunch • • • • • • • Tutor activity Activity 31 Divide group into pairs and explain whole group Explain Activity 30 complete as a non verbal communication skills – verbal and Discuss different types of group Activity 29 to complete as a whole Discuss motivation and explain explain completion of Activity 28 relationships Discuss learning and Assignment 2.2 to practice template for learners Distribute session plan example Discuss planning a session – show • • • • • • • Learner activity Learner Activity 29 and completion of Participate in discussion 30/31 and complete Activities Participate in discussion group feedback to whole in small groups and Complete Activity 28 Participate in discussion Complete session plan Answer questions Participate in discussion • • • • • • • • • • • • • • Resources Pens Flip chart Whiteboard Coursebook Pens Flip chart Whiteboard Activity 29 Pens Flip chart Whiteboard Pens Flip chart Whiteboard • • • • • • • • • Assessment • • • activity Completed answers Questions and Observation session plan Completed answers Questions and Observation activity 21 Completed answers Questions and Observation activities Completed answers Questions and Observation

141 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completed learning journals Observation Questions and answers Observation Questions and answers • • • • • • • Assessment Whiteboard Flip chart Pens Learning journals Whiteboard Flip chart Pens Whiteboard Flip chart Pens Initial assessments Resources • • • • • • • • • • • Questions and answers Complete learning journal Ask questions and which discuss any areas you feel need developing Participate in discussion Ask questions if necessary Give out initial assessments to peers for completion • • • • • Learner activity Re-cap on session Give out learning journal Homework - complete any outstanding assignments Discuss assignments/ course on a one to basis and answer any session Discuss micro-teach their chosen subject Ascertain that initial assessment has been completed for the micro-teach sessions are Ascertain that resources available Assignment 2.3 • • • • questions • ensuring all learnersconfident in are • • Tutor activity Tutor Re-cap Learning journal Homework Tutorials Tutorials Micro-teach • • • • • Content Time 2.40 – 3.00 20 min 1.00 – 2..00 60 min 2.00 2.40 40 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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Course/Programme: PTLLS – Active Citizenship

10.45 – 11.00 15 min 9.45 9.30 – 60 min 10.45 9.45 – Tutor: Time • will be able to: Outcomes: By the end of session learners Learning • Aim(s): Session Number: 6 Total Sessions: 8 How did the Session go? e.g. How well did the learners achieve the outcomes – were How did the Session go? e.g. well learners they challenged? far wereinterests the learners met? Deliver a thirty minute micro-teach session on Active Citizenship To complete and assess micro-teaching session • • • • Content one Micro-teach outcomes learning Aims and Homework Re-cap Break • Complete observation form 6 • • • • • • •

Tutor activity Assignment 2.3 learner Discuss micro-teach session with Distribute Form 7 for self evaluation assessment Distribute form 8 for peer Video micro-teach session outcomes Discuss aims and learning Distribute homework and feedback Re-cap on previous session Date No. on register: • • • • • • Learner activity Learner Assignments 2.3 / 2.5 Complete form 7 micro-teach who has completed the and return to learner completion of session Complete form 8 on session Participate in micro-teach outcomes Aims and learning Collect homework Ask relevant questions • • • Forms 6, 7, 8 • • • • Resources Pens Flip chart Whiteboard Pens Whiteboard Flip chart Time 9.30am – 3.00pm No. attending: • • • • • Assessment session micro-teach Completion of answers Questions and Observation answers Questions and Observation

143 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completion of micro-teach sessions Observation Questions and answers Completion of micro-teach sessions Observation Questions and answers Completion of micro-teach sessions Assessment • • • • • • • • • Flip chart Whiteboard Pens Flip chart Whiteboard Pens Flip chart Whiteboard Pens • • • • Forms 6, 7, 8 Resources • • • • Forms 6, 7, 8 • • • • Forms 6, 7, 8

session on 8 form Complete session of completion learner to return and the completed has who micro-teach 7 form Complete 2.5 / 2.3 Assignment Participate in micro-teach micro-teach in Participate Participate in micro-teach micro-teach in Participate session on 8 form Complete session of completion learner to return and the completed has who micro-teach 7 form Complete 2.5 / 2.3 Assignment micro-teach in Participate session on 8 form Complete session of completion learner to return and the completed has who micro-teach 7 form Complete 2.5 / 2.3 Assignment

Learner activity • • • • • • • • • Video micro-teach session micro-teach Video Distribute form 8 for peer Distribute Form 7 for self evaluation session with Discuss micro-teach learner Assignment 2.3 Video micro-teach session micro-teach Video Distribute form 8 for peer assessment Distribute Form 7 for self evaluation session with Discuss micro-teach learner Assignment 2.3 session micro-teach Video Distribute form 8 for peer assessment Distribute Form 7 for self evaluation session with Discuss micro-teach learner Assignment 2.3 • • assessment • • Complete observation form 6 • • • • • Complete observation form 6 • • • • • Complete observation form 6 • Tutor activity Tutor Lunch Micro-teach Micro-teach four Micro-teach Micro-teach two Micro-teach three • • • Content 10.45 – 11.00 Time 1.30 – 2.30 60 min 11.00- 12.00 60 min 12.00 – 1.00 60 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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Course/Programme: PTLLS – Active Citizenship

10.45 – 11.00 15 min 9.45 9.30 – 60 min 10.45 9.45 – Tutor: Time • will be able to: Outcomes: By the end of session learners Learning • Aim(s): Session Number: 7 Total Sessions: 8 How did the Session go? e.g. How well did the learners achieve the outcomes – were How did the Session go? e.g. well learners they challenged? far wereinterests the learners met? Deliver a thirty minute micro-teach session on Active Citizenship To complete and assess micro-teaching session five • • • • Content Micro-teach outcomes learning Aims and Homework Re-cap Break

Tutor activity • Complete observation form 6 • • • • • • • Assignment 2.3 learner Discuss micro-teach session with Distribute Form 7 for self evaluation assessment Distribute form 8 for peer Video micro-teach session outcomes Discuss aims and learning Distribute homework and feedback Re-cap on previous session Date No. on register: • • • • • • Learner activity Learner Complete form 7 micro-teach who has completed the and return to learner completion of session Complete form 8 on session Participate in micro-teach outcomes Aims and learning Collect homework Ask relevant questions Forms 6, 7, 8 • • • • • • • Resources Pens Whiteboard Flip chart Pens Flip chart Whiteboard Time 9.30am – 3.00pm No. attending: • • • • • Assessment session micro-teach Completion of answers Questions and Observation answers Questions and Observation

145 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completion of micro-teach sessions Observation Questions and answers Completion of micro-teach sessions Observation Questions and answers Completion of micro-teach sessions Observation Questions and answers Completed learning journals Assessment • • • • • • • • • • • • Flip chart Whiteboard Pens Flip chart Whiteboard Pens Flip chart Whiteboard Pens Flip chart Whiteboard Pens Learning Resources • • • • Forms 6, 7, 8 • • • • Forms 6, 7, 8 • • • • Forms 6, 7, 8 • • • •

Participate in micro-teach micro-teach in Participate session on 8 form Complete session of completion who learner to return and micro- the completed has teach 7 form Complete Participate in micro-teach micro-teach in Participate session on 8 form Complete session of completion who learner to return and micro- the completed has teach 7 form Complete micro-teach in Participate session on 8 form Complete session of completion who learner to return and micro- the completed has teach 7 form Complete Ask any relevant questions Complete learning journals

Learner activity • • • • • • • • • • • Video micro-teach session micro-teach Video Distribute form 8 for peer assessment Distribute Form 7 for self evaluation session with Discuss micro-teach learner Assignment 2.3 Video micro-teach session micro-teach Video Distribute form 8 for peer assessment Distribute Form 7 for self evaluation session with Discuss micro-teach learner Assignment 2.3 session micro-teach Video Distribute form 8 for peer assessment Distribute Form 7 for self evaluation session with Discuss micro-teach learner Assignment 2.3 Re-cap on session Hand out learning journals Homework • • • • Complete observation form 6 • • • • • Complete observation form 6 • • • • • Complete observation form 6 • • • • Tutor activity Tutor Lunch Micro-teach Micro-teach eight Micro-teach Micro-teach six Micro-teach seven Recap Learning journal Homework •

• •

• • • Content 10.45 – 11.00 Time 1.30 – 2.30 60 min 11.00- 12.00 60 min 12.00 – 1.00 60 min 2.30 – 3.00 30 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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Course/Programme: PTLLS – Active Citizenship

10.45 – 11.00 15 min 9.45 9.30 – 60 min 10.45 9.45 – Tutor: Time achieve the outcomes – were How did the Session go? e.g. well learners they challenged? far wereinterests the learners met? • • will be able to: Outcomes: By the end of session learners Learning • • Aim(s): Session Number: 8 Total Sessions: 8 Complete and deliver portfolios for moderation Deliver and assess nominated micro-teaching sessions To complete portfolios To complete and assess micro-teaching • • • • Content nine Micro-teach outcomes learning Aims and Homework Re-cap Break

Tutor activity • Complete observation form 6 • • • • • • • learner Discuss micro-teach session with Distribute Form 7 for self evaluation assessment Distribute form 8 for peer Video micro-teach session outcomes Discuss aims and learning Distribute homework and feedback Re-cap on session 7 Date No. on register: • • • • • Learner activity Learner

Complete form 7 teach has completed the micro- and return to learner who completion of session Complete form 8 on session Participate in micro-teach Collect homework Ask relevant questions

Resources Forms 6, 7, 8 • • • • • • Pens Whiteboard Flip chart whiteboard Flip chart/ feedback Assignments and Time 9.30am – 3.00pm No. attending: Assessment • • • • • • teach sessions Completed micro- answers Questions and Observation homework Completed answers Questions and Observation

147 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Observation Questions and answers Completion of micro-teach sessions Observation Questions and answers Completion of micro-teach sessions Completed forms and portfolios • • • • • • • Assessment Evaluation forms ILP forms Flip chart Whiteboard Pens Flip chart Whiteboard Pens • • • Assignment files • • • • Forms 6, 7, 8 • • • • Forms 6, 7, 8

Resources

Sign relevant forms Sign relevant portfolios are Ensure complete and hand to tutor Participate in micro-teach micro-teach in Participate session on 8 form Complete session of completion who learner to return and micro- the completed has teach 7 form Complete micro-teach in Participate session on 8 form Complete session of completion who learner to return and micro- the completed has teach 7 form Complete

• • • • • • • • Learner activity completed and signed Give out evaluation forms to be completed Give out ILP forms to be completed completed that portfolios are Ensure for collection and ready Collect portfolios Video micro-teach session micro-teach Video Distribute form 8 for peer assessment Distribute Form 7 for self evaluation session with Discuss micro-teach learner session micro-teach Video Distribute form 8 for peer assessment Distribute Form 7 for self evaluation session with Discuss micro-teach learner • Distribute assignment files to be • • • • • • • • Complete observation form 6 • • • • • Complete observation form 6 • Tutor activity Tutor Lunch Portfolios Micro-teach ten Micro-teach eleven • • • Content 10.45 – 11.00 Time 1.30 – 3.00 90 min 11.00- 12.00 60 min 12.00 – 1.00 60 min

Course/Programme: PTLLS – Active Citizenship – Active PTLLS Course/Programme:

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Assignment File

Preparing to Teach in the Lifelong Learning Sector

City & Guilds 7303

Level 3

Candidate Name:

Train the Take Part Trainers • Curriculum File 150 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Part 3 – Let’s Get Going

Complete the following checklist and review and update as your skills increase.

Looking at the table below, tick the appropriate column as follows:

1 = This role is new to me 2 = I need more practice 3 = I feel adequate in this area 4 = I feel confident about this

TASKS AND RESPONSIBILITIES OF A 1 2 3 4 TUTOR OF ACTIVE CITIZENSHIP

Prepare schemes of work Prepare lesson/session plans Develop learning materials in Active Citizenship Use a range of teaching and learning methods Use a range of teaching and learning resources Identify learners’ prior knowledge and skills in Active Citizenship Identify potential barriers to learning Identify learners’ learning styles Think on my feet Motivate learners in Active Citizenship Seek feedback from learners, colleagues and others Give feedback to learners, colleagues and others Participate in course team planning meetings in Active Citizenship Publicise courses in Active Citizenship Handle conflicts and disagreements Be aware of current Active Citizenship developments and issues Work as a member of a team Review discussions and summarise any decisions taken Interview prospective learners

151 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

Assignments

When completing assignments please follow the procedures below: l Margins – Top and bottom 2.54cm. Left and Right 3.17cm. l Line spacing 1.5 l Font style – your choice – I personally like Comic Sans l Font size – minimum 12 l Heading – on the first line type in your name/ date/ word count l Underneath the Heading type in the required assignment plus assignment number, see example below

Assignment 1.1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.

Preferably completed assignment tasks should be e-mailed to your tutor, so they can be marked quickly.

Portfolio When putting together your portfolio [A4 binder] please use dividers between each as- signment. The assignments should be placed in assignment order regardless of the date you com- plete them. You can use plastic wallets for storing your assignments but when completed and ready for the moderator you must take them out of the wallets and insert them in your portfolio. This makes it easier for the moderator to find and view your assignments.

Only assignments are inserted in your portfolio – handouts are kept separately.

Tutor Contact

Email:

Tel:

If you cannot attend a session or if you are going to be late please telephone your tutor

Train the Take Part Trainers • Curriculum File 152 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

UNIT DECLARATION

Unit no: Unit title: Candidate declaration: I confirm that the evidence listed for this unit is authentic and a true representation of my own work.

Candidate name:

Candidate enrolment number:

Candidate signature: Date:

Assessor declaration: I confirm that this candidate has achieved all the requirements of this unit with the evidence listed. (where there is more than one asssessor, the co-ordinating assessor for the unit should sign this declaration.) Assessment was conducted under the specified conditions and context, and is valid, authentic and reliable, current and sufficient.

Assessor name:

Assessor signature: Date:

Countersignature (if relevant): Date:

Internal verifier declaration: This section to be left blank if sampling of this unit did not take place. I have internally verified the assessment work on this unit in the following ways (please tick)

Sampling candidate and assessment evidence

Observation of assessment practice

Discussion with candidte

Other – please state:

I confirm that the candidate’s sampled work meets the standards specified for this unit and may be presented for external verification and/or certification not sampled

Internal verifier name:

Internal verifier signature: Date:

Countersignature (if relevant) Date:

153 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

7303 FORM 1: ASSESSMENT RECORD

Candidate Enrolment Name Number

Centre WEA Centre 726786 Name Number

Assessments QCF Pass/ Marker IV IV EV Credit Refer Signature Signature Signature Signature Value and Date And Date and Date and Date and Date (if Sampled) (if Sampled) (if Sampled)

Assignment 1: Theory (tasks 1 – 7 must be successfully achieved)

Assignment 2: Practical: (tasks 1 – 7 must be successfully achieved)

Total credit value for the achievement of the Award in Preparing 6 to Teach in the Lifelong Learning Sector (7303)

Name of Tutor/Assessor:

Name of subject mentor:

Name of Internal Verifier:

Certification can now be claimed for all successful assignments

Signed (Internal Verifier): Date:

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7303 FORM 2(T): ASSIGNMENT FRONT SHEET & FEEDBACK RECORD - PTTLS: Level 3

Assignment: 1 – Theory

Candidate name

Enrolment number

Date issued

Date submitted

I confirm that the evidence for this assignment is authentic and a true representation of my own work.

Signature of candidate: Date:

Tasks may be completed in any order and marked formatively throughout the course.

1 Describe what your role, responsibilities and boundaries would be as a Recommended teacher in terms of the teaching/training cycle 300 - 500 words

Marker’s feedback:

2 Identify the key aspects of current legislation and codes of practice relevant to Recommended your subject and the type of organisation within which you would like to work 150 - 250 words

3 Explain how you could promote inclusion, equality and diversity with your current/ Recommended future learners. Identify other points of referral available to meet the potential needs 200 - 300 words of learners

155 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303

4 Explain the ways in which you would establish ground rules with your Recommended learners, which underpin appropriate behaviour and respect for others. 150 - 250 words

5 Explain ways to embed elements of Functional Skills, Recommended in your specialist area 200 - 300 words

6 Explain the need for keeping records and describe the types of records Recommended you would maintain 200 - 400 words

7 State the different assessment methods available and explain the ones you would Recommended use for your subject area, including reference to initial assessment. State the types 300 - 500 words of assessment records you would complete and explain why

Assignment Feedback (if applicable) Continue on separate sheet if necessary, see overleaf) Marker and IV signature (if sampled by IV) must be signed below

Marker’s name: Grade: Date:

Resubmission date (if referred): Grade: Date:

IV’s name (if sampled) Date:

(a separate IV record must be completed for each assignment sampled)

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7303 FORM 2(P): ASSIGNMENT FRONT SHEET & FEEDBACK RECORD - PTTLS: Level 3

Assignment: 2 – Practical

Candidate name

Enrolment number

Date issued

Date submitted

I confirm that the evidence for this assignment is authentic and a true representation of my own work.

Signature of candidate: Date:

Tasks may be completed in any order and marked formatively throughout the course.

1 Produce a learning programme/scheme of work in your subject area, for C&G Form 3 or a minimum of six sessions (the length of each session is to be agreed equivalent between yourself and your tutor)

Marker’s feedback:

2 Produce session plan/s (these can be from the scheme of work or different) for C&G Form 4 or a minimum of 30 minutes. (This should be a combination of two 15 minutes equivalent sessions or one 30 minute session for micro-teach or one session of at least 30 minutes for teaching practice)

See Observation Report C&G Form 6

3 Deliver the micro-teach/teaching practice session/s, demonstrating a selection of Total 30 minutes teaching and learning approaches to engage and motivate learners. You need to of delivery communicate appropriately and effectively with learners. You must not deliver the same planned session more than once

See Observation Report C&G Form 6

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4 Explain the reasons behind your choice of teaching and learning Recommended approaches and use of resources, for one of your delivered sessions 150 - 250 words

5 Obtain feedback from your peers and tutor/observer, complete a self evaluation to C&G Forms reflect and evaluate the effectiveness of your own teaching. Give feedback to your 6, 7, 8 peers regarding their delivery

6 Complete a learning journal after each Section completed C&G Learning Journal Form

7 At the end of the programme, complete a summative profile C&G Form 9 and action plan Identifying Actions on own PDP / ILP

Assignment Feedback (if applicable) Continue on separate sheet if necessary, see overleaf) Marker and IV signature (if sampled by IV) must be signed below

Marker’s name: Grade: Date:

Resubmission date (if referred): Grade: Date:

IV’s name (if sampled) Date:

(a separate IV record must be completed for each assignment sampled)

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Resources Tutor Methods Learning

Outcomes Learning Course Learning Outcomes Session Course title Course Aim(s) • Date WEA SCHEME OF WORK of LOs should be clearly identified. the course starts. Changes following renegotiation an outline Scheme before should produce Tutors

159 Train the Take Part Trainers • Curriculum File Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 WEA SESSION PLAN Date Notes and evaluation comments Time Resources Outcomes Learning Session title & aim(s) Course title Objectives (teaching methods) Tutor activity (teaching methods) Activity activity Learner Checking Learning Methods for

Train the Take Part Trainers • Curriculum File 160 Preparing to Teach in the Lifelong Learning Sector • City & Guilds 7303 Weaknesses of session Weaknesses Strengths of session Strengths What changes should be made to: The scheme of work for this course This session for another course Record ofRecord Session Learner contributions

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7303 FORM 7 SELF EVALUATION MICRO-TEACH/TEACHING PRACTICE DELIVERY

Session Date: Delivered by:

Title of Session: Length of Session:

Strengths:

Area for development:

Action required to improve the same session for the future:

Candidate signature: Date

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7303 FORM 7 SELF EVALUATION 7303 FORM 6: OBSERVATION REPORT – PTLLS

This is a three page pro forma

Name of candidate: Date:

Aim of session (as on session plan): Length of Session:

A total minimum of 30 minutes of micro-teaching/ Length of teaching practice must be observed Observation

Preparation Y/N Comments: Did the candidate:

Check the environment and resources beforehand?

Take into account any health & safety issues?

Ensure there were enough resources for all participants?

Have a session plan to show: aim/objectives/ learning outcomes?

Delivery Y/N Comments: Did the candidate:

deliver an introduction, main content and conclusion?

establish and maintain a rapport with the individual/ group?

demonstrate knowledge of their subject?

take into account different learning styles, eg VARK

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Did the candidate: Y/N Comments:

Use a range of activities as appropriate?

Use relevant resources as appropriate?

Communicate clearly and effectively?

Appear confident and professional?

Take into account entitlement, equality, differentiation, inclusivity and diversity?

Monitoring Y/N Comments: Did the candidate:

Ask questions and involve the individual/group where appropriate?

Give positive feedback where relevant?

Summarise the session?

Achieve their aim/objective/ learning outcomes?

Clear the area afterwards?

Identified opportunities for learners to provide feedback?

Evaluate their session?

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Overall feedback:

Observer signature:

Name: Date

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7303 FORM 8: PEER GROUP EVALUATION & FEEDBACK PTLLS MICRO-TEACHING

Session Date: Delivered by:

Title of Session: Length of Session:

Strengths:

Area for development:

Action required to improve the same session for the future:

This feedback can remain confidential, or you may sign your name if you wish.

Name: Signature:

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7303 FORM 9: SUMMATIVE PROFILE & ACTION PLAN

(to be completed at the end of the programme)

Candidate Name: Tutor Name:

My overall development and strengths as a result of attending this programme:

Personal Statement: Where I am now, the subject I would like to deliver and what I wish to do in the future:

Action Plan: What I intend to do now to help me gain a teaching position or progress with my teaching career:

Candidate Signature: Date:

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7303 Learning Journal (A separate learning journal is required for each section of the course. Candidates are permitted to use their own journal format during the course, but must use this Form when submitting their work for assessment.) Example Learning Journal

Name of Candidate Section 1 - The Tutor’s Role and Responsibilities

The main points I have learnt from this session are: l The importance of initial assessment of students and understanding that not all students learn in the same style

l The roles and responsibilities as a tutor in relation to Active Citizenship and in terms of the teaching cycle

l The importance of having boundaries and how to maintain them

l The importance of ground rules

How could I develop my practical skills as a result of this session: l My delivery could be further developed by carrying out an initial assessment of students so that teaching can be tailored to their needs, using a variety of teaching methods and styles to suit the individual styles. This will hopefully ensure that all learning needs are incorporated

l To discuss the need for boundaries and agree on them as a group

How could I develop my knowledge and understanding as a result of this session: l I am aware of the roles and responsibilities of being a tutor for Active Citizenship learning and I can develop these responsibilities with research and discussions with my group

Candidate signature: Date

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7303 LEARNING JOURNAL (A separate learning journal is required for each Section. Candidates are permitted to use their own journal format during the course, but must use this Form when submitting their work for assessment.)

Candidate Name: Section:

The main points I have learnt from this section are:

How I could develop my practical skills as a result of this section:

How I could develop my knowledge and understanding as a result of this section:

Candidate Signature: Date:

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Materials and Handouts

Table of Contents Page

5.4.1 Icebreaker Examples 1 5.4.2 Group Agreements 3 5.4.3 Establishing Expectations 4 5.4.4 Active Citizenship - definitions and ideas 5 5.4.5 Case Studies on applying active citizenship 7 5.4.6 Where am I? building on my skills and strengths and 8 Reflecting on Learning 5.4.7 What is Learning? 9 5.4.8 Learning Journal Template 10 5.4.9 Managing Boundaries 11 5.4.10 Learning Barriers and Inclusion 12 5.4.11 Maslow’s Hierarchy of Need 13 5.4.12 Session Plan example 14 5.4.13 The Teaching/Training Cycle 15 - 16 5.4.14 Tuckman’s Model of Group Development 17 5.4.15 Vark Questionnaire 18 5.4.16 Coffield 20 5.4.17 Teaching Methods 22 5.4.18 Feedback Examples 23 - 26 5.4.19 Action Plan example 27

The handouts in this section are associated with particular activities in the courses. They also offer a range of examples for tutors or would-be tutors to use in their teaching and learning.

Train the Take Part Trainers • Curriculum File Materials and Handouts

5.4.1 Icebreaker Examples

You need to tailor icebreakers to the situation – whether it is a large or small group, whether some people know each other already, or whether they are complete strangers. You should also ensure that it is relevant and not seen as something separate. For example, besides being aimed to bring individuals together maybe in preparation for later group work, it could fit into the topic you are about to cover or even be in a form that allows you to complete an initial assessment of the group or the participants.

Here are a few examples of short icebreakers: a) Turn to the person next to you and ask them their name, why they have attended the course and a little bit about their background. Once you have this information present it back to the wider group. b) Ask the person next to you how they travelled here today and something about themselves. c) Bingo Tutor/trainer Points: l Ask people to work their way around all the participants and complete the boxes – (see next page) Give an example. l The first person to complete all the boxes shouts ‘BINGO’ l Tutor/trainers can ask for whole group feedback l How did you find the activity? l Was it helpful in getting to know each other? l Everyone gets to talk to a number of participants in the group. Good for large groups l As the training is modelling good facilitation practice it is useful to ask participants to reflect on their experience as you go along. It is an opportunity to model receiving challenges and negative feedback as well as positive which is an important part of group leadership.

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Bingo 5.4.2. Example of how group agreements can be established I can name my M.P I belong to a community group

The key thing about this activity is that it is a collective process.

In small groups of three or four spend about 10 minutes talking about what rules you think are needed for the group to work well.

Examples could include: • Always arrive on time. • Listen to other people’s views. I volunteer I vote in local elections

When you have decided on some rules, report back to the large group to make a list of the agreed full group agrement.

Type up the ‘rules’ generated by the participants and give them each a copy – or put the flip charted list up on the wall each week. The group may want to add to or refer to them as you go through the course.

Finally, ask the group to think about the ways in which participants can help and support each otherI knowand get the the name most of out my of the course. List mainI have points contacted on a flip my chart. local local councillor council in the last year

NB - Some points worth considering: Remember to include issues that are important for you:

• How will participants let you know if they can’t attend? • How will you let participants know if you can’t attend? • Is it appropriate to phone participants at home? • Is it appropriate for participants to phone you?

• Is it appropriateI am to learning support participants individually outsideI have signed the group? a petition or • Is there anyonesomething else who new can take on this role? campaigned on an issue

It may be helpful to keep as much as you can within the group. If possible, engage the support of other learners to help support participants rather than performing this function single-handedly.

The agreement can be re-visited throughout the course if necessary and both lists can be altered if the group chooses to do so.

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5.4.2 Example of how group agreements can be established

The key thing about this activity is that it is a collective process. In small groups of three or four spend about 10 minutes talking about what rules you think are needed for the group to work well.

Examples could include: l Always arrive on time. l Listen to other people’s views. When you have decided on some rules, report back to the large group to make a list of the agreed full group agrement. Type up the ‘rules’ generated by the participants and give them each a copy – or put the flip charted list up on the wall each week. The group may want to add to or refer to them as you go through the course. Finally, ask the group to think about the ways in which participants can help and support each other and get the most out of the course. List main points on a flip chart. NB - Some points worth considering: Remember to include issues that are important for you: l How will participants let you know if they can’t attend? l How will you let participants know if you can’t attend? l Is it appropriate to phone participants at home? l Is it appropriate for participants to phone you? l Is it appropriate to support participants individually outside the group? l Is there anyone else who can take on this role?

It may be helpful to keep as much as you can within the group. If possible, engage the support of other learners to help support participants rather than performing this function single-handedly. The agreement can be re-visited throughout the course if necessary and both lists can be altered if the group chooses to do so.

Train the Take Part Trainers • Curriculum File 3 Materials and Handouts

5.4.3 Establishing Expectations

Pairs of participants can establish what each of them wants from the course and tutors can flipchart their responses to establish expectations. Questions might be: l What do I personally want to get out of the course? l How do I think I will use these skills? (e.g, at home, in the community) l How can I start doing something this week?

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5.4.4 Active Citizenship - definitions and ideas a) The Project definition is linked to education:

Education for active citizenship is: 1. a learning process – democratic, experiential etc 2. underpinned by a value base including social justice, equality, cooperation and collectivism 3. and linked to a variety of subjects Its overriding aim is to encourage people to engage politically to help make a difference at all levels of society. b) The Take Part definition and understanding is: “Active citizenship is concerned with more than learning ‘the rules of the game’ and how to participate within existing models and structures. From Take Part’s perspective, active citizenship should be defined more broadly to encompass active learning for political literacy and empowerment, addressing structures and relations of power and working to change these, where necessary, in the pursuit of social inclusion and social justice agendas (Lister 1997). It also relates to how people can promote community cohesion and social solidarity, thereby strengthening civil society as well as empowering individual citizens.” And “For many people, ‘citizenship’ is the embodiment of the rights and responsibilities that they are due, and owe, from living in a particular nation state. For Take Part though, this is not enough. Firstly, of course, we must add the term active to citizen, with the fundamental implication that citizens should be actively involved in the mechanisms of governance. This active involvement does not stop with voting, or even with volunteering, because both of these activities can be carried out ‘within the rules’, without challenging existing structures to do things differently.” c) From the Crick Report (1998) Active citizenship is about: l Social and moral responsibility l Community involvement l Political literacy

Train the Take Part Trainers • Curriculum File 5 Materials and Handouts

And being: ‘an active member of your community/communities with a knowledge and understanding of your rights and responsibilities’. d) Oxfam’s definition of a global citizen Such a citizen is someone who: l is aware of the wider world and has a sense of their own role as a world citizen; l respects and values diversity; l has an understanding of how the world works; l is outraged by social injustice; l participates in the community at a range of levels, from the local to the global; l is willing to act to make the world a more equitable and sustainable place; l takes responsibility for their actions. e) The three core ideas (underpinned by social values) at the centre of active citizenship education l The critical and engaged citizen, confident to ask ‘why?’, seeking the facts and challenging and changing things; l A commitment to social justice, equality and inclusion; l A commitment to openness and accountability in public affairs, with easy access to information, debate and decision-making.

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5.4.5 Case Studies on Applying Active Citizenship

Case Study 1 - You see a group of young white men on the opposite side of the street at night. As they pass a black woman on the same side of the road as you coming towards you, they shout something offensive. What might you do? Think about some of the issues involved. Case Study 2 – You notice at work that your male line manager seems to constantly favour communicating with other men in meetings and appears to overlook the comments made by women colleagues. What might you do? Again, consider some of the issues involved. Case Study 3 – On public transport on the way to work you notice that some white conductors consistently seem to treat passengers from minority ethnic groups more harshly than they do white passengers. One example is that they are more being more openly critical when such passengers have forgotten to bring their travel pass etc. What might you do? What issues are involved here? Case Study 4 – At a football match, a small group of vocal supporters of your own team, sitting near to you, sing a chant that includes a racist comment. What might you do? As with all of the case studies, what issues are involved here?

Getting Involved as an Active Citizen – more case studies An alternative is to provide the learners with some case studies of problems, issues and concerns, to choose one of them, and ask them to think about how active involvement might begin to address it. Write some brief notes on your thoughts. Case Study 1 – An elderly neighbour trips up on some local very uneven paving stones. She is injured slightly – enough to warrant a trip to her GP. What might you do? Think around some of the issues involved. Case Study 2 – Your local authority announces that it is going to close your local swimming baths and library because of the need for spending cuts. What might you do? What issues are involved here? Case Study 3 – The Race Equality Council in your town/city is facing closure because of local authority cuts. They are inviting people to get involved in trying to change the council’s mind and are asking for some specific ideas on actions. What might you do? Issues involved? Case Study 4 – Your employer seems to be consistently discriminating against minority ethnic groups of people in its employment practice, resulting in an all-white workforce. What might you do? What issues are involved? Case Study 5 – Your friend confides in you that her male partner is not ‘treating her properly’ and you have seen some bruises and scratches on her face. What might you do? What issues are involved here?

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5.4.6. Where am I? Reflecting on skills and strengths

The purpose of this activity is to get participants to identify the strengths that they already had that can be used in their work as a trainer as well as the skills they would like to develop through the course.

Strengths/Skills To Develop

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5.4.7 What is Learning?

1. Learning as a quantitative increase in knowledge. Learning is acquiring information or “knowing a lot” 2. Learning as memorising. Learning is storing information that can be reproduced. 3. Learning as acquiring facts, skills and methods that can be retained and used as necessary. 4. Learning as making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other and to the real world. 5. Learning as interpreting and understanding reality in a different way. Learning involves comprehending the world by re-interpreting knowledge.

What is learning? Some Quotations That is what learning is. You suddenly understand something you’ve understood all your life, but in a new way. Doris Lessing

Imagination is more important than knowledge. Albert Einstein

Learning from life We don’t learn from experience. We learn from reflecting on experience. John Dewey

I am always doing that which I cannot do, in order that I may learn how to do it. Pablo Picasso

Teaching and Learning The biggest enemy to learning is the talking teacher. John Holt

I cannot teach anybody anything, I can only make them think. Socrates

Learning from mistakes The only real mistake is the one from which we learn nothing.” John Powell

The Process of Learning What I hear, I forget. What I see, I remember. What I do, I understand. Kung Fu Tzu (Confucius)

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5.4.8 Learning Journal Template

Name: Date

What have been my key learning experiences and how will this affect my being a tutor/ trainer?

1a. What was the session (s) about?

1b. What were my key learning experiences?

1c. I need to find out more about…

1d. I need to develop skills in…

1e. Any other comments: l enjoyed / not enjoyed l action points

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5.4.9 Managing Boundaries - Case Studies

Case Study 1 You are teaching a women’s assertiveness course. During a discussion one of the learners starts talking about a neighbour whose family make a lot of noise, including screaming and shouting at night. While the learner is developing a role play with a partner on how to deal with the neighbour assertively, you overhear her saying “That kid is being beaten, that’s what the racket is about”. Would you pass on the allegation to the relevant authorities?

Case Study 2 At the end of the course the learners invite you out for an evening meal. It’s been quite a long course, and you have got to know them well, so you accept with pleasure. At the end of the evening one of them who lives quite near you asks for a lift home as she has drunk too much to drive. You agree, and as you drop her off, she invites you in for another drink. Do you agree?

Case Study 3 3. You are teaching an accredited course. One of your students, who needs a lot of support and is plainly struggling, keeps bringing you presents. One week it’s a bottle of beer he has made himself, next time it’s an expensive book, another time it’s a couple of theatre tickets. Do you accept?

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5.4.10 Learning Barriers and Inclusion

Case Studies 1. Sue is 32 years old. She has been at home with her children for twelve years. She left school at 16 without any qualifications. She attends a self-help support group for depression. Her children are still under school-age.

2. Raj is 25. He works part time on shift work. He speaks good English but doesn’t write very well. He says he would like to get a job in IT but hasn’t got any qualifications, neither can he finance any studies.

3. Nina is 21, she is a single parent who has a son who has just started nursery. She trained as a beautician before having a child. She likes reading magazines, watching reality TV, and is looking around for something to do but can’t find anything to suit her. There are no colleges around near her.

4. Jim is 64, took early retirement from his job as a shop manager. He likes gardening but is isolated. He doesn’t want to attend adult education classes.

5. Rana lives in a close-knit Bangladeshi community. She has been doing English classes for five years. She does not work due to disability and is very involved with her family

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5.4.11 Maslow’s Hierarchy of Need

Abraham H. Maslow, an American psycologist, Esteem conducted investigations

into human behaviour Social between 1939 and

1943, summarising his Safety research in his now- famous ‘hierarchy of Physiological needs’ diagram:

Physiological Esteem l Correct room temperatures Self esteem l Regular breaks l Take individual needs and abilities into account when planning and Safety executing lessons l l Well-planned lessons Teach to the multiple modes of l Attitude of teacher: accepting and learning l non-judgemental, plaesant and non- Develop new knowledge based on threatening background knowledge (‘scaffolding’) so as to help ensure success l Social Develop a classroom environment Teacher-student relationship where students are positive and non- l Be available for students in need judgemental l l Listen to students and be supportive Employ co-operative learining in such a way as to develop trust between Student-student relationship peers l Class discussions l Provide situations requiring mutual Self actualisation l trust Plan lessons involving metacognitive activities l Give students freedom to explore and discover on their own l Make learning meaningful: connect it to real life l Expect students to do their best

Train the Take Part Trainers • Curriculum File 13 Materials and Handouts Date Methods for Checking Learning Weaknesses of Session Learner Activity Tutor Activity Tutor (Teaching Methods) (Teaching Strengths of Session Objectives

5.4.12 Micro-teach - Writing a Session Plan (Example) Record of Session - Learner Contributions Course title Session Title & Aim(s) Learning Outcomes Resources Time

Notes and evaluation comments

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5.4.13 The Teaching/Training Cycle

Revision Initial Based on Assessment Evaluation

Preparation Evaluation and Planning

Assessment Delivery

Your planning should include:

l The aim(s) of the micro-teach l The main topic to be covered l The proposed Learning Outcomes l The main teaching and learning methods to be used l Any requirements of learners l Assessment methods and criteria

Train the Take Part Trainers • Curriculum File 15 Materials and Handouts

5.4.13 The Teaching/Training Cycle

Planning a course

What do you need to consider

Needs Aims

Evaluation Objectives

Assessment Content

Methods & Resources

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5.4.14 Tuckman’s Model of Group Development

Many people gain much more from learning in a group than on their own. A sense of shared purpose, motivation and an environment for sharing that comes from groups often makes learning easier and you therefore need to give some thought to maximising that potential. Understanding how groups work Groups are composed of individuals and there is no compulsory number of people who have to be in a group in order for it to be classified as one, although many people feel that 8-15 is the ideal size for a learning group with one tutor. There are numerous theories about how groups operate. One of the best known is that of Bruce Tuckman and although this is more relevant to leaderless groups it is still worthwhile reviewing. Read the following and think about how you might respond if you recognise any of these stages happening to your group.

Group Life Many groups conform to the following model of group life, which was described by Tuckman. (Tuckman, Bruce W. (1965) ‘Developmental sequence in small groups’, Psychological Bulletin, 63, 384-399) 1. Forming This is the first stage that a group goes through, when the group is establishing itself. There may be some anxiety at this stage as the group members try to create an impression on one another and to establish their own identity within the group. 2. Storming At this stage, members of the group are getting to know each other and therefore are likely to me be forceful in expressing their opinions. There may be some disagreement amongst group members. 3. Norming At this stage, the ways in which a group works are sorted out and the role of the individuals is now balanced with those in the group. 4. Performing Now the group can get on with the job in hand and accomplish its objectives. Not every group gets to this stage, as sometimes they get bogged down in the process of group formation. 5. Adjourning (or Mourning) The group finally disbands. This is either because members have left or because the group has achieved what it set out to do. It is believed that all groups go through this process, but that different groups will take longer over each stage in their development. Sometimes groups will need to “regress” and repeat an earlier stage before they can move on.

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5.4.15 Learning Styles

Learning Styles One responsibility a tutor/trainer has is to cater as far as pssible for the learning styles of veryone in the group. You can start by finding out more about your own.

Learning styles are the more or less consistent ways in which a person perceives, conceptualises, organises and recalls informations, ie learns. Their development is influenced by genetic make up, previous learning experiences, culture, age, and the society they live in.

There are a number of theories about learning styles. The VAK )Visual, Auditory and Kinaesthetic) model is based on Bandler & Grinder’s ideas in the field of Neuro Linguistic Programming.

Activity 8 - Learning styles Do the exercise below to get you thinking about how you learn best and then complete the questionnaire (you can also use it with your learners).

1. Thinking about your learning style I prefer to learn in the following ways

2. How were you expected to learn

a) in primary school

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b) in secondary school

c) in further or higher education

3. Did the ways in which you were expected to learn help or hinder you?

4. How have you changed the ways in which you learn over the years

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5.4.16 Coffield

Don’t believe all you hear about Learning Styles VAKT: A classic example of non-learning Over the last 10 years, schools, sixth form and FE colleges have fallen prey to a non- scientific movement (I almost wrote ‘disease’) which goes by the acronym of AKT,V and which claims without any convincing evidence that learners can be divided by their learning preferences into four groups: visual, auditory, kinaesthetic or tactile learners. This movement allows its disciples the pretence of student-centred teaching, and it neatly transfers the responsibility of students’ failure to learn to tutors, eg ‘You didn’t match your teaching style to their learning styles.’ The most worrying aspect of this movement is that it appears impervious to evidence-based criticism. Our detailed and systematic review found that ‘... there is no evidence that the model is either a desirable basis for learning or the best use of investment, teacher time, initial teacher education and professional development’ (Coffield et al. 2004a: 35). Put simply, it doesn’t work. Yet the VAKT approach persists. For example, From theory to practice: using differentiation to raise levels of attainment by Cheryl Jones (2006), part of LSN’s 14–19 Vocational Learning Support Programme – so no straw man and part of the officially-funded advice to the sector – still blithely maintains in the face of the evidence we presented that ‘this does not mean that it is no longer relevant to consider learning styles’ (Jones 2006: 7).

How more explicit could we have been? Let me try harder this time. There is no scientific justification for teaching or learning strategies based on VAKT and tutors should stop using learning style instruments based on them. There is no theory of VAKT from which to draw any implications for practice. It should be a dead parrot. It should have ceased to function. Even the most detailed suggestions for practice drawn from VAKT are based on over-simplifications of a misunderstood and discredited theory. Learning styles, like fish oils or brain gym, are part of what HL Mencken in an inspired phrase called the ‘pseudo- psychological rumble-bumble’ that infests education (1926: 177). It’s time to move on. Why do we expect to capture the full complex humanity of learners by dividing them into four categories which are so simple as to be patronising, if not downright insulting.

Activity 4 In Chapter 5, colleagues were invited to list the questions they would ask their students about their learning. I included this exercise because I have found it difficult to engage some learners in such discussions because I suspect they are unused to reflecting on how they learn. The questions I have found most helpful in getting a good discussion going are: 1 What was your best experience of learning? What made it so good? What can we learn from that experience? (Similar questions about ‘your worst experience’) 2 What do you enjoy learning? What do you not enjoy learning? 3 What helps you to learn? What prevents you? 4 How do tutors help you learn? How could they be more helpful? 5 What kind of things do you learn from your friends? How important is this informal learning to you?

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6 How do you assess how well you are learning? 7 What kind of feedback or comments on your assignments do you learn best from? 8 How could you improve your learning? Do you set yourself targets? How do you assess if you have hit the targets? 9 Do you challenge yourself to learn something you find difficult? Are you prepared to move out of your ‘comfort zone’? 10 Are you willing to try different ways of learning? 11 What gaps in knowledge and skills do you think you have? What are your plans for filling them? 12 What do you want to learn now?

Source: Just suppose teaching and learning became the first priority... Frank Coffield

Published by the Learning and Skills Network www.LSNeducation.org.uk ISBN 978-1-84572-708-6 © Learning and Skills Network 2008

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5.4.17 Teaching Methods

Teaching Method Advantages Disadvantages

Talk/Lecture

Presentations

Demonstration

Individual Practice & Supervision

Discussion

Working With Groups

Question & Answer

Case Study

Role Play

Problem Solving

Tutorial

Games

Seminar

22 Train the Take Part Trainers • Curriculum File Materials and Handouts

5.4.18 Feedback Examples

Sample feedback on micro-teach session

Overall feedback

Overall, you have demonstrated very thorough planning and preparation for your micro-teach session: all resources were prepared for the practical activity of making a decorative pull bow and the handout booklet was well designed with diagrams and instructions on how to make the bow. You catered for a range of learning styles by demonstrating the activity, talking learners through it stage by stage and having the written instructions available for those who prefer this method of learning.

Your attention to individual needs was excellent throughout and you made sure that everyone was keeping up at each stage of the practical activity: you also used learner names as well as having some fun in the process. Your communication skills were clear and you explained the tasks will in simple terms.

You introduced your aims and learning outcomes at the start of the session but it might have been useful to write them up on a flip chart as well - remember to go back to them again at the end to check that they have been achieved.

Your timing was good and your confidence grew as the session progressed. You have demonstrated that you are able to plan and deliver a micro-teach.

Well done.

Observer signature Name Date

Train the Take Part Trainers • Curriculum File 23 Materials and Handouts

Sample feedback on micro-teach session

Overall feedback

Overall, you demonstrated very thorough planning and preparation for your micro- teach session on ‘boxer protection’. You introduced clear aims and learning outcomes both verbally and displayed on the flip chart.

Your session was a good mix of teaching and learning activities with tutor presentation on the sport of boxing, including the codes of practise and rules involved, a demonstration of the protective equipment used and a practical activity where learners could have a go at putting on the equipment in pairs and groups. You showed sensitivity in your choice of groups to avoid any embarrassment to individual learners and this worked particularly well to make it a very inclusive session. You also used new equipment for the practical activity to alleviate any concerns people may have about hygiene issues.

You demonstrated excellent subject knowledge and a real passion for your specialist subject, which prompted the group to get involved and ask questions throughout. Your confident and professional delivery put people at ease and you successfully achieved your aims and outcomes. The session was concluded with further questions and this showed how much genuine interest you had generated in the group..

You have demonstrated that you are able to plan and deliver a micro-teach.

Well done.

Observer signature Name Date

24 Train the Take Part Trainers • Curriculum File Materials and Handouts

Sample feedback on micro-teach session

Overall feedback

Overall, you demonstrated thorough planning and preparation for your micro-teach

and produced excellent resource packs and handouts for the participants.

From the outset you developed a good rapport with the group which encouraged

them to participate fully and attempt activities confidently. I was impressed with the

research and statistics that formed part of your presentation and thought they were

a great way of introducing functional skills into the session as not everyone might be

confident with reading graphs or charts.

You introduced the aims and learning outcomes at the beginning and referred back

to them at the end and used appropriate assessment methods throughout.

You have demonstrated that you are very capable of planning and delivering

effective sessions in a confident and professional manner and you were a good role

model to some of the less experienced members of the group..

Well done.

Observer signature Name Date

Train the Take Part Trainers • Curriculum File 25 Materials and Handouts

Sample feedback on micro-teach session

Overall feedback

Overall, you demonstrated very thorough planning and preparation for your micro-teach session - you had prepared your flip charts in advance, produced an excellent resource pack for each learner and set the computers up ready for the practical activity with a game.

You introduced your aims and outcomes verbally as well as having them displayed on the flip chart, carried out a fun icebreaker to build a rapport with the learners, then moved on to a practical activity carried out in groups using the computers. I liked how you brought everyone back together and used a short quiz to check their learning of what had been covered to conclude their sessions.

You were confident and professional in your manner and demonstrated good subject knowledge, answering any questions competently as they arose. Another good point was your explanation of the different types of ‘mouse’ available to tutors to support learners with additional needs and you had examples of these to show the group.

One point for development which we discussed with the group - remember to check the information on handouts is correct and up-to-date.

You have demonstrated that you are able to plan and deliver a micro-teach.

Well done.

Observer signature Name Date

26 Train the Take Part Trainers • Curriculum File Materials and Handouts

5.4.19 Action Plan

Problems & Concerns

What Might You Do?

Issues & Obstacles

Ways of Addressing Them

Milestones

Train the Take Part Trainers • Curriculum File 27 References and Websites

References and Websites

Table of Contents Page

Web Resources 1

Books and Articles 2

Additional Materials 3

Train the Take Part Trainers • Curriculum File References and Websites

Resources for Introduction to Active Citizenship

Web resources Take Part website - http://www.takepart.org/

Take Part Pathfinder website - http://www.takepartpathfinderyh.org/

Community Development - http://www.cdf.org.uk/web/guest Foundation website

Together We Are Louder website - http://www.louder.org.uk/index.php

Facing History and Ourselves website, Educator Resources page - http://www.facinghistory.org/resources

ACTIVE CITIZENSHIP, ADULT LEARNING - http://www.eaea.org/doc/cechhini.doc AND ACTIVE CITIZENSHIP, LIFELONG LEARNING AND ACTIVE CITIZENSHIP, Key note speech, Michela Cecchini, EAEA Conference, Cyprus, 15 November 2003

Active Learning for Active Citizenship, - http://www.togetherwecan.info ALAC National Network, An evaluation report Professor Marjorie Mayo and Dr Alison Rooke

Reclaiming Social Purpose in Community http://www.scutrea.ac.uk/library/ Education, The Edinburgh Papers 2008 TheEdinburghPapers%20pdf.pdf

BBC website, Democracy Live pages - http://www. news.bbc.co.uk/ democracylive/hi

WORKMATTERS, a key stage 4 teacher http://www.DfES.gov.uk resource exploring the employment strand of citizenship.

Community education for Social Change, Training the Trainers, Report of the pilot course: April - May 2007, report by Manchester Metropolitan University for Take Part.

Train the Take Part Trainers • Curriculum File 1 References and Websites

A Ladder of Citizen Participation - Sherry R Arnstein, Originally published as Arnstein, Sherry R. “A Ladder of Citizen Participation,” JAIP, Vol. 35, No. 4, July 1969, pp. 216-224. I do not claim any copyrights. Webmasters comment, November 2004

NCVO 2007, Jim Coe and Tess Kingham, tips on good practice in campaigning

Novas, 2009, Titus Alexander, Campaigning is OK! they may not always like it, but it gets things done, pdf.

Seeds for Change, Communicating your Campaign Message, pdf Seeds for Change, Dealing with the Media, pdf Seeds for Change, Good Publicity and Outreach, pdf Seeds for Change, Planning your Campaign, PDF http://www.seedsforchange.org.uk/free/index.html

For what’s going on in Europe this - http://www.activecitizenship.net/ site is well worth a visit

Articles and books Taking Part?: Active Learning for Active Citizenship, and Beyond (Paperback) by Marjorie Mayo (Author), John Annette (Author), Forthcoming 2010.

Train the Take Part Trainers • Curriculum File 2 References and Websites

Additional Curriculum Resources materials for adult educators to use are also available by visiting the following website http://www.wea.org.uk/yh/project/democracy.htm

The resource packs are the product of an ‘active citizenship’ project supported by the Transformation Fund. The Active Citizenship Education Project (ACEP) brought together the Workers’ Educational Association (Yorkshire and Humber Region), York, Sheffield, Barnsley, Doncaster and Rotherham Councils, Take Part, NIACE, Parliamentary Outreach, the TUC and the Regional Empowerment Partnership in a creative, albeit short lived, project partnership. l E-Democracy - explores the meaning and practice of e-democracy and raises questions as to what e-democracy can contribute to strengthening democracy l Why Vote? - goes to the heart of politics today, with the fall in voter turnout at all elections being the focal point for a much wider dialogue about contemporary political engagement. l Climate Change – this resources pack could not be more timely in offering activists the opportunity to develop awareness and look at how they might influence change l Migration and Racism - One resource pack offers an opportunity to Understand Migration, whilst the other specifically seeks to involve tutors in Challenging Racism l Women be Heard – This resources pack grew out of a course called ‘Politics and Public Life’ and, as with the others, it is hoped will play a small part in efforts to strengthen democracy and bring about positive change. Each resource pack includes lesson plans, activities and resources, including a short pamphlet to run alongside the course or to be accessed online for distance learning. The sections of the pack are themselves split into two documents: the pamphlet and the course documentation. The packs are a resource to be used flexibly by tutors and providers. It is hoped they will encourage further development of resources that can be made widely available in the sector. Views expressed in the materials are not necessarily those of the WEA but in every case the task, one that is fully shared by the WEA, is to provide information, to challenge our thinking and practice and to encourage further study and action.

Train the Take Part Trainers • Curriculum File 3 How does the UK Political System Work

How does the UK Political System Work

Table of Contents Page

Welcome and Introductions 1

Couse Aims and Learning Outcomes 2

Tutor/Trainer Notes and Ideas 3 - 12

Session Plans 13 - 22

Resources 23 - 36

Tutor/Trainer Pamphlet 37 - 58

Theme 1: What is Politics?

1.1 Getting Started 3 1.2 Political bingo (Resource Sheet 1) 3 1.3 Word Wall 3 1.4 How politics affect us 4 1.5 The Democracy Tree ( Resource Sheet 2) 4 1.6 Democracy Learning Log (Resource Sheet 3) 5

Theme 2: Who Decides?

2.1 Getting Started – Blankety Blank Quiz (resource sheet 4) 6 2.2 Power and Influence (resource sheet 5) 7 2.3 Democratic Audit 8 2.4 Democracy Learning Log 8 Theme 3: Are British Politics Broken?

Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Theme 3: Are British Politics Broken?

3.2 Democratic Audit – identify the different dimensions involved in 7 democracy; critically assess UK democracy – Democracy wheel (Resource Sheet 6) 3.3 Democratic Deficit – Are British politics broken? (Resource Sheet 7) 8 3.4 Sharing Views – strengths and weaknesses of the current democratic 8 processes

Theme 4: What’s the Big Idea?

4.2 What needs to change? (Resource Sheet 8) 9 4.3 Proposals for political reform 10 4.5 Experience how alternative voting systems work (Resource Sheet 9) 10

Theme 5: Beyond the Ballot

5.2 Different ways of doing democracy and exploring alternatives 11 5.3 Reflect on learning – democracy learning logs 12 5.4 Sharing proposals for change 12

Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Introduction to: How does the UK Political System Work?

Welcome and Introduction These materials accompany and outline the course, How does the UK Political System Work, and are primarily intended as a resource for adult education tutor/trainers working in a community context. This community context will be a varied one and tutor/ trainers will be working with course participants from diverse backgrounds and with different experiences and expectations. Course participants will range from existing tutor/trainers who wish to develop a broader awareness of active citizenship education, through to participants who are active in their community and want to explore active citizenship further. Other participants and groups might be thinking about some of these ideas for the very first time and others might be taking their first tentative steps in tutor/training and will be keen to develop skills through future modules such as Introduction to Train the Trainers, Introduction to Active Citizenship, and the City and Guilds, in Preparing to Teach in the Lifelong Learning Sector. This course is an introduction to that (optional) teaching and learning journey. Tutor/trainers delivering this course may themselves be extremely experienced in adult education but be relatively unfamiliar with some of the ‘active citizenship’ themes and approaches. Thus one of our aims in producing this course has also been to provide a best practice model which the experienced tutor/trainer can develop and build on. For all of those working through this course, whether as tutor/trainers or course participants, we hope that it helps to stimulate active citizenship – in the widest sense of the term!

Using the Materials These materials offer a structure and outline for a 10 hour non-accredited course: How Does the UK Political System Work? Included are ideas for activities, a tutor pamphlet, resources and session plans. This course has been structured into 5 x 2 hour sessions. No breaks have been planned into the sessions - you might want to make refreshments available on a ‘help yourself’ basis. However the course can be delivered in a number of different ways – in 2 five hour blocks as day schools, over a number of linked evenings or in any other way appropriate to a group of participants. Again flexibility is important. If taught over 2 sessions of 5 hours per session the time allocated for two ‘Getting Started’ and two ‘Wrap Up and Evaluation’ slots could be distributed amongst the other sessions or used for different purposes. The scope of the content - the UK political system - is ambitious in the amount of time allowed. The tutor will need to make judgments on where to go into more detail and where to signpost for further information depending on the interests and issues raised by the group of learners.

Train the Take Part Trainers • Curriculum File 1 How does the UK Political System Work

The course handbook is intended to support the inputs and discussions that take place in the sessions. It provides an introduction to the political structures and institutions that govern the UK and sets out some of the key questions about how we do politics. Each section provides sources for further information.

Course Aims: l To explore how politics affect our lives and where political decisions are made l To explore who are the stakeholders in our political system and where the power and influence lies l To undertake a democratic audit. l To identify key elements that make up democratic politics and consider whether there is a democratic deficit in the UK l To encourage participants review their own learning and take part in research

Course Learning Outcomes: Participants will be able to: l Identify the range of structures and institutions that govern the UK - local, national and international l Define some key elements of democratic government and why this matters l Demonstrate the strengths and weaknesses of the current arrangements l List the advantages and disadvantages of some alternative arrangements l Make suggestions as to how the system could work better for citizens l Identify sources of information/support and ways to get involved l Identify skills and knowledge to ‘take part’ in research

2 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Tutor/Trainer Notes and Ideas Introduction: How does the UK political System Work? This course has been structured into 5 x 2 hour sessions. No breaks have been planned into the sessions - you might want to make refreshments available on a ‘help yourself’ basis. The scope of the content - the UK political system - is ambitious in the amount of time allowed. The tutor will need to make judgments on where to go into more detail and where to signpost for further information depending on the interests and issues raised by the group of learners. The course handbook is intended to support the inputs and discussions that take place in the sessions. It provides an introduction to the political structures and institutions that govern the UK and sets out some of the key questions about how we do politics. Each section provides sources for further information.

Theme 1: What is politics?

Activity 1: Icebreaker l Introduces the group to each other Each learner is given a bingo sheet with a number of statements on it - Resource Sheet 1: The statements on the bingo sheet can be changed or added to suit the context. They have to move around the room, find people who meet the criteria for each statement and place their names next to it. Be aware of whether any of the group have mobility issues - in which case give the option of sitting down and people coming to them. Look out for literacy and language levels - the tutor can read out the statements. A small joke prize can be provided but isn’t essential.

Activity 2: Word Wall l Establishes shared understanding and differences around what we mean by politics l Introduces learners’ experience of/feelings about politics l Establishes learners’ expectations of the course l Provides a means of evaluation Stick up 3 sheets of flipchart paper around the room. Hand out post-its. 1 Get participants to write on a post-it the first word that comes into their heads when you say ‘politics’. Get each person to say the word they wrote as you collect in the post-its and stick them on Flipchart sheet 1. Facilitate discussion and provide basic definition (see Handbook). 2 Ask participants to think about how they feel about politics and write a word on a post-it to describe this. Get each person to say the word they wrote as you collect in the post-its and stick them on Flipchart sheet 2. Facilitate discussion.

Train the Take Part Trainers • Curriculum File 3 How does the UK Political System Work

3 Ask participants to discuss in pairs what they want to learn about the UK political system in these sessions. Write one thing down on a post-it. Get each person to say what they wrote as you collect in the post-its and stick them on Flipchart sheet 3. Group the post-its. Compare expectations to the course outline and aims and objectives. Highlight areas where the course is intended to deliver on the expectations expressed; identify if there are any expectations that may not be met and make alternative suggestions. Inform the group that the flipcharts will be kept and there will be an opportunity to re- visit the questions and responses at the end of the course.

Activity 3: How politics affect us l Identifying how politics impacts on just about every aspect of life. Start by re-visiting the definitions of politics. Ask the group to think of some examples of how politics affects their daily lives. The ‘Do Politics’ posters (www.dopolitics.org.uk) can be used as a prompt. Divide participants into small groups and ask them to outline an average day in their life. Encourage them to do this by drawing pictures to illustrate. They then decide which parts of their day are affected by politics and how. Once everyone has finished get them to feed back to the wider group.

Activity 4: The Democracy Tree l Identifies the range of political institutions that affect life in the UK l Clarifies their functions and responsibilities and where they can overlap Working in the smaller groups, ask participants to write on post-its the aspects of life and the issues they have identified that are affected by politics. Introduce the Democracy Tree (Resource Sheet 2) drawn out on a large sheet of flipchart paper. Check whether there are any institutions that are unfamiliar. Refer to Handbook for more detailed explanations. Ask participants to identify which democratic institution(s) are responsible for the issues they have identified and to stick the post- its on the relevant part of the tree. They may find that they need to write several more post-its as there can be more than one institution that is responsible. This activity may take some time and involve discussion about the different institutions and what they are responsible for. The tutor will need to ensure that the group is clear what form of local government is operating in their area.

4 Train the Take Part Trainers • Curriculum File 5 How does the UK Political System Work

Resources:

Democracy Cookbook: Definitions: www.dopolitics.org.uk/__data/assets/pdf_file/0016/70603/2-Whats-It-All-About. pdf Descriptions of democratic institutions: www.dopolitics.org.uk/__data/assets/pdf_file/0016/70612/4-Who-Decides.pdf

Further detail on the UK political system can be found at: www.direct.gov.uk/ www.parliament.uk www.number-10.gov.uk

Description of current situation: POWER 2010 Deliberative Poll guide to reforms P 4 – 6 www.power2010.org.uk How Your Council Works www.urbanforum.org.uk Further resources on economics: www.economicsforeveryone.com

The UK economy: Observer UK Fact File 25.04.10 www.guardian.co.uk/news/datablog+business/economics

Activity 5: Democracy Learning Log l Enables participants to create an ongoing record of the representatives and institutions that impact on their lives l Encourages participants to undertake research l Encourages participants to think about which democratic institutions are responsible for different issues affecting their lives and what they can do to influence change Provide each learner with a copy of the Democracy Learning Log - Resource Sheet 3. Explain that it is a tool for them to use during the course to support their learning. Suggest that they complete the information on their representatives and bring it to session 2. At the end of each session, encourage the learners to spend 5 minutes reviewing their learning log and adding to it.

Train the Take Part Trainers • Curriculum File 5 How does the UK Political System Work

Theme 2: Who Decides?

Activity 6: Recap and Blankety Blank Quiz Return to the Democracy Tree and check learners’ understanding of the different institutions. Use the quickfire quiz - Resource Sheet 4 - to check learners’ understanding of the political institutions. Draw attention to the section in the Course Handbook and signpost to further sources of information. As part of the discussion, check that learners have the information they need to fill in the information section of the Democracy Learning Log. When reviewing the Democracy Tree, explore whether there are institutions or bodies that impact on political decisions that have not been included on the tree. The main gaps are bodies such as the markets and the media and multi-lateral institutions such as the World Bank, IMF. Refer to the course handbook.

Activity 7: Power and Influence Tutor input: l Make the point that ‘power’ has a number of different meanings l You can’t talk about democracy and change without addressing the underlying power dynamics l There are a number of frameworks that can help to examine the underlying power dynamics of a situation Start from the learners’ own understanding and experience of power. Work in pairs and share experiences: When do they feel powerful? When do they feel powerless? What are the different types of power that are coming into play? Facilitate feedback and discussion. Explore where power can be positive - ‘power to’ - as well as negative - ‘power over’. Explore where power is visible and where it is hidden or invisible. Resource Sheet 5.

Resources: Power analysis for social change: www.powercube.net Introduction to power analysis: www.powercube.net/an-introduction-to-power-analysis/why-power-why-now/ Handout on Power and Empowerment: summary of some concepts and approaches: www.powercube.net/wp-content/uploads/2009/11/Handout-on- Power-and-Empowerment.pdf Quick guide to power analysis: www.powercube.net/wp-content/ uploads/2009/11/quick_guide_to_power_analysis_external_final.pdf Mapping personal power capabilities: www.demos.co.uk/projects/the-power-gap Power analysis and power tools: www.democracy.carnegieuktrust.org.uk/democracy

6 Train the Take Part Trainers • Curriculum File 7 How does the UK Political System Work

Activity 8: Democratic Audit l Prepare learners to take Democratic Audit tools away and explore the sections of interest to them prior to the next session. Provide each learner with a copy of the DIY Guide to Democratic Auditing and the section by section guide to the Assessment Framework. Talk the group through the basic principles set out in the assessment framework. Explain how the DIY questionnaire works. There is a lot of information provided so check that everyone is following the introduction. Check out the levels of interest in the different sections - the group may want to concentrate on a few specific areas. Ask the learners to take the tools away and use the questionnaire to explore the issues of interest to them. Encourage them to read the section(s) in the guide and complete the part(s) of the DIY questionnaire. Offer learners the option of just focusing on one section of the framework that they are interested in eg Free and fair elections.

Resources: Democratic audit assessment framework www.democraticaudit.com/auditing_democracy/assessmentframework.php DIY Guide to Democratic Auditing www.democraticaudit.com/download/DIY-Auditing-v2.pdf

Theme 3: Are British Politics Broken?

Activity 9: Democratic Audit l Identify the different dimensions involved in democracy l Critically assess UK democracy Take feedback from the group as to which sections of the Assessment Framework they have focused on/are interested in. Organise into small groups to discuss specific sections: 1 Citizenship, Law and Rights 2 Representative and accountable government 3 Civil society and popular participation 4 Democracy beyond the state Draw out a ‘Wheel of Democracy’ on a large sheet of flip chart paper - Resource Sheet 6. Invite feedback on each of the sections and facilitate discussion of what works well, where there are problems and possible improvements. Tutor input on the basic principles of democracy - popular control and political equality. Facilitate discussion on how we see good government in order to identify the bulls eye of good practice on the Democracy Wheel.

Train the Take Part Trainers • Curriculum File 7 How does the UK Political System Work

Ask learners to summarise their views by placing coloured dots on the Wheel of Democracy.

Resources: We the People – Ch 7 Summary: A checklist for active democracy www.neweconomics.org/sites/neweconomics.org/files/We_The_People.pdf

Democratic Findings No 7 Democratic audit of the United Kingdom - Failing Democracy www.democraticaudit.com/download/Findings7.pdf

The Unspoken Constitution www.democraticaudit.eu/download/Unspoken_constitution.pdf

Activity 10: Are British politics broken? Following the general election in May 2010 there has been intense discussion on the state of British politics and the need for constitutional reform. The quiz - Resource Sheet 7 - is a tool to stimulate discussion as to whether there is a need for reform. If there is internet access, learners can search the voter power web site.

Activity 11: Agree/disagree The discussion can be concluded by a physical voting exercise. The activity uses statements to encourage the learners to think about where they stand on different issues. Stick large ‘Agree’/’Disagree’ signs on opposite sides of the room and ask everyone to gather in the space between the two. The tutor reads out a statement and asks participants to go to the end of the room that best reflects their opinion. The stronger they feel about the issue, the further they should go to the end of the room. Encourage discussion about why they have chosen their position. People may decide to move position as they listen to the points of view. Once discussion has drawn to a close, begin again with another statement. If there is time, ask the group if they have an issue they would like to put to the group. Sample statements: l The electoral system in Britain is unfair l People should be fined if they don’t vote l Politicians are trustworthy l Etc……….

8 Train the Take Part Trainers • Curriculum File 9 How does the UK Political System Work

Resources:

Spoiled ballot – why less than three per cent have a fair share of power in Britain www.neweconomics.org/sites/neweconomics.org/files/Spoiled_Ballot.pdf

Voter power index http://www.voterpower.org.uk/

2008-2009 Citizenship survey www.communities.gov.uk/publications/communities/citizenshipsurveyaprmar08

Our Nations Civic Health report www.communities.gov.uk/documents/communities/pdf/1519912.pdf

The State of British Democracy www.jrrt.org.uk/uploads/SoNSummary.pdf

Theme 4: What’s the Big Idea?

Activity 12: Proposals for change In the lead up to the General Election 2010, Power2010 conducted a deliberative poll to identify the changes that the public would like to see in the UK political system. They produced a ballot paper - Resource Sheet 8 - to encourage people to vote for the changes that they think are most needed. Participants can vote for as many ideas as they like. The purpose is to identify the five ideas with the most votes to form the core of a campaign for change. The ballot paper can be used or adapted or the group can be invited to draw up their own list of proposals for change. Visit the Power2010 web site to see which are the top 5 proposals that formed the basis of their election campaign.

Resources: Power2010 Deliberative Poll – Guide to reforms Explains proposals and sets out advantages and disadvantages http://citinq.3cdn.net/114ff346931f337110_kkm6i41qv.pdf Unlock Democracy Election manifesto – proposals for change www.unlockdemocracy.org.uk/wp-content/uploads/2010/03/1003-extra-web.pdf 100 day action plan to save Britain’s democracy www.takebackpower.org/100 Days to Save Democracy.pdf Why reform? www.electoral-reform.org.uk/article.php?id=3

Train the Take Part Trainers • Curriculum File 9 How does the UK Political System Work

Activity 13: The Queen’s Speech Introduce the proposals for constitutional reform that have been outlined in the Queen’s speech. The group can compare the proposals from the Coalition government with the results of their own poll.

Resources:

Queen’s Speech www.number10.gov.uk/news/speeches-and-transcripts/2010/05/queens- speech-2010-2-50580

Urban Forum policy briefing www.urbanforum.org.uk/briefings/the-queen-s-speech

Program for Government – Political Reform programmeforgovernment.hmg.gov.uk/political-reform

Activity 14: Alternative Voting l Participate in the AV system and understand how it works in practice l Consider the advantages and disadvantages l Have an awareness of the alternatives Remind the group that a referendum will be held on changing to the Alternative Voting system. Introduce the voting exercise and distribute the ballot papers. See Resource Sheet 9. When the group has completed the voting exercise, facilitate a discussion on their experience and the advantages and disadvantages of the system. Refer to other voting systems, including those already in use in the UK.

Resources:

Electoral Reform Society – explanation of other voting systems www.electoral-reform.org.uk

Guide to Alternative Vote System www.electoral-reform.org.uk/article.php?id=55

10 Train the Take Part Trainers • Curriculum File 11 How does the UK Political System Work

Theme 5: Beyond the Ballot

The previous 4 sessions have focused on proposals and possibilities for constitutional reform. The final session returns to the issues of power. It introduces the idea that stronger democracy is about more than the institutions of the state - it is about the relationship between the citizen and the state. Re-engaging people in politics will be about people having more real influence over the issues that affect their lives.

Activity 15: Different Ways of Doing Democracy Tutor introduces some alternatives to representative democracy – see course pamphlet.

Resources:

Champions of participation www2.ids.ac.uk/logolink/resources/downloads/Champions Report.pdf

Beyond the ballot – Democratic innovations from around the world. http://www.powerinquiry.org/publications/documents/BeyondtheBallot_000.pdf

Selecting innovations Power Moves – exploring power and influence in the UK http://democracy.carnegieuktrust.org.uk/files/Power%20Moves%20-%20FINAL. pdf

A New Weave of Power, People & Politics The Action Guide for advocacy and citizen participation, , http://www.justassociates.org/ActionGuide.htm

Making Good Society – Commission of Inquiry into the future of civil society http://democracy.carnegieuktrust.org.uk/files/Makinggoodsociety.pdf

Power tools http://democracy.carnegieuktrust.org.uk/democracy/power_tools/tools_for_ understanding

Train the Take Part Trainers • Curriculum File 11 How does the UK Political System Work

Activity 16: Exploring alternatives Working in small groups, participants explore a case study - see Resource Sheets 10a,b,c,d - that outlines an alternative approach to democratic decision making. They consider: l What were the key elements of this approach l Who was involved – inclusivity l How were they involved l What was the impact on decision making They discuss the advantages and disadvantages of the approach described and feedback their views to the whole group.

Activity 17: Completing Democracy Logs Working in pairs, participants return to their Democracy Logs. They review the comments they have already made and focus on identifying their thoughts on how they can get involved in politics and what they can do to improve their local area. They review and add to the table on the back of the log and identify their priority for things they would like to see change/who can change them and how they can make a difference. Participants share with the group one thing they would like to see change and one action they will undertake to try and bring this about.

Resources:

Campaigning is OK http://static.novas.org/files/campaigningisok-456.pdf

Louder – e-campaigning web site www.louder.org.uk/

Activity 18: Return to Evaluation Wall The flipcharts generated in session one are put up on the wall. Use a different set of post-its to distinguish their comments now from those at the start of the course. Participants are asked to repeat the exercise by writing up: l what they now feel about politics l one thing they have learned about politics during the course l the first word that enters their head now when they hear the word ‘politics’. Invite the group to gather round the flipcharts to discuss and comment.

12 Train the Take Part Trainers • Curriculum File 13 How does the UK Political System Work Observation Completed bingo sheets Questions Completed flipchart sheets Observe learner feedback and discussion Methods for Checking Learning Engage with other learners Questions for clarification/ understanding Brainstorm definitions; Reflect on how they feel in about politics. Work expectations of pairs re the course. Participate in feedback discussion and to contributions respond other learners from Learner Activity Introduce and wrap up activity - see Tutor and wrap up activity - see Tutor Introduce briefing course outline Introduce activities and facilitate Wall Lead Word discussion Tutor activity Tutor (teaching methods) How the System Works – and making it work for us How the System Works IS POLITICS? WHAT made political decisions are our lives and where how politics affect Explore and institutions that govern a) Identify the range of structures UK - local, national and international sheets 1,2,3 • Resource • Course Pamphlet • Session plan briefing session 1 • Tutor • Course outline Introductions and Introductions - Political icebreaker Sheet 1 Bingo Resource the course Introduce wall - exploring Word definitions of politics, how we feel about politics and establish learners expectations of the course Content/ Activity Session aim(s) Learning Outcomes Resources Time Course title:

0h00 15m 0h15 5m 0h20 20m WEA SESSION PLAN 1 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 13 How does the UK Political System Work WEA SESSION PLAN 1 5m 1h55 15m 1h40 30m 1h10 30m 0h40 Time Activity Content/ to next session Recap and look forward research and reflection Encourage individual log – resource sheet 3. Democracy learning impact on our lives making decisions that are responsible for are the institutions that resource sheet 2: What Democracy Tree – impacts on everyday life identifying how politics How politics affects us - (teaching methods) Tutor activity Introduce log democracy learning Tutor briefing Lead activity and facilitate discussion - see Tutor briefing Lead activity and facilitate discussion - see Activity Learner notes Ongoing reflection and information section Research and complete democracy tree institutions shown on the have raised and the political between the issues they Identify the connection and take part in discussion Feedback to whole group politics impacts on daily life identify ways in which Work in small groups to Checking Learning Methods for Learning logs Learning and discussion feedback Observe learner Democracy Tree flip chart. and discussion feedback Observe learner

14 Train the Take Part Trainers • Curriculum File 15 How does the UK Political System Work Completed quiz Observe discussion Learning log Observe discussion and feedback Methods for Checking Learning Participate in activity; contribute knowledge and identify gaps and how to fill them in pairs to identify Work experiences of power and powerlessness - see tutor briefing Learner Activity Lead activity and facilitate discussion. See of tutor briefing. Signpost to further sources information. of power - see types and sources Input re tutor briefing handouts on power Provide Facilitate feedback discussion (teaching methods) Tutor activity Tutor How the System Works – and making it work for us How the System Works WHO DECIDES? the power and influence lies. the stakeholders in our political system and where who are Explore and institutions that govern b) Identify the range of structures UK – local, national and international arrangements and weaknesses of the current of the strengths c) Have an awareness briefing session 2 • Tutor • Course Pamphlet • Session plan sheets 4 • Resource • Handout: Quick guide to power analysis • Handout on Power and Empowerment: summary of some concepts approaches • Democratic Audit Assessment Framework and DIY Guide Recap- Blankety Blank sheet 4. Quiz - resource Check knowledge and understanding of democratic institutions. Identify how to find out more Power - exploring what it is and who has Activity Content/

Course title: Session aim(s) Learning Outcomes Resources Define some key elements of democratic government a) and why this matters Time 0h00 20m 0h20 30m WEA SESSION PLAN 2 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 15 How does the UK Political System Work WEA SESSION PLAN 2 5m 1h55 5m 1h50 15m 1h35 45m 0h50 Time Activity Content/ Close Recap and look forward What are we learning? audit Introduce democratic changed how this might be and influence lies Exploring where power resource sheet 5 Power and influence - (teaching methods) Tutor activity Explain preparation for session 3 explain DIY Guide Introduce basic principles of framework and Assessment Framework and DIY Guide Provide copies of Democratic audit Lead activity and facilitate discussion Activity Learner Democracy logs Identify theme(s) of interest understanding. Questions for clarification/ these might be changed influence and discuss how Identify levels of power and Participate in activity. Checking Learning Methods for Questions discussion. Observe activity and

16 Train the Take Part Trainers • Curriculum File 17 How does the UK Political System Work Completed DIY democratic audit Observe activity and discussion Methods for Checking Learning Undertake democratic audit democratic Undertake assessment opinions using Express Democracy Wheel Learner Activity and lead activity – see tutor briefing Introduce Tutor activity Tutor (teaching methods) How the System Works – and making it work for us How the System Works ARE BRITISH POLITICS BROKEN? politics and consider Undertake a democratic audit. Identify the key elements that make up is a democratic deficit in the UK whether there and institutions that govern b) Identify the range of structures UK - local, national and international arrangements and weaknesses of the current of the strengths c) Have an awareness briefing session 3 • Tutor • Course Pamphlet • Session plan • Democratic Audit Assessment Framework and DIY Guide sheets 6,7 • Resource • Course outline Democratic Audit - Identify the different dimensions involved in democracy Critically assess UK democracy using Democracy wheel - sheet 6 resource Content/ Activity Session aim(s) Learning Outcomes Resources Define some key elements of democratic government a) and why this matters Time Course title:

0h00 60m WEA SESSION PLAN 3 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 17 How does the UK Political System Work WEA SESSION PLAN 3 5m 1h55 25m 1h30 30m 1h00 Time Activity Content/ to next session Recap and look forward processes current democratic weaknesses of the the strengths and Sharing views on Agree/disagree Britain is a democratic deficit in Exploring whether there Quiz - resource sheet 7 broken Are British politics (teaching methods) Tutor activity Facilitate discussion Introduce and lead activity Facilitate discussion Introduce and lead activity Activity Learner group explore the views of Suggest statements to strengths and weaknesses Contribute to discussion on Participate in activity quiz information provided in the deficit based on the Discussion on democratic Questions for clarification Complete quiz sheets Checking Learning Methods for discussion Observe activity and discussion Observe activity and Completed quiz sheets

18 Train the Take Part Trainers • Curriculum File 19 How does the UK Political System Work Deliberative poll sheets Observe discussion Observe questions and discussion Methods for Checking Learning Participate in activity. Participate in activity. Consider and suggest for change. proposals change for priorities Identify Questions for clarification. to Discuss and compare activity previous Learner Activity Introduce and lead activity Introduce for political reform Input on proposals Facilitate discussion Tutor activity Tutor (teaching methods) How the System Works – and making it work for us How the System Works THE BIG IDEA? WHAT’S for constitutional reform Proposals Outcomes: e, f of the advantages and disadvantages some alternative e) Have an awareness arrangements f) Make suggestions as to how the system could work better for citizens briefing session 4 • Tutor • Course Pamphlet • Session plan system works • Handout: How the Alternative Vote • Handout: Ballot paper sheets 8, 9 • Resource What needs to change? Deliberative poll on - Resource reforms sheet 8 speech - The Queen’s Coalition government for change proposals Content/ Activity Course title: Session aim(s) Learning Outcomes Resources Time 0h00 50m 0h50 20m WEA SESSION PLAN 4 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 19 How does the UK Political System Work WEA SESSION PLAN 4 5m 1h55 45m 1h10 Time Activity Content/ Recap and look forward Systems VotingAlternative 9 works - resource sheet Experience how AV (teaching methods) Tutor activity activity Introduce and lead Activity Learner AV system and disadvantages of the Consider the advantages Participate in activity. Checking Learning Methods for discussion Observe activity and

20 Train the Take Part Trainers • Curriculum File 21 How does the UK Political System Work Observe questions and discussion Observe discussion and feedback Completed democracy logs Observe learner feedback and discussion Methods for Checking Learning Question and discussion Discuss case studies advantages and Explore disadvantages Reflect on the learning the course. Identify from priorities for change and how they can participate in influencing this. Learner Activity Tutor input on the alternatives to Tutor democracy representative activity. Introduce Facilitate feedback activity Introduce (teaching methods) Tutor activity Tutor How the System Works – and making it work for us How the System Works BEYOND THE BALLOT Alternative possibilities of the advantages and disadvantages some alternative e) Have an awareness arrangements f) Make suggestions as to how the system could work better for citizens of information/support and ways to get involved sources of more g) Be aware briefing session 5 • Tutor • Course Pamphlet • Session plan sheets 10a,b,c,d • Resource session 1 • Evaluation wall flipcharts from Different ways of doing Different democracy Exploring alternatives – discussing case study examples of innovative approaches Complete democracy logs Activity Content/

Course title: Session aim(s) Learning Outcomes Resources Time 0h00 15m 0h15 40 m 0h55 20m WEA SESSION PLAN 5 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 21 How does the UK Political System Work WEA SESSION PLAN 5 5m 1h55 20m 1h35 20m 1h15 Time Activity Content/ Close Wall to Evaluation Return change Share proposals for (teaching methods) Tutor activity Introduce and lead activity Record on flipchart Facilitate feedback discussion. Activity Learner listen to other participants course. Share views and from Reflect on learning the Participate in activity. influencing this. how they can participate in priorities for change and Feedback and discuss Checking Learning Methods for and discussion feedback Observe learner Evaluation Wall and discussion feedback Observe learner

22 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Resource Sheet 1 How the System Works – and making it work for us

POLITICAL BINGO

Find someone who:

Has met a politician Has signed a petition

Is interested in Has voted in an election Environmental Issues

Has gone on a march or Has been to the Houses demonstration of Parliament

Can name 4 political parties Can name 3 countries in the European Union

Train the Take Part Trainers • Curriculum File 23 How does the UK Political System Work

Resource Sheet 2 How the System Works – and making it work for us

Democracy Tree

24 Train the Take Part Trainers • Curriculum File 25 How does the UK Political System Work

Resource Sheet 3 How the System Works – and making it work for us

Democracy Learning Log

My local council is*

My ward is

My councillors are

My UK Parliamentary constituency is

My Member of Parliament (MP) is

Three ways I could get involved Three questions I have in politics about politics

1 1

2 2

3 3

Three things that I can do to Three things that I would do if I was improve my local area Prime Minister

1 1

2 2

3 3

* You may live in an area where you have two councils – a county council and a district council.

Some areas also have parish or town councils.

Train the Take Part Trainers • Curriculum File 25 How does the UK Political System Work

Resource Sheet 4 How the System Works – and making it work for us

Blankety blank quiz

Produce a jumbo size quiz sheet and answer cards on A3 paper which can be laid out on a table or on the floor. Ask the participants to work together and answer the questions by placing the correct answer card in the blank space. Stick to time to keep the pace going. The following questions can be changed/adapted to suit the group and the context.

Sample guide to answers: In a UK parliamentary election people vote to decide which politicians get elected to the House of Commons. There are 646 parliamentary constituencies in the UK. The House of Lords has some members that are elected but most are selected and appointed Sheffield is a Metropolitan District Council If you have a problem with a local service you should contact your local Councillor. The National Assembly for Wales represents people in Wales. The European Commission is responsible for the day to day running of the European Union.

Sample Quiz sheet: In a UK parliamentary election people vote to decide which politicians get elected to the House of Commons.

There are 646 parliamentary constituencies in the UK.

The House of Lords has some members that are elected but most are selected and appointed

Sheffield is a Metropolitan District Council

If you have a problem with a local service you should contact your local Councillor.

The National Assembly for Wales represents people in Wales.

The European Commission is responsible for the day to day running of the European Union.

26 Train the Take Part Trainers • Curriculum File 25 How does the UK Political System Work

Sample answer cards:

House of Commons

646

Councillor

Assembly

European Commission

Train the Take Part Trainers • Curriculum File 27 How does the UK Political System Work

Resource Sheet 5 How the System Works – and making it work for us

Power and Influence

Prepared index cards Blank index cards Masking tape A4 labels for matrix

1 Prepare pre-written index cards each labeled with one of the democratic institutions that have been identified in the ‘Democracy Tree’ exercise. Have blank cards available so that participants can add stakeholders. 2 Set out a grid on the floor (or large table) using masking tape that creates a matrix as illustrated below. Make sure each section of the matrix is clearly labelled. 3 Deal out the stakeholder cards to the group and ask them to place the cards at the point they feel is appropriate on the matrix without any discussion. Once the cards have been placed, the blank cards can be used to add stakeholders to the matrix. 4 Each participant can then question the placing of up to two cards. After about 20 minutes discussion, each participant is allowed to move one card if they wish and the discussion continues. 5 The role of the facilitator is to get the group to focus on how to reduce the level of power of some stakeholders and increase the power of others and to shift those perceived to be negative. Try to keep the discussion open and direct the group to think positively about how this picture can be changed for the better. This can involve some action planning.

High degree of power and influence

Negative Positive contribution contribution

Low degree of power and influence

28 Train the Take Part Trainers • Curriculum File 25 How does the UK Political System Work

Resource Sheet 6 How the System Works – and making it work for us Wheel of Democracy

Citizenship, Law and Rights

Representative and Accountable Government

Democratic government

Democracy beyond the state Civil society and popular participation

The outer wheel represents the elements of democratic government based on the democratic audit assessment framework. The group may want to add some additional criteria. The centre represents how we identify good democratic government as discussed in the group following tutor input. Based on the discussions around the DIY Democratic Audit, learners place coloured dots on the spokes of the wheel to indicate their assessment of how near the UK system is to their criteria for good government. For a worked example see Democratic Audit of the UK p.3 www.democraticaudit.com/download/Findings7.pdf

Train the Take Part Trainers • Curriculum File 29 How does the UK Political System Work

Resource Sheet 7 How the System Works – and making it work for us Are British politics broken – quiz

Sample questions – with answers in brackets – are listed below. These can be adapted to reflect discussion that has taken place so far. It may be helpful to present the questions with multiple choice answers so that the group doesn’t have to rely on total guesswork.

In 2007-08, (38 per cent) of people in England agreed that they could influence decisions in their local area. 1 In 2007-08 (one-fifth (20%)) of people felt they could influence decisions affecting Great Britain. 2 In 2007-08, (10 per cent) of people had, in the last year, either participated in direct decision-making about local services or issues, or participated in the actual provision of these services by taking on a role such as a local councillor, school governor or magistrate. 3 (Thirty-nine per cent) of people engaged in some form of civic participation, such as contacting a local councillor, attending a public meeting or signing a petition at least once in the past year. 4 (31) safe seats haven’t changed hands since Queen Victoria. 5 Turnout in UK general elections has fallen from (80%) in the early 1950s to around (60%) in 2007. 6 Membership of the three main UK parties is less that (25%) of its 1964 level. 7 The 2004 State of the Nation poll found that (63%) agree that the way that Britain is governed need ‘quite a lot’ or a ‘great deal’ of improvement. 8 In 2006, a UK electoral Commission poll found that (74%) said that ordinary voters have little or no power over government. 9 The average age of a Councillor in England is (58.3) years old. 10 At the current rate of growth it will take (135) years for the number of BME women councillors to reflect the number of BME women in the wider population. 11

1 Citizenship survey 2007-08 8 The state of British Democracy Joseph Rown 2 Citizenship survey tree Reform Trust 3 Citizenship Survey 9 Voice of the People. Democratic Audit 4 Citizenship survey 10 The Councillors Commission 5 Take Back Parliament 11 The Councillors Commission 6 Future for Civil Society 7 Future for Civil Society

30 Train the Take Part Trainers • Curriculum File 27 How does the UK Political System Work

Resource Sheet 8 How the System Works – and making it work for us Ballot Paper

Strengthen Parliamentary Select Committees

Offer ‘None of the above’ as an option on ballot papers

More free votes in the House of Commons

Consult the public on controversial matters through a deliberative process

Scrap ID cards and roll back the database state

Hold elections on the weekend

Draw up a strong Bill of Rights through meaningful public consultation

Reduce the government’s use of statutory instruments

Give local people the right to recall their MP

Expand the scope of the Freedom of Information Act

Define MPs [pay, expenses and conditions through public consultation

Hold a referendum on replacing the pound with the euro

Give MPs control of the Parliamentary timetable

Require political parties to become more internally democratic

Introduce compulsory politics lessons in school

English votes on English laws

Ban members of the House of Lords from becoming government ministers

Give more decision making and taxation powers to local government

Fully disclose MPs and civil servants’ communications with lobbyists

Cap donations to parties and candidates

Introduce fixed term parliaments

Directly elected mayors

Ban the appointment of former MPs to the House of Lords

Introduce a written constitution

Have a second chamber that represents different sectors

A fully elected House of Lords

Lower the voting age to 16

Train the Take Part Trainers • Curriculum File 31 How does the UK Political System Work

Resource Sheet 9 How the System Works – and making it work for us Alternative Voting System

Distribute ballot sheets to the participants and invite them to rank the candidates in order of preference – 1,2,3. Sample ballot paper: Plum Scarlett Mustard Green White Peacock

Collect the ballot sheets and involve the group in the count. Prepare a chart on which to mark the votes:

50%

Plum Scarlett Mustard Green White Peacock

32 Train the Take Part Trainers • Curriculum File 29 How does the UK Political System Work

Record the result of the first preference count on the chart. If no candidate has achieved over 50% then the lowest placed candidate is eliminated and their 2nd choice votes are allocated to the remaining candidates. This process is repeated until a candidate achieves over 50% of the vote.

Discussion: l How do people feel about their candidate being eliminated? l How do people feel about their second or third choice candidate becoming the winner? l Is this a ‘fair’ system?

Train the Take Part Trainers • Curriculum File 33 How does the UK Political System Work

Resource Sheet 10a How the System Works – and making it work for us Case study: Citizens’ Assembly on Electoral Reform, British Columbia

The Citizens’ Assembly on Electoral Reform was established by the government of British Columbia (with full support from the legislature) to review the BC electoral system and, if necessary, to recommend an alternative system.189 The BC government committed itself to holding a referendum on the Assembly’s recommendations. The Assembly was made of 160 randomly-selected citizens – one man and one woman from each electoral district plus two Aboriginal members. An independent Chair – Jack Blaney – oversaw and directed the Assembly’s work. The Assembly began its work in January 2004. Its work can be divided into three aspects. l Initially Assembly members spent a series of weekends learning about different electoral systems. l The Assembly then took evidence during 50 public hearings attended by around 3,000 citizens and received 1,603 written submissions. l Finally, the Assembly spent a period of time deliberating over the merits of different electoral systems before voting on different options. In December 2004, it produced a report – Making Every Vote Count – that recommended the introduction of the single-transferable vote (STV) electoral system. To ensure that citizens were able to attend, meetings were held at weekends, childcare and other support services were available to members with special needs and all expenses associated with serving on the Assembly were covered. Members also received an honorarium of $150 per meeting day. The Assembly differs in a number of important ways from innovations such as citizens’ juries and deliberative opinion polling: l a relatively significant number of citizens were involved in an on-going process rather than a single one-off event; l there was a guarantee that recommendations would be taken seriously and have an impact on the decision-making process (i.e. frame a referendum). At the end of the process, Jack Blaney, the Chair of the Citizens’ Assembly, stated that: Never before in modern history has a democratic government given to unelected, “ordinary” citizens the power to review an important public policy, then seek from all citizens approval of any proposed changes to that policy. The British Columbia Citizens’ Assembly on Electoral Reform has had this power and responsibility and, throughout its life, complete independence from government.

34 Train the Take Part Trainers • Curriculum File 31 How does the UK Political System Work

Resource Sheet 10b How the System Works – and making it work for us Case study: Youth Councils

The lack of engagement with the political process on the part of young people in the UK is often noted amongst policy makers. Thus any innovation that increases the involvement of young people is likely to be of interest. This case study focuses on two youth councils in Lambeth and in Espoo, Finland. The contrast between the two initiatives raises interesting issues for the design of youth councils.

Espoo Youth Council l The Youth Council was established independently of the city administration in 1997. l 30 representatives are elected (with an equal gender balance) – candidates must be between 13 and 19 years old and serve two-year terms. l Proposals can be generated and discussed by young people in the city on the online ‘Ideas Factory.’ Feasible suggestions are presented to the three-weekly general assemblies of the youth council. l The Youth Council has significant access to the decision-making process in the city – members sit on the various city committees responsible for running local services and are able to take their proposals to the City Board. l Approximately 25% of the proposals generated by the Ideas Factory have been enacted by the city administration.

Lambeth Youth Council l Lambeth Borough Council established the Youth Council in February 2002 in an attempt to make services and policy more responsive to young people and foster future community leaders. l The Youth Council meets once a week in Brixton Town Hall and is open to anyone between the ages of 11 and 24. Around 100 young people have signedup and around 30 attend regularly. The majority are from BME groups. l The Council is chaired by a youth development worker (from the Borough Council). l The Council has worked on a number of issues such as stop and search, teenage pregnancy and HIV-aids. Members have gone into local schools and helped train new police recruits.

Train the Take Part Trainers • Curriculum File 35 How does the UK Political System Work

Resource Sheet 10b How the System Works – and making it work for us Case study Participatory Budgeting

Participatory Budgeting (PB) first emerged in the city of Porto Alegre, Brazil in 1989. As it established itself as an effective mechanism for engaging citizens, it spread to about 180 other Brazilian municipalities, one Brazilian state and to a number of other cities across Latin America. Taking the Porto Alegre model as our primary guide, there are three distinct levels of citizen engagement in the annual PB cycle: popular assemblies at regional and neighbourhood level; regional budget forums; and the municipal budget council. Popular assemblies l Regional and neighbourhood assemblies are the most participative element of PB in the sense of large-scale attendance by citizens – assemblies are open to all. l The process begins in March with the first regional assemblies in each of the city’s 16 regions reviewing the previous year’s budget allocation. l After the first regional assembly, neighbourhood assemblies draw up their lists of investment priorities (e.g. sanitation, paving, health care) which are formally presented at the second regional assembly. l Also at the second regional assembly delegates are elected to the Regional Budget Forums (the number of delegates from each region is proportional to the number of citizens attending the first regional assemblies) and two councillors are voted onto the Municipal Budget Council from each region. l A parallel process to the regional assemblies occurs for city-wide thematic issues that are not neighbourhood-specific, such as education, health and social services and transportation. Five thematic forums generate priorities and elect delegates and councillors. Regional Budget Forums l Each of the 16 regions has a Budget Forum where delegates work with the administration to coordinate the priority lists from the various neighbourhood assemblies into an overall list of investment priorities for the region as a whole. l Decisions are usually based on needs-based criteria and direct negotiation between neighbourhood representatives. l The Forums are also responsible for on-going negotiations and the monitoring of implementation by the various city agencies. Municipal Budget Council l The Municipal Budget Council is responsible for deciding the relative distribution of resources among the various regions of the city and the overall distribution of resources between the various city agencies. l Decisions are guided by needs-based criteria and the priority lists generated by the regions. l The MBC presents the budget to the Municipal Council assembly by the end of September. PB has made the budgetary process much more transparent and led to a transfer of resources and investment to the poorest regions of the city.

36 Train the Take Part Trainers • Curriculum File 33 How does the UK Political System Work

Tutor/Trainer Pamphlet Introduction This pamphlet has been written to sit alongside a programme of 5 x 2 hr sessions that explore the political institutions that govern England and examine how they ‘work’ for citizens. It provides an introduction to the political structures and institutions – European, national, devolved and local. It summarises the make-up of the institutions, their roles and responsibilities and how citizens can engage and hold them to account. This information is set in the context of some key questions about the way we do politics in Britain: Do our political institutions work for us? Do people feel that they have a say? Do we need to ‘fix’ our political system? Is constitutional reform enough to re-engage people with formal democracy? The pamphlet includes resource lists that point to further sources of information and debate.

1 What is politics?

Politics is about how the places we live are run.

“Politics is the science or art of government. Politics in its broadest sense is how people govern their society, institution or group. Specifically it means the ways in which people use power to make rules, take decisions, allocate resources and manage their own affairs.”

Learning Power, Titus Alexander. Scarman Trust

The economy is a central element of politics. It is not just a neutral, technical issue. It also encompasses social and political issues where different groups of people have different –and sometimes conflicting – interests.

“The economy is about work: organizing it, doing it, and dividing up its products. And at work, one way or another, we interact with other people.

The link between the economy and society goes two ways. The economy is a fundamentally social arena. But society as a whole depends strongly on the state of the economy. Politics, culture, religion, and international affairs are all deeply influenced by the progress of our economy. Governments are re-elected or turfed from office depending on the state of the economy. Family life is organized around the demands of work (both inside and outside the home). Being able to comfortably support oneself and one’s family is a central determinant of happiness.

So the economy is an important, perhaps even dominant, force.”

Economics for Everyone, Jim Stanford. Pluto Press

Train the Take Part Trainers • Curriculum File 37 How does the UK Political System Work

1

Democracy is the way we decide who will do the running. Democratic institutions are where your political representatives go to represent you. The UK parliament, your local council and the European Parliament are all democratic institutions.

Because we live in a democracy we have certain rights: l Elections – where we can vote over who wins power and who loses it l The right to have different political opinions from the government l The right to join a political party l The right to run a campaign on an issue l The right to protest peacefully

There are still many places in the world where people do not have the right to decide who makes political decisions about their lives.

Why do you think it is important that the public decides who has political power?

What are other ways of governing or running a country – what are the advantages and disadvantages? Can you name any countries that are not democracies? 2

Democracy can be described as having two basic principles: 3

Popular control, meaning the right of people to have a controlling influence over public decisions and decision-makers; and Political equality, meaning

1 Economics for Everyone, Jim Stanford. Pluto Press 2 Democracy Cookbook: Doing politics with young people. The Electoral Commission. 3 Guide to Auditing Democracy Framework. Democratic Audit www.democraticaudit.com

38 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

that people should be treated with equal respect and as of equal worth in the context of such decisions.

These two principles are not fully realised anywhere. But to the extent that they are, we can call a system of public decision-making democratic. Democracy is not an all- or-nothing state of affairs, but a matter of the degree to which the two principles are realised in practice. A country’s performance will vary over different areas of inquiry, and it may make progress or regress over a period of time.

In the context of the modern state, however, our two basic principles - popular control and political equality - require a distinctive set of institutional arrangements and conditions in wider society:

1 A guaranteed framework of equal citizen rights (including the rule of law, access to justice and economic and social rights as well as civil and political rights)

2 Institutions of representative and accountable government

3 A civil or democratic society (including free and pluralistic media and civic organisations, consultative processes and other forums to ensure popular participation in government and responsive government).

2 Who decides?

UK government The system of government in the United Kingdom is known as a parliamentary democracy with a constitutional monarch.

The United Kingdom is a constitutional monarchy. A monarch is a hereditary ruler; a constitutional monarchy is a state headed by a monarch who rules according to the constitution. There are two basic principles to the British Constitution: The Rule of Law and the Supremacy of Parliament

The British Constitution A constitution is a set of laws on how a country is governed; it is a set of rules that regulate the powers of government and the rights and duties of citizens. In all but a handful of democracies in the world, the nation’s constitution can be found in a single document. The exceptions are Israel, New Zealand and the United Kingdom. As a result, people sometimes say that we in Britain do not have a constitution. What we do have is a number of written documents or statutes such as Magna Carta (nearly 800 years old; served to limit the power of the King of England), the Bill of Rights, the Act of Settlement and the Parliament Acts where much of the constitution can be found.

Train the Take Part Trainers • Curriculum File 39 How does the UK Political System Work

Key concept: Britain is governed according to the constitution Supporters of the constitution believe that the current way allows for flexibility and change to occur without too many problems. Those who want a written constitution believe that it should be codified so that the public as a whole has access to it – as opposed to just constitutional experts who know where to look and how to interpret it.

This contrasts with the notion of judicial review, where, if the legislature passes a law that infringes on any of the basic rights that people enjoy under a written constitution, it is possible for the courts to overturn it.

This also makes British citizenship a difficult concept to define as there is not a formal written constitution or Bill of Rights to which to refer.

Do we have a constitution in Britain? Is British government undemocratic and illegitimate because our constitution can’t be found in a single document?

Further reading: The Unspoken Constitution www.democraticaudit.eu/download/Unspoken_constitution.pdf

Rights and freedoms

Rights and freedoms are the foundation of democracy. They are crucial for defining and limiting the role of the state. We cannot imagine a genuine democracy without the right to freedom of speech or freedom to protest; rights which allow the Government to be challenged and held to account. Some people like to think of these freedoms as ‘civil liberties’; some like to think of them as ‘human rights’ – either way they are fundamental to our dignity and to the health of democratic society.4

Freedom of Information Act 2000 – established a statutory right of access to official information (with 37 exemptions).

A Bill of Rights and the Human Rights Act: The Human Rights Act (HRA) was campaigned for long and hard and is seen as a vital step in protecting rights and freedoms in the UK. It incorporates the European Convention on Human Rights into British law. The HRA offers a minimum standard of protection across the UK. Reformers5 argue that human rights are best defended by entrenching them in a Bill of Rights which strengthens individual freedom as part of a written constitution which serves to limit the power of the state. The Coalition government has agreed to set up a commission to review the HRA and investigate the possibility of creating a Bill of Rights.

4 Power 2010 deliberative poll document. 5 Unlock democracy (formerly Charter 88)

40 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

The Monarch In theory, political authority rests with the Queen. However, almost all of the Queen’s constitutional powers are exercised on the ‘advice’ of her government. The advice she receives cannot be ignored: in practice, it is the Queen’s ministers who make almost all the decisions. The Queen is Supreme Governor of the Church of England and Head of the Commonwealth. The Sovereign has important powers, and may still be called upon to exercise them. Under the British constitution, the monarch: l decides when to dissolve parliament l decides who should be appointed Prime Minister

The Government The government is made up of Ministers of the Crown who are selected by the Prime Minister. They are responsible to parliament for actions carried out in the Crown’s name. The UK government is formed by the party with the most MPs in parliament. The government makes recommendations for new laws that should be introduced or issues that should be looked at, and carries out the decisions made by Parliament. The government can’t make laws – Parliament does this. The government can propose new laws in the form of bills that it presents to Parliament for consideration. In practice, because the Government is formed from the largest party, the laws that it suggests are usually agreed by Parliament. However, the government does make many decisions that affect us, through government policy. Policy isn’t law. Policy sets out what government departments want to do about particular issues. Who is in the government? Prime Minister, The Cabinet, Cabinet Ministers, Deputy Prime Minister, Chancellor of the Exchequer, Foreign Secretary, Home Secretary, Civil Service, The Opposition. Parliament: The UK Parliament is the supreme law-making or ‘legislative’ body of the United Kingdom. Parliament consists of an ‘Upper House’, the House of Lords, and a ‘Lower House’, the House of Commons. In theory, the supreme power is said to lie with the Sovereign (or the ‘Queen-in- Parliament’). In practice, real power is vested in the House of Commons, as the Sovereign generally acts on the advice of the Prime Minister, and the powers of the House of Lords have been limited. The House of Commons The House of Commons is a democratically elected chamber. Elections to the House are held at least every 5 years. There are 646 MPs in total in the Commons, which will increase to 650 at the next election. Each MP represents the residents of a constituency in the UK with an average population size of roughly 68,000. They are paid a basic salary of £64,766, with higher salaries for those who become ministers.

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The majority of an MPs duties involve working on behalf of constituents, examining and debating legislation. Many MPs serve on select committees, where detailed scrutiny of Government policy is carried out. The House typically sits from Monday to Thursday in term time, with Fridays usually reserved for constituency business.

The role of the Commons is to debate policy, revising and scrutinising legislation introduced by the Government. The Prime Minister is drawn from the House of Commons and Government ministers are drawn from the Commons and occasionally the Lords. All bills must go through both Houses before they become ‘acts ‘ (laws).

The Queen’s Speech is delivered at the State opening of parliament. It outlines the overall programme of government for the coming year.

To find out more about MPs: www.theyworkforyou.com www.aboutmyvote.co.uk You can watch debates in parliament by going to: www.parliamentlive.tv/Main/Home.aspx

The House of Lords The House of Lords is primarily selected rather than elected. Of the 706 members in the House of Lords, 588 are life peers (nominated and appointed by the Crown under the advice of the Prime Minister), 92 are hereditary peers and 26 are bishops.

The House of Lords is subordinate to the House of Commons. Its role is to scrutinise, revise and, if necessary, delay laws proposed by MPs in the Commons. Under normal circumstances the agreement of the House of Lords is needed for all laws, but in exceptional circumstances the Commons can use the Parliament Acts to pass legislation without the Lords’ agreement, subject to certain delays.

The Judiciary There are three separate judicial systems in the UK – England and Wales, Scotland, and that of Northern Ireland. The final court of appeal in all cases, except in Scotland, is the Supreme Court of the United Kingdom which was established under the Constitutional Reform Act of 2005. For Scottish criminal cases, the final court of appeal is the High Court of Justiciary.

Government in the UK suffers from being unrepresentative, over-powerful, centralized and largely unchecked. It may be strong but it is not effective.

Agree? Disagree?

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Devolved Government – ‘the quiet revolution’

In a large modern state like the UK, political power is exercised at a number of different levels. The UK Parliament in Westminster is the supreme law-making power and the central institution of the state. One of the biggest changes in the past 13 years has been the advent of devolved government in the UK. Since 1998, power has been devolved from the UK Parliament to the Scottish Parliament and to the Northern Irish and Welsh Assemblies. These bodies have powers over education, health and other areas whilst all foreign policy matters and some domestic matters, including the economy and taxation, remain with the UK Parliament. England does not have its own national parliament and is governed from the UK Parliament. Local Government meanwhile is made up of a complex and uneven pattern of local authorities, unelected regional assemblies and Regional Development Agencies.

7 Devolved spending 2008: Population Scotland £33 bn 5.2 m Northern Ireland £16.3.bn 1.8 m Wales £15 bn 2.9 m

Examples of different policy directions and entitlements emerging include: l No university tuition fees in Scotland l Free personal care for the elderly in Scotland l Free prescriptions in Wales

Scotland The Scottish Parliament has law-making powers over areas including education, health, agriculture and justice. All foreign policy matters and some domestic matters, including the economy and taxation, remain with the UK parliament in Westminster. The referendum was held in September 1997. Turnout: 60.4%. 74.3% YES to Scottish Parliament. 63.5% YES to tax-varying powers. 129 members – 73 elected from single member constituencies based on the Westminster parliamentary map and 56 chosen from lists presented by registered political parties in 8 regions.

Wales The Welsh Assembly does not have equivalent law-making powers but does have the right to law-making powers in some areas if it receives the permission of the Secretary of State for Wales and the UK Parliament. It also has the power to vary laws passed by Westminster using secondary legislation. Referendum held in September 1998. Turnout: 50.1%. 50.3% YES to Assembly for Wales.

7 Guardian fact file: UK politics 30.04.10

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40 members elected by majority voting in parliamentary constituencies. 20 chosen from party lists presented in 5 regions that correspond to European elections.

Northern Ireland The situation in Northern Ireland is unique: devolved arrangements are based on an international treaty between Great Britain and Ireland, the Good Friday Agreement 1998, which helped bring an end to decades of troubles. The Northern Ireland Assembly has authority to legislate in areas known as ‘transferred matters’, such as education, health and agriculture. Powers retained by Westminster are divided into ‘excepted matters’ which it retains indefinitely (such as immigration and international relations), and ‘reserved matters’ (such as policing and criminal law), which may be transferred to the Northern Ireland Assembly at a future date.

Key issue: The West Lothian question Is it right that MPs elected in Scotland, Wales and N Ireland should vote on all affairs affecting England when English MPs do not have a vote on matters decided in the devolved institutions? Do we need an English parliament to vote on English affairs?

Further detail on the UK political system can be found at: www.direct.gov.uk/ Wikipedia: Politics and government of the United Kingdom www.parliament.uk www.number-10.gov.uk

Regional The regional structures that have been in place are now under scrutiny by the Coalition government and have been targeted for radical reform. The first stage of this has been the abolition of the Regional Development Agencies. Government Regional Offices: ‘Whitehall in the region’ staffed by civil servants acting as regional representatives of 10 government departments. These are also currently under review.

Local government The structure and functions of Local Government in England, Scotland and Wales have developed over centuries and changes are still being implemented. There are 2 distinct structures in England: unitary; county and district. Sometimes a third tier at Parish or Town Council level. Councils provide 3 types of services: l Statutory l Regulatory l Discretionary

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Councillors are bound by ministerial directives and regulations and many decisions they take require the approval of a government minister or civil servant. Many of the services are inspected by the Audit Commission and other inspectorates. Some of their decisions may be subject to appeal to a minister or government department. Local government power is embodied in statutes and regulations and so its decisions can be challenged in the courts.

Sustainable Communities Act gives local councils, working with the communities they serve, a right to demand greater powers from central government.

There has been a shift in the balance of power between central and local government over the last 5 years. The Coalition government are pursuing a policy of localism to reduce central, and increase local, powers.

“We want to make sure people can take control and take responsibility in their street, their estate, their town. Solving problems and taking action for themselves. With neighbourhoods, people working together, as the basis for the big society..... …. Local government will no longer be the poodle of central government. And together, we are going to be part of the most radical shake up of power there has been for generations.” Eric Pickles MP. Secretary of State for Communities and Local Government 11.6.10

Further information on local government can be found at: ‘How Your Council Works’ www.urbanforum.org.uk www.lga.gov.uk www.idea.gov.uk

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Europe

The European Union is an organisation of 27 member states committed to economic and political co-operation. It was established by the Treaty of Maastricht in 1993 upon the foundations of the European Economic Community, which was itself set up by six European states following World War Two to help economic recovery and promote peace. In the future the EU is likely to continue to expand, primarily on the fringes of Eastern and Central Europe, as a number of countries have expressed an interest in joining. The EU has a single market enforced through a standard system of laws which apply in all member states, ensuring the free movement of goods, services, people and capital. It maintains common policies on trade, fisheries, and regional development and has a limited role in foreign policy and in justice and home affairs. Sixteen member states have adopted a single currency, the Euro. This zone of 16 is known as the Eurozone. In certain areas, decisions are made through negotiations between member states, while in others independent EU institutions have responsibility. There are five principal institutions in the EU: The European Commission is responsible for proposing legislation, enforcing law, implementing decisions, and the day to day running of the EU. It comprises 27 commissioners selected by member states. It is appointed once every five years and is politically answerable to the European Parliament. The Council of the European Union is the principal decision-making body of the EU. It comprises two levels: - The European Council, which is made up of the heads of state or Government of the member states, meets every six months to set out the policy direction of the EU. - The Council of Ministers, which is composed of national ministers from member states with a rotating six month presidency - it may initiate new EU law in the specific policy areas member states have delegated to it. - The European Parliament is directly elected by European citizens every five years. It has legislative and veto authority in some specific areas. Its powers have been gradually expanding since it was established in 1979. - The European Court of Justice acts to ensure all EU law is applied consistently in each member state. It is composed of one judge from each member state. - The European Central Bank has responsibility for the monetary policy of the Euro- zone. Britain joined the European Economic Community in 1973. In 1975 a nationwide referendum was held in which a majority voted for the UK to remain a member. Since that time several EU treaties have expanded the power of EU institutions and brought closer integration between member states, most recently the Treaty of Lisbon which came into force December 2000.

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Further information on Europe can be found at: http://europa.eu www.direct.gov.uk/ www.europarl.europa.eu/

Who rules? When asked who should have a great deal/fair amount of influence over government policies, responses to a poll show the gap that people see between who should have influence and who actually does. 8

Should Do

Ordinary voters 78% 17%

The media 28% 65%

Large companies 27% 67%

Parliament 80% 80%

Trade unions 41% 57%

The markets: Events in 2009 challenged the long standing assumption that ‘the markets know best’. However in the 5 days leading up to the creation of the Coalition government in May 2010, one of the main questions in every news bulletin was: ‘How are the markets responding to this uncertainty?’

Business interests work very closely with political decision makers. Public resources are increasingly being distributed through private companies and public services opened up to competition and private investment. This reduces the democratic opportunities to control and direct public resources. It interrupts the transparent flow of decision making from public need to public power. 9

“In practice it is impossible for the modern state to maintain an independent control over the decision of big business. When the state extends its control over big business, big business moves in to control the state. The political decisions of the state become so important a part of the business transactions of the corporations that it is a law of their survival that most decisions should suit the needs of profit-making.” Nye Bevan, Labour Party Conference, 1944

8 The State of British Democracy. Democratic Audit Joseph Rowntree Reform Trust, 2006 9 Reclaim the State: Hilary Wainwright. Seagull 2010 Train the Take Part Trainers • Curriculum File 47 How does the UK Political System Work

The media: The power to shape meaning has diffused over centuries from the church and the state to the mass media. The most recent shift has occurred within electronic media wherein communication is slowly evolving from messages being sent vertically from the few to the many to people communicating horizontally with each other. The idea of many to many communication is what makes the internet an essentially power spreading rather than power hoarding mechanism. That said, nearly all media content is still produced by vertically integrated media conglomerates such as those owned by Rupert Murdoch. Moreover such conglomerates not only control content but have significant stakes in the internet service providers and social networking sites that act as gatekeepers in the new world of horizontal, many to many communications. Thus for all its democratising promise, the internet is itself enmeshed in hierarchies of ownership, control and exclusion. 10

Multi-lateral bodies There are a number of international bodies that exert power and influence over democratic institutions and take decisions at a global level that can over-ride national decision-making bodies and are far removed from the ability of individual citizens to influence the decisions that affect their lives. Three key international institutions are the World Bank, the International Monetary Fund (IMF) and the World Trade Organisation (WTO). The World Bank’s stated mission is to aid developing countries and their inhabitants to achieve development and the reduction of poverty, by helping countries develop an environment for investment, jobs and sustainable growth, thus promoting economic growth through investment and enabling the poor to share the fruits of economic growth. The World Bank is based in Washington DC, USA, and by custom headed by an American. Critics of the World Bank argue that the so-called free market reform policies which the Bank advocates are often harmful to economic development if implemented badly, too quickly (“shock therapy”), in the wrong sequence or in weak, uncompetitive economies. 11 The International Monetary Fund (IMF) is the intergovernmental organization that oversees the global financial system by following the macroeconomic policies of its member countries, in particular those with an impact on exchange rate and the balance of payments. It is an organization formed with a stated objective of stabilizing international exchange rates and facilitating development through the enforcement of liberalising economic policies on other countries as a condition for loans, restructuring or aid. It also offers highly leveraged loans, mainly to poorer countries. Its headquarters are in Washington, D.C., United States. 12 The International Monetary Fund and the World Bank have introduced ‘structural adjustment programmes’. These ‘reforms’ have included opening up markets and investment opportunities to US and European corporations, privatising state assets, lifting protective legislation etc as conditions for development loans. Recent policy documents talk of ‘community participation’ but have not yielded real power or authority to change economic decisions. 13

10 Demos: Defining power and powerlessness 11 wikipedia 12 wikipedia 13 Reclaim the State: Hilary Wainwright

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The World Trade Organisation was established in 1995. It includes 153 countries and is headquartered in Geneva, Switzerland. The WTO has been used to push an expansive array of policies on trade, investment and deregulation that exacerbate the inequality between the North and the South, and among the rich and poor within countries. The WTO enforces some twenty different trade agreements, including the General Agreement on Trade in Services (GATS), the Agreement on Agriculture (AoA) and Trade-Related Intellectual Property Rights (TRIPS). Critics of the WTO argue that it is inherently undemocratic. Its trade tribunals, working behind closed doors, have ruled against national health and safety, labour, human rights and environmental laws, which have been directly challenged as trade barriers by governments acting on behalf of their corporate clients. National policies and laws found to violate WTO rules must be eliminated or changed or else the violating country faces perpetual trade sanctions that can be in the millions of dollars. Since the WTO’s inception in 1995, the vast majority of rulings in trade disputes between member nations have favoured powerful industrialized countries.

Further information: World Development Movement – anti-poverty campaigning organisation www.wdm.org.uk/ Our world is not for sale – campaigning against corporate globalisation www.ourworldisnotforsale The Age of Consent: manifesto for a new world order. George Monbiot; Flamingo 2003

Power The term ‘power’ can have a number of different meanings. Analysing power can help to explore the underlying dynamics of a situation. A clearer understanding of power relations can strengthen our ability to influence and to bring about change. Power is complex and operates across a number of dimensions and levels. A starting point for analysing power is to explore the different sources of power, both negative and positive, that you can access or of which you can be part:

Power over: has many negative connotations such as force, coercion and discrimination. Having power means taking it from someone else, and then using it to dominate and prevent others from gaining it. Power with: has to do with finding common ground among different interests and building collective strength. It is based on mutual support, collaboration and solidarity across individual talents and knowledge. It can help build bridges across different interests to promote more equal relations. Power within: has to do with a person’s sense of self-worth and self knowledge: It includes the ability to recognise individual differences while respecting others. Into the Lion’s Den: a practical guide to including women in regeneration. Oxfam UK Poverty Programme

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The Demos publication: ‘The Power Gap’ talks about democratising ideas of power by looking at the distribution of people’s capacities to be the authors of their own lives. They argue that to reframe the debate about power - and what constitutes power failure - it is nec¬essary to turn the telescope away from elites to map people’s power in their everyday lives. They suggest that there are 3 key elements in human power: l the power to shape one’s own life l the power to be resilient in the face of shocks and the arbitrary power of others l the power to shape the social world Using a set of indicators they have developed a Power Map. This depicts the differences in levels of personal power by parliamentary constituency in England, Wales and Scotland. The map provides an overview of the power held by individual citizens. This understanding of power takes in both the power that one has to decide how one’s own life will go, as well as power to have a voice in shaping the wider social world. The key concern is people’s power to be in control of their own lives.

How much power do you have? Find the power rating for the constituency where you live: www.guardian.co.uk/news/datablog/2009/dec/17/demos-power-map- constituency The handout: ‘Power and Empowerment’ provides a useful summary of a number of frameworks that can be used to analyse power.

3 Are British politics broken?

The public has been switching off from formal politics in this country for some time. Polls consistently show a majority dissatisfied with the way democracy works in the UK and in favour of change. The expenses scandal which engulfed Westminster in the spring of 2009 simply strengthened this feeling. The public anger at MPs was always about more than simply duck houses, moats, dry rot, and bell towers: it is symptomatic of a much deeper disconnect between the public and politicians that has been building for years. Voter turnout at the last two General Elections in 2001 and 2005 was at a historic low of around 60%. Turnout for non-Westminster elections is low and falling. Political party membership is also falling. These trends indicate that the public has lost confidence in representative processes. When examining people’s perceptions of local democracy a poll conducted for CLG (2008) showed that: l 60% of people do not feel that they are given adequate say in how local council services are run l More than 90% believe that councils could be more accountable l Nearly 40% people do not feel that councillors are representative of their communities

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l 60% of people do not believe that councillors adequately reflect their views l Only 30% of people feel that they can influence decisions in their local area. 14

General election turnout: early 1950’s = 80%. 2001= 59% ,2005 = 60%. Membership of the three main UK parties in 2001 was less than 25% of its 1964 level. 15

There has been much public discussion and concern over the fall in turnout at the polls – both national and local – termed the democratic deficit. Many people see a link between this lack of engagement with the current system and major parties and the growth of support for the far right . The Power Inquiry points out that there is a belief that Members of Parliament have little say with decisions being made by a handful of people at the centre and then driven through the system: Politics and government are increasingly slipping back into the hands of privileged elites as if democracy has run out of steam. 16 The Power Inquiry, which carried out the largest ever investigation into people’s attitudes to British democracy several years ago, concluded that this disengagement doesn’t arise from apathy or satisfaction with the status quo. Instead, disengagement arises from feelings of powerlessness and a sense that the political system is too remote and unresponsive to people’s needs and interests. If this is to change then power needs to be taken from the few who wield it in the centre and put it in the hands of ordinary people. This means making Government more accountable to Parliament, and Parliament more accountable to the people. It means ensuring politics is open, transparent and free from sleaze or corruption. There have been long running campaigns in the UK to secure Freedom of Information, a Bill of Rights, a written Constitution and to reform the parliamentary voting system to name just a few. In addition to reforms to the electoral system, there are also calls for reforms to the political institutions, party politics, and for increased opportunities for democratic conversation.

The electoral system The recent General Election, held in May 2010, has delivered a hung parliament. Alongside the pressing economic issues facing the country, this has brought constitutional and electoral reform to the top of the political agenda. The ‘election that nobody won’ is being interpreted as a message from the voters that there is no one political party that commands majority support in the country; this requires an alternative to the two party ‘adversarial’ political system that has dominated British politics for so many years. It has also illustrated the ‘unfair’ nature of the current voting system:

14 Leading lights: research into the role of councillors and third sector representatives in community leadership Urban Forum 2009. www.urbanforum.org.uk 15 Making good society. Commission of Inquiry into the Future of Civil Society. www.futuresforcivilsociety.org 16 Power to the People: an independent inquiry into Britain’s Democracy. The POWER Inquiry 2006 www.powerinquiry.org

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Britain is now politically fragmented: Guardian Election Guide 8.5.10 It took 284,566 votes to elect one Green MP; 119,000 for each Lib Dem MP; 34,000 to elect each Labour MP and 33,000 to elect each Tory MP.

According to a report by the New Economics Foundation: Spoiled Ballot’ 17 democratic power in Britain is more unevenly distributed than income: the most powerful electors in Britain have 50 times more power in an election than the least powerful. By contrast, the richest 20% of the UK population have 14 times more income that the poorest 20%. The value of the ‘one person one vote’ system depends on each vote having the same power to influence the result of an election. However the parliamentary electoral system doesn’t deliver this – the more marginal the constituency and the smaller the size of the electorate in it, the greater the democratic power of each voter – essentially a postcode lottery of how much democratic power electors actually wield. There is a relationship between low turn out and low democratic power. In many constituencies where there is a candidate with an inbuilt majority, the general election result is already determined: l In the 2005 election, more than half of all voters voted against their winning MP. l In the UK, the only voters with any real power to choose the government are those who live in marginal constituencies. l Less than 20% of constituencies can be considered marginal. l The rest of us have little or no power to influence the outcome of the election. In fact, statistical analysis by the new economics foundation (nef) shows that one person in the UK does not have one vote... l ...it’s more like 0.25 votes. l In some ultra safe constituencies the value of your vote falls to practically zero. 18

If you want to check how much power you have in the electoral system go to: http://www.voterpower.org.uk/

Some other concerns about our democratic system include: l Emergence of far right – exploiting the vacuum and people’s sense of disconnection l Political parties and institutions are subservient to the power of the market and multi-national/global economy l Having a say doesn’t make any difference – outcomes are pre-ordained; can’t get things on the political agenda l Centralisation of power in political parties l Centralisation of power in government

17 www.neweconomics.org/publications/spoiled-ballot 18 www.voterpower.org.uk

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What has changed? The world has changed and people have changed but the political system hasn’t. The nation state is no longer the independent autonomous political unit it once was. It is embedded in an interdependent web of global governance structure. Power has shifted outwards to international markets and global institutions. 19 According to Power, there are 2 major disjunctions between the system and citizens: - the British parliamentary system of elected representation and considerable executive power was built in a time of limited education provision and in which deference and rigid hierarchy and static social relations were taken for granted. - the British party system is based on the dominance of two parties construed around the pursuit of interest and ideological leaning of the two dominant classes that existed during the industrial era. We have a political system that cannot respond to the diverse and complex values and interests of the individuals who make up our post-industrial society. Parties have adapted by changing policies in order to try and win elections; this bypasses debate and democratic channels of engagement in favour of driving a strategy through. People still volunteer and raise funds for charity. They undertake civic roles such as School Governors and take part in protests and campaigns. People still participate - what they don’t do is join a political party or get involved in formal politics; they see less and less point in voting.

4 What’s the big idea?

“We have a coherent programme to fix our broken politics and drag our democracy into the post-bureaucratic age. It involves a massive, sweeping, radical redistribution of power — from the political elite to the man and woman in the street.” Prime Minister David Cameron

The Queen’s Speech May 2010 included a number of proposals for political and constitutional reform: l Fixed term – 5 year parliaments l The right of constituents to recall their MP l A partly or wholly elected House of Lords l A referendum on the Alternative Vote System for electing MPs l 55% majority needed for dissolution of parliament between scheduled elections l Re drawing constituency boundaries and reducing the number of MPs by about 50

19 Making good society

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“So, the repeal of illiberal laws, the reform of politics, and the redistribution of power. Our very own Great Reform Act. Not everyone will like it. Not every MP, not the vested interests that want government to stay closed, opaque, easily captured. But this new government, this new kind of government, creates an enormous opportunity for those of us who have spent our lives fighting for political reform. This is a moment to step back and look at every bit of damage that has been done to our democracy, before we launch into the most radical programme of reform, empowerment, enfranchisement in over a century.” Deputy Prime Minister Nick Clegg

The Deputy Prime Minister, Nick Clegg has announced that there will be referendum on changing the voting system from ‘first past the post’ to a system known as the Alternative Vote. There is a growing body of opinion that agrees that the current voting system is unfair and supports voting reform as the key to ‘fixing’ British politics. One of the leading campaigning organizations is the Electoral Reform Society. The ERS recommends a change to the Single Transferable Vote for public elections. There are a number of other voting systems – some of which are already used in elections for the devolved institutions and for the European Parliament.

For information on different voting systems: Electoral Reform Society www.electoral-reform.org.uk

Referendum A referendum is a vote on a question about a particular issue or policy. It means that the public can have a direct decision on a question rather than letting their elected representatives decide on their behalf. The way that the question is posed in a referendum can determine the answer you are likely to get. The Electoral Reform Society will publish a judgement on whether the question is clear, simple and neutral before parliament finalises it.

Think of a question you are asked in daily life. What are the different ways in which it could be asked? How does this affect the answer? 18

Alternative vote system Under Alternative Vote (AV), voters would be asked to rank candidates by order of preference (1, 2, 3, etc) rather than placing a cross (X) next to a single candidate’s name. If no candidate secures a majority of first preference votes, then second, third and even fourth preferences are taken into account until such point as one candidate has secured support from at least 50 per cent of those casting ballots.

20 Democracy Cookbook

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Currently parties tend to invest much more energy and resources in seats considered ‘marginal’, where a relatively small change in the numbers voting for each party would change who wins the seat – those seats that are very tightly poised between parties. Those supporting a party not deemed in the race would via AV still be able to impact upon the outcome.

Arguments in favour l Everyone elected to Parliament would have some kind of support from at least half of those who voted in their constituency. l Candidates would be encouraged to broaden their appeal in order to achieve higher preferences from those who might not rank them first. l The system would be relatively easy to understand, particularly because existing constituency boundaries would be kept the same.

Issues / arguments against l The system can be even more unequal in the relationship between votes cast in a General Election and seats gained by parties than under the existing First-Past-the- Post System. l The ‘majority’ that many candidates won would be based partly on voters who did not want them as their first choice. l Campaigning could become more complex and confusing to voters, since candi dates would be aiming not only to win outright support, but to gain second preferences as well.

5 Beyond the ballot

“Democratising the state means people becoming the subjects of policy rather than the object of policy. It is not only a better way to make decisions about how to meet the needs of people, but it is about inclusion, respect and a new political culture – it is a project for the democratization of everyday life.” Olivio Dutre, former mayor of Porto Alegre, Brazil where participatory budgeting was introduced.

Since these words were spoken in 1989, the concepts of participatory democracy and citizen empowerment have become widely promoted, from the World Bank to local government partnership working. But will this deliver real democratic control over the big decisions shaping people’s lives? New institutional forms of democracy are promoted, but are absorbed and reshaped by the contexts of power in which they sit. ‘To talk about participation’, one participant said, ‘you have to talk about power. Participation isn’t powerful enough in itself’ to bring about desired change. 21

21 www.powercube.net/an-introduction-to-power-analysis/why-power-why-now/

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The need to modernise democracy is widely recognised. In Britain, this has taken three forms: structural changes like reform of the House of Lords or devolution in Wales and Scotland; renewed attention to citizenship, for example in the school curriculum; and ‘technical fixes’ to improve voting rates. These include e-voting and making postal votes available on demand. Much less attention has been paid to helping people become fuller citizens through discussing and influencing issues that they care about. We need more than constitutional change to re-engage people in politics – it’s about giving people real influence over the bread and butter issues which affect their lives. 22

Innovations Examples of innovations in the relationship between the citizen and the state include: Electoral innovations – aim to increase electoral turnout. Examples include postal ballots, electronic voting, positive abstention, compulsory voting, reducing voting age, universal citizenship. Consultative innovations – aim to inform decision-makers of citizens’ views. Examples include public meetings, focus groups, planning for real, community visioning, standing forums, standing citizens’ panels. Deliberative innovations – aim to bring citizens together to deliberate on policy issues, the outcomes of which may influence decision-makers. Examples include citizens’ juries, consensus conferences, deliberative opinion polling, America Speaks, national issues forums, study circles, deliberation days. Co-governance innovations – aim to give citizens significant influence during the process of decision-making. Examples include Chicago community policing, youth councils, participatory appraisal, participatory budgeting, Citizens’ Assembly on Electoral Reform, British Columbia. Direct democracy innovations – aim to give citizens final decision-making power on key issues. Examples include New England town meetings, referendum, initiative, recall, citizens’ assemblies selected by sortition. 23 E-democracy innovations – aim to use ICT to engage citizens in the decision-making process. Examples include e-voting, e-consultation, e-representatives, online deliberative polling, e-petitions, e-referendum, Minnesota E-Democracy, BBCiCan, HeadsUp. 24 Exploring the case studies provides an opportunity to assess the extent to which different innovations have widened and deepened participation.

22 Power to the People: The report of Power: An Independent Inquiry into Britain’s Democracy. www.powerinquiry.org 23 random selection to choose a citizens’ assembly. Thus it is possible to create a face-to-face assembly with legislative power over a large geographical area. 24 Beyond the Ballot. Research produced for the Power Enquiry by Graham Smith

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Developing meaningful participation can present a number of challenges: l Worthwhile participation delivers outcomes that can’t be predetermined – democracy becomes a little more ‘dangerous’ l People must learn to form judgements and to think of the interests of others by participating in making real decisions l Participatory approaches require commitment over time l Conflicting views and value systems encounter each other and there needs to be a 25 way for people to change their opinions through such encounters.

Civil society There are also numerous ways in which people come together and work for change outside the structures of the state. Civil Society is where people come together to pursue their shared interests and to campaign for change. Democracy in the UK was created in large part by pressure from civil society. Power was not willingly shared by those who held it, but prised from them by campaigners for reform, such as the chartists and the suffragettes and, more recently in the UK by institutions such as the Scottish Constitutional Convention and the All Wales Convention. 26

27 Community Organising – the citizen perspective Growing participatory and deliberative democracy London Citizens is a broad-based organization comprised of faith groups, trade unions, schools, universities and community groups. It seeks to organise communities that are diverse in terms of ethnicity, faith and class in order to effect social change. Recent initiatives have focused on a ‘living wage’ for London workers and on the idea of granting an amnesty for undocumented workers in the UK – the ‘Strangers into Citizens’ campaign. Dialogue and deliberation are facilitated by full-time organisers, who continuously hold both one-to-one meetings with affiliates and/or potential affiliates, and local caucuses that feed into the larger assemblies of the whole organisation. This process is illustrated by the Lunar House Inquiry, set up by South London Citizens in 2004. Lunar House is the Home Office building processing asylum and immigration applications. In one local meeting in Croydon, South London, a priest told a story concerning a parishioner’s treatment at Lunar House. At the same meeting, there was a person who worked at Lunar House who tried to explain the difficulties the staff faced on a day-to-day level. The full-time organisers then took these testimonies from caucus to caucus and found that many affiliates had individuals who had experienced similar poor service provision. At the first South London Citizens’ Assembly, the organisation agreed to set up an Inquiry into service provision at Lunar House. Crucially, the input of staff, users (migrants) and civil society associations working in the field meant that the Inquiry report findings were able to integrate the multiple perspectives and make recommendations for change. In this case, what started as a local dialogue broadened into a deliberative process that engaged different groups on a common issue and was followed up by appropriate action. www.londoncitizens.org.uk

25 Participation and Democracy n the 21st Century City. Ed J. Pearce. Palgrave 2010 26 Commission of Inquiry into the Future of Civil Society. www.futuresforcivilsociety.org 27 Commission of Inquiry into the Future of Civil Society. www.futuresforcivilsociety.org

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Civil society can encompass anything from community centres to collaboration through the web. It includes campaigning, trade unions, responses to natural disasters. In 2006 – 2007 the UK had 870,000 formal civil society associations with assets of £210 billion. This is as well as the thousands of informal community groups and initiatives generated through the internet. Civil society has grown as an expression of the values of co-operation, solidarity, mutual commitment and freedom. It has complemented and influenced the formal institutions of democracy. A recent Commission of Inquiry into the future of civil society28 argues that civil society has the potential to play a central role in responding to the triple crises of our time: those of political trust, economics and the environment. Civil society can ‘rescue’ the legitimacy of political parties and parliaments by engaging people in deliberation, argument and decision-making. It has a key role to play in helping to develop public participation, deliberation and the spaces in which it can take place. It is independent from government and has the ability to reach diverse constituencies. It has been the source of a number of new models of participation. Civil society activity can provide people with opportunities to debate and to reconcile differences peacefully; it can support the development of the skills, knowledge, attitudes and norms necessary to make deliberation effective.

“It is in civil society that the great strength of democracy in Britain lies.” 29

Becoming involved in change: Democratic reform: www.unlockdemocracy.org.uk www.takebackparliament.com Campaigning is OK http://static.novas.org/files/campaigningisok-456.pdf Louder – e-campaigning web site www.louder.org.uk/

28 Commission of Inquiry into the Future of Civil Society. www.futuresforcivilsociety.org 29 Democratic Audit: The State of British Democracy

58 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

7.1 How does the UK Political System Work

Table of Contents Page

Welcome and Introductions 1

Course Aims and Learning Outcomes 2

Tutor/Trainer Notes and Ideas 3 - 12

Session Plans 13 - 22

Resources 23 - 37

Course Handbook 38 - 59

Theme 1: What is Politics?

1.1 Getting Started 3 1.2 Political bingo (Resource Sheet 1) 3 1.3 Word Wall 3 1.4 How politics affect us 4 1.5 The Democracy Tree ( Resource Sheet 2) 4 1.6 Democracy Learning Log (Resource Sheet 3) 5

Theme 2: Who Decides?

2.1 Getting Started – Blankety Blank Quiz (resource sheet 4) 6 2.2 Power and Influence (resource sheet 5) 7 2.3 Democratic Audit 8 2.4 Democracy Learning Log 8 Theme 3: Are British Politics Broken?

Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Theme 3: Are British Politics Broken?

3.2 Democratic Audit – identify the different dimensions involved in 7 democracy; critically assess UK democracy – Democracy wheel (Resource Sheet 6) 3.3 Democratic Deficit – Are British politics broken? (Resource Sheet 7) 8 3.4 Sharing Views – strengths and weaknesses of the current democratic 8 processes

Theme 4: What’s the Big Idea?

4.2 What needs to change? (Resource Sheet 8) 9 4.3 Proposals for political reform 10 4.5 Experience how alternative voting systems work (Resource Sheet 9) 10

Theme 5: Beyond the Ballot

5.2 Different ways of doing democracy and exploring alternatives 11 5.3 Reflect on learning – democracy learning logs 12 5.4 Sharing proposals for change 12

Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Introduction to: How does the UK Political System Work?

Welcome and Introduction These materials accompany and outline the course, How does the UK Political System Work, and are primarily intended as a resource for adult education tutor/trainers working in a community context. This community context will be a varied one and tutor/ trainers will be working with course participants from diverse backgrounds and with different experiences and expectations. Course participants will range from existing tutor/trainers who wish to develop a broader awareness of active citizenship education, through to participants who are active in their community and want to explore active citizenship further. Other participants and groups might be thinking about some of these ideas for the very first time and others might be taking their first tentative steps in tutor/training and will be keen to develop skills through future modules such as Introduction to Train the Trainers, Introduction to Active Citizenship, and the City and Guilds, in Preparing to Teach in the Lifelong Learning Sector. This course is an introduction to that (optional) teaching and learning journey. Tutor/trainers delivering this course may themselves be extremely experienced in adult education but be relatively unfamiliar with some of the ‘active citizenship’ themes and approaches. Thus one of our aims in producing this course has also been to provide a best practice model which the experienced tutor/trainer can develop and build on. For all of those working through this course, whether as tutor/trainers or course participants, we hope that it helps to stimulate active citizenship – in the widest sense of the term!

Using the Materials These materials offer a structure and outline for a 10 hour non-accredited course: How Does the UK Political System Work? Included are ideas for activities, a tutor pamphlet, resources and session plans. This course has been structured into 5 x 2 hour sessions. No breaks have been planned into the sessions - you might want to make refreshments available on a ‘help yourself’ basis. However the course can be delivered in a number of different ways – in 2 five hour blocks as day schools, over a number of linked evenings or in any other way appropriate to a group of participants. Again flexibility is important. If taught over 2 sessions of 5 hours per session the time allocated for two ‘Getting Started’ and two ‘Wrap Up and Evaluation’ slots could be distributed amongst the other sessions or used for different purposes. The scope of the content - the UK political system - is ambitious in the amount of time allowed. The tutor will need to make judgments on where to go into more detail and where to signpost for further information depending on the interests and issues raised by the group of learners.

Train the Take Part Trainers • Curriculum File 1 How does the UK Political System Work

The course handbook is intended to support the inputs and discussions that take place in the sessions. It provides an introduction to the political structures and institutions that govern the UK and sets out some of the key questions about how we do politics. Each section provides sources for further information.

Course Aims: l To explore how politics affect our lives and where political decisions are made l To explore who are the stakeholders in our political system and where the power and influence lies l To undertake a democratic audit. l To identify key elements that make up democratic politics and consider whether there is a democratic deficit in the UK l To encourage participants review their own learning and take part in research

Course Learning Outcomes: Participants will be able to: l Identify the range of structures and institutions that govern the UK - local, national and international l Define some key elements of democratic government and why this matters l Demonstrate the strengths and weaknesses of the current arrangements l List the advantages and disadvantages of some alternative arrangements l Make suggestions as to how the system could work better for citizens l Identify sources of information/support and ways to get involved l Identify skills and knowledge to ‘take part’ in research

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Tutor/Trainer Notes and Ideas Introduction: How does the UK political System Work? This course has been structured into 5 x 2 hour sessions. No breaks have been planned into the sessions - you might want to make refreshments available on a ‘help yourself’ basis. The scope of the content - the UK political system - is ambitious in the amount of time allowed. The tutor will need to make judgments on where to go into more detail and where to signpost for further information depending on the interests and issues raised by the group of learners. The course handbook is intended to support the inputs and discussions that take place in the sessions. It provides an introduction to the political structures and institutions that govern the UK and sets out some of the key questions about how we do politics. Each section provides sources for further information.

Theme 1: What is politics?

Activity 1: Icebreaker l Introduces the group to each other Each learner is given a bingo sheet with a number of statements on it - Resource Sheet 1: The statements on the bingo sheet can be changed or added to suit the context. They have to move around the room, find people who meet the criteria for each statement and place their names next to it. Be aware of whether any of the group have mobility issues - in which case give the option of sitting down and people coming to them. Look out for literacy and language levels - the tutor can read out the statements. A small joke prize can be provided but isn’t essential.

Activity 2: Word Wall l Establishes shared understanding and differences around what we mean by politics l Introduces learners’ experience of/feelings about politics l Establishes learners’ expectations of the course l Provides a means of evaluation Stick up 3 sheets of flipchart paper around the room. Hand out post-its. 1 Get participants to write on a post-it the first word that comes into their heads when you say ‘politics’. Get each person to say the word they wrote as you collect in the post-its and stick them on Flipchart sheet 1. Facilitate discussion and provide basic definition (see Handbook). 2 Ask participants to think about how they feel about politics and write a word on a post-it to describe this. Get each person to say the word they wrote as you collect in the post-its and stick them on Flipchart sheet 2. Facilitate discussion.

Train the Take Part Trainers • Curriculum File 3 How does the UK Political System Work

3 Ask participants to discuss in pairs what they want to learn about the UK political system in these sessions. Write one thing down on a post-it. Get each person to say what they wrote as you collect in the post-its and stick them on Flipchart sheet 3. Group the post-its. Compare expectations to the course outline and aims and objectives. Highlight areas where the course is intended to deliver on the expectations expressed; identify if there are any expectations that may not be met and make alternative suggestions. Inform the group that the flipcharts will be kept and there will be an opportunity to re- visit the questions and responses at the end of the course.

Activity 3: How politics affect us l Identifying how politics impacts on just about every aspect of life. Start by re-visiting the definitions of politics. Ask the group to think of some examples of how politics affects their daily lives. The ‘Do Politics’ posters (www.dopolitics.org.uk) can be used as a prompt. Divide participants into small groups and ask them to outline an average day in their life. Encourage them to do this by drawing pictures to illustrate. They then decide which parts of their day are affected by politics and how. Once everyone has finished get them to feed back to the wider group.

Activity 4: The Democracy Tree l Identifies the range of political institutions that affect life in the UK l Clarifies their functions and responsibilities and where they can overlap Working in the smaller groups, ask participants to write on post-its the aspects of life and the issues they have identified that are affected by politics. Introduce the Democracy Tree (Resource Sheet 2) drawn out on a large sheet of flipchart paper. Check whether there are any institutions that are unfamiliar. Refer to Handbook for more detailed explanations. Ask participants to identify which democratic institution(s) are responsible for the issues they have identified and to stick the post- its on the relevant part of the tree. They may find that they need to write several more post-its as there can be more than one institution that is responsible. This activity may take some time and involve discussion about the different institutions and what they are responsible for. The tutor will need to ensure that the group is clear what form of local government is operating in their area.

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Resources:

Democracy Cookbook: Definitions: www.dopolitics.org.uk/__data/assets/pdf_file/0016/70603/2-Whats-It-All-About. pdf Descriptions of democratic institutions: www.dopolitics.org.uk/__data/assets/pdf_file/0016/70612/4-Who-Decides.pdf

Further detail on the UK political system can be found at: www.direct.gov.uk/ www.parliament.uk www.number-10.gov.uk

Description of current situation: POWER 2010 Deliberative Poll guide to reforms P 4 – 6 www.power2010.org.uk How Your Council Works www.urbanforum.org.uk Further resources on economics: www.economicsforeveryone.com

The UK economy: Observer UK Fact File 25.04.10 www.guardian.co.uk/news/datablog+business/economics

Activity 5: Democracy Learning Log l Enables participants to create an ongoing record of the representatives and institutions that impact on their lives l Encourages participants to undertake research l Encourages participants to think about which democratic institutions are responsible for different issues affecting their lives and what they can do to influence change Provide each learner with a copy of the Democracy Learning Log - Resource Sheet 3. Explain that it is a tool for them to use during the course to support their learning. Suggest that they complete the information on their representatives and bring it to session 2. At the end of each session, encourage the learners to spend 5 minutes reviewing their learning log and adding to it.

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Theme 2: Who Decides?

Activity 6: Recap and Blankety Blank Quiz Return to the Democracy Tree and check learners’ understanding of the different institutions. Use the quickfire quiz - Resource Sheet 4 - to check learners’ understanding of the political institutions. Draw attention to the section in the Course Handbook and signpost to further sources of information. As part of the discussion, check that learners have the information they need to fill in the information section of the Democracy Learning Log. When reviewing the Democracy Tree, explore whether there are institutions or bodies that impact on political decisions that have not been included on the tree. The main gaps are bodies such as the markets and the media and multi-lateral institutions such as the World Bank, IMF. Refer to the course handbook.

Activity 7: Power and Influence Tutor input: l Make the point that ‘power’ has a number of different meanings l You can’t talk about democracy and change without addressing the underlying power dynamics l There are a number of frameworks that can help to examine the underlying power dynamics of a situation Start from the learners’ own understanding and experience of power. Work in pairs and share experiences: When do they feel powerful? When do they feel powerless? What are the different types of power that are coming into play? Facilitate feedback and discussion. Explore where power can be positive - ‘power to’ - as well as negative - ‘power over’. Explore where power is visible and where it is hidden or invisible. Refer to Course handbook. Use the stakeholder matrix – Resource Sheet 5 – to explore where power and influence lie and how this might be changed.

Resources: Power analysis for social change: www.powercube.net Introduction to power analysis: www.powercube.net/an-introduction-to-power-analysis/why-power-why-now/ Handout on Power and Empowerment: summary of some concepts and approaches: www.powercube.net/wp-content/uploads/2009/11/Handout-on- Power-and-Empowerment.pdf Quick guide to power analysis: www.powercube.net/wp-content/ uploads/2009/11/quick_guide_to_power_analysis_external_final.pdf Mapping personal power capabilities: www.demos.co.uk/projects/the-power-gap Power analysis and power tools: www.democracy.carnegieuktrust.org.uk/democracy

6 Train the Take Part Trainers • Curriculum File 7 How does the UK Political System Work

Activity 8: Democratic Audit l Prepare learners to take Democratic Audit tools away and explore the sections of interest to them prior to the next session. Provide each learner with a copy of the DIY Guide to Democratic Auditing and the section by section guide to the Assessment Framework. Talk the group through the basic principles set out in the assessment framework. Explain how the DIY questionnaire works. There is a lot of information provided so check that everyone is following the introduction. Check out the levels of interest in the different sections - the group may want to concentrate on a few specific areas. Ask the learners to take the tools away and use the questionnaire to explore the issues of interest to them. Encourage them to read the section(s) in the guide and complete the part(s) of the DIY questionnaire. Offer learners the option of just focusing on one section of the framework that they are interested in eg Free and fair elections.

Resources: Democratic audit assessment framework www.democraticaudit.com/auditing_democracy/assessmentframework.php DIY Guide to Democratic Auditing www.democraticaudit.com/download/DIY-Auditing-v2.pdf

Theme 3: Are British Politics Broken?

Activity 9: Democratic Audit l Identify the different dimensions involved in democracy l Critically assess UK democracy Take feedback from the group as to which sections of the Assessment Framework they have focused on/are interested in. Organise into small groups to discuss specific sections: 1 Citizenship, Law and Rights 2 Representative and accountable government 3 Civil society and popular participation 4 Democracy beyond the state Draw out a ‘Wheel of Democracy’ on a large sheet of flip chart paper - Resource Sheet 6. Invite feedback on each of the sections and facilitate discussion of what works well, where there are problems and possible improvements. Tutor input on the basic principles of democracy - popular control and political equality. Facilitate discussion on how we see good government in order to identify the bulls eye of good practice on the Democracy Wheel.

Train the Take Part Trainers • Curriculum File 7 How does the UK Political System Work

Ask learners to summarise their views by placing coloured dots on the Wheel of Democracy.

Resources: We the People – Ch 7 Summary: A checklist for active democracy www.neweconomics.org/sites/neweconomics.org/files/We_The_People.pdf

Democratic Findings No 7 Democratic audit of the United Kingdom - Failing Democracy www.democraticaudit.com/download/Findings7.pdf

The Unspoken Constitution www.democraticaudit.eu/download/Unspoken_constitution.pdf

Activity 10: Are British politics broken? Following the general election in May 2010 there has been intense discussion on the state of British politics and the need for constitutional reform. The quiz - Resource Sheet 7 - is a tool to stimulate discussion as to whether there is a need for reform. If there is internet access, learners can search the voter power web site.

Activity 11: Agree/disagree The discussion can be concluded by a physical voting exercise. The activity uses statements to encourage the learners to think about where they stand on different issues. Stick large ‘Agree’/’Disagree’ signs on opposite sides of the room and ask everyone to gather in the space between the two. The tutor reads out a statement and asks participants to go to the end of the room that best reflects their opinion. The stronger they feel about the issue, the further they should go to the end of the room. Encourage discussion about why they have chosen their position. People may decide to move position as they listen to the points of view. Once discussion has drawn to a close, begin again with another statement. If there is time, ask the group if they have an issue they would like to put to the group. Sample statements: l The electoral system in Britain is unfair l People should be fined if they don’t vote l Politicians are trustworthy l Etc……….

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Resources:

Spoiled ballot – why less than three per cent have a fair share of power in Britain www.neweconomics.org/sites/neweconomics.org/files/Spoiled_Ballot.pdf

Voter power index http://www.voterpower.org.uk/

2008-2009 Citizenship survey www.communities.gov.uk/publications/communities/citizenshipsurveyaprmar08

Our Nations Civic Health report www.communities.gov.uk/documents/communities/pdf/1519912.pdf

The State of British Democracy www.jrrt.org.uk/uploads/SoNSummary.pdf

Theme 4: What’s the Big Idea?

Activity 12: Proposals for change In the lead up to the General Election 2010, Power2010 conducted a deliberative poll to identify the changes that the public would like to see in the UK political system. They produced a ballot paper - Resource Sheet 8 - to encourage people to vote for the changes that they think are most needed. Participants can vote for as many ideas as they like. The purpose is to identify the five ideas with the most votes to form the core of a campaign for change. The ballot paper can be used or adapted or the group can be invited to draw up their own list of proposals for change. Visit the Power2010 web site to see which are the top 5 proposals that formed the basis of their election campaign.

Resources: Power2010 Deliberative Poll – Guide to reforms Explains proposals and sets out advantages and disadvantages http://citinq.3cdn.net/114ff346931f337110_kkm6i41qv.pdf Unlock Democracy Election manifesto – proposals for change www.unlockdemocracy.org.uk/wp-content/uploads/2010/03/1003-extra-web.pdf 100 day action plan to save Britain’s democracy www.takebackpower.org/100 Days to Save Democracy.pdf Why reform? www.electoral-reform.org.uk/article.php?id=3

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Activity 13: The Queen’s Speech Introduce the proposals for constitutional reform that have been outlined in the Queen’s speech. The group can compare the proposals from the Coalition government with the results of their own poll.

Resources:

Queen’s Speech www.number10.gov.uk/news/speeches-and-transcripts/2010/05/queens- speech-2010-2-50580

Urban Forum policy briefing www.urbanforum.org.uk/briefings/the-queen-s-speech

Program for Government – Political Reform programmeforgovernment.hmg.gov.uk/political-reform

Activity 14: Alternative Voting l Participate in the AV system and understand how it works in practice l Consider the advantages and disadvantages l Have an awareness of the alternatives Remind the group that a referendum will be held on changing to the Alternative Voting system. Introduce the voting exercise and distribute the ballot papers. See Resource Sheet 9. When the group has completed the voting exercise, facilitate a discussion on their experience and the advantages and disadvantages of the system. Refer to other voting systems, including those already in use in the UK.

Resources:

Electoral Reform Society – explanation of other voting systems www.electoral-reform.org.uk

Guide to Alternative Vote System www.electoral-reform.org.uk/article.php?id=55

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Theme 5: Beyond the Ballot

The previous 4 sessions have focused on proposals and possibilities for constitutional reform. The final session returns to the issues of power. It introduces the idea that stronger democracy is about more than the institutions of the state - it is about the relationship between the citizen and the state. Re-engaging people in politics will be about people having more real influence over the issues that affect their lives.

Activity 15: Different Ways of Doing Democracy Tutor introduces some alternatives to representative democracy – see course pamphlet.

Resources:

Champions of participation www2.ids.ac.uk/logolink/resources/downloads/Champions Report.pdf

Beyond the ballot – Democratic innovations from around the world. http://www.powerinquiry.org/publications/documents/BeyondtheBallot_000.pdf

Selecting innovations Power Moves – exploring power and influence in the UK http://democracy.carnegieuktrust.org.uk/files/Power%20Moves%20-%20FINAL. pdf

A New Weave of Power, People & Politics The Action Guide for advocacy and citizen participation, , http://www.justassociates.org/ActionGuide.htm

Making Good Society – Commission of Inquiry into the future of civil society http://democracy.carnegieuktrust.org.uk/files/Makinggoodsociety.pdf

Power tools http://democracy.carnegieuktrust.org.uk/democracy/power_tools/tools_for_ understanding

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Activity 16: Exploring alternatives Working in small groups, participants explore a case study - see Resource Sheets 10a,b,c,d - that outlines an alternative approach to democratic decision making. They consider: l What were the key elements of this approach l Who was involved – inclusivity l How were they involved l What was the impact on decision making They discuss the advantages and disadvantages of the approach described and feedback their views to the whole group.

Activity 17: Completing Democracy Logs Working in pairs, participants return to their Democracy Logs. They review the comments they have already made and focus on identifying their thoughts on how they can get involved in politics and what they can do to improve their local area. They review and add to the table on the back of the log and identify their priority for things they would like to see change/who can change them and how they can make a difference. Participants share with the group one thing they would like to see change and one action they will undertake to try and bring this about.

Resources:

Campaigning is OK http://static.novas.org/files/campaigningisok-456.pdf

Louder – e-campaigning web site www.louder.org.uk/

Activity 18: Return to Evaluation Wall The flipcharts generated in session one are put up on the wall. Use a different set of post-its to distinguish their comments now from those at the start of the course. Participants are asked to repeat the exercise by writing up: l what they now feel about politics l one thing they have learned about politics during the course l the first word that enters their head now when they hear the word ‘politics’. Invite the group to gather round the flipcharts to discuss and comment.

12 Train the Take Part Trainers • Curriculum File 13 How does the UK Political System Work Observation Completed bingo sheets Questions Completed flipchart sheets Observe learner feedback and discussion Methods for Checking Learning Engage with other learners Questions for clarification/ understanding Brainstorm definitions; Reflect on how they feel in about politics. Work expectations of pairs re the course. Participate in feedback discussion and to contributions respond other learners from Learner Activity Introduce and wrap up activity - see Tutor and wrap up activity - see Tutor Introduce briefing course outline Introduce activities and facilitate Wall Lead Word discussion Tutor activity Tutor (teaching methods) How the System Works – and making it work for us How the System Works IS POLITICS? WHAT made political decisions are our lives and where how politics affect Explore and institutions that govern a) Identify the range of structures UK - local, national and international sheets 1,2,3 • Resource • Course Pamphlet • Session plan briefing session 1 • Tutor • Course outline Introductions and Introductions - Political icebreaker Sheet 1 Bingo Resource the course Introduce wall - exploring Word definitions of politics, how we feel about politics and establish learners expectations of the course Content/ Activity Session aim(s) Learning Outcomes Resources Time Course title:

0h00 15m 0h15 5m 0h20 20m WEA SESSION PLAN 1 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 13 How does the UK Political System Work WEA SESSION PLAN 1 5m 1h55 15m 1h40 30m 1h10 30m 0h40 Time Activity Content/ to next session Recap and look forward research and reflection Encourage individual log – resource sheet 3. Democracy learning impact on our lives making decisions that are responsible for are the institutions that resource sheet 2: What Democracy Tree – impacts on everyday life identifying how politics How politics affects us - (teaching methods) Tutor activity Introduce log democracy learning Tutor briefing Lead activity and facilitate discussion - see Tutor briefing Lead activity and facilitate discussion - see Activity Learner notes Ongoing reflection and information section Research and complete democracy tree institutions shown on the have raised and the political between the issues they Identify the connection and take part in discussion Feedback to whole group politics impacts on daily life identify ways in which Work in small groups to Checking Learning Methods for Learning logs Learning and discussion feedback Observe learner Democracy Tree flip chart. and discussion feedback Observe learner

14 Train the Take Part Trainers • Curriculum File 15 How does the UK Political System Work Completed quiz Observe discussion Learning log Observe discussion and feedback Methods for Checking Learning Participate in activity; contribute knowledge and identify gaps and how to fill them in pairs to identify Work experiences of power and powerlessness - see tutor briefing Learner Activity Lead activity and facilitate discussion. See of tutor briefing. Signpost to further sources information. of power - see types and sources Input re tutor briefing handouts on power Provide Facilitate feedback discussion (teaching methods) Tutor activity Tutor How the System Works – and making it work for us How the System Works WHO DECIDES? the power and influence lies. the stakeholders in our political system and where who are Explore and institutions that govern b) Identify the range of structures UK – local, national and international arrangements and weaknesses of the current of the strengths c) Have an awareness briefing session 2 • Tutor • Course Pamphlet • Session plan sheets 4 • Resource • Handout: Quick guide to power analysis • Handout on Power and Empowerment: summary of some concepts approaches • Democratic Audit Assessment Framework and DIY Guide Recap- Blankety Blank sheet 4. Quiz - resource Check knowledge and understanding of democratic institutions. Identify how to find out more Power - exploring what it is and who has Activity Content/

Course title: Session aim(s) Learning Outcomes Resources Define some key elements of democratic government a) and why this matters Time 0h00 20m 0h20 30m WEA SESSION PLAN 2 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 15 How does the UK Political System Work WEA SESSION PLAN 2 5m 1h55 5m 1h50 15m 1h35 45m 0h50 Time Activity Content/ Close Recap and look forward What are we learning? audit Introduce democratic changed how this might be and influence lies Exploring where power resource sheet 5 Power and influence - (teaching methods) Tutor activity Explain preparation for session 3 explain DIY Guide Introduce basic principles of framework and Assessment Framework and DIY Guide Provide copies of Democratic audit Lead activity and facilitate discussion Activity Learner Democracy logs Identify theme(s) of interest understanding. Questions for clarification/ these might be changed influence and discuss how Identify levels of power and Participate in activity. Checking Learning Methods for Questions discussion. Observe activity and

16 Train the Take Part Trainers • Curriculum File 17 How does the UK Political System Work Completed DIY democratic audit Observe activity and discussion Methods for Checking Learning Undertake democratic audit democratic Undertake assessment opinions using Express Democracy Wheel Learner Activity and lead activity – see tutor briefing Introduce Tutor activity Tutor (teaching methods) How the System Works – and making it work for us How the System Works ARE BRITISH POLITICS BROKEN? politics and consider Undertake a democratic audit. Identify the key elements that make up is a democratic deficit in the UK whether there and institutions that govern b) Identify the range of structures UK - local, national and international arrangements and weaknesses of the current of the strengths c) Have an awareness briefing session 3 • Tutor • Course Pamphlet • Session plan • Democratic Audit Assessment Framework and DIY Guide sheets 6,7 • Resource Course outline Democratic Audit - Identify the different dimensions involved in democracy Critically assess UK democracy using Democracy wheel - sheet 6 resource Content/ Activity Session aim(s) Learning Outcomes Resources Define some key elements of democratic government a) and why this matters Time Course title:

0h00 60m WEA SESSION PLAN 3 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 17 How does the UK Political System Work WEA SESSION PLAN 3 5m 1h55 25m 1h30 30m 1h00 Time Activity Content/ to next session Recap and look forward processes current democratic weaknesses of the the strengths and Sharing views on Agree/disagree Britain is a democratic deficit in Exploring whether there Quiz - resource sheet 7 broken Are British politics (teaching methods) Tutor activity Facilitate discussion Introduce and lead activity Facilitate discussion Introduce and lead activity Activity Learner group explore the views of Suggest statements to strengths and weaknesses Contribute to discussion on Participate in activity quiz information provided in the deficit based on the Discussion on democratic Questions for clarification Complete quiz sheets Checking Learning Methods for discussion Observe activity and discussion Observe activity and Completed quiz sheets

18 Train the Take Part Trainers • Curriculum File 19 How does the UK Political System Work Deliberative poll sheets Observe discussion Observe questions and discussion Methods for Checking Learning Participate in activity. Participate in activity. Consider and suggest for change. proposals change for priorities Identify Questions for clarification. to Discuss and compare activity previous Learner Activity Introduce and lead activity Introduce for political reform Input on proposals Facilitate discussion Tutor activity Tutor (teaching methods) How the System Works – and making it work for us How the System Works THE BIG IDEA? WHAT’S for constitutional reform Proposals of the advantages and disadvantages some alternative e) Have an awareness arrangements f) Make suggestions as to how the system could work better for citizens briefing session 4 • Tutor • Course Pamphlet • Session plan system works • Handout: How the Alternative Vote • Handout: Ballot paper sheets 8, 9 • Resource What needs to change? Deliberative poll on - Resource reforms sheet 8 speech - The Queen’s Coalition government for change proposals Content/ Activity Course title: Session aim(s) Learning Outcomes Resources Time 0h00 50m 0h50 20m WEA SESSION PLAN 4 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 19 How does the UK Political System Work WEA SESSION PLAN 4 5m 1h55 45m 1h10 Time Activity Content/ Recap and look forward Systems VotingAlternative 9 works - resource sheet Experience how AV (teaching methods) Tutor activity activity Introduce and lead Activity Learner AV system and disadvantages of the Consider the advantages Participate in activity. Checking Learning Methods for discussion Observe activity and

20 Train the Take Part Trainers • Curriculum File 21 How does the UK Political System Work Observe questions and discussion Observe discussion and feedback Completed democracy logs Observe learner feedback and discussion Methods for Checking Learning Question and discussion Discuss case studies advantages and Explore disadvantages Reflect on the learning the course. Identify from priorities for change and how they can participate in influencing this. Learner Activity Tutor input on the alternatives to Tutor democracy representative activity. Introduce Facilitate feedback activity Introduce (teaching methods) Tutor activity Tutor How the System Works – and making it work for us How the System Works BEYOND THE BALLOT Alternative possibilities of the advantages and disadvantages some alternative e) Have an awareness arrangements f) Make suggestions as to how the system could work better for citizens of information/support and ways to get involved sources of more g) Be aware briefing session 5 • Tutor • Course Pamphlet • Session plan sheets 10a,b,c,d • Resource session 1 • Evaluation wall flipcharts from Different ways of doing Different democracy Exploring alternatives – discussing case study examples of innovative approaches Complete democracy logs Activity Content/

Course title: Session aim(s) Learning Outcomes Resources Time 0h00 15m 0h15 40 m 0h55 20m WEA SESSION PLAN 5 WEA SESSION PLAN

Train the Take Part Trainers • Curriculum File 21 How does the UK Political System Work WEA SESSION PLAN 5 5m 1h55 20m 1h35 20m 1h15 Time Activity Content/ Close Wall to Evaluation Return change Share proposals for (teaching methods) Tutor activity Introduce and lead activity Record on flipchart Facilitate feedback discussion. Activity Learner listen to other participants course. Share views and from Reflect on learning the Participate in activity. influencing this. how they can participate in priorities for change and Feedback and discuss Checking Learning Methods for and discussion feedback Observe learner Evaluation Wall and discussion feedback Observe learner

22 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Resource Sheet 1 How the System Works – and making it work for us

POLITICAL BINGO

Find someone who:

Has met a politician Has signed a petition

Is interested in Has voted in an election Environmental Issues

Has gone on a march or Has been to the Houses demonstration of Parliament

Can name 4 political parties Can name 3 countries in the European Union

Train the Take Part Trainers • Curriculum File 23 How does the UK Political System Work

Resource Sheet 2 How the System Works – and making it work for us

Democracy Tree

24 Train the Take Part Trainers • Curriculum File 25 How does the UK Political System Work

Resource Sheet 3 How the System Works – and making it work for us

Democracy Learning Log

My local council is*

My ward is

My councillors are

My UK Parliamentary constituency is

My Member of Parliament (MP) is

Three ways I could get involved Three questions I have in politics about politics

1 1

2 2

3 3

Three things that I can do to Three things that I would do if I was improve my local area Prime Minister

1 1

2 2

3 3

* You may live in an area where you have two councils – a county council and a district council.

Some areas also have parish or town councils.

Train the Take Part Trainers • Curriculum File 25 How does the UK Political System Work

Things I would like to Who can change How can I make a see changed this? difference?

26 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Resource Sheet 4 How the System Works – and making it work for us

Blankety blank quiz

Produce a jumbo size quiz sheet and answer cards on A3 paper which can be laid out on a table or on the floor. Ask the participants to work together and answer the questions by placing the correct answer card in the blank space. Stick to time to keep the pace going. The following questions can be changed/adapted to suit the group and the context.

Sample guide to answers: In a UK parliamentary election people vote to decide which politicians get elected to the House of Commons. There are 646 parliamentary constituencies in the UK. The House of Lords has some members that are elected but most are selected and appointed Sheffield is a Metropolitan District Council If you have a problem with a local service you should contact your local Councillor. The National Assembly for Wales represents people in Wales. The European Commission is responsible for the day to day running of the European Union.

Sample Quiz sheet: In a UK parliamentary election people vote to decide which politicians get elected to the House of Commons.

There are 646 parliamentary constituencies in the UK.

The House of Lords has some members that are elected but most are selected and appointed

Sheffield is a Metropolitan District Council

If you have a problem with a local service you should contact your local Councillor.

The National Assembly for Wales represents people in Wales.

The European Commission is responsible for the day to day running of the European Union.

Train the Take Part Trainers • Curriculum File 27 How does the UK Political System Work

Sample answer cards:

House of Commons

646

Councillor

Assembly

European Commission

28 Train the Take Part Trainers • Curriculum File 27 How does the UK Political System Work

Resource Sheet 5 How the System Works – and making it work for us

Power and Influence

Prepared index cards Blank index cards Masking tape A4 labels for matrix

1 Prepare pre-written index cards each labeled with one of the democratic institutions that have been identified in the ‘Democracy Tree’ exercise. Have blank cards available so that participants can add stakeholders. 2 Set out a grid on the floor (or large table) using masking tape that creates a matrix as illustrated below. Make sure each section of the matrix is clearly labelled. 3 Deal out the stakeholder cards to the group and ask them to place the cards at the point they feel is appropriate on the matrix without any discussion. Once the cards have been placed, the blank cards can be used to add stakeholders to the matrix. 4 Each participant can then question the placing of up to two cards. After about 20 minutes discussion, each participant is allowed to move one card if they wish and the discussion continues. 5 The role of the facilitator is to get the group to focus on how to reduce the level of power of some stakeholders and increase the power of others and to shift those perceived to be negative. Try to keep the discussion open and direct the group to think positively about how this picture can be changed for the better. This can involve some action planning.

High degree of power and influence

Negative Positive contribution contribution

Low degree of power and influence

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Resource Sheet 6 How the System Works – and making it work for us Wheel of Democracy

Citizenship, Law and Rights

Representative and Accountable Government

Democratic government

Democracy beyond the state Civil society and popular participation

The outer wheel represents the elements of democratic government based on the democratic audit assessment framework. The group may want to add some additional criteria. The centre represents how we identify good democratic government as discussed in the group following tutor input. Based on the discussions around the DIY Democratic Audit, learners place coloured dots on the spokes of the wheel to indicate their assessment of how near the UK system is to their criteria for good government. For a worked example see Democratic Audit of the UK p.3 www.democraticaudit.com/download/Findings7.pdf

30 Train the Take Part Trainers • Curriculum File 29 How does the UK Political System Work

Resource Sheet 7 How the System Works – and making it work for us Are British politics broken – quiz

Sample questions – with answers in brackets – are listed below. These can be adapted to reflect discussion that has taken place so far. It may be helpful to present the questions with multiple choice answers so that the group doesn’t have to rely on total guesswork.

In 2007-08, (38 per cent) of people in England agreed that they could influence decisions in their local area. 1 In 2007-08 (one-fifth (20%)) of people felt they could influence decisions affecting Great Britain. 2 In 2007-08, (10 per cent) of people had, in the last year, either participated in direct decision-making about local services or issues, or participated in the actual provision of these services by taking on a role such as a local councillor, school governor or magistrate. 3 (Thirty-nine per cent) of people engaged in some form of civic participation, such as contacting a local councillor, attending a public meeting or signing a petition at least once in the past year. 4 (31) safe seats haven’t changed hands since Queen Victoria. 5 Turnout in UK general elections has fallen from (80%) in the early 1950s to around (60%) in 2007. 6 Membership of the three main UK parties is less that (25%) of its 1964 level. 7 The 2004 State of the Nation poll found that (63%) agree that the way that Britain is governed need ‘quite a lot’ or a ‘great deal’ of improvement. 8 In 2006, a UK electoral Commission poll found that (74%) said that ordinary voters have little or no power over government. 9 The average age of a Councillor in England is (58.3) years old. 10 At the current rate of growth it will take (135) years for the number of BME women councillors to reflect the number of BME women in the wider population. 11

1 Citizenship survey 2007-08 8 The state of British Democracy Joseph Rown 2 Citizenship survey tree Reform Trust 3 Citizenship Survey 9 Voice of the People. Democratic Audit 4 Citizenship survey 10 The Councillors Commission 5 Take Back Parliament 11 The Councillors Commission 6 Future for Civil Society 7 Future for Civil Society

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Resource Sheet 8 How the System Works – and making it work for us Ballot Paper

Strengthen Parliamentary Select Committees

Offer ‘None of the above’ as an option on ballot papers

More free votes in the House of Commons

Consult the public on controversial matters through a deliberative process

Scrap ID cards and roll back the database state

Hold elections on the weekend

Draw up a strong Bill of Rights through meaningful public consultation

Reduce the government’s use of statutory instruments

Give local people the right to recall their MP

Expand the scope of the Freedom of Information Act

Define MPs [pay, expenses and conditions through public consultation

Hold a referendum on replacing the pound with the euro

Give MPs control of the Parliamentary timetable

Require political parties to become more internally democratic

Introduce compulsory politics lessons in school

English votes on English laws

Ban members of the House of Lords from becoming government ministers

Give more decision making and taxation powers to local government

Fully disclose MPs and civil servants’ communications with lobbyists

Cap donations to parties and candidates

Introduce fixed term parliaments

Directly elected mayors

Ban the appointment of former MPs to the House of Lords

Introduce a written constitution

Have a second chamber that represents different sectors

A fully elected House of Lords

Lower the voting age to 16

32 Train the Take Part Trainers • Curriculum File 31 How does the UK Political System Work

Resource Sheet 9 How the System Works – and making it work for us Alternative Voting System

Distribute ballot sheets to the participants and invite them to rank the candidates in order of preference – 1,2,3. Sample ballot paper: Plum Scarlett Mustard Green White Peacock

Collect the ballot sheets and involve the group in the count. Prepare a chart on which to mark the votes:

50%

Plum Scarlett Mustard Green White Peacock

Train the Take Part Trainers • Curriculum File 33 How does the UK Political System Work

Record the result of the first preference count on the chart. If no candidate has achieved over 50% then the lowest placed candidate is eliminated and their 2nd choice votes are allocated to the remaining candidates. This process is repeated until a candidate achieves over 50% of the vote.

Discussion: l How do people feel about their candidate being eliminated? l How do people feel about their second or third choice candidate becoming the winner? l Is this a ‘fair’ system?

34 Train the Take Part Trainers • Curriculum File 33 How does the UK Political System Work

Resource Sheet 10a How the System Works – and making it work for us Case study: Citizens’ Assembly on Electoral Reform, British Columbia

The Citizens’ Assembly on Electoral Reform was established by the government of British Columbia (with full support from the legislature) to review the BC electoral system and, if necessary, to recommend an alternative system.189 The BC government committed itself to holding a referendum on the Assembly’s recommendations. The Assembly was made of 160 randomly-selected citizens – one man and one woman from each electoral district plus two Aboriginal members. An independent Chair – Jack Blaney – oversaw and directed the Assembly’s work. The Assembly began its work in January 2004. Its work can be divided into three aspects. l Initially Assembly members spent a series of weekends learning about different electoral systems. l The Assembly then took evidence during 50 public hearings attended by around 3,000 citizens and received 1,603 written submissions. l Finally, the Assembly spent a period of time deliberating over the merits of different electoral systems before voting on different options. In December 2004, it produced a report – Making Every Vote Count – that recommended the introduction of the single-transferable vote (STV) electoral system. To ensure that citizens were able to attend, meetings were held at weekends, childcare and other support services were available to members with special needs and all expenses associated with serving on the Assembly were covered. Members also received an honorarium of $150 per meeting day. The Assembly differs in a number of important ways from innovations such as citizens’ juries and deliberative opinion polling: l a relatively significant number of citizens were involved in an on-going process rather than a single one-off event; l there was a guarantee that recommendations would be taken seriously and have an impact on the decision-making process (i.e. frame a referendum). At the end of the process, Jack Blaney, the Chair of the Citizens’ Assembly, stated that: Never before in modern history has a democratic government given to unelected, “ordinary” citizens the power to review an important public policy, then seek from all citizens approval of any proposed changes to that policy. The British Columbia Citizens’ Assembly on Electoral Reform has had this power and responsibility and, throughout its life, complete independence from government.

Train the Take Part Trainers • Curriculum File 35 How does the UK Political System Work

Resource Sheet 10b How the System Works – and making it work for us Case study: Youth Councils

The lack of engagement with the political process on the part of young people in the UK is often noted amongst policy makers. Thus any innovation that increases the involvement of young people is likely to be of interest. This case study focuses on two youth councils in Lambeth and in Espoo, Finland. The contrast between the two initiatives raises interesting issues for the design of youth councils.

Espoo Youth Council l The Youth Council was established independently of the city administration in 1997. l 30 representatives are elected (with an equal gender balance) – candidates must be between 13 and 19 years old and serve two-year terms. l Proposals can be generated and discussed by young people in the city on the online ‘Ideas Factory.’ Feasible suggestions are presented to the three-weekly general assemblies of the youth council. l The Youth Council has significant access to the decision-making process in the city – members sit on the various city committees responsible for running local services and are able to take their proposals to the City Board. l Approximately 25% of the proposals generated by the Ideas Factory have been enacted by the city administration.

Lambeth Youth Council l Lambeth Borough Council established the Youth Council in February 2002 in an attempt to make services and policy more responsive to young people and foster future community leaders. l The Youth Council meets once a week in Brixton Town Hall and is open to anyone between the ages of 11 and 24. Around 100 young people have signedup and around 30 attend regularly. The majority are from BME groups. l The Council is chaired by a youth development worker (from the Borough Council). l The Council has worked on a number of issues such as stop and search, teenage pregnancy and HIV-aids. Members have gone into local schools and helped train new police recruits.

36 Train the Take Part Trainers • Curriculum File 35 How does the UK Political System Work

Resource Sheet 10c How the System Works – and making it work for us Case study Participatory Budgeting

Participatory Budgeting (PB) first emerged in the city of Porto Alegre, Brazil in 1989. As it established itself as an effective mechanism for engaging citizens, it spread to about 180 other Brazilian municipalities, one Brazilian state and to a number of other cities across Latin America. Taking the Porto Alegre model as our primary guide, there are three distinct levels of citizen engagement in the annual PB cycle: popular assemblies at regional and neighbourhood level; regional budget forums; and the municipal budget council. Popular assemblies l Regional and neighbourhood assemblies are the most participative element of PB in the sense of large-scale attendance by citizens – assemblies are open to all. l The process begins in March with the first regional assemblies in each of the city’s 16 regions reviewing the previous year’s budget allocation. l After the first regional assembly, neighbourhood assemblies draw up their lists of investment priorities (e.g. sanitation, paving, health care) which are formally presented at the second regional assembly. l Also at the second regional assembly delegates are elected to the Regional Budget Forums (the number of delegates from each region is proportional to the number of citizens attending the first regional assemblies) and two councillors are voted onto the Municipal Budget Council from each region. l A parallel process to the regional assemblies occurs for city-wide thematic issues that are not neighbourhood-specific, such as education, health and social services and transportation. Five thematic forums generate priorities and elect delegates and councillors. Regional Budget Forums l Each of the 16 regions has a Budget Forum where delegates work with the administration to coordinate the priority lists from the various neighbourhood assemblies into an overall list of investment priorities for the region as a whole. l Decisions are usually based on needs-based criteria and direct negotiation between neighbourhood representatives. l The Forums are also responsible for on-going negotiations and the monitoring of implementation by the various city agencies. Municipal Budget Council l The Municipal Budget Council is responsible for deciding the relative distribution of resources among the various regions of the city and the overall distribution of resources between the various city agencies. l Decisions are guided by needs-based criteria and the priority lists generated by the regions. l The MBC presents the budget to the Municipal Council assembly by the end of September. PB has made the budgetary process much more transparent and led to a transfer of resources and investment to the poorest regions of the city.

Train the Take Part Trainers • Curriculum File 37 How does the UK Political System Work

Course Handbook Introduction This pamphlet has been written to sit alongside a programme of 5 x 2 hr sessions that explore the political institutions that govern England and examine how they ‘work’ for citizens. It provides an introduction to the political structures and institutions – European, national, devolved and local. It summarises the make-up of the institutions, their roles and responsibilities and how citizens can engage and hold them to account. This information is set in the context of some key questions about the way we do politics in Britain: Do our political institutions work for us? Do people feel that they have a say? Do we need to ‘fix’ our political system? Is constitutional reform enough to re-engage people with formal democracy? The pamphlet includes resource lists that point to further sources of information and debate.

1 What is politics?

Politics is about how the places we live are run.

“Politics is the science or art of government. Politics in its broadest sense is how people govern their society, institution or group. Specifically it means the ways in which people use power to make rules, take decisions, allocate resources and manage their own affairs.”

Learning Power, Titus Alexander. Scarman Trust

The economy is a central element of politics. It is not just a neutral, technical issue. It also encompasses social and political issues where different groups of people have different –and sometimes conflicting – interests.

“The economy is about work: organizing it, doing it, and dividing up its products. And at work, one way or another, we interact with other people.

The link between the economy and society goes two ways. The economy is a fundamentally social arena. But society as a whole depends strongly on the state of the economy. Politics, culture, religion, and international affairs are all deeply influenced by the progress of our economy. Governments are re-elected or turfed from office depending on the state of the economy. Family life is organized around the demands of work (both inside and outside the home). Being able to comfortably support oneself and one’s family is a central determinant of happiness.

So the economy is an important, perhaps even dominant, force.”

Economics for Everyone, Jim Stanford. Pluto Press

38 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

1

Democracy is the way we decide who will do the running. Democratic institutions are where your political representatives go to represent you. The UK parliament, your local council and the European Parliament are all democratic institutions.

Because we live in a democracy we have certain rights: l Elections – where we can vote over who wins power and who loses it l The right to have different political opinions from the government l The right to join a political party l The right to run a campaign on an issue l The right to protest peacefully

There are still many places in the world where people do not have the right to decide who makes political decisions about their lives.

Why do you think it is important that the public decides who has political power?

What are other ways of governing or running a country – what are the advantages and disadvantages? Can you name any countries that are not democracies? 2

Democracy can be described as having two basic principles: 3

Popular control, meaning the right of people to have a controlling influence over public decisions and decision-makers; and Political equality, meaning

1 Economics for Everyone, Jim Stanford. Pluto Press 2 Democracy Cookbook: Doing politics with young people. The Electoral Commission. 3 Guide to Auditing Democracy Framework. Democratic Audit www.democraticaudit.com

Train the Take Part Trainers • Curriculum File 39 How does the UK Political System Work

that people should be treated with equal respect and as of equal worth in the context of such decisions.

These two principles are not fully realised anywhere. But to the extent that they are, we can call a system of public decision-making democratic. Democracy is not an all- or-nothing state of affairs, but a matter of the degree to which the two principles are realised in practice. A country’s performance will vary over different areas of inquiry, and it may make progress or regress over a period of time.

In the context of the modern state, however, our two basic principles - popular control and political equality - require a distinctive set of institutional arrangements and conditions in wider society:

1 A guaranteed framework of equal citizen rights (including the rule of law, access to justice and economic and social rights as well as civil and political rights)

2 Institutions of representative and accountable government

3 A civil or democratic society (including free and pluralistic media and civic organisations, consultative processes and other forums to ensure popular participation in government and responsive government).

2 Who decides?

UK government The system of government in the United Kingdom is known as a parliamentary democracy with a constitutional monarch.

The United Kingdom is a constitutional monarchy. A monarch is a hereditary ruler; a constitutional monarchy is a state headed by a monarch who rules according to the constitution. There are two basic principles to the British Constitution: The Rule of Law and the Supremacy of Parliament

The British Constitution A constitution is a set of laws on how a country is governed; it is a set of rules that regulate the powers of government and the rights and duties of citizens. In all but a handful of democracies in the world, the nation’s constitution can be found in a single document. The exceptions are Israel, New Zealand and the United Kingdom. As a result, people sometimes say that we in Britain do not have a constitution. What we do have is a number of written documents or statutes such as Magna Carta (nearly 800 years old; served to limit the power of the King of England), the Bill of Rights, the Act of Settlement and the Parliament Acts where much of the constitution can be found.

40 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Key concept: Britain is governed according to the constitution Supporters of the constitution believe that the current way allows for flexibility and change to occur without too many problems. Those who want a written constitution believe that it should be codified so that the public as a whole has access to it – as opposed to just constitutional experts who know where to look and how to interpret it.

This contrasts with the notion of judicial review, where, if the legislature passes a law that infringes on any of the basic rights that people enjoy under a written constitution, it is possible for the courts to overturn it.

This also makes British citizenship a difficult concept to define as there is not a formal written constitution or Bill of Rights to which to refer.

Do we have a constitution in Britain? Is British government undemocratic and illegitimate because our constitution can’t be found in a single document?

Further reading: The Unspoken Constitution www.democraticaudit.eu/download/Unspoken_constitution.pdf

Rights and freedoms

Rights and freedoms are the foundation of democracy. They are crucial for defining and limiting the role of the state. We cannot imagine a genuine democracy without the right to freedom of speech or freedom to protest; rights which allow the Government to be challenged and held to account. Some people like to think of these freedoms as ‘civil liberties’; some like to think of them as ‘human rights’ – either way they are fundamental to our dignity and to the health of democratic society.4

Freedom of Information Act 2000 – established a statutory right of access to official information (with 37 exemptions).

A Bill of Rights and the Human Rights Act: The Human Rights Act (HRA) was campaigned for long and hard and is seen as a vital step in protecting rights and freedoms in the UK. It incorporates the European Convention on Human Rights into British law. The HRA offers a minimum standard of protection across the UK. Reformers5 argue that human rights are best defended by entrenching them in a Bill of Rights which strengthens individual freedom as part of a written constitution which serves to limit the power of the state. The Coalition government has agreed to set up a commission to review the HRA and investigate the possibility of creating a Bill of Rights.

4 Power 2010 deliberative poll document. 5 Unlock democracy (formerly Charter 88)

Train the Take Part Trainers • Curriculum File 41 How does the UK Political System Work

The Monarch In theory, political authority rests with the Queen. However, almost all of the Queen’s constitutional powers are exercised on the ‘advice’ of her government. The advice she receives cannot be ignored: in practice, it is the Queen’s ministers who make almost all the decisions. The Queen is Supreme Governor of the Church of England and Head of the Commonwealth. The Sovereign has important powers, and may still be called upon to exercise them. Under the British constitution, the monarch: l decides when to dissolve parliament l decides who should be appointed Prime Minister

The Government The government is made up of Ministers of the Crown who are selected by the Prime Minister. They are responsible to parliament for actions carried out in the Crown’s name. The UK government is formed by the party with the most MPs in parliament. The government makes recommendations for new laws that should be introduced or issues that should be looked at, and carries out the decisions made by Parliament. The government can’t make laws – Parliament does this. The government can propose new laws in the form of bills that it presents to Parliament for consideration. In practice, because the Government is formed from the largest party, the laws that it suggests are usually agreed by Parliament. However, the government does make many decisions that affect us, through government policy. Policy isn’t law. Policy sets out what government departments want to do about particular issues. Who is in the government? Prime Minister, The Cabinet, Cabinet Ministers, Deputy Prime Minister, Chancellor of the Exchequer, Foreign Secretary, Home Secretary, Civil Service, The Opposition. Parliament: The UK Parliament is the supreme law-making or ‘legislative’ body of the United Kingdom. Parliament consists of an ‘Upper House’, the House of Lords, and a ‘Lower House’, the House of Commons. In theory, the supreme power is said to lie with the Sovereign (or the ‘Queen-in- Parliament’). In practice, real power is vested in the House of Commons, as the Sovereign generally acts on the advice of the Prime Minister, and the powers of the House of Lords have been limited. The House of Commons The House of Commons is a democratically elected chamber. Elections to the House are held at least every 5 years. There are 646 MPs in total in the Commons, which will increase to 650 at the next election. Each MP represents the residents of a constituency in the UK with an average population size of roughly 68,000. They are paid a basic salary of £64,766, with higher salaries for those who become ministers.

42 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

The majority of an MPs duties involve working on behalf of constituents, examining and debating legislation. Many MPs serve on select committees, where detailed scrutiny of Government policy is carried out. The House typically sits from Monday to Thursday in term time, with Fridays usually reserved for constituency business.

The role of the Commons is to debate policy, revising and scrutinising legislation introduced by the Government. The Prime Minister is drawn from the House of Commons and Government ministers are drawn from the Commons and occasionally the Lords. All bills must go through both Houses before they become ‘acts ‘ (laws).

The Queen’s Speech is delivered at the State opening of parliament. It outlines the overall programme of government for the coming year.

To find out more about MPs: www.theyworkforyou.com www.aboutmyvote.co.uk You can watch debates in parliament by going to: www.parliamentlive.tv/Main/Home.aspx

The House of Lords The House of Lords is primarily selected rather than elected. Of the 706 members in the House of Lords, 588 are life peers (nominated and appointed by the Crown under the advice of the Prime Minister), 92 are hereditary peers and 26 are bishops.

The House of Lords is subordinate to the House of Commons. Its role is to scrutinise, revise and, if necessary, delay laws proposed by MPs in the Commons. Under normal circumstances the agreement of the House of Lords is needed for all laws, but in exceptional circumstances the Commons can use the Parliament Acts to pass legislation without the Lords’ agreement, subject to certain delays.

The Judiciary There are three separate judicial systems in the UK – England and Wales, Scotland, and that of Northern Ireland. The final court of appeal in all cases, except in Scotland, is the Supreme Court of the United Kingdom which was established under the Constitutional Reform Act of 2005. For Scottish criminal cases, the final court of appeal is the High Court of Justiciary.

Government in the UK suffers from being unrepresentative, over-powerful, centralized and largely unchecked. It may be strong but it is not effective.

Agree? Disagree?

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Devolved Government – ‘the quiet revolution’

In a large modern state like the UK, political power is exercised at a number of different levels. The UK Parliament in Westminster is the supreme law-making power and the central institution of the state. One of the biggest changes in the past 13 years has been the advent of devolved government in the UK. Since 1998, power has been devolved from the UK Parliament to the Scottish Parliament and to the Northern Irish and Welsh Assemblies. These bodies have powers over education, health and other areas whilst all foreign policy matters and some domestic matters, including the economy and taxation, remain with the UK Parliament. England does not have its own national parliament and is governed from the UK Parliament. Local Government meanwhile is made up of a complex and uneven pattern of local authorities, unelected regional assemblies and Regional Development Agencies.

7 Devolved spending 2008: Population Scotland £33 bn 5.2 m Northern Ireland £16.3.bn 1.8 m Wales £15 bn 2.9 m

Examples of different policy directions and entitlements emerging include: l No university tuition fees in Scotland l Free personal care for the elderly in Scotland l Free prescriptions in Wales

Scotland The Scottish Parliament has law-making powers over areas including education, health, agriculture and justice. All foreign policy matters and some domestic matters, including the economy and taxation, remain with the UK parliament in Westminster. The referendum was held in September 1997. Turnout: 60.4%. 74.3% YES to Scottish Parliament. 63.5% YES to tax-varying powers. 129 members – 73 elected from single member constituencies based on the Westminster parliamentary map and 56 chosen from lists presented by registered political parties in 8 regions.

Wales The Welsh Assembly does not have equivalent law-making powers but does have the right to law-making powers in some areas if it receives the permission of the Secretary of State for Wales and the UK Parliament. It also has the power to vary laws passed by Westminster using secondary legislation. Referendum held in September 1998. Turnout: 50.1%. 50.3% YES to Assembly for Wales.

7 Guardian fact file: UK politics 30.04.10

44 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

40 members elected by majority voting in parliamentary constituencies. 20 chosen from party lists presented in 5 regions that correspond to European elections.

Northern Ireland The situation in Northern Ireland is unique: devolved arrangements are based on an international treaty between Great Britain and Ireland, the Good Friday Agreement 1998, which helped bring an end to decades of troubles. The Northern Ireland Assembly has authority to legislate in areas known as ‘transferred matters’, such as education, health and agriculture. Powers retained by Westminster are divided into ‘excepted matters’ which it retains indefinitely (such as immigration and international relations), and ‘reserved matters’ (such as policing and criminal law), which may be transferred to the Northern Ireland Assembly at a future date.

Key issue: The West Lothian question Is it right that MPs elected in Scotland, Wales and N Ireland should vote on all affairs affecting England when English MPs do not have a vote on matters decided in the devolved institutions? Do we need an English parliament to vote on English affairs?

Further detail on the UK political system can be found at: www.direct.gov.uk/ Wikipedia: Politics and government of the United Kingdom www.parliament.uk www.number-10.gov.uk

Regional The regional structures that have been in place are now under scrutiny by the Coalition government and have been targeted for radical reform. The first stage of this has been the abolition of the Regional Development Agencies. Government Regional Offices: ‘Whitehall in the region’ staffed by civil servants acting as regional representatives of 10 government departments. These are also currently under review.

Local government The structure and functions of Local Government in England, Scotland and Wales have developed over centuries and changes are still being implemented. There are 2 distinct structures in England: unitary; county and district. Sometimes a third tier at Parish or Town Council level. Councils provide 3 types of services: l Statutory l Regulatory l Discretionary

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Councillors are bound by ministerial directives and regulations and many decisions they take require the approval of a government minister or civil servant. Many of the services are inspected by the Audit Commission and other inspectorates. Some of their decisions may be subject to appeal to a minister or government department. Local government power is embodied in statutes and regulations and so its decisions can be challenged in the courts.

Sustainable Communities Act gives local councils, working with the communities they serve, a right to demand greater powers from central government.

There has been a shift in the balance of power between central and local government over the last 5 years. The Coalition government are pursuing a policy of localism to reduce central, and increase local, powers.

“We want to make sure people can take control and take responsibility in their street, their estate, their town. Solving problems and taking action for themselves. With neighbourhoods, people working together, as the basis for the big society..... …. Local government will no longer be the poodle of central government. And together, we are going to be part of the most radical shake up of power there has been for generations.” Eric Pickles MP. Secretary of State for Communities and Local Government 11.6.10

Further information on local government can be found at: ‘How Your Council Works’ www.urbanforum.org.uk www.lga.gov.uk www.idea.gov.uk

46 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

Europe

The European Union is an organisation of 27 member states committed to economic and political co-operation. It was established by the Treaty of Maastricht in 1993 upon the foundations of the European Economic Community, which was itself set up by six European states following World War Two to help economic recovery and promote peace. In the future the EU is likely to continue to expand, primarily on the fringes of Eastern and Central Europe, as a number of countries have expressed an interest in joining. The EU has a single market enforced through a standard system of laws which apply in all member states, ensuring the free movement of goods, services, people and capital. It maintains common policies on trade, fisheries, and regional development and has a limited role in foreign policy and in justice and home affairs. Sixteen member states have adopted a single currency, the Euro. This zone of 16 is known as the Eurozone. In certain areas, decisions are made through negotiations between member states, while in others independent EU institutions have responsibility. There are five principal institutions in the EU: The European Commission is responsible for proposing legislation, enforcing law, implementing decisions, and the day to day running of the EU. It comprises 27 commissioners selected by member states. It is appointed once every five years and is politically answerable to the European Parliament. The Council of the European Union is the principal decision-making body of the EU. It comprises two levels: - The European Council, which is made up of the heads of state or Government of the member states, meets every six months to set out the policy direction of the EU. - The Council of Ministers, which is composed of national ministers from member states with a rotating six month presidency - it may initiate new EU law in the specific policy areas member states have delegated to it. - The European Parliament is directly elected by European citizens every five years. It has legislative and veto authority in some specific areas. Its powers have been gradually expanding since it was established in 1979. - The European Court of Justice acts to ensure all EU law is applied consistently in each member state. It is composed of one judge from each member state. - The European Central Bank has responsibility for the monetary policy of the Euro- zone. Britain joined the European Economic Community in 1973. In 1975 a nationwide referendum was held in which a majority voted for the UK to remain a member. Since that time several EU treaties have expanded the power of EU institutions and brought closer integration between member states, most recently the Treaty of Lisbon which came into force December 2000.

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Further information on Europe can be found at: http://europa.eu www.direct.gov.uk/ www.europarl.europa.eu/

Who rules? When asked who should have a great deal/fair amount of influence over government policies, responses to a poll show the gap that people see between who should have influence and who actually does. 8

Should Do

Ordinary voters 78% 17%

The media 28% 65%

Large companies 27% 67%

Parliament 80% 80%

Trade unions 41% 57%

The markets: Events in 2009 challenged the long standing assumption that ‘the markets know best’. However in the 5 days leading up to the creation of the Coalition government in May 2010, one of the main questions in every news bulletin was: ‘How are the markets responding to this uncertainty?’

Business interests work very closely with political decision makers. Public resources are increasingly being distributed through private companies and public services opened up to competition and private investment. This reduces the democratic opportunities to control and direct public resources. It interrupts the transparent flow of decision making from public need to public power. 9

“In practice it is impossible for the modern state to maintain an independent control over the decision of big business. When the state extends its control over big business, big business moves in to control the state. The political decisions of the state become so important a part of the business transactions of the corporations that it is a law of their survival that most decisions should suit the needs of profit-making.” Nye Bevan, Labour Party Conference, 1944

8 The State of British Democracy. Democratic Audit Joseph Rowntree Reform Trust, 2006 9 Reclaim the State: Hilary Wainwright. Seagull 2010 48 Train the Take Part Trainers • Curriculum File How does the UK Political System Work

The media: The power to shape meaning has diffused over centuries from the church and the state to the mass media. The most recent shift has occurred within electronic media wherein communication is slowly evolving from messages being sent vertically from the few to the many to people communicating horizontally with each other. The idea of many to many communication is what makes the internet an essentially power spreading rather than power hoarding mechanism. That said, nearly all media content is still produced by vertically integrated media conglomerates such as those owned by Rupert Murdoch. Moreover such conglomerates not only control content but have significant stakes in the internet service providers and social networking sites that act as gatekeepers in the new world of horizontal, many to many communications. Thus for all its democratising promise, the internet is itself enmeshed in hierarchies of ownership, control and exclusion. 10

Multi-lateral bodies There are a number of international bodies that exert power and influence over democratic institutions and take decisions at a global level that can over-ride national decision-making bodies and are far removed from the ability of individual citizens to influence the decisions that affect their lives. Three key international institutions are the World Bank, the International Monetary Fund (IMF) and the World Trade Organisation (WTO). The World Bank’s stated mission is to aid developing countries and their inhabitants to achieve development and the reduction of poverty, by helping countries develop an environment for investment, jobs and sustainable growth, thus promoting economic growth through investment and enabling the poor to share the fruits of economic growth. The World Bank is based in Washington DC, USA, and by custom headed by an American. Critics of the World Bank argue that the so-called free market reform policies which the Bank advocates are often harmful to economic development if implemented badly, too quickly (“shock therapy”), in the wrong sequence or in weak, uncompetitive economies. 11 The International Monetary Fund (IMF) is the intergovernmental organization that oversees the global financial system by following the macroeconomic policies of its member countries, in particular those with an impact on exchange rate and the balance of payments. It is an organization formed with a stated objective of stabilizing international exchange rates and facilitating development through the enforcement of liberalising economic policies on other countries as a condition for loans, restructuring or aid. It also offers highly leveraged loans, mainly to poorer countries. Its headquarters are in Washington, D.C., United States. 12 The International Monetary Fund and the World Bank have introduced ‘structural adjustment programmes’. These ‘reforms’ have included opening up markets and investment opportunities to US and European corporations, privatising state assets, lifting protective legislation etc as conditions for development loans. Recent policy documents talk of ‘community participation’ but have not yielded real power or authority to change economic decisions. 13

10 Demos: Defining power and powerlessness 11 wikipedia 12 wikipedia 13 Reclaim the State: Hilary Wainwright

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The World Trade Organisation was established in 1995. It includes 153 countries and is headquartered in Geneva, Switzerland. The WTO has been used to push an expansive array of policies on trade, investment and deregulation that exacerbate the inequality between the North and the South, and among the rich and poor within countries. The WTO enforces some twenty different trade agreements, including the General Agreement on Trade in Services (GATS), the Agreement on Agriculture (AoA) and Trade-Related Intellectual Property Rights (TRIPS). Critics of the WTO argue that it is inherently undemocratic. Its trade tribunals, working behind closed doors, have ruled against national health and safety, labour, human rights and environmental laws, which have been directly challenged as trade barriers by governments acting on behalf of their corporate clients. National policies and laws found to violate WTO rules must be eliminated or changed or else the violating country faces perpetual trade sanctions that can be in the millions of dollars. Since the WTO’s inception in 1995, the vast majority of rulings in trade disputes between member nations have favoured powerful industrialized countries.

Further information: World Development Movement – anti-poverty campaigning organisation www.wdm.org.uk/ Our world is not for sale – campaigning against corporate globalisation www.ourworldisnotforsale The Age of Consent: manifesto for a new world order. George Monbiot; Flamingo 2003

Power The term ‘power’ can have a number of different meanings. Analysing power can help to explore the underlying dynamics of a situation. A clearer understanding of power relations can strengthen our ability to influence and to bring about change. Power is complex and operates across a number of dimensions and levels. A starting point for analysing power is to explore the different sources of power, both negative and positive, that you can access or of which you can be part:

Power over: has many negative connotations such as force, coercion and discrimination. Having power means taking it from someone else, and then using it to dominate and prevent others from gaining it. Power with: has to do with finding common ground among different interests and building collective strength. It is based on mutual support, collaboration and solidarity across individual talents and knowledge. It can help build bridges across different interests to promote more equal relations. Power within: has to do with a person’s sense of self-worth and self knowledge: It includes the ability to recognise individual differences while respecting others. Into the Lion’s Den: a practical guide to including women in regeneration. Oxfam UK Poverty Programme

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The Demos publication: ‘The Power Gap’ talks about democratising ideas of power by looking at the distribution of people’s capacities to be the authors of their own lives. They argue that to reframe the debate about power - and what constitutes power failure - it is nec¬essary to turn the telescope away from elites to map people’s power in their everyday lives. They suggest that there are 3 key elements in human power: l the power to shape one’s own life l the power to be resilient in the face of shocks and the arbitrary power of others l the power to shape the social world Using a set of indicators they have developed a Power Map. This depicts the differences in levels of personal power by parliamentary constituency in England, Wales and Scotland. The map provides an overview of the power held by individual citizens. This understanding of power takes in both the power that one has to decide how one’s own life will go, as well as power to have a voice in shaping the wider social world. The key concern is people’s power to be in control of their own lives.

Power and Empowerment. See page 6 ‘Resources’ Find the power rating for the constituency where you live: www.guardian.co.uk/news/datablog/2009/dec/17/demos-power-map- constituency The handout: ‘Power and Empowerment’ provides a useful summary of a number of frameworks that can be used to analyse power.

3 Are British politics broken?

The public has been switching off from formal politics in this country for some time. Polls consistently show a majority dissatisfied with the way democracy works in the UK and in favour of change. The expenses scandal which engulfed Westminster in the spring of 2009 simply strengthened this feeling. The public anger at MPs was always about more than simply duck houses, moats, dry rot, and bell towers: it is symptomatic of a much deeper disconnect between the public and politicians that has been building for years. Voter turnout at the last two General Elections in 2001 and 2005 was at a historic low of around 60%. Turnout for non-Westminster elections is low and falling. Political party membership is also falling. These trends indicate that the public has lost confidence in representative processes. When examining people’s perceptions of local democracy a poll conducted for CLG (2008) showed that: l 60% of people do not feel that they are given adequate say in how local council services are run l More than 90% believe that councils could be more accountable l Nearly 40% people do not feel that councillors are representative of their communities

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l 60% of people do not believe that councillors adequately reflect their views l Only 30% of people feel that they can influence decisions in their local area. 14

General election turnout: early 1950’s = 80%. 2001= 59% ,2005 = 60%. Membership of the three main UK parties in 2001 was less than 25% of its 1964 level. 15

There has been much public discussion and concern over the fall in turnout at the polls – both national and local – termed the democratic deficit. Many people see a link between this lack of engagement with the current system and major parties and the growth of support for the far right . The Power Inquiry points out that there is a belief that Members of Parliament have little say with decisions being made by a handful of people at the centre and then driven through the system: Politics and government are increasingly slipping back into the hands of privileged elites as if democracy has run out of steam. 16 The Power Inquiry, which carried out the largest ever investigation into people’s attitudes to British democracy several years ago, concluded that this disengagement doesn’t arise from apathy or satisfaction with the status quo. Instead, disengagement arises from feelings of powerlessness and a sense that the political system is too remote and unresponsive to people’s needs and interests. If this is to change then power needs to be taken from the few who wield it in the centre and put it in the hands of ordinary people. This means making Government more accountable to Parliament, and Parliament more accountable to the people. It means ensuring politics is open, transparent and free from sleaze or corruption. There have been long running campaigns in the UK to secure Freedom of Information, a Bill of Rights, a written Constitution and to reform the parliamentary voting system to name just a few. In addition to reforms to the electoral system, there are also calls for reforms to the political institutions, party politics, and for increased opportunities for democratic conversation.

The electoral system The recent General Election, held in May 2010, has delivered a hung parliament. Alongside the pressing economic issues facing the country, this has brought constitutional and electoral reform to the top of the political agenda. The ‘election that nobody won’ is being interpreted as a message from the voters that there is no one political party that commands majority support in the country; this requires an alternative to the two party ‘adversarial’ political system that has dominated British politics for so many years. It has also illustrated the ‘unfair’ nature of the current voting system:

14 Leading lights: research into the role of councillors and third sector representatives in community leadership Urban Forum 2009. www.urbanforum.org.uk 15 Making good society. Commission of Inquiry into the Future of Civil Society. www.futuresforcivilsociety.org 16 Power to the People: an independent inquiry into Britain’s Democracy. The POWER Inquiry 2006 www.powerinquiry.org

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Britain is now politically fragmented: Guardian Election Guide 8.5.10 It took 284,566 votes to elect one Green MP; 119,000 for each Lib Dem MP; 34,000 to elect each Labour MP and 33,000 to elect each Tory MP.

According to a report by the New Economics Foundation: Spoiled Ballot’ 17 democratic power in Britain is more unevenly distributed than income: the most powerful electors in Britain have 50 times more power in an election than the least powerful. By contrast, the richest 20% of the UK population have 14 times more income that the poorest 20%. The value of the ‘one person one vote’ system depends on each vote having the same power to influence the result of an election. However the parliamentary electoral system doesn’t deliver this – the more marginal the constituency and the smaller the size of the electorate in it, the greater the democratic power of each voter – essentially a postcode lottery of how much democratic power electors actually wield. There is a relationship between low turn out and low democratic power. In many constituencies where there is a candidate with an inbuilt majority, the general election result is already determined: l In the 2005 election, more than half of all voters voted against their winning MP. l In the UK, the only voters with any real power to choose the government are those who live in marginal constituencies. l Less than 20% of constituencies can be considered marginal. l The rest of us have little or no power to influence the outcome of the election. In fact, statistical analysis by the new economics foundation (nef) shows that one person in the UK does not have one vote... l ...it’s more like 0.25 votes. l In some ultra safe constituencies the value of your vote falls to practically zero. 18

If you want to check how much power you have in the electoral system go to: http://www.voterpower.org.uk/

Some other concerns about our democratic system include: l Emergence of far right – exploiting the vacuum and people’s sense of disconnection l Political parties and institutions are subservient to the power of the market and multi-national/global economy l Having a say doesn’t make any difference – outcomes are pre-ordained; can’t get things on the political agenda l Centralisation of power in political parties l Centralisation of power in government

17 www.neweconomics.org/publications/spoiled-ballot 18 www.voterpower.org.uk

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What has changed? The world has changed and people have changed but the political system hasn’t. The nation state is no longer the independent autonomous political unit it once was. It is embedded in an interdependent web of global governance structure. Power has shifted outwards to international markets and global institutions. 19 According to Power, there are 2 major disjunctions between the system and citizens: - the British parliamentary system of elected representation and considerable executive power was built in a time of limited education provision and in which deference and rigid hierarchy and static social relations were taken for granted. - the British party system is based on the dominance of two parties construed around the pursuit of interest and ideological leaning of the two dominant classes that existed during the industrial era. We have a political system that cannot respond to the diverse and complex values and interests of the individuals who make up our post-industrial society. Parties have adapted by changing policies in order to try and win elections; this bypasses debate and democratic channels of engagement in favour of driving a strategy through. People still volunteer and raise funds for charity. They undertake civic roles such as School Governors and take part in protests and campaigns. People still participate - what they don’t do is join a political party or get involved in formal politics; they see less and less point in voting.

4 What’s the big idea?

“We have a coherent programme to fix our broken politics and drag our democracy into the post-bureaucratic age. It involves a massive, sweeping, radical redistribution of power — from the political elite to the man and woman in the street.” Prime Minister David Cameron

The Queen’s Speech May 2010 included a number of proposals for political and constitutional reform: l Fixed term – 5 year parliaments l The right of constituents to recall their MP l A partly or wholly elected House of Lords l A referendum on the Alternative Vote System for electing MPs l 55% majority needed for dissolution of parliament between scheduled elections l Re drawing constituency boundaries and reducing the number of MPs by about 50

19 Making good society

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“So, the repeal of illiberal laws, the reform of politics, and the redistribution of power. Our very own Great Reform Act. Not everyone will like it. Not every MP, not the vested interests that want government to stay closed, opaque, easily captured. But this new government, this new kind of government, creates an enormous opportunity for those of us who have spent our lives fighting for political reform. This is a moment to step back and look at every bit of damage that has been done to our democracy, before we launch into the most radical programme of reform, empowerment, enfranchisement in over a century.” Deputy Prime Minister Nick Clegg

The Deputy Prime Minister, Nick Clegg has announced that there will be referendum on changing the voting system from ‘first past the post’ to a system known as the Alternative Vote. There is a growing body of opinion that agrees that the current voting system is unfair and supports voting reform as the key to ‘fixing’ British politics. One of the leading campaigning organizations is the Electoral Reform Society. The ERS recommends a change to the Single Transferable Vote for public elections. There are a number of other voting systems – some of which are already used in elections for the devolved institutions and for the European Parliament.

For information on different voting systems: Electoral Reform Society www.electoral-reform.org.uk

Referendum A referendum is a vote on a question about a particular issue or policy. It means that the public can have a direct decision on a question rather than letting their elected representatives decide on their behalf. The way that the question is posed in a referendum can determine the answer you are likely to get. The Electoral Reform Society will publish a judgement on whether the question is clear, simple and neutral before parliament finalises it.

Think of a question you are asked in daily life. What are the different ways in which it could be asked? How does this affect the answer? 18

Alternative vote system Under Alternative Vote (AV), voters would be asked to rank candidates by order of preference (1, 2, 3, etc) rather than placing a cross (X) next to a single candidate’s name. If no candidate secures a majority of first preference votes, then second, third and even fourth preferences are taken into account until such point as one candidate has secured support from at least 50 per cent of those casting ballots.

20 Democracy Cookbook

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Currently parties tend to invest much more energy and resources in seats considered ‘marginal’, where a relatively small change in the numbers voting for each party would change who wins the seat – those seats that are very tightly poised between parties. Those supporting a party not deemed in the race would via AV still be able to impact upon the outcome.

Arguments in favour l Everyone elected to Parliament would have some kind of support from at least half of those who voted in their constituency. l Candidates would be encouraged to broaden their appeal in order to achieve higher preferences from those who might not rank them first. l The system would be relatively easy to understand, particularly because existing constituency boundaries would be kept the same.

Issues / arguments against l The system can be even more unequal in the relationship between votes cast in a General Election and seats gained by parties than under the existing First-Past-the- Post System. l The ‘majority’ that many candidates won would be based partly on voters who did not want them as their first choice. l Campaigning could become more complex and confusing to voters, since candi dates would be aiming not only to win outright support, but to gain second preferences as well.

5 Beyond the ballot

“Democratising the state means people becoming the subjects of policy rather than the object of policy. It is not only a better way to make decisions about how to meet the needs of people, but it is about inclusion, respect and a new political culture – it is a project for the democratization of everyday life.” Olivio Dutre, former mayor of Porto Alegre, Brazil where participatory budgeting was introduced.

Since these words were spoken in 1989, the concepts of participatory democracy and citizen empowerment have become widely promoted, from the World Bank to local government partnership working. But will this deliver real democratic control over the big decisions shaping people’s lives? New institutional forms of democracy are promoted, but are absorbed and reshaped by the contexts of power in which they sit. ‘To talk about participation’, one participant said, ‘you have to talk about power. Participation isn’t powerful enough in itself’ to bring about desired change. 21

21 www.powercube.net/an-introduction-to-power-analysis/why-power-why-now/

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The need to modernise democracy is widely recognised. In Britain, this has taken three forms: structural changes like reform of the House of Lords or devolution in Wales and Scotland; renewed attention to citizenship, for example in the school curriculum; and ‘technical fixes’ to improve voting rates. These include e-voting and making postal votes available on demand. Much less attention has been paid to helping people become fuller citizens through discussing and influencing issues that they care about. We need more than constitutional change to re-engage people in politics – it’s about giving people real influence over the bread and butter issues which affect their lives. 22

Innovations Examples of innovations in the relationship between the citizen and the state include: Electoral innovations – aim to increase electoral turnout. Examples include postal ballots, electronic voting, positive abstention, compulsory voting, reducing voting age, universal citizenship. Consultative innovations – aim to inform decision-makers of citizens’ views. Examples include public meetings, focus groups, planning for real, community visioning, standing forums, standing citizens’ panels. Deliberative innovations – aim to bring citizens together to deliberate on policy issues, the outcomes of which may influence decision-makers. Examples include citizens’ juries, consensus conferences, deliberative opinion polling, America Speaks, national issues forums, study circles, deliberation days. Co-governance innovations – aim to give citizens significant influence during the process of decision-making. Examples include Chicago community policing, youth councils, participatory appraisal, participatory budgeting, Citizens’ Assembly on Electoral Reform, British Columbia. Direct democracy innovations – aim to give citizens final decision-making power on key issues. Examples include New England town meetings, referendum, initiative, recall, citizens’ assemblies selected by sortition. 23 E-democracy innovations – aim to use ICT to engage citizens in the decision-making process. Examples include e-voting, e-consultation, e-representatives, online deliberative polling, e-petitions, e-referendum, Minnesota E-Democracy, BBCiCan, HeadsUp. 24 Exploring the case studies provides an opportunity to assess the extent to which different innovations have widened and deepened participation.

22 Power to the People: The report of Power: An Independent Inquiry into Britain’s Democracy. www.powerinquiry.org 23 random selection to choose a citizens’ assembly. Thus it is possible to create a face-to-face assembly with legislative power over a large geographical area. 24 Beyond the Ballot. Research produced for the Power Enquiry by Graham Smith

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Developing meaningful participation can present a number of challenges: l Worthwhile participation delivers outcomes that can’t be predetermined – democracy becomes a little more ‘dangerous’ l People must learn to form judgements and to think of the interests of others by participating in making real decisions l Participatory approaches require commitment over time l Conflicting views and value systems encounter each other and there needs to be a 25 way for people to change their opinions through such encounters.

Civil society There are also numerous ways in which people come together and work for change outside the structures of the state. Civil Society is where people come together to pursue their shared interests and to campaign for change. Democracy in the UK was created in large part by pressure from civil society. Power was not willingly shared by those who held it, but prised from them by campaigners for reform, such as the chartists and the suffragettes and, more recently in the UK by institutions such as the Scottish Constitutional Convention and the All Wales Convention. 26

27 Community Organising – the citizen perspective Growing participatory and deliberative democracy London Citizens is a broad-based organization comprised of faith groups, trade unions, schools, universities and community groups. It seeks to organise communities that are diverse in terms of ethnicity, faith and class in order to effect social change. Recent initiatives have focused on a ‘living wage’ for London workers and on the idea of granting an amnesty for undocumented workers in the UK – the ‘Strangers into Citizens’ campaign. Dialogue and deliberation are facilitated by full-time organisers, who continuously hold both one-to-one meetings with affiliates and/or potential affiliates, and local caucuses that feed into the larger assemblies of the whole organisation. This process is illustrated by the Lunar House Inquiry, set up by South London Citizens in 2004. Lunar House is the Home Office building processing asylum and immigration applications. In one local meeting in Croydon, South London, a priest told a story concerning a parishioner’s treatment at Lunar House. At the same meeting, there was a person who worked at Lunar House who tried to explain the difficulties the staff faced on a day-to-day level. The full-time organisers then took these testimonies from caucus to caucus and found that many affiliates had individuals who had experienced similar poor service provision. At the first South London Citizens’ Assembly, the organisation agreed to set up an Inquiry into service provision at Lunar House. Crucially, the input of staff, users (migrants) and civil society associations working in the field meant that the Inquiry report findings were able to integrate the multiple perspectives and make recommendations for change. In this case, what started as a local dialogue broadened into a deliberative process that engaged different groups on a common issue and was followed up by appropriate action. www.londoncitizens.org.uk

25 Participation and Democracy n the 21st Century City. Ed J. Pearce. Palgrave 2010 26 Commission of Inquiry into the Future of Civil Society. www.futuresforcivilsociety.org 27 Commission of Inquiry into the Future of Civil Society. www.futuresforcivilsociety.org

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Civil society can encompass anything from community centres to collaboration through the web. It includes campaigning, trade unions, responses to natural disasters. In 2006 – 2007 the UK had 870,000 formal civil society associations with assets of £210 billion. This is as well as the thousands of informal community groups and initiatives generated through the internet. Civil society has grown as an expression of the values of co-operation, solidarity, mutual commitment and freedom. It has complemented and influenced the formal institutions of democracy. A recent Commission of Inquiry into the future of civil society28 argues that civil society has the potential to play a central role in responding to the triple crises of our time: those of political trust, economics and the environment. Civil society can ‘rescue’ the legitimacy of political parties and parliaments by engaging people in deliberation, argument and decision-making. It has a key role to play in helping to develop public participation, deliberation and the spaces in which it can take place. It is independent from government and has the ability to reach diverse constituencies. It has been the source of a number of new models of participation. Civil society activity can provide people with opportunities to debate and to reconcile differences peacefully; it can support the development of the skills, knowledge, attitudes and norms necessary to make deliberation effective.

“It is in civil society that the great strength of democracy in Britain lies.” 29

Becoming involved in change: Democratic reform: www.unlockdemocracy.org.uk www.takebackparliament.com Campaigning is OK http://static.novas.org/files/campaigningisok-456.pdf Louder – e-campaigning web site www.louder.org.uk/

28 Commission of Inquiry into the Future of Civil Society. www.futuresforcivilsociety.org 29 Democratic Audit: The State of British Democracy

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Activity Sheet Sources:

1 Political bingo Democracy Cookbook: The Electoral Commission www.dopolitics.org.uk

2 Democracy Tree Democracy Cookbook

3 Democracy Learning Log Adapted from Democracy Cookbook

4 Blankety Blank Quiz Adapted from Democracy Cookbook

5 Power and Influence Making Community Participation Meaningful: Burns, Heywood, Taylor, Wilde and Wilson. Joseph Rowntree Foundation

6 Wheel of democracy (Credited on resource sheet) Adapted from Democratic Findings No 7 Democratic Audit www.democraticaudit.com/download/Findings7.pdf

8 Ballot paper Power2010

9 Alternative Voting System Adapted from Electoral Reform Society

10 Case studies a,b,c Beyond the Ballot: Power Inquiry

60 Train the Take Part Trainers • Curriculum File Political Values

7.2 Political Values and Ideas fo Activists

Table of Contents Page

Scheme of Work and Lesson Plans 1

Political Values and Ideas for Activists 15

The Course - Tutor Notes 16

Appendix A 39

Appendix B 44

Appendix 2 47

Train the Take Part Trainers • Curriculum File Political Values Progress Reviews Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Methods Assessment A wide variety of mainly photographic images – Appendix A of Tutor Notes. The Coalition: our programme for government website documents http:// programmefor government.hmg.gov. uk

Resources Tutor: Examination of a series images and group discussions on the values they portray. Discourse analysis of documents and group discussions. Methods Learning Methods Have developed an understanding of the importance of values in politics. Developed an understanding of the relationship between individual/ group values and political/social values. Interpreted a series of images as regards the values that might be represented in them. Developed an understanding of the political values of current Conservative-Lib-Dem coalition government. Critically analysed some key position documents produced by the government. Identified the role of rhetorical statements in government documents. Outcomes Learning Outcomes Political values and ideas for activists Understand the role of individual and group values in developing political consciousness; of individual and group Understand the role Have interviewed a political activist or other about their values and motivation; the historical and social context for development of their own political values. Have explored Course Learning Outcomes: By the end of course learners will: • • • Number/Date Course title: Session 1 X 2 hours 2 X hours WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 1 Political Values Progress Reviews Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Assessment Methods Text on the ways in which each of the main political ideologies treat three different values: freedom, fairness and responsibility. Ideas regarding how to interview and text on some potential interview questions. Flipchart or other paper for learner’s timelines. Resources Lecture and discussion. Group discussions on the differences and theory between practice. Introduce research and interview process. Group discussions on interview schedule. Introduce some key public political events. Group discussions. Learners to produce a timeline of the key political events. Learning Methods Methods Developed an understanding of some of the values main political ideologies. Examined the way in which different political ideologies interpret particular values. Have an understanding of the differences between ideologies and their political practice. Understood the nature of interview process they are about to undertake. Identified someone they would like to interview. Collectively devised an interview schedule – of appropriate questions. Identified key events that contributed towards their political development. Developed their thinking on the relationship between personal values and public action. Reflected upon the nature of relationship between their values and political development. Learning Outcomes Outcomes Session Number/Date 4 X 2 hours 3 X 2 hours 5 X 2 hours

Train the Take Part Trainers • Curriculum File 2 Political Values Progress Reviews Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Assessment Methods TV programme Detailed information on ownership of the media. A guest speaker from a local independent media source – e.g. Sheffield Live radio station. Maps of pre and post war Europe. Lecture notes. A wide array of images. (Google images) – Appendix B Lecture notes. A wide array of images. (Google images) – Appendix B Resources Group discussion of a TV programme. Other group discussions – the role of the media, a ‘free’ media, ownership of the media. Guest speaker. Lecture. Examination of a large variety of images. Group discussions. Lecture. Examination of a large variety of images. Group discussions. Learning Methods Methods Explored the role of media in influencing political choices. Distinguished between different elements of the media – particularly between the old media – newspapers, TV etc. and the Internet. Examined the current pattern of the ownership of media. Developed an understanding of the context post Second World War developments in shaping our political lives. Situated their own family trajectory during this period. Have some understanding of key events in post-war political history. Developed an understanding of the context post Second World War developments in shaping our political lives. Situated their own family trajectory during this period. Have some understanding of key events in post-war political history. Learning Outcomes Outcomes Session Number/Date 7 X 2 hours 6 X 2 hours 8 X 2 hours

Train the Take Part Trainers • Curriculum File 3 Political Values Progress Reviews Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Assessment Methods Evaluation sheets. Video recording equipment. Resources Listen to individual presentations. Ask questions and discussion. Short lecture. Group interviews. Group discussions. Learning Methods Methods Have presented their research findings by feeding back to the group on their interviews. Answered questions from the group. Developed some presentation skills. Developed an understanding of the overall course. Evaluated the course in a variety of ways. Considered ‘what next?’. Learning Outcomes Outcomes Session Number/Date 9 X 2 hours 10 X 2 hours

Train the Take Part Trainers • Curriculum File 4 Political Values Methods for checking learning Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation, feedback, questions, self-assessment and peer response. Participate in group discussion. Introducing themselves and participating in the icebreaker. Learner activity Look at a series of images and analyze discuss them regarding the values that are being represented. Listening and asking questions. Session 1 Facilitate a group discussion about that relationship. Welcoming the learners, introducing themselves, facilitating their introductions and running the icebreaker. Tutor activity Tutor Divide the group into smaller groups, hand out a series of images and ask the learners to discuss what values they present/ represent. Speaking to the group and answering queries. Introduce learners Introduce to the importance of values in politics. Have developed an understanding of the importance values in politics. Engage with ideas about the relationship between individual/group values and political/social values. between individual/group Engage with ideas about the relationship values and political/social values. between individual/ group Developed an understanding of the relationship Do this through analysis of and discussion about a series images. Do this through in them. the values that might be represented a series of images as regards Interpreted • • • • • • Learners to develop an understanding of the relationship between individual and political values. Welcome, introductions and icebreaker Activity Objectives Learners to develop an understanding of the importance of values. Learners to have an understanding of the aims course and first session. Political values and ideas for activists Notes and comments: Tutors should NOT provide the titles of images to learners. Session Aims Course title: Session Learning Outcomes Time

15-20 minutes 20-25 minutes 45 minutes 15 minutes WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 5 Political Values Methods for checking learning Observation, feedback, questions. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation, feedback, questions. Listening and asking questions. Learner activity Reading, thinking and discussing. Listening and asking questions Session 2 Speaking to learners and answering questions. Tutor activity Tutor Divide the group into smaller groups, provide them with the position documents and facilitate their reading and analysis of them. Speaking to learners about the task and answering questions. Introduce learnersConservative-Lib-Dem coalition government Introduce to some of the values current Conservative-Lib-Dem coalition government. Developed an understanding of the political values current Facilitate their reading and analysis of some government Facilitate their reading position documents by the government. Critically analysed some key position documents produced Help them to critically analyse these documents role of rhetorical statements in government Identified the documents. • • for government The Coalition: our programme website documents http://programmeforgovernment.hmg.gov.uk • • • • Learners to develop an understanding of the main three values of the government and link them to the next session. Activity Objectives Learners to develop an understanding and ability to analyse some government documents. Learners to understand the session task Political values and ideas for activists Notes and comments: Tutors should NOT provide the titles of images to learners.

Session Aims Course title: Session Learning Outcomes Resources Time

15-20 minutes 1 hour 15-20 minutes WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 6 Political Values Methods for checking learning Observations and questions. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Learner activity Listen and ask questions. Discuss and listen. Listen, ask questions and discuss. Discuss and listen. Session 3 Tutor activity Tutor Introduce the session and answer questions. Introduce the exercise and facilitate discussion. Speak, answer questions and facilitate discussion. Divide the group into smaller groups and facilitate discussion. Facilitate the learners’ understanding of the values political ideologies. Developed an understanding of some the values main political ideologies. The same for how different ideologies interpret particular values. ideologies interpret The same for how different particular values. political ideologies interpret Examined the way in which different Help learners to develop an understanding of the differences between ideologies and their practice. Help learners to develop an understanding of the differences between ideologies and their political practice. Have an understanding of the differences • • fairness values: freedom, and different three on the ways in which each of main political ideologies treat Text Also, a ‘political spectrum’ text. responsibility. • • • • Activity Objectives Learners to understand the session aims and activities. Develop an understanding of the political spectrum and position of the main UK parties on it Learners to develop an understanding of some the values of political ideologies. Develop an understanding of the main political parties have put these values into practice. Political values and ideas for activists Notes and comments:

Session Aims Course title: Session Learning Outcomes Resources Time

15 minutes 20 minutes 45 minutes 20 minutes WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 7 Political Values Methods for checking learning Observations and questions. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Learner activity Listen and ask questions. Discuss and contribute interview question ideas. Discuss. Listen, ask questions and discuss. Session 4 Tutor activity Tutor Introduce the session on learners’ independent study – to interview a political activist, councillor, MP or other. Lead discussion. Facilitate discussion. Lead a discussion on interviewing. Introduce learners Introduce to their independent study. about to undertake. they are of the interview process Understood the nature Explain the interview research process. Explain the interview research Identified someone they would like to interview. Facilitate the creation of a generic interview schedule. Facilitate the creation questions. Collectively devised an interview schedule – of appropriate • • how to interview and text on some potential questions. Ideas regarding • • • • Activity Objectives Learners to understand the session’s aims and activities. Learners to devise collectively a generic interview schedule. Learners to decide who they might like to interview. Learners to develop an understanding of the interview process. Political values and ideas for activists Notes and comments: Learners may require a lot of support with this session the on-going interview process. Session Aims Course title: Session Learning Outcomes Resources Time

15 minutes 45 minutes 20 minutes 30 minutes WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 8 Political Values Methods for checking learning Observations and questions. Observations and questions. Observations and questions. Observation of group discussions, feedback, questions, self-assessment and peer response. Learner activity Create the timelines. Discuss and listen. Listen and ask questions. Listen, ask questions and note the date, time and channel of the programme. Session 5 Tutor activity Tutor Provide paper and facilitate the individual creation of timelines. Divide the group into smaller groups and facilitate the discussion. Re-cap on independent study and then introduce this week’s Influential Events session. Ask learners to watch a particular TV programme – Dispatches, Newsnight or other investigative programme. Ask them to come next session prepared to discuss it. Facilitate discussion on influential events in learners’ lives. their political development. Identified key events that contributed towards The same for personal values and public action. between personal values and public action. Developed their thinking on the relationship Facilitate learnersa timeline of the above events. creating relationship between their values and political development. of the Reflected upon the nature • • timelines. Flipchart or other paper for learner’s • • • • Activity Objectives Learners to create a timeline of these events. Learners to identify and discuss the key events that have shaped their political outlook. Re-cap on learners research activity from previous session. Learners to understand this week’s session aims and activities. Learners to understand that they need to watch a particular TV programme and be prepared to discuss it in the next session. Political values and ideas for activists Notes and comments: Tutors will need to identify an appropriate TV programme that is scheduled between sessions 5 6. Session Aims Course title: Session Learning Outcomes Resources Time

40 minutes 40 minutes 20-25 minutes 10-15 minutes WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 9 Political Values

Methods for checking learning Observation of group discussions, feedback, questions, self-assessment and peer response. Observation of group discussions, feedback, questions, self-assessment and peer response. Observation of group discussions, feedback, questions, self-assessment and peer response. Observation of group discussions, feedback, questions, self-assessment and peer response. Observation of group discussions, feedback, questions, self-assessment and peer response. Learner activity Listen, ask questions and discuss. Discuss and listen. Discuss and listen. Discuss and listen. Listen, ask questions and discuss. Session 6 Tutor activity Tutor Introduce speaker and facilitate discussion. Lead discussion on different elements of ‘the media’. Divide the group into smaller groups and facilitate discussions on a range of provided questions Lead discussion on the TV programme that learners were asked to watch in previous session. Introduce some information on media ownership and facilitate discussions on it. Introduce the role of the media in politics the role Introduce of the media in influencing political choices. the role Explored Helped learners to understand the differences between old and new media. Helped learners to understand the differences etc. TV newspapers, – media old the between particularly – media the of elements different between Distinguished Look at some current patterns Look at some current of media ownership. and the Internet. Examined the current pattern Examined the current of ownership media. • • • • •

• Activity Objectives Speaker from an independent media source to stimulate discussion. Help learners to understand the differences between old and new media. Further develop the above understanding. Develop an understanding of the media presentation of political issues. Help learners to understand current patterns of ownership the media. Political values and ideas for activists Notes and comments: Learners may require a lot of support with this session the on-going interview process. Session Aims Course title: Session Learning Outcomes Time

45 minutes (Alternative to above) 20 minutes 30 minutes 20-25 minutes 30-45 minutes WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 10 Political Values Methods for checking learning Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Learner activity Listen, ask questions and discuss. Discuss and listen. Session 7 Tutor activity Tutor Lecture and facilitate discussion. Divide group into smaller groups and facilitate discussion on the origins and travels of the learners’ families. Locate them within post-war history. Enable learners to develop an understanding of the context provided by the post Second World War settlement. War Enable learnersby the post Second World to develop an understanding of the context provided developments in shaping our political lives. War Developed an understanding of the context post Second World Help them to situate the trajectory of their own family during this period. Situated their own family trajectory during this period. Develop some understanding of the key events in post-war political history. Have some understanding of key events in post-war political history. • • notes, a wide array of images (Google images) – Appendix B lecture and post war Europe, Maps of pre • • • • Activity Objectives To enable learners to develop an understanding of the context provided by the post Second World War settlement. Help them to situate the trajectory of their own family during this period. Political values and ideas for activists Notes and comments: Tutors will need to familiarize themselves with the lecture notes (preferably) add their own material. Sessions 7 and 8 should be viewed as one extended session their elements are interchangeable Session Aims Course title: Session Learning Outcomes Resources Time

1 hour 45 minutes WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 11 Political Values Methods for checking learning Observation and questions. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation and questions. Observation of group discussions, feedback, questions, self- assessment and peer response. Learner activity Listen and ask questions. Listen and discuss. Look at images and discuss. Listen and ask questions. Listen and discuss. Session 8 Tutor activity Tutor Speak to learners and answer questions. Divide the group into smaller groups and facilitate discussion. Divide the group into smaller groups, facilitate the examination and discussion of images (provided). Speak to the learners and answer questions. Provide the latest government spending plans (provided) and facilitate the discussion. Developed an understanding of the context of post Second World War developments in shaping our political lives. War Developed an understanding of the context post Second World Have some understanding of key events in post-war political history. • • Activity Objectives Re-visit last session as regards post-war settlement and some key events. Learners to discuss the above with some guided questions. Using images, enable learners to deepen their understanding of post-war political history. Learners to understand the similarities and differences between post-war economic reconstruction and the current economic crisis and the UK government’s response to it. Learners to discuss alternatives to the current government’s economic approach and develop an economic programme. Political values and ideas for activists Notes and comments: Sessions 7 8 should be viewed as one extended session their elements are interchangeable. Session Learning Outcomes Course title: Time

5 mins 30 mins 30 mins 20 mins 25 mins WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 12 Political Values Methods for checking learning Observation of presentations, feedback, questions, self- assessment and peer response. Observation and questions. Learner activity Present, answer questions, listen and feedback. Listen and ask questions. Session 9 Tutor activity Tutor Help the learners to feel comfortable, listen, feedback and ask questions facilitate the asking of questions by the other learners. Feedback. Facilitate the student presentations of their research interviews. of their research Facilitate the student presentations on their interviews. findings by feeding back to the group their research Have presented Do the same for questions from the group Do the same for questions from the group. questions from Answered Enabled students to develop some presentation skills. Enabled students to develop some presentation skills. Developed some presentation • • • • • • Activity Objectives Enable learners to make their presentations. Provide the learners with overall feedback on their presentations. Political values and ideas for activists Notes and comments: This session can be very flexible depending upon the confidence o f learners. There is no obligation on them to present. present – they could then feedback on the presentations. The session could take place in the town hall, for example, with councillors/MP’s Session Aims Course title: Session Learning Outcomes Time

1 hour 20 minutes. 20 minutes. WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 13 Political Values Methods for checking learning Observation of discussions, feedback, questions, self- assessment and peer response. Observation and questions. Observation of group discussions, feedback, questions, self- assessment and peer response. Observation and questions. Learner activity Listen and ask questions. Discuss and listen. Listen, ask questions and discuss. Participate in the evaluation. Session 10 Tutor activity Tutor Speak to learners and answer questions. Facilitate discussion – offer some options. Speak to learners, answer questions and discuss. Facilitate the paper and video recording evaluations – the latter in small groups and individuals. Enable students to develop an understanding of the whole course. Developed an understanding of the overall course. Provide a course conclusion. Provide Evaluated the course in a variety of ways. Learners to evaluate the course using a variety of methods. ‘what next?’. Considered Facilitate a discussion about ‘what next?’ for the learners. • • how to interview and text on some potential questions. Ideas regarding • • • • • Activity Objectives Enable learners to understand the aims of activities session. Learner to develop some ideas about what they might do next. Enable learners to have an understanding of the whole course. Learners to evaluate the course. Political values and ideas for activists Notes and comments: Evaluation to be as thorough systematic possible. Tutors will need to prepare some possible options for the learners ‘what next?’ section. Session Aims Course title: Session Learning Outcomes Resources Time

10 minutes. 45 minutes 30 minutes. 45 minutes WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 14 Political Values

Political Values and Ideas for Activists Tutor Notes Why Political Values?

The individual and collective values by which we run our lives and which underpin our daily activities are essential components of our politics. In other words, what we ‘believe in’ forms the basis of the development of our political activity right throughout our lives. Over time, this can change: our values don’t remain the same throughout the whole of our lives and neither do our politics.

The important point here though is that our individual and group values provide a foundation for the political beliefs that we develop and practice. So, values are very important indeed. And political values may be underpinned by moral, religious or social values. Some of these may be learned in the family, in school, amongst peer groups, in universities or with politically like-minded colleagues. However they are learned, they are some of the most important, and some would say the most important element(s), of our politics.

So, a course on political values for activists provides us with an opportunity to explore in some depth the foundations or underpinning of the reasons why people become politically active. These are many and varied and an understanding of them can lead on to a greater awareness of other people’s political choices.

The course runs for 10 weeks and each week explores a different aspect of political values and ideas. Week 1 begins with a look at what individual and collective values are and the relationship between individual and political and social values. Week 2 brings us right up to date and looks at the values of the Conservative-Lib Dem coalition government. Their ‘headline’ values of ‘Freedom, Fairness and Responsibility’ are then used in Week 3 to explore how each of the main political ideologies – Liberalism, Conservatism and Socialism – interpret them. This session also looks at the differences between the ideologies and how they have been practiced. Week 4 introduces a research activity for the learners to undertake – this involves them interviewing a political activist, councillor or MP or someone else of their choosing about their political values and motivations. Week 5 gets the learners to reflect upon the main influential events that have shaped their political lives – from the micro to the macro. Week 6 examines the important role that the media plays in influencing our political choices. Weeks 7 and 8 explore the ‘bigger picture as regards such things as looking at the importance of the post-Second Word War settlement in shaping the political landscape and our individual or collective role within it. Learners will feedback on the interviews they have undertaken in week 9 and Week 10 will summarise the course, provide opportunities to evaluate it and think about ‘what next?’

Train the Take Part Trainers • Curriculum File 15 Political Values

The Course - Tutor Notes

Week 1 – Values and Politics

What are ‘values’ and why are they important in politics? Individual and group values. Social and political values. What does ‘values’ mean to you? What are your values?

Learners, divided into small groups, will be given a very wide variety of images to look at and discuss what values might be being represented or presented in them.

Ask them to think about the relationship between individual values and political and social values.

Use images from Appendix A or tutor to use some of their own images.

Tutors should NOT supply the titles of the photographs. Images can be presented singly or in pairs and groups. With the latter two, encourage students to think about the relationship between the images.

What ideas about values come up for learners when they look at these images? There are no right or wrong answers.

Individual values are the bedrock or foundation for political values - Some examples – speeches from Obama, Harold Wilson, Clem Attlee, Margaret Thatcher, Adolf Hitler, Tony Benn’s diaries

What are your values? Have they changed over time? How do your individual values relate to your politics?

Train the Take Part Trainers • Curriculum File 16 Political Values

Week 2 – The values of the Conservative-Lib Dem coalition government

We are in a new and quite unique political situation in Britain, with a coalition government between the Conservative Party and the Liberal Democrats. We may have all sorts of thoughts and feeling about this, particularly as Nick Clegg is a Sheffield MP!

We are going to look at the Coalition Our programme for government website http:// programmeforgovernment.hmg.gov.uk/ - essentially the pact made between the two parties. We will do what is often called a discourse analysis: this is looking at a text and trying to understand its underlying message – seeing ‘beyond’ the words and attempting to reveal what the text is actually saying.

We will examine the text of some aspects of the coalition agreement to look at how it introduces political values and what it says about them.

The website begins with:

“This website is the online version of The Coalition: our programme for government. It sets out a programme for partnership government over the next five years. These plans are inspired by the values of freedom, fairness and responsibility, and a shared desire to work in the national interest.

We believe the programme can deliver radical, reforming government, a stronger society, a smaller state and power and responsibility in the hands of every citizen.”

Is the latter empowering or does it represent a shrinking of the state and reduced space for democracy?

Divide the group into smaller groups and ask them to discuss this text – focusing upon the key words as regards values. Ask them to try to look beyond the rhetoric and think about what might be being said here.

In the feedback, focus upon the words partnership, freedom, fairness and responsibility. What does the coalition mean by these things? How does the second paragraph of the text – “We believe the programme can deliver radical, reforming government, a stronger society, a smaller state and power and responsibility in the hands of every citizen.” – build upon and expand the values mentioned in the first part?

Does the text overall tell us anything about the intentions of the new government?

Moving on, in another section on the first page of the website calledWe’ll keep listening, there is reference to 9,500 comments and responses to the programme being published on the site. Oliver Letwin writes:

‘At last, government has realised that there are 60 million citizens who really do have ideas. Through processes like this, we can give real power to the people and make things open.’

Train the Take Part Trainers • Curriculum File 17 Political Values

Interestingly, Letwin uses a phrase that was associated with the left, ‘power to the people’ and suggests that this time it is ‘real’. He also suggests that up until now the (Labour) government have not realized that people have ideas and that this government can ‘make things open’. Using this rhetoric, he is stealing the clothes of empowerment and transparency – things that are not usually associated with Conservative governments. His statement also open us questions about individual versus collective empowerment.

Again, what is behind Letwin’s rhetoric? Discuss in groups.

The programme itself goes into quite detailed policy statements about a very wide range of issues. So, instead of looking at the programme, we will examine its Foreword by David Cameron and Nick Clegg for more clues about the coalition’s values.

Tutor to select some key sections (not just words in this case) and ideas from the foreword and invite groups of learners to think about and discuss what they actually mean within the context of their knowledge and experience of Conservatism and Liberalism and the coalition between the two parties.

Train the Take Part Trainers • Curriculum File 18 Political Values

FOREWORD By David Cameron and Nick Clegg

This is an historic document in British politics: the first time in over half a century two parties have come together to put forward a programme for partnership government.

As our parties have worked together it has become increasingly clear to us that, although there are differences, there is also common ground. We share a conviction that the days of big government are over; that centralisation and top-down control have proved a failure. We believe that the time has come to disperse power more widely in Britain today; to recognise that we will only make progress if we help people to come together to make life better. In short, it is our ambition to distribute power and opportunity to people rather than hoarding authority within government. That way, we can build the free, fair and responsible society we want to see.

We are agreed that the first duty of government is to safeguard our national security and support our troops in Afghanistan and elsewhere – and we will fulfil that duty. We are also agreed that the most urgent task facing this coalition is to tackle our record debts, because without sound finances, none of our ambitions will be deliverable. Difficult decisions will have to be taken in the months and years ahead, but we will ensure that fairness is at the heart of those decisions so that all those most in need are protected. Working together, we are confident that we can take the country through difficult times to better days ahead.

Tackling the deficit is essential, but it is not what we came into politics to achieve. We stood for Parliament – and for the leadership of our parties – with visions of a Britain better in every way. And we have found in this coalition that our visions are not compromised by working together; they are strengthened and enhanced. That is why this coalition has the potential for era-changing, convention-challenging, radical reform.

For example, we both want to build a new economy from the rubble of the old. We will support sustainable growth and enterprise, balanced across all regions and all industries, and promote the green industries that are so essential for our future. This document shows how, with radical plans to reform our broken banking system and new incentives for green growth.

We both want a Britain where social mobility is unlocked; where everyone, regardless of background, has the chance to rise as high as their talents and ambition allow them. To pave the way, we have both agreed to sweeping reform of welfare, taxes and, most of all, our schools – with a breaking open of the state monopoly and extra money following the poorest pupils so that they, at last, get to go to the best schools, not the worst.

We both want a Britain where our political system is looked at with admiration, not anger. We have a shared ambition to clean up Westminster and a determination to oversee a radical redistribution of power away from Westminster and Whitehall to councils, communities and homes across the nation. Wherever possible, we want people to call the shots over the decisions that affect their lives.

And we are both committed to turning old thinking on its head and developing new approaches to government. For years, politicians could argue that because they held all the information, they needed more power. But today, technological innovation has – with astonishing speed – developed the opportunity to spread information and decentralise power in a way we have never seen before. So we will extend transparency to every area of public life. Similarly, there has been the assumption that central government can only change people’s behaviour through rules and regulations. Our government will be a much

Train the Take Part Trainers • Curriculum File 19 Political Values

smarter one, shunning the bureaucratic levers of the past and finding intelligent ways to encourage, support and enable people to make better choices for themselves.

In every part of this agreement, we have gone further than simply adopting those policies where we previously overlapped. We have found that a combination of our parties’ best ideas and attitudes has produced a programme for government that is more radical and comprehensive than our individual manifestos.

For example, when you take Conservative plans to strengthen families and encourage social responsibility, and add to them the Liberal Democrat passion for protecting our civil liberties and stopping the relentless incursion of the state into the lives of individuals, you create a Big Society matched by big citizens. This offers the potential to completely recast the relationship between people and the state: citizens empowered; individual opportunity extended; communities coming together to make lives better. We believe that the combination of our ideas will help us to create a much stronger society: one where those who can, do; and those who cannot, we always help.

And in the crucial area of public service reform, we have found that Liberal Democrat and Conservative ideas are stronger combined. For example, in the NHS, take Conservative thinking on markets, choice and competition and add to it the Liberal Democrat belief in advancing democracy at a much more local level, and you have a united vision for the NHS that is truly radical: GPs with authority over commissioning; patients with much more control; elections for your local NHS health board. Together, our ideas will bring an emphatic end to the bureaucracy, top-down control and centralisation that has so diminished our NHS.

Three weeks ago we could never have predicted the publication of this document. After the election, of course, there was the option of minority government – but we were uninspired by it. Instead, there was the option of a coalition in the national interest – and we seized it. When we set off on this journey we were two parties with some policies in common and a shared desire to work in the national interest. We arrive at this programme for government a strong, progressive coalition inspired by the values of freedom, fairness and responsibility. This programme is for five years of partnership government driven by those values. We believe that it can deliver radical, reforming government, a stronger society, a smaller state, and power and responsibility in the hands of every citizen. Great change and real progress lie ahead.

David Cameron Prime Minister Nick Clegg Deputy Prime Minister

Train the Take Part Trainers • Curriculum File 20 Political Values

The sections selected to analyse could be from the following: ‘an historic document in British politics’

‘We share a conviction that the days of big government are over; that centralisation and top-down control have proved a failure.’

‘…it is our ambition to distribute power and opportunity to people rather than hoarding authority within government. That way, we can build the free, fair and responsible society we want to see.’

‘Difficult decisions will have to be taken in the months and years ahead, but we will ensure that fairness is at the heart of those decisions so that all those most in need are protected. Working together, we are confident that we can take the country through difficult times to better days ahead.’

‘And we have found in this coalition that our visions are not compromised by working together; they are strengthened and enhanced.’

‘We both want a Britain where social mobility is unlocked; where everyone, regardless of background, has the chance to rise as high as their talents and ambition allow them.’

‘We have a shared ambition to clean up Westminster and a determination to oversee a radical redistribution of power away from Westminster and Whitehall to councils, communities and homes across the nation. Wherever possible, we want people to call the shots over the decisions that affect their lives.’

‘And we are both committed to turning old thinking on its head and developing new approaches to government. For years, politicians could argue that because they held all the information, they needed more power. But today, technological innovation has – with astonishing speed – developed the opportunity to spread information and decentralise power in a way we have never seen before.’

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‘Our government will be a much smarter one, shunning the bureaucratic levers of the past and finding intelligent ways to encourage, support and enable people to make better choices for themselves.’

‘…when you take Conservative plans to strengthen families and encourage social responsibility, and add to them the Liberal Democrat passion for protecting our civil liberties and stopping the relentless incursion of the state into the lives of individuals, you create a Big Society matched by big citizens. This offers the potential to completely recast the relationship between people and the state: citizens empowered; individual opportunity extended; communities coming together to make lives better.’

‘…in the NHS, take Conservative thinking on markets, choice and competition and add to it the Liberal Democrat belief in advancing democracy at a much more local level, and you have a united vision for the NHS that is truly radical: GPs with authority over commissioning; patients with much more control; elections for your local NHS health board.’

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Some ideas about one way how to approach this exercise

The days of big government are over… a smaller state

One feature of current political language is the use of slick and easy phrases which function as a sort of shorthand, compressed and coded statements that might mean different things to different readers.

We have one such example in the Coalition programme when the following is used: a smaller state. It sounds quite insignificant but it really masks a very crucial body of political belief for the Conservatives and, for the rest of the readers to understand its importance, it needs to be unpacked or deconstructed.

The role of the state is one of the major debates in current politics. You might ask yourself what you think the state should be doing for us in our democracy. Many would say it should protect the citizen from attack – a security role. Many would say it should ensure equality of opportunity, fairness in society and safety of the individual. Some would say that the state should protect the citizen from exploitation by more powerful forces: big business, exploitation and fraud. Others would like the state to work towards continually improving services, benefits and the standard of life for all.

But can a smaller state do this sort of thing? The idea of the smaller state has crossed the Atlantic from the right wing of American politics. It is seen as better that we have a smaller state that does less for the citizenship. One supporting argument is that citizens should do more for themselves, that a ‘nannny state’ is a bad thing. Underlying this ideology are two key platforms:

• a smaller state means less taxation • a smaller state means services will be provided by private enterprises

Our experience since the 1970s shows us what this means in reality and everyone will take up a position on whether they think it is a good or bad thing.

It does, however, remain a political option for governments to adopt or reject. There is a different model, sometimes referred to as the European Social Model, which is in direct opposition to the free market model that we increasing deploy in our country. This model is the successor to the idea of welfare state and typifies the governments of the Scandinavian or Nordic countries. Here you see high taxes, good services and generally less unequal societies.

There are others things to think about also, such as the health of democracy in a country. Generally speaking, the countries with healthy democracies in Europe are the Nordic countries. Here high numbers of people feel a direct interest in the government and they vote in high numbers. In the UK it is different. We, like the US, have a falling interest and participation in the practice of democracy; fewer and fewer people are registered to vote and the percentage turn out in elections is declining all the time. Is there a link between the strong state and democracy? Well, you will need to make up your own mind about this.

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A Big Society matched by big citizens…

The other tiny phrase that is planted in the coalition statement is a commitment to the Big Society. It is, of course, directly related to this debate about the size and function of the state, and although, no-one has yet been able to explain what is meant in any detail it does seem to have taken on a life of its own. Another example of political short hand (perhaps born in the PR industry?)

If the state is going be reduced who then will take on its functions? Obviously the citizen will be encouraged to do more, but there will be no resources to support this. If some of the services are taken over by volunteers, and if these involve statutory duties, then new businesses will be created to take on this role. Perhaps some of the existing large private industries that have been taking on privatised or outsourced public functions, Capita or Serco, for example will step in and ‘help’ volunteers to help these services run (at a profit, of course).

There is more to come on both these debates and it will be useful to follow the Big Society development as it unfolds through the internet.

Anyhow, here are two examples of political shorthand:

Left, right and the centre (Week 3)

In the course we talk about Labour, Conservative and Liberal parties, and values we associate with them. We do need to acknowledge, though, that the old vocabulary of class, left and right wing, have now consciously been rejected. New Labour jettisoned the left wing concept when it removed Clause Four from its constitution. Now all there is in British politics is the battle for the centre ground. The Tories have tried to leave behind their right wing ideologies and declare themselves the party of the centre. Similarly the Liberal Democrats claimed to be left of centre and the Labour party somewhere close by.

What does this mean in our political lives? For the majority of the population it has no real meaning, they find it bland and dull, and instead of ideas being central to debate in politics, it has come down to mere personalities. The old tribal feelings have gone. The less well off feel they are not represented any longer and the right hope for the best with some vestiges of their ideology cropping up in a new form in the centre right. By moving politics into a ‘centre ground’ it seems likely that coalitions politics will become a feature of future governance. Whether this is contributing to the growing decline of interest in politics is part of the ongoing debate.

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These texts from the coalition agreement raise a lot of issues in relation to political values. The coalition claim that their main overarching or underpinning ones are:

Freedom Fairness Responsibility These words are appearing regularly in their speeches and written documents. As political values they are to be found in many different approaches to ideology and the next session will look at how each of the three main ideologies – Liberalism, Conservatism and Socialism have used and interpreted these ideas of ‘freedom’, ‘fairness’ and ‘responsibility’.

Week 3 – Values and different political ideologies.

Return to the values of Freedom, Fairness and Responsibility – the watchwords of the coalition government. Different political ideologies have interpreted these three values differently. We will look at how they have done this.

Freedom Liberalism – for Liberals, freedom has always meant and still means individual freedom. Individual liberty is the key political value and everything else within liberalism is built upon this principle. John Stuart Mill’s writings in the 19th century are central to Liberal thinking. He was strongly opposed to collectivism.

This liberal idea of the central importance of the freedom of the individual has come to dominate the ideology of the Western world and has found its way into other ideologies and political practices.

Conservatism Traditionally Conservatives have emphasized duties and responsibilities but the New Right, which began to appear in the 1970’s, also stresses the importance of ‘the free market’. For New Right Conservatives, the market must left to its own devices. The operation of the free, unregulated market, it is claimed, provides the greatest possible freedom to society and its citizens. Hayek and Friedman are new right economists.

Socialism Generally, socialists have understood freedom to be achieving fulfillment through free, creative activity and co-operative social interaction. Marx famously wrote: “In communist society… each can hunt in the morning, fish in the afternoon, rear cattle in the evening, criticise after dinner, just as I have a mind, without ever becoming hunter, fisherman, herdsman or critic.”

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Fairness While fairness is a political value, it has usually been described in different ways in political ideologies, usually as ‘justice’ and ‘equality’.

Justice is about measuring fairness as regards wealth and rewards while equality is about equal worth and treatment.

Liberalism Liberals have tended to emphasize the importance of individual equality, particularly equality of opportunity. For them, this leads to a meritocracy where any social inequalities reflect the merit and skills of the individual.

Conservatism Traditionally, Conservatives have viewed society as naturally hierarchical and have therefore dismissed equality as unachievable and undesirable. New Right thinkers though emphasize equality of opportunity within the framework of the free market.

Socialism Equality and social justice are fundamental values of socialism. Equality is seen as essential for ensuring social stability, justice and expanding freedom.

Responsibility Like fairness, ‘responsibility’ is usually expressed in different terminology within political ideology. Responsibilities of the individual are usually discussed within the context of ideas about authority and the role of the state.

Liberalism Taking individual responsibility is important to Liberals and they are traditionally opposed to ‘top-down’ authority. They believe in the importance of the consent of the governed and public accountability.

Conservatism While they also believe in the importance of taking individual responsibility, they also emphasize the natural and necessary hierarchy of authority. Modern conservatives do not believe that this authority should be vested in the state.

Socialism The responsibilities and the authority of the collective are seen as central to socialism. This will limit individualism and greed.

So, the main values currently being espoused by the coalition government are certainly not new despite their rhetoric which stresses the novelty of their approach.

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After introducing these three political values and the different way that they have been treated within each of the main ideologies, divide the group into small groups and invite them to discuss how these ideas have actually been practiced by the three main political parties within the UK. How do they match, or not, with what Conservative, Labour and now Liberals have done once in government?

Then introduce the idea of a political spectrum:

Political spectrum Socialism---Social Democracy---Liberalism---Conservatism--- Fascism

This is the broad spectrum of political ideologies, from left to right. Ask learners to situate the three main political parties and perhaps other minority parties along this spectrum.

Discuss in small groups.

The three main political parties in the UK are all converging on the ‘centre-ground’ of politics. Perhaps they are all becoming versions of liberal parties?

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Week 4 - Research activity

Tutor to introduce the independent study to the learners.

Think about what first got you involved in politics. What inspired you? What were/are you passionate about? We would like you to interview someone – a political activist, a councillor or MP or even a family member based upon the above – what inspires you etc. It could be someone who inspired you, someone whose values you share or even someone you disagree with.

It would be a good idea to interview your chosen person in an environment that is conducive: somewhere relatively quiet, warm and free from interruptions.

Try to make your interviewee as comfortable as possible and attempt to make the interview at a time when she/he is not having to rush off to another appointment.

Focus the interview by starting with the reasons why you want to interview them. This will then provide a positive (hopefully) context for the rest of the interview. Your chosen interviewee is much more likely to trust and ‘open up’ to you if they know and understand the reasons for the interview and know how the information they give you will be used.

Ask learners to think about who they would like to interview. Ask them also to think about the reasons why they have chosen that person.

Then ask them to collectively devise a generic schedule of appropriate questions for the interviews. Once devised, each learner can use this as a starting-point for their interview but also should be flexible about it. E.g. if the interviewee makes an interesting comment, then follow up on this rather than rigidly sticking to the schedule. Also, not all of the questions may be relevant to all interviews.

The tutor could suggest some from the list below or use this as a template or starting-point for group discussion.

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Some potential interview questions

1. What got you first involved in politics?

2. What was your first/early involvement?

3. How did it develop from there?

4. Are you driven by passion?

5. What do you personally get out of being involved?

6. Do you ever get disillusioned?

7. What keeps you motivated?

8. Is there anything else that you would like to add?

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Week 5 – Influential events

First, tutor to quickly re-cap on the research activity – check that the learners understand the nature of the task.

This week will focus upon the political events or actions that have had the most important formative influences for the learners. What has shaped them politically? The miners’ strikes, Thatcher coming to power, the Socialist Republic of South Yorkshire, Sheffield City Council going liberal, the election of Obama, the rise of green politics and climate change or NONE of these things?

Perhaps a local campaign or activity? Perhaps being involved in a local community centre or school? Perhaps their parent(s) and family life played a central role in the development of their political values?

Divide the group into smaller groups and invite them to discuss what has had the most important political impact upon their lives. There are no right or wrong answers and learners should definitely not be encouraged to choose from the above list.

Develop some ideas based on the feedback from this exercise. What do learners value? What is important to them? How do these values translate into political values and ideas? What is ‘politics’ for them and why it is important? What do they want to see happen as regards society and political change?

This can then lead into a discussion about the relationship between personal values and public actions. Or between personal values and political beliefs.

In smaller groups, invite learners to discuss their personal values.

Learners could be asked to produce a timeline of the events that have shaped their politics.

In the feedback, emphasize that public and political values, ideas and actions come out of personal experiences and values. Human beings are not robots and our politics are made by our experiences just as much as our personalities are. It is this that gives ‘the political’ its strength and conviction.

Ask learners to watch a particular TV programme that is scheduled for the week between Week 5 and Week 6. It could be Dispatches or Newsnight or another investigative programme. Ask all the learners to watch it and be prepared to discuss it in Week 6.

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Week 6 – The role of the media.

Discuss the TV programme – what came up for learners? Was the presentation of the issues ‘neutral’? What was the message of the programme? What point(s) was it trying to get across. Did you agree with it?

This week will focus upon the role of the media within the UK.

The media, in both its ‘old’ forms of newspapers, TV and radio and new form of the Internet, obviously has huge effects and influence upon how politics plays out in government and society. This is a very big debate and it should be led by the learners.

Divide the group into smaller groups and invite them to discuss the following questions. Questions could be allotted to specific groups or they could all be asked to discuss them all.

What role do you think the media (old and new) plays in the political life of the country? Is it mainly a positive one or a negative one or somewhere in between?

We are said to have a ‘free media’ in this country. What does this mean and is it true?

Have you got any thoughts about how the media could be changed for the better?

Are the different elements of the media – newspapers, radio, TV, Internet all the same? If they are different, how?

This discussion could also include the use of some images or text from newspapers and the internet. These could focus upon how a particular current event is being treated by different newspapers and websites.

In the feedback, ask if the learners can provide some examples which illustrate the points that they make.

Develop these thoughts into a discussion about how the media influences politics. Should the media have such a big effect on political decisions? Should the power of the media be curtailed? Is it important that we have a strong and ‘free’ media to keep governments in check?

Is the media ‘free’?

What about ownership of the media? The situation is not as straightforward as it was in the 1980’s with large chunks of the mass media being owned by one or two people, Rupert Murdoch being the most prominent. Media is now globalized and the emergence of the internet has changed things forever. See http://media.gn.apc.org/owners/ for detailed information on who owns the media. Also, see the three documents in Appendix 2 - British

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media join forces against Murdoch takeover of BskyB, Turning the heat on Rupert Murdoch, Rupert Murdoch and BSkyB: how powerful would a takeover make him? and

The internet is the opposite to concentration of media ownership: it disperses ‘ownership’ amongst potentially all internet users and thereby challenges the large media corporations.

However, if we look at the picture as regards ownership of the so-called ‘old media’ – newspapers, TV, radio and magazines, it is still very limited to a few large companies:

“In Britain and Ireland, Rupert Murdoch owns best-selling tabloids News of the World, The Sun as well as the broadsheet The Times and Sunday Times, and satellite broadcasting network BSkyB. Daily Mail and General Trust (DMGT) own The Daily Mail and The Mail on Sunday, The Evening Standard, Ireland on Sunday, and free London daily Metro, and control a large proportion of regional media, including through subsidiary Northcliffe Media, in addition to large shares in ITN and GCap Media.

Richard Desmond owns OK! magazine, Channel Five, the Daily Express and the Daily Star.” (Wikipedia, Concentration of media ownership, accessed 28.10.10)

Conclude by discussing the above points with the group.

An alternative/ additional set of activities could begin by inviting a speaker from an independent media source such as the Sheffield Live radio station. It would be useful to have someone who set up the station or is now leading it. They could speak on how the station came to be set up, its aims and the role of the independent media generally.

This could stimulate a debate on the nature of the media and the role that an independent, local outlet can play.

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Week 7 – The bigger picture.

(Tutors should treat weeks 7 and 8 as continuous and therefore their elements as being interchangeable as appropriate)

This week will focus upon recent political history – from 1945 right up to the present day.

Tutor to emphasize the importance of the post-war settlement in influencing social and political lives across the whole world. We can’t look at this whole history on this course so we have selected three specific and key events below.

The Second World War wreaked destruction and havoc on most of Europe.

Alongside this, the USSR was expanding and gaining power. As a result, in 1947 the US government and European governments negotiated a plan for recovery. The Marshall Plan was a huge reconstruction programme, also known as the European Recovery Programme. $13 billion were lent by the USA and repayments were made at fixed interest rates. Germany made its last repayment in 1971 and the UK made its last repayment in 2007!

There are comparisons to be made with today and how the current government are insisting upon a speedy cutting of the budget deficit. If it took us 60 years to repay the Marshall Plan debt, why is it so important to ‘balance the books’ in just 5 years now?

The post-war reconstruction of Europe, as it has become known, was hugely important in shaping the political and social landscape of the whole world from 1945/47 onwards. We will look at just three key events that have had enormous impact. A good place to begin this story is the conference at Yalta in 1945. Roosevelt, Churchill and Stalin all met essentially to re-draw the map of Eastern and Central Europe. Russia needed to be ‘repaid’ for the role they had played in defeating Hitler. What emerges was an enlarged Russia with soviet satellites, the start of the ‘Cold War’ and the development of a `united Europe’ (now the EU). The EU built on the initial economic and social alliance between France and Germany to create a new mutual community and avoid further wars. It has worked and is now a major block of states and population providing a counter to the other major world powers.

In 1948, the new state of Israel was created in Palestinian territory. The British government was heavily involved in this act. Pressure for the creation of an Israeli state initially came from Zionists but its actual creation came about when post war Europe was faced with the great task of dealing with 1.5 million people, displaced persons, many of whom were Jewish people. Britain, as part of its imperial past was responsible for Palestine and able to carve out a new state. So, in 1948, hundreds of thousands of Palestinians were displaced, the US strongly supported the state of Israel, the Israeli state expanded into Arab lands and continue to breach UN resolutions on expansion. Battles to control oil supplies have played a key part. Israel has also developed a nuclear capability. All of this continues to be of the utmost importance in Middle East politics, over 60 years after the creation of Israel.

In 1947 India was granted independence from the British Empire. This followed years of campaigning and agitation by a very wide range of political organisations and movements, both non-violent and militant, to end British colonial rule. These began in the very earliest years of the 20th century and culminated in the creation of the Dominion of India and the Dominion of Pakistan in 1947.

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If any event reflects the end of the British Empire, it is the granting of independence to India. However, this did not pass without bloodshed. Once again the map was redrawn and the lands were divided up into religious states Muslim Pakistan and Hindu India. Again people were displaced and had to make new home in different areas. Many died in religious wars.

With the end of empire came the beginnings of post-colonial immigration in to Britain and this continues to be a feature of our current politics, coupled with political refugees seeking asylum and many more seeking an escape from poverty, civil wars and natural disasters in different countries and continents.

Tutor to divide the group into smaller groups and discuss how these three key events, the Yalta Conference, the creation of the state of Israel and Indian independence affect us today. What role do they play in contemporary politics?

In the feedback, the tutor could use some of the following ideas:

1. We are a warlike state The dominance of American foreign policy was complete in the post war period. Major wars against the spread of communism and for the advancement of free enterprise and democracy were waged in Korea and in Vietnam. At the same time the cold war against communism was waged in Europe and in Cuba. Later the focus became oil in Iraq (twice) and now a war against terror after the Twin Towers were destroyed in 9/11. Besides these the US felt it was entitled to intervene in democratic struggles in South American states, when the politics threatened to move towards socialist or popular regimes. We have fallen in with later phases of the American wars, especially in the Middle and Far East and now we are a target for terrorist attacks from Islamic fundamentalists who see us as ag- gressors against Muslims. The expansion of Israel and its attacks on Arab neighbours has turned attention on to the states that support and arm Israel and we are one of them. Although we are no longer an imperial country with many colonies, we still act as though we are a world power, involving ourselves in wars and spending a great deal of money in the process.

2. We are a diverse society We are a member of the EU and a signatory of the key treaties, especially ones which guarantee the free movement of capital and labour. With our free market approach we have opened our labour market to EU migration and those who come here to work are often exploited (paid below the minimum wage and badly housed). All these contribute to economic and social tensions in our communities and threaten the wage levels and working conditions of local workers. Manag- ing diversity is a current concern.

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Week 8 – The post-war settlement, economic recession and you.

Learners, in small groups, to look at a wide variety of images – provided in Appendix B. The images have been selected for their importance as regards the post-war settlement and to remind learners of the last session.

There are also some other events marked by the images – ones that were not referred to in the last session: the founding of the United Nations and NATO.

Discuss issues that arise for learners when looking at these images.

Then, tutor to facilitate small group discussion on the histories and travels of the learners’ own families. Locate them within post-war history. This exercise is, then, introducing a history of the individual learners’ family, post Second World War. Learners, in groups, to trace the histories and movements of their own family members from 1945 onwards (or before).

Tutor to speak. Make a comparison between the economic and social situations post-1945 and the current situation. After the Second World War, the economic and social fabric of many European nations was near to collapse. It wasn’t just the physical infrastructure but also the political, social, cultural and psychological orders that had been destroyed. It seemed that the only way to begin to address these huge problems was to start anew and build a Europe based upon mutual co-operation and benefit. To do this effectively, amongst other things a huge amount of money was needed. As we saw in Week 7, the Marshall Plan did exactly this with $13 billion of loans. Again as already stated, Germany made its last repayment in 1971 and the UK made its last repayment in 2007.

So, the reconstruction of Europe was financed by a huge loan from the U.S.A. with fixed interest rates for repayments and long repayment periods.

How does this compare with the economic crisis of 2007-10 and the ways in which governments, particularly the UK coalition government, are responding to it? The crisis began in the U.S.A. with reckless and irresponsible lending by financial institutions which initiated a global recession. Exacerbated by huge increases in oil and food prices, share and house prices plummeted. Many banks and other financial institutions experiences huge losses and some faced bankruptcy. The governments of the U.S.A., the UK and others decided that the banking crisis could only be solved and the global banking system saved by huge injections of public money. On the 8th October 2008, the then Labour government announced a £500 billion rescue plan for banks. Some commentators have suggested that this represented a revival of Keynesian economics which had really developed in the period after the Second World War.

It is the repayment of this massive debt that is now at the centre of the coalition government policies and actions on making huge cuts to public spending. It wishes to repay the debt by 2015!

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So, the Conservative -Lib Dem coalition government response to economic and political crisis is to shrink the public sector and hope that the private sector will grow enough to provide the jobs lost in this process of shrinkage.

Divide the group into smaller groups and ask them to compare and contrast the two situations – the post-war reconstruction of Europe and the current government’s response to economic crisis and recession.

What role can/does government spending play at times of economic crisis?

Can a comparison be made between post-war economic reconstruction (The Marshall Plan) and the ‘bailing out’ of the banks?

Reckless lending by bankers got us into this mess and now we are all having to pay for it. Is this fair?

What approach is being taken by the coalition government? Can it be described as a monetarist or neo-liberal one?

Conclude the session by inviting learners, in small groups, to come up with their own programme/ ‘mini manifesto’ on what they would do if in power right now! Provide them with the latest government spending plans and ask them to discuss and prioritize based upon their economic and political approaches to the current economic situation.

Groups to feedback to the larger group on their programmes.

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Week 9

Learners to present the research findings from their interviews. Tutor to be very flexible here – there is no compulsion on the learner to present. If they do, 10-15 minutes each including answering questions will suffice.

Tutor to give some overall feedback to learners on the presentations.

One of the aims of this session could be to develop the learners’ presentation skills and this could be built into the research activity from the beginning.

Week 10 – Summary, Evaluation and Moving On

Tutor to summarize the whole course and answer questions on it.

Then, evaluate the course using a variety of methods. E.g. paper evaluation forms, individual and group interviews recorded on video.

Conclude the course with group discussions on ‘What Next?’ for learners.

Ask them to think about what they would like to do next and input with some specific suggestions if appropriate.

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References

Bianca Jackson & Jonathan Morton (eds.) The Defining Moments in History, Cassell – Photographs.

Cameron’s speech in Liverpool on The Big Society http://www.number10.gov.uk/news/ speeches-and-transcripts/2010/07/big-society-speech-53572

Useful NUJ site on who owns the media http://media.gn.apc.org/owners/

Wikipedia on media ownership http://en.wikipedia.org/wiki/Concentration_of_media_ ownership

World History Atlas (2008) Dorling Kindersley.

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Appendix A

Images for Session 1

Family The Fractured Family

Family The Fractured Family

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Harmony 1977 strike at the Grunwick photo plant

Miners’ Strike Miner

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Chartists Suffragettes

Thatcher Dr Martin Luther King Jr.

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Civil Rights Movement Obama Official Photo

Noam Chomsky Noam Chomsky

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Karl Marx Noam Chomsky

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Appendix B

Images for Session 8 – The post war settlement and you.

The Yalta Conference How are we feeling today?

State of Israel is born Enter Israel: the creation of the state of Israel in 1948

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India Independence Day India Independence Day Dinner 1959

60 years of Indian Independence Founding of the UN – San Francisco Conference

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The opening session of the Founding members of NATO United Nations 1945

The founding of NATO on 4 April 1949 NATO

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Appendix 2

Resources for Tutors

It goes against our nature; but the left has to start asserting its own values

The progressive attempt to appeal to self-interest has been a catastrophe. Empathy, not expediency, must drive our campaigns • Monday 11 October 2010 20.59 BST G.Monbiot The Guardian

So here we are, forming an orderly queue at the slaughterhouse gate. The punishment of the poor for the errors of the rich, the abandonment of universalism, the dismantling of the shelter the state provides: apart from a few small protests, none of this has yet brought us out fighting.

The acceptance of policies that counteract our interests is the pervasive mystery of the 21st century. In the US blue-collar workers angrily demand that they be left without healthcare, and insist that millionaires pay less tax. In the UK we appear ready to abandon the social progress for which our ancestors risked their lives with barely a mutter of protest. What has happened to us?

The answer, I think, is provided by the most interesting report I have read this year. Common Cause, written by Tom Crompton of the environment group WWF, examines a series of fascinating recent advances in the field of psychology. It offers, I believe, a remedy to the blight that now afflicts every good cause from welfare to climate change.

Progressives, he shows, have been suckers for a myth of human cognition he labels the enlightenment model. This holds that people make rational decisions by assessing facts. All that has to be done to persuade people is to lay out the data: they will then use it to decide which options best support their interests and desires.

A host of psychological experiments demonstrate that it doesn’t work like this. Instead of performing a rational cost-benefit analysis, we accept information that confirms our identity and values, and reject information that conflicts with them. We mould our thinking around our social identity, protecting it from serious challenge. Confronting people with inconvenient facts is likely only to harden their resistance to change.

Our social identity is shaped by values that psychologists classify as extrinsic or intrinsic. Extrinsic values concern status and self-advancement. People with a strong set of extrinsic values fixate on how others see them. They cherish financial success, image and fame. Intrinsic values concern relationships with friends, family and community, and self- acceptance. Those who have a strong set of intrinsic values are not dependent on praise or rewards from other people. They have beliefs that transcend their self-interest.

Few people are all-extrinsic or all-intrinsic. Our social identity is formed by a mixture of values. But psychological tests in nearly 70 countries show that values cluster in remarkably consistent patterns. Those who strongly value financial success, for example, have less empathy, stronger manipulative tendencies, a stronger attraction to hierarchy and

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inequality, stronger prejudices towards strangers and less concern about human rights and the environment. Those with a strong sense of self-acceptance have more empathy and greater concern for human rights, social justice and the environment. These values suppress each other: the stronger someone’s extrinsic aspirations, the weaker his or her intrinsic goals.

We are not born with our values. They are shaped by the social environment. By changing our perception of what is normal and acceptable, politics alters our minds as much as our circumstances. Free, universal healthcare, for example, tends to reinforce intrinsic values. Shutting the poor out of it normalises inequality, reinforcing extrinsic values. The rightward shift that began with Thatcher and persisted under Blair and Brown, whose governments emphasised the virtues of competition, the market and financial success, has changed our values. The British Social Attitudes survey shows a sharp fall over this period in public support for policies that redistribute wealth and opportunity.

This shift has been reinforced by advertising and the media. Their fascination with power politics, their rich lists, their catalogues of the 100 most powerful, influential, intelligent or beautiful people, their obsessive promotion of celebrity, fashion, fast cars, expensive holidays: all inculcate extrinsic values. By generating feelings of insecurity and inadequacy – which means reducing self-acceptance – they also suppress intrinsic goals.

Advertisers, who employ plenty of psychologists, are well aware of this. Crompton quotes Guy Murphy, global planning director for JWT: marketers “should see themselves as trying to manipulate culture; being social engineers, not brand managers; manipulating cultural forces, not brand impressions”. The more they foster extrinsic values, the easier it is to sell products. Rightwing politicians have also, instinctively, understood the importance of values in changing the political map. Margaret Thatcher famously remarked that “economics are the method; the object is to change the heart and soul”.

Conservatives in the US generally avoid debating facts and figures. Instead they frame issues in ways that appeal to and reinforce extrinsic values. Every year, through mechanisms that are rarely visible and seldom discussed, the space in which progressive ideas can flourish shrinks a little more. The progressive response has been disastrous.

Instead of confronting the shift in values, we have sought to adapt to it. Once progressive parties have tried to appease altered public attitudes: think of all those New Labour appeals to middle England, often just a code for self-interest. In doing so they endorse and legitimise extrinsic values. Many greens and social justice campaigners have also tried to reach people by appealing to self-interest: explaining how, for example, relieving poverty in the developing world will build a market for British products, or suggesting that, by buying a hybrid car, you can impress your friends and enhance your social status. This tactic also strengthens extrinsic values, making future campaigns even less likely to succeed. Green consumerism has been a catastrophic mistake.

Common Cause proposes a simple remedy: that we stop seeking to bury our values and instead explain and champion them. Progressive campaigners, it suggests, should help to foster an understanding of the psychology that informs political change and show how it

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has been manipulated. They should also come together to challenge forces – particularly the advertising industry – that make us insecure and selfish.

Ed Miliband appears to understand this need. He told the Labour conference that he “wants to change our society so that it values community and family, not just work” and “wants to change our foreign policy so that it’s always based on values, not just alliances … We must shed old thinking and stand up for those who believe there is more to life than the bottom line”. But there’s a paradox here, which means that we cannot rely on politicians to drive these changes. Those who succeed in politics are, by definition, people who prioritise extrinsic values. Their ambition must supplant peace of mind, family life, friendship – even brotherly love.

So we must lead this shift ourselves. People with strong intrinsic values must cease to be embarrassed by them. We should argue for the policies we want not on the grounds of expediency but on the grounds that they are empathetic and kind; and against others on the grounds that they are selfish and cruel. In asserting our values we become the change we want to see.

• A fully referenced version of this article can be found on George Monbiot’s website

The Tories seize Labour’s language Maurice Glasman

Published 19 August 2010

The Miliband brothers remain defined by the Blair/Brown psychodrama.

It is hard to exaggerate how unimpressive the Labour leadership contest has been so far. And how repressed. The repression lies in the lack of recognition of the pain and disappointment of the past 13 years, and the particularly unpleasant nature of the past four. There has been no account of how Labour failed to realise Tony Blair’s promises of stakeholding, democratic decentralisation and solidarity - all lost in managerialism, marketing and militarism. No reckoning, either, with the stale, European, social democracy that Gordon Brown inhabited, sucking the life out of the Labour tradition.

The Blair/Brown psychodrama was the environment within which both David Miliband and Ed Miliband developed as political leaders. Leadership of the “progressive” left is the mantle they both claim from their father, Ralph, a Marxist academic. Neither has succeeded, so far, in articulating a Labour position that could transform the party and the country. What began as a family argument within the Labour Party has turned into a political argument in one particular family.

Contempt for custom

The disembedding of the economy through globalisation was the defining feature of New Labour’s political economy, which refused to recognise any distinction between financial and manufacturing capital. This left the economy exposed to financial volatility and was an abandonment of a key aspect of the Labour tradition, which was built on a distinction

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between a real economy, in which people fed, clothed and housed each other through their labour; and a formal economy, in which the only criteria was the maximisation of returns on investment.

Labour’s idealism and mission of change were channelled through the state in a virtually Maoist conception of public-sector reform, in which all traditional patterns of work were overridden by managerial prerogative, line management and unattainable targets in every aspect of life - ranging from obesity to teenage pregnancy, literacy to drinking. The end was everything and the means were nothing.

A militant public-sector morality emerged in which the homogenisation of our high streets and working life was combined with an insistence on diversity and the erosion of a common culture. The contempt for custom and tradition made the constant restructuring of management in the public sector all the more grievous.

The Brown government was incapable of action, changing the dynamics of defeat or renewing itself in office, because it thought of itself as righteous and successful: public buildings had been renewed; redistribution was genuine. Labour still shows no understanding of how unappealing the people of England found all of this.

The problem was that although the people did not trust the Conservatives to protect the things they loved or promote the change that was needed, they thought Labour was worse. Its claims to economic modernisation were revealed as fantastical by the crash; its claims to a superior political morality were exposed by expenses-fiddling in parliament. No sense of sacrifice was called for in hard times, no sense of organisation towards a common end was pursued and no powerful forces were confronted as the banks and the City were given a free pass while small businesses went to the wall.

Labour has paid the price with a loss of credibility and trust. The Conservatives have seized Labour’s language with their vision of a “big society” - and not only its language but its history. By stressing mutual responsibility, commitment to place and neighbours and the centrality of relationships to a meaningful life, and by laying claim to the mutuals, co- operatives and local societies that built the labour movements, the coalition government is seizing Labour’s future by stealing its inheritance. Labour should assert its ownership of the language and practice of organised social action for the common good. Democracy all the way up and all the way down.

The response of the leadership candidates so far has been a cross between Brezhnevite progressivism and low-grade relationship therapy: it’s time to turn the page, move on, fix our gaze on the sunlit uplands - and it’s all a cover for cuts, anyway. But this will lead Labour further towards the same uncreative incoherence that blighted its effectiveness in government.

Ed Miliband has said that the big society was “a load of rubbish”. While David is more sympathetic, he has not succeeded in defining his idea of a bigger society or how it would fit his overall platform. He has not spelled out a proper critique of Blair any more than Ed has of Brown. The truth is that Brown corrupted the left for a generation. He talked left but acted state - the result is a right-wing government that can credibly claim that Labour

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is a statist party without concern for democracy, liberty or efficiency. This is fatal for any political party. That’s how it was at the last election and how it will be again, unless Labour can grasp the language of reciprocity and responsibility. Unless David can give a clear account of how he differs from Blair, and Ed of how he differs from Brown, neither will be a change candidate.

Common good

Labour needs to tell a credible story about public sector fantasies and waste. It cannot entangle capital without extending democracy. It cannot set a limit to the market without also recognising the limits of the state. Both limits must be set by a democratically organised society. The two brothers support the living wage - an important step towards recognising the dignity of work and the dependence of all employees on each other. Yet, in both cases, it is something of an orphan, not connected to a wider change of which that should be a part.

The establishment of city parliaments is needed to build a politics of the common good. We need regional banks to make capital available to small and medium-sized businesses, a cap on interest rates to limit exploitation and democratic corporate governance in the public and private sectors. Unless either of the brothers can move towards this terrain, it doesn’t matter which of them wins, because they will not be able to act effectively or offer a plausible account of a transformational, democratic politics. And Labour will lose again.

Maurice Glasman is the author of “Unnecessary Suffering: Management, Markets and the Liquidation of Solidarity” (Verso, £12) and has worked with London Citizens for the past decade.

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British media join forces against Murdoch takeover of BSkyB

Letter to Vince Cable signed by many of UK’s leading news providers warns £8bn deal would damage democratic debate

Analysis: Turning up the heat on Murdoch’s News Corporation

Datablog: how powerful would the takeover make Murdoch? • Dan Sabbagh • guardian.co.uk, Monday 11 October 2010 17.32 BST

Rupert Murdoch’s News Corporation is proposing a full takeover of satellite broadcaster BSkyB. Photograph: Hyungwon Kang/Reuters

Fleet Street’s highly factionalised newspaper industry today set aside historic differences to join forces in an unprecedented assault against the power of Rupert Murdoch’s media empire.

The companies behind the Daily Telegraph and the Daily Mail – both supporters of the Conservatives – united with the owners of the Guardian and the Labour-backing Daily Mirror to petition Vince Cable, the business secretary, to consider blocking News Corporation’s proposed £8bn full takeover of the satellite broadcaster BSkyB, which trades under the name Sky .

Fearful of the combined might of an integrated News Corp-Sky operation, which would include the Sun, the News of the World, the Times and book publisher HarperCollins, the complainants said the “proposed takeover could have serious and far-reaching consequences for media plurality”.

The letter, signed by Murdoch MacLennan, chief executive of Telegraph Media Group, Sly Bailey, chief executive of Trinity Mirror, owner of the Daily Mirror, and Andrew Miller, chief executive of Guardian Media Group, was sent to Cable today. The signatories argue against a combined Murdoch multimedia empire that would have a turnover of £7.5bn compared with the BBC’s £4.8bn.

They are joined by Mark Thompson, director general of the BBC; Ian Livingston, chief executive of BT; and David Abraham, chief executive of Channel 4. Thompson was the first to publicly call for Cable to review the deal “given the scale of the potential ownership in UK media”, in an interview last week with Charlie Rose on the PBS channel in the US.

The document is also backed by a memo prepared by the City law firm Slaughter & May, which sets out legal arguments for the minister to intervene. It presents a political headache for David Cameron’s coalition government. His Conservative party came to power with the help of an enthusiastic pre-election endorsement from the Sun – Britain’s bestselling newspaper – and other Murdoch titles, but Cable’s Liberal Democrats enjoyed no such support.

Cameron also employs the former News of the World editor Andy Coulson as his director of communications. Coulson, whose editorship of the Sunday tabloid remains mired

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in controversy about phone hacking, is close to key figures in News Corporation’s newspapers, led by News International’s chief executive and former Sun editor Rebekah Brooks.

The submission is made all the harder to dismiss with organisers including Lord Black, the well-connected former Tory party director of communications, who now works at the company behind the Daily Telegraph; and Paul Dacre, veteran editor-in-chief of the Daily Mail, whose newspaper is regarded as the authentic voice of middle England. Over the past week both the Telegraph and the Mail have been critical of the government’s plans to cut child benefit for higher-rate taxpayers, indicating strained relations between the two right- of-centre newspapers and Cameron’s government.

Although Murdoch is closely identified with Sky, chaired by his son James, he does not own all of the fast-growing satellite broadcaster. In June News Corporation proposed an £8bn, 700p-a-share buyout out of the 61% of the company it does not own.

The deal must first be approved by regulators. News Corporation is expected to file for regulatory approval with the European commission on competition grounds, but Cable would then have 25 days to choose to order an inquiry into the transaction on public interest grounds, as defined by “media plurality” being compromised.

The business secretary is expected to make his ruling within 10 days of the European commission being notified, and his decision will have to be rubber-stamped by Cameron. The media plurality test – which would be carried out first by the communications regulator Ofcom and then by ministers – is a loosely-defined concept by which Cable would have to be convinced that rival newspapers and broadcasters were at risk of closure or cuts that would damage democratic debate.

What a merger might mean

Matthew Parris and Trevor Kavanagh – columnists for the Times and the Sun – may be regular guests on Sky News, but critics of the proposed News Corporation takeover of BSkyB believe the potential for integration would be far deeper in the event of a full tie-up.

Today, Sky News has an independent editorial structure with channel editors reporting through the satellite broadcaster and its board – and despite the close links between Sky and News Corporation, any sharing of content and journalists has been very limited.

Under a merged company Sky News could be brought more closely into line with the company’s UK newspapers. Although the titles are run independently, Rupert Murdoch takes a close interest in each, ringing editors regularly if not daily, and each has a similar political tone – which saw all four back David Cameron before the election.

News Corporation argues that its planned takeover of Sky is “essentially financial” and that it is not driven by cost savings or new business ideas, but Murdoch has taken a keen interest in developing new digital products for the iPad.

In August News Corporation announced plans to develop an integrated digital product, with content from across its US portfolio – including Fox News, the Wall Street Journal and the

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New York Post. It is hard to believe that a similar idea is not under active consideration in the UK, where for a monthly fee iPad owners will get a new multimedia service – a fusion of print and video beyond the immediate means of most newspapers.

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Turning the heat on Rupert Murdoch

Media groups must raise the political temperature if they are to halt News Corp’s bid to take full control of BSkyB

• • • (63) • • Dan Sabbagh • guardian.co.uk, Monday 11 October 2010 17.11 BST • Article history

Rupert Murdoch’s News Corporation is aiming to take full control of BSkyB. Photograph: Ron Sachs/Rex Features

It is March 2015, a couple of months before the general election. One media company bestrides British politics – spanning television, newspapers and the internet. It is more than twice the size of the BBC, with a turnover of £9bn. Controlled by Rupert Murdoch, it is called News Corporation.

Bound by none of the BBC’s tradition of impartiality, the Murdoch family is deciding whether to endorse David Cameron for a second term. They meet in the knowledge that behind them lies the support of a company whose Sun and Times titles account for two- fifths of all newspapers sold in Britain and whose broadcasting operation is larger than the BBC, ITV and Channel 4 combined. This vision of financial and political power has so terrified rivals that they are already ganging up in alarm. From the Daily Telegraph to the Daily Mirror, from the Guardian to the Daily Mail, a joint letter has been prepared for the business secretary, Vince Cable. Sent today, the purpose of the memo is simple – to

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persuade Cable to block News Corp’s proposed £8bn bid to take full control of BSkyB.

Some have called it Britain’s “Berlusconi moment”. Yet even in Italy, it could be argued that Silvio Berlusconi’s dominance of the media is less complete. The Italian prime minister controls three mainstream television channels through his company Mediaset, but he is not allowed to own any newspapers in the country -although one small title is controlled by his brother.

Berlusconi or not, what the protest does present is an unexpected headache for David Cameron and the coalition government. The prime minister’s natural supporters in Fleet Street are split. Leading the rebels is Lord Black, the Conservatives’ director of communications under Michael Howard, who is now an executive director at the company behind the Daily Telegraph – with close support from Paul Dacre, editor-in-chief at the Daily Mail.

And while Cameron’s party owes much to pre-election support from the Sun and the Times, including an endorsement from Simon Cowell in the red-top paper, the Liberal Democrats have no such debt.

What so frightens Britain’s newspaper owners today is what would happen when the profits of Sky are aligned to the power of the Sun and the Times, creating a media company whose size and scale is unheard of in British history.

Sky is already larger than the BBC today, with a turnover of £5.9bn, while News International turns over £1.7bn. The BBC, by contrast, has a turnover of £4.8bn – but its licence fee income is widely expected to be cut, amid what BBC insiders describe as “neo- con” political pressure from Murdoch’s newspapers.

On its own, Sky has the ability to outbid rivals at will. When the broadcaster snatched the rights to the next two seasons of Mad Men earlier this month, it offered £225,000 an episode. The BBC had been paying just £65,000. It spends more than £1bn a year on sport, this season sweeping up the rights to every single Champions League game, except for a single match a week that Uefa reserved for ITV.

Yet today, Rupert Murdoch’s News Corp only owns 39.1% of the business, meaning that the majority of profits leak to outside investors, British and American pension funds. Sky’s cadre of independent directors, whose ranks included Tony Blair’s publisher Dame Gail Roebuck, the former Royal Mail chairman Allan Leighton and Jacques Nasser, who was chief executive of Ford, help ensure Sky’s cashflows are directed to all of its shareholders’ benefit. If News Corp were to wholly own the company, it would control a profit flow of £626m as measured at the last set of accounts, rising to £1.4bn by 2015. That’s according to data prepared by the investment bank Nomura, which also predicts that Sky will have a turnover of £7.8bn on that date, nearly £2bn more than today, and a £1bn marketing budget, which could be used to help promote its newspapers as well as the broadcasters.

What the newspaper groups fear is that News Corp could use its extra wealth to cross- promote television and newspapers, a simple concept known in the media industry as “bundling”.

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Lord Puttnam, the filmmaker who is now deputy chairman of Channel 4, says: “Not only could it be possible for Sky subscribers to be offered print copies of the Sun or the Times cheaply – but there is the scope for massive discounts on electronic services that you or I haven’t even thought of.”

Sky has taken advantage of bundling in the past to grow at the expense of competitors. The company has long been the leader in pay television – its market share is 80% – but four years ago the company decided to get into broadband. It did so by undercutting BT, offering a basic service for free to existing subscribers, at a time when regulations prevented BT selling at a loss.

Sky’s broadband service quickly grew, with half the customers taking the free product – and while the free offers have largely stopped, the company now has 2.6 million customers. Yet, when BT tried to complain about Sky’s predatory pricing, the communications regulator, Ofcom, didn’t investigate.

Murdoch has long pursued a strategy of price cutting at the Times and the Sun, which this year has been sold as cheaply as 20p. Accounts filed at Companies House suggest that already some of his British newspapers are having to be supported by other parts of the company. The loss for the Times and Sunday Times was £87.7m in the year to 28 June 2009, a level described by the Times’s editor, James Harding, as “unsustainable” – and was partly supported by a £40.3m profit at the Sun and the News of the World.

Competition lawyers say Sky exhibits what is known as “increasing dominance” – a virtuous circle in which its financial success allows it to spend more money to bring in more customers, and in turn generate more profit. Sky’s financial strength allows it to outbid rivals for an ever-increasing range of sports rights, and now it is moving into buying up US programming. There is technological innovation: this month it became the first broadcaster to launch a 3D channel, with coverage of the Ryder Cup. With a better service it wins more customers – a momentum that is hard to stop.

Over the past two decades, the growth in Murdoch’s economic power went unchecked. Labour politicians were reluctant to take on the media mogul, partly because of the fear of losing the support of his newspapers but also because, in the words of one former minister, “it wasn’t preordained that Sky would succeed – so why should they be punished?”

The fact, though, of a specific transaction – the £8bn attempt to buy Sky outright – does give competition authorities and politicians an opportunity to intervene. However, the problem for the anti-Murdoch camp is that competition authorities see television and newspapers as two separate markets, even if they are related. Anti-Murdoch lawyers concede that it would be hard to block the deal on pure competition grounds because Sky is getting no bigger in television and News Corp no bigger in newspapers as a result.

Cross-media ownership has instead historically been a matter for primary legislation rather than competition law, but today’s rules lag behind the economic reality.

So the only clear-cut rule is that preventing News Corp or Sky owning more than 20% of ITV.

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But after a share raid back in 2006 designed to prevent ITV falling into the hands of Virgin Media, Sky owns 7.5% – taking advantage of a loophole that allows the Murdoch family to have a crucial say in ITV’s future if a foreign media company tried to mount a bid.

That is why any appeal to Vince Cable has to be made on the woolly grounds of “media plurality”. The argument is that News Corp and Sky together are so large relative to rivals that their combined financial muscle will lead, inevitably, to the gradual erosion of the positions of rival newspapers.

“If they cut the price of the Times, I think it would be the Financial Times and the Daily Telegraph that would suffer first,” said Puttnam.

Yet the plurality argument relies on an impossible-to-prove notion that other newspapers could be harmed or even collapse from some as yet unspecified cross-promotion or subsidy. It means that in reality, Fleet Street’s most unlikely alliance has to raise the political temperature if it is to have a chance of succeeding. By coming together in this fashion, the Mirror, Mail, Guardian and Telegraph might just do that.

DATA

Rupert Murdoch and BSkyB: how powerful would a takeover make him?

• Rupert Murdoch wants to own all of broadcaster BSkyB. If he gets his way, the shape of British media could change forever, according to a leaked report. See what the data says

Rupert Murdoch and BSkyB broken down. Illustration: Finbarr Sheehy for the Guardian

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Rupert Murdoch is keen to buy up the rest of BSkyB - he presently controls 39.1% of the company which is increasingly dominating British broadcasting.

A memo signed by a coalition of British media companies, including the Guardian, asks Business secretary Vince Cable to refer the proposed takeover to Ofcom.

So, if Murdoch succeeds, just how powerful would he become in the UK? According to a confidential report from respected media analyst Claire Enders to Vince Cable - subsequently leaked to media site BeehiveCity - it would substantially change the British media landscape.

As Dan Sabbagh writes on BeehiveCity:

Allowing the deal to go through would amount to Britain’s ‘Berlusconi moment’

You can download the leaked report at the site and it includes tonnes of data and a damning final verdict on the proposed takeover.

The key points are, according to Enders:

Products currently separately offered by BSkyB and News Corp titles may be combined in bundles… Strategic initiatives of this nature could lead to a much more rapid decline in competitor newspaper circulations than we have assumed, boosting News Corp’s newspaper market share above 40% by 2014…

…Stories from Sky News (especially video) will presumably be carried more and more frequently on News Corp websites … Progressively, News International papers and BSkyB channels, particularly Sky News, may merge into one stream of fact and opinion. If this occurred, plurality would decline, even if the combined organisation continued to maintain newsrooms that are nominally separate…

…The loss of the independent BSkyB shareholders will allow News Corp greater opportunity to influence, tacitly or otherwise, the editorial coverage of Sky News and other BSkyB channels…

The final point is perhaps the most serious:

We believe … that there is a risk of a reduction in media plurality to an unacceptably low level

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Train the Take Part Trainers • Curriculum File 62 Changing Your Community: Make Politics Work For You

7.3 Changing Your Community: Make Politics Work For You

Table of Contents Page

Scheme of Work 1

Introduction and Course Outlines 3

Appendix 1 8

Appendix 2 10

Useful websites and resources 11

Week 1 12

Introductions and discussion of a range of current political issues and news stories.

Week 2 16

Discussion using participants’ own experiences and concerns as a starting point, to link to a range of local, national and global issues. Introduce research activity. Explore local Community Assembly Area structures.

Finding Out Activity 20

Week 3 21

Explore the issues in relation to the concept of power and ways of making your voice heard. Guest speaker e.g .Asylum seeker, to describe the ways that the asylum process takes away basic human rights; how to become more empowered; contrast ideas of power and democracy in UK with home country.

What makes a person powerful? 26

Power 28

Train the Take Part Trainers • Curriculum File Changing Your Community: Make Politics Work For You

Week 4 29

Review progress on research activity. Explore ideas about participation and communicating your message.

Week 5 33

Engaging with local structures of governance to bring about change. Guest speakers – invite local councillors to speak about their views on local structures and how to engage more people in democratic processes.

Week 6 35

Presentation of research findings and action planning.

Train the Take Part Trainers • Curriculum File Changing Your Community: Make Politics Work For You Learning Record Progress Reviews Learning Record Learning Record Assessment Methods Observation of learner’s engagement with the process and direct interaction with them. Q&A Observation Q&A Flip chart responses Observation Completed activities Resources Course documentation Photographs Flip chart and pens Handouts Flip chart Guest speaker Handouts Flip chart and pens Newspaper Photographs Links to websites and useful articles. Introductions Ice-breaker Group Agreement Topic lead in ice-breaker Group activity Invited speaker Group discussion Power activity Learning Methods Group discussion Images of our times Finding out activity – stages of research. To describe a range of political ideas using their own experiences and issues as starting-point. To To identify a range of problems and issues and examine how they might engage with local structures of and issues examine how they might engage with local structures identify a range of problems To governance in order to try to resolve them. governance to try resolve in order To describe how citizens can obtain a ‘voice’ and look at the issues of power involved in this process. To To demonstrate knowledge of different means of communication. demonstrate knowledge of different To • •

• • Learners to have an understanding of some political ideas linked to their own concerns. To understand the scope and nature of the course. Discuss issues of voice, democracy and power. Learners to identify a topical issue to research. Outcomes Learning Number Course title: Changing your community: make politics work for you Tutor: Course Learning Outcomes Session

1 2 3 WEA SCHEME OF WORK

Train the Take Part Trainers • Curriculum File 1 Changing Your Community: Make Politics Work For You Progress Reviews Research Findings Learning Record Course Evaluation Assessment Methods Observation Q&A Flip chart responses Observation Discussion Q&A Evaluation and feedback Observation Participation Q&A Feedback Resources Handouts Flip chart Handouts/Flip chart/Power Point Course documentation Guest speakers Group discussion Participation activity Communicating your message. Small group work Learner presentations, feedback and discussion. Learning Methods Guest speakers – councillors panel discussion/Q&A session Demonstrate an understanding of some political ideas - power, democracy, accountability, participation, citizenship. Present their research findings. Course evaluation. Describe role of elected councillor and local democracy. Discuss issues of power, accountability, participation, citizenship. Outcomes Learning Number Session 4 5 6 WEA SCHEME OF WORK

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Changing your Community: Make politics work for you

Introduction This fifteen hour course will explore the political context of our current situation and provide, through in-depth discussions with learners, some ideas and pointers as where we might go from here. The course is also firmly set within the local context and the ways in which the council delivers services. As such it is a practical course with some political theories underpinning it. It aims to enact the strengthening local democracy, active citizenship and duty to involve agendas.

Aims l To examine some practical political issues, locally, nationally and globally. l To consider some political ideas and to relate them to the local service context and structures.

Learning Outcomes By the end of the course learners should be able to: Describe a range of political ideas using their own experiences and issues as a starting- point. l Identify a range of problems and issues and examine how they might engage with local structures of governance in order to try to resolve them. l Describe how citizens can obtain a ‘voice’ and look at the issues of power involved in this process. l Demonstrate knowledge of different means of communication.

There will be six sessions of 2.5 hours.

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Session 1

Welcome and introductions. Icebreaker – tutor to provide a range of photographs from national and local newspapers. It is important that the photographs do not have titles. In small groups or pairs, learners are asked to discuss what they think is happening in the pictures. What is each of them about? What issues do they raise for learners? Introduce the course and go through, briefly, each of the 6 sessions. Divide learners into different groups or pairs and invite them to discuss any issues about which they are concerned. In the feedback to the whole group, invite some ideas about what might be done to begin to address some of the issues and any potential obstacles to this. Conclude the session by inviting learners to comment on things they have looked at so far – these comments could be linked to some political ideas such as ‘power’, ‘democracy’, ‘accountability’, ‘participation’, ‘citizenship’, ‘rights and responsibilities’, ‘the role of the state’. Some thoughts on each of these key political ideas are provided as Appendix 1 at the end of this document. These ideas will be returned to in Session 4.

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Session 2

Introduce the research activity – these should be about the learners’ own concerns. For example, if they have a concern regarding refuse collection, they could research who empties the bins and how it came about that refuse collection is now carried out in a particular way. Learners can carry out the activity in pairs if they wish. They will be invited to present something on their research activity at the final session of the course. Outline some basic research skills. First of all, always pose a research question. So, for example, the subject of ‘refuse collection in Sheffield’ could be posed as ‘Who empties our bins in Sheffield?’ The learners then will always be trying to answer that specific question and are less likely to get sidetracked into looking at other, not directly relevant, issues. This question should be the title of their research. Research is just about finding things out. However, it is about doing this in a structured way. We want this to be a piece of action research – Action research is a reflective process whereby knowledge is generated which is aimed at social action and change. So, the activity will also include action planning. A simple action plan form is provided. Research methods – there are two key approaches to research – quantitative and qualitative. Quantitative approaches use such things as questionnaires and produce data such as statistics, graphs, pie-charts etc. Qualitative approaches use such things as interviews and focus groups and produce data such as stories, quotations and verbal/ written evidence. Learners can use one or a combination of these approaches. So, some examples of what learners could do are: l Interview a councillor. l Undertake a small survey on a particular topic. l Organize and run a focus group on a particular topic. l Interview a number of local residents on a particular issue. l Internet research on a particular topic. Learners could use a combination of these activities or focus upon just one. As regards research methods, Appendix 2 looks at different approaches to interviews, surveys, focus groups and internet research. Then, refer to something on ‘presentation’ – the basic structure of introduction, main body and conclusion – these apply equally whether the presentation is verbal or written. Explain that Power Point will be available on the day should they want it. Learners can present their work in any form that they wish. Invite the learners to discuss, in small groups or pairs, how they might go about researching their particular concerns. Conclusion – learners can begin to undertake their research activity now. They will be given assistance, advice and guidance throughout the rest of the course.

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Session 3

This is a session on ‘voice’ and ‘power’. A speaker should be invited for this session. It could be a campaigner, an asylum seeker or refugee or other local activist, organizer or representative. Apart from the refugee or asylum seekers, they will be asked to talk about why they do what they do and what it is that they actually do. Asylum seekers and refugees could be asked to talk about their experience of coming here and of the UK asylum system and perhaps their impressions of the British political system. This could be followed by discussion. Conclude by asking the learners to offer some thoughts on voice and power in UK society.

Session 4

Review the progress of their research activities with the learners and offer any advice or guidance that they need. The focus is on the research process and is an opportunity for the group to share useful sources of information and to support each other with where to get the information they need. Re-visit the political ideas - ‘power’, ‘democracy’, ‘accountability’, ‘participation’, ‘citizenship’, ‘rights and responsibilities’, ‘the role of the state’. Facilitate the activity exploring effective political participation. Evaluate methods of effective communication in influencing and bringing about change. They could be examples of any one of the following: l Speaking in public. l Engaging with the local and national media. l Engaging with electronic media – the internet and e-mailing. l Lobbying. l Campaigning. l Protests and demonstrations. Ask learners to share their ideas regarding good examples of effective communication. Then, in small groups or pairs, discuss the pros and cons of the different methods of communication. Some prompts might be: Speaking up in public – can be extremely empowering for people to do. The old-fashioned idea of public speaking seemed to be declining until Barack Obama’s appearance on the world stage. Is it still important? Do we live in an electronic age in which blogging has replaced public speaking? Engaging with the local and national media – how influential is the local media? How easy is it to get your message across? Does it reduce complex issues to sound bites? Is the national media accessible to you? How might you engage it? Electronic media – do you all have access to it and use it? What is blogging? How can the internet be used as regards effective communication? What is good about e-mailing? One very big positive about electronic media is that information can be shared very quickly. Also, that people can interact with the media in a way that is not usually possible with the conventional local and national media. Social networking sites such as Facebook, Twitter and My Space are obvious examples.

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Lobbying – what is it? How do we do it? Can we afford to hire companies to lobby on our behalf? What are the advantages of it? Campaigning – this can take many forms and can include ALL of the above. A campaign is a collective process of trying to bring about change or preventing something happening that is considered by the collective to be detrimental, e.g. the location of an incinerator. How effective are campaigns? Use local examples to illustrate the effectiveness and difficulties involved in campaigning. The NOVAS Scarman document Campaigning is OK! is useful here – see Useful Websites and Resources below. Protests and demonstrations – are they a ‘last resort’ when every other form of communication appears to have failed? How effective are street protests? Explore the importance of people being visible on the streets in an age when electronic communication has become so prevalent.

Session 5

This session will be an opportunity for the group to see how local democracy works, or doesn’t, in action. The format of the session needs to be negotiated with the group at the beginning of the course so that the necessary planning can be made. Possible examples include: l An organized visit to a full council meeting. l A visit to the local MP. l A meeting with the Chief Executive of the council. l Any other organized visit to a local body or organization that would be of interest. It is important that course participants are given an opportunity to feedback what they have learnt from this experience

Session 6

Learners to present their ideas, thoughts, findings from their research activity by sharing what they have discovered. They can do this in any way that they wish. This could include an action plan of what they will do next. Course evaluation and feedback.

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Appendix 1 Citizenship – this refers to membership, either ‘native’ or ‘naturalized,’ of a state or commonwealth. In the late 20th and early 21st centuries, asylum and immigration issues have put citizenship at the very centre of political debates and controversies. It is assumed that citizenship brings rights and responsibilities with it. Power – likewise, this subject has been at the centre of huge debates and controversies. At its most elemental, power is about the capacity of people or an individual to control the environment (in the broadest sense), including the behaviour of other people or individuals. Power in relation to politics is of absolutely central importance and all political theorists address it in one way or another. Sources of power are numerous. Some of them are: l Electoral (or other) representation l Class and material wealth l Gender l Race l Personal charisma l Expertise l Persuasion l Knowledge l Celebrity l Force – violence and coercion l Morality and religion l Group dynamics l Tradition l Relationships – domination and submissiveness Michel Foucault stated: “Power is everywhere...because it comes from everywhere.” Democracy – system of governance based upon electoral representation of the will of the people. The fundamental definition of democracy, from Ancient Greek times, refers to two important principles – equality and freedom. All citizens were (and are) considered to be equal before the law and have equal access to power. Likewise, freedom was/is secured by legitimised rights and liberties which are protected by a constitution. Accountability – the idea that our electoral (or political) representatives, and others in positions of power within our society, should be answerable for their decisions and actions to the people that put them into their roles. Therefore, these representatives and others should be responsible for their decisions and actions. Participation – this refers to the act of taking part and is a key component of active citizenship and community involvement agendas. At its least it can refer to voting and volunteering, at its most it can refer to direct and dedicated activism in the community or holding elected office. Participation is a very important idea and practice for politics, both historically and today. It may well be that, today and in future societies, participation could be as much online as it is direct and face-to-face. Rights and responsibilities – the basic idea is that being a citizen brings rights and responsibilities with it. Rights are those referred to above: equality before the law and equal access to power. These translate into the right to a fair trial, the right to vote and equality of opportunity. As regards freedom, freedom of expression, freedom of speech and freedom of the press are the key principles. The role of the state – this opens up a huge and complex area that has been the subject of much discussion and controversy. Some commentators would argue that the primary role of the state is to protect its citizens in various ways and to guarantee the equality and

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freedoms to which we have already referred above. Others would argue that the primary role of the state is to protect the free operation of the market system of economics. Others again may wish to see the state disappear or ‘wither away’. In fact, the only universal aspect of the role of the state is that it is the only body that has the legitimised right to use violence or ‘force’. The state should be seen as the agent of both local and national governance. Activities around each of these concepts could be based upon the following questions, one for each concept: Where does power lie in our society? How democratic is the UK? Are our political representatives accountable? Do you feel that people take part more or less now in their communities than used to be the case? What do you understand ‘citizenship’ to mean? Do you think that rights should always be accompanied by responsibilities? Does the British state have too much or too little power?

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Appendix 2 Interviews – can be structured, semi-structured or unstructured. Structured interviews are little more than a verbal questionnaire with the interviewer asking very specific questions which intend to get specific answers. Unstructured interviews involve the interviewer asking a very open question which invites the interviewee to digress and answer in a very open way. Oral history uses unstructured interviews. The best approach for our interviews would be semi-structured, where the interviewer has a set of questions but which allows for some flexibility as to how they are answered. This approach is similar to a conversation. If possible, learners could record the interviews and select the sections they want to use later. Surveys – are usually made up of a number of questionnaires. Questions can be closed; allowing only ‘yes’ or ‘no’ answers; multiple choice, with a tick box provided; or can be open, inviting the respondent to express themselves in writing eg ‘Tell us what you think about the ways that your council communicates with you?’ Learners should not be overambitious as regards the numbers they intend to survey – 30 should be the absolute maximum. Focus Groups – involve getting a group of people together in a room to focus upon a particular topic eg the council re-cycling policies, how decisions are made on neighbourhood spending, support for carers. As such they are similar to a group interview. Maximum numbers for a focus group for this course should be ten and five would be ideal. The learner’s job would be to develop a number of questions beforehand and then to facilitate the discussion. It might be necessary to establish clear ground rules such as only one person speaking at a time, listening carefully to each other and respecting each other. One advantage of a focus group is that people can ‘bounce’ ideas off each other. The group should last no more than an hour. Internet Research – in some ways this is the most difficult on which to provide guidance. Perhaps the most important point to make is for the learners to be aware of the source of information of any particular subject and that no source is ‘neutral’. That is, every source will have a perspective on a subject. As such, then, information is never actually objective. Learners should cite the source of their information – usually done as a URL - http://www. wea.org.uk/ So, learners should use the internet with caution and, if appropriate, look at a number of different alternative sources for information on a particular topic.

Train the Take Part Trainers • Curriculum File 10 Changing Your Community: Make Politics Work For You

Useful websites and resources www.democracymatters.info www.involve.org.uk www.citizenshipfoundation.org.uk www.unlockdemocracy.org.uk www.takepart.org www.smk.org.uk www.novasscarman.org www.power2010.org.uk www.tuc.org.uk www.theyworkforyou.com www.direct.gov.uk http://www.conservatives.com/ http://www.demos.co.uk/publications/the-power-gap http://www.equalities.gov.uk/national_equality_panel.aspx http://www.greenparty.org.uk/ http://www.guardian.co.uk/society/2010/jan/27/unequal-britain-report http://www.labour.org.uk/future-fair-for-all http://www.libdems.org.uk/splash.aspx http://www.louder.org.uk/ http://www.miniature-earth.com/ http://www.novasscarman.org/campaigning/ - for Campaigning is OK! www.wikipedia.org

Train the Take Part Trainers • Curriculum File 11 Changing Your Community: Make Politics Work For You

Changing Your Community: Make Politics Work for You

Week 1

Learning Outcomes By the end of the session you should:

1 Be able to describe your reasons for doing the course. 2 Have got to know the other participants. 3 Be able to explore current local, national and global political issues.

Session Outline 1 Intros and administrative things! 2 The course 3 Group Agreement 4 Exploring images 5 Issues and politics 6 Recap

ACTIVITY Images of our times In your groups, consider the images and share your thinking on them: l What are your thoughts and feelings? l What does the image represent for you? l Do they say something important? What?

Train the Take Part Trainers • Curriculum File 12 Changing Your Community: Make Politics Work For You Methods for checking learning Observation and Feedback Observation Student comments Learning Records Learner activity Listen, comment, ask questions. What brought ‘me’ here. Paired discussion and introduce partner – name and reasons for coming along. Whole/small group activity. Write a group agreement. Enrolment forms Enrolment Learning Outcomes Flip Chart and pens activity Tutor Course Outline Welcome students. Explain the agenda for session. Outline the Learning Outcomes. Health and Safety Housekeeping Round table introductions. Introduce need for Group .Agreement – ask group to write points on flip chart. Facilitate feedback. To introduce the course and discuss learners’ introduce own experiences and concerns and begin to link these a To for doing the course and their expectations Explain the reasons range of current political issues range of current local, national and global political issues current Explore • By the end of session learners should be able to: 1. Photographs 2. WEA leaflets Activity Objectives Welcome Introductions Ice breaker Group Agreement Changing your Community: Make Politics Work for You Changing your Community: Make Politics Work

Course title: Session Aims Session Learning Outcomes Resources Time

10 mins 15 mins 10 mins WEA Session Plan - 1

Train the Take Part Trainers • Curriculum File 13 Changing Your Community: Make Politics Work For You Methods for checking learning Observation of group discussion, Q&A, feedback. Completed Learning Record. Discussion and Feedback Observation Q&A Learner activity Individually choose one photo. Take it in turns to say why you chose the photo? What is happening in the photo? What feelings or thoughts does the photo evoke? What does the photo say about our society and the world in which we live? Complete Learning Record. Discuss the learning aims and outcomes. What do you want to get out of the course? Complete enrolment forms. Take away the WEA leaflets to read. Icebreaker – tutor to bring in a range of photographs from national and local newspapers. Facilitate feedback/ discussion and ask them to identify any themes eg democracy, power, change, active citizenship, participation. Explain Learning Record. Tutor activity Tutor Provide an overview of the course. Agree a Course outline. Provide guidance on completing enrolment forms. Explain the values and aims of the WEA and volunteering. Topic lead-in icebreaker Starting Points Break Activity Objectives Outline Programme Enrolment Time 50 mins 5 mins 15 mins 10 mins 10 mins WEA Session Plan - 1

Train the Take Part Trainers • Curriculum File 14 Changing Your Community: Make Politics Work For You Methods for checking learning Flip chart summary of responses Individual feedback. Learner activity Whole group brainstorm – What do you want to know about how your local council and councillors work? e.g. who is your local councillor, how can you contact them, etc? Individually state one thing that you have learnt from today’s session or one thing that gives you food for thought. Tutor activity Tutor Ask learners to find out about the local structures of governance - e.g. local community assembly. Feedback next week. Summarise and review key learning points. Revisit Learning Outcomes. Activity Objectives How the council works in your area. Re-cap and review key learning points Time Notes and comments: 20 mins 5 mins WEA Session Plan - 1

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Changing your community: make politics work for you

Week 2

Session Aims l To discuss the course participants’ own concerns and issues and to begin to link these to a range of political concepts such as democracy, accountability and power.

Learning Outcomes By the end of the session you should be able to:

1 Describe your local council structures 2 Discuss current local, national and global political issues 3 Identify a research topic and sources of information

Session Outline 1. Feedback on your local council structures 2. Images of our Times –recap on last week’s exercise 3. Issues and Politics Activity 4. Finding out Activity – topic, aims, sources of information

ACTIVITY - Issues for change In your groups identify the issues that concern you and you would like to see something done about: l local issues l national issues l global issues

Train the Take Part Trainers • Curriculum File 16 Changing Your Community: Make Politics Work For You Methods for checking learning Flip chart responses. Observation of group work Q&A Observation Feedback Q&A Flip chart recording group activity. Observation Group discussion Q&A Learner activity Listen/comment/ask questions. Individually feedback information to group. Questions and discussion. Small group activity – on the flip chart each group to write down issues that concern them locally, nationally and globally. Feedback to the whole group. Group Agreement Group activity Tutor Re-cap on last week’s session. Introduce LOs and agenda for session – go through handout. Re-cap on names. Facilitate feedback on what learners have found out about their local council/neighbourhood structures – capture information on flip chart. Ask group what thoughts they have about the Images of our Times activity from last week. Introduce activity – on the flip chart write down issues that concern you locally, nationally and globally. Introduce the research activity and look at local structures of governance activity and look at local structures the research Introduce • By the end of session learners should be able to: issue to research current 1. Identify a relevant 2. Describe their local council structure plan 3. Design a research Handout Activity Objectives Recap on last week. Session Learning Outcomes. Local council structures. Issues of concern. Re-cap on Images activity. Changing your Community: Make Politics Work for You Changing your Community: Make Politics Work

Course title: Session Aims Session Learning Outcomes Resources Time 5 mins 30 mins 30 mins WEA Session Plan - 2

Train the Take Part Trainers • Curriculum File 17 Changing Your Community: Make Politics Work For You Methods for checking learning Record of discussion. Observation Observation and asking questions. Observation and asking questions. Notes Feedback Q&A Observation.

task to carry out during out carry to task the course. each person to decide on an issue around which they would like to see change/action. achievable one choose Learner activity In small groups brainstorm where and how they could find information. Feedback to whole group. Individually explain their chosen topic and what they hope to achieve.

Working in pairs :(discuss and note) - - In small groups - discuss their own issues and concerns and feedback to larger group. Start process of choosing one for ‘finding out’ more. Comments, key points, discussion. Introduce research skills and approaches. Invite students to feedback their research topic. Capture responses on flip chart. Explain research brief: • Topic • Aim Tutor activity Tutor Divide into small groups and encourage discussion. Facilitate group work on issues of concern. Research approaches and skills. Finding Out Activity – Stage 4 Break Finding out activity – Stage 3 Activity Objectives Finding out activity – stage 1 & 2. Time 15 mins 15 mins 15 mins 15 mins 15 mins

WEA Session Plan - 2

Train the Take Part Trainers • Curriculum File 18 Changing Your Community: Make Politics Work For You Methods for checking learning Observation Learner activity Listen, comment and question. Listen. Record. Tutor activity Tutor Explain progress updates to share ideas and provide support and suggestions to each other. Pose questions to return next week: Do you vote? Why? Do you have thoughts on the voting system? Activity Objectives Finding Out Activity – Stage 5 Recap on Learning Outcomes Topic for next session: Why Vote? Power and Democracy. Time Notes and comments: 5 mins 5 mins WEA Session Plan - 2

Train the Take Part Trainers • Curriculum File 19 Changing Your Community: Make Politics Work For You

“FINDING OUT” ACTIVITY

1 Brainstorm issues of concern in groups - local, national, global.

2 Share and discuss.

3 Narrow the range and choose one achievable task to carry out during the course – for example, seeking information from the web about a topic; meeting up with a Councillor/Council officer to find out who is doing what to deal with something; linking with a campaign group etc. The key thing about this is the gathering of information, material, data.

4 Having determined the topics, list them so we all know who is researching what.

5 Provide brief weekly updates on progress to enable discussion and sharing of ideas.

6 The final or penultimate session includes feedback and discussion on each topic, (perhaps with a Councillor or two being present to comment and discuss).

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Changing your Community: Making politics work for you

Week 3

Session Aims To explore the issues of power and how to make your voice heard.

Learning Outcomes By the end of the session you should be able to:

1 Demonstrate an understanding of the ideas of voice and power. 2 Discuss ideas about power . 3 Describe ways of making your voice heard in UK society.

Session Outline 1 Group discussion – Powerful people I know. 2 Speaker e.g. asylum seeker – questions and answers. 3 Group brainstorm – how do you make your voice heard?

ACTIVITY – Powerful People I Know Individually identify 2 powerful people – 1 you know and 1 in public life: l Why do you say this person is powerful? l From what source(s) does the person get their power? l Who or what do they have power over? l Do you see their power as something positive or negative?

In small groups share your examples of powerful people and your answers to the above questions. Feedback to the whole group your list of sources of power. Discussion – what does this tell us about power?

Train the Take Part Trainers • Curriculum File 21 Changing Your Community: Make Politics Work For You Methods for checking learning Q&A Observation. Flip chart responses Observation Q&A Learner activity Comment on key learning points. Listen and discuss. Whole group discussion: How does change come about? What democratic processes can you use? Do you vote? Why? Why not? Do you have thoughts on the voting system? Tutor activity Tutor Ask for student feedback. Introduce topic of voting and change. Write quote and facilitate discussion. “We didn’t get the right to vote by voting for it.” To explore ideas about ‘voice’ and ‘power’ in UK society explore To Demonstrate an understanding of the ideas ‘voice’ and ‘power’ in UK society Discuss ideas about the nature and sources of power and sources Discuss ideas about the nature Describe ways of making your voice heard Describe ways of making your voice heard • By the end of session learners should be able to: 1. Invited speaker e.g. asylum seeker Handouts 2. 3. Activity Objectives Reflect and recap on previous session. Explain agenda and learning outcomes. Democracy and power. Changing your Community: Make Politics Work for You Changing your Community: Make Politics Work

Course title: Session Aims Session Learning Outcomes Resources Time

5 mins 30 mins WEA Session Plan - 3

Train the Take Part Trainers • Curriculum File 22 Changing Your Community: Make Politics Work For You Methods for checking learning Discussion Comments Observation and questions. Learner activity Listen and discuss Individually identify 2 identify Individually you 1 – people powerful life. public in 1 and know powerful? person this is Why their of sources the are What power? have they do what or Who over? power their use they do How power? power their see you Do or positive something as negative? – group the to Feedback of examples your share your and people powerful above the to answers questions. Introduce activity – ‘Powerful people I know’. Facilitate discussion and feedback. What can you conclude about the nature of power? Introduce the speaker and facilitate the discussion. Address points around how to make your voice heard. Tutor activity Tutor Exploring power. Guest speaker on power and democracy, drawing on personal experience. Break Activity Objectives Time 30 mins 60 mins 15 mins

WEA Session Plan - 3

Train the Take Part Trainers • Curriculum File 23 Changing Your Community: Make Politics Work For You Methods for checking learning Discussion Comments Observation and questions. Learner activity Listen and discuss Individually identify 2 identify Individually you 1 – people powerful life. public in 1 and know powerful? person this is Why their of sources the are What power? have they do what or Who over? power their use they do How power? power their see you Do or positive something as negative? – group the to Feedback of examples your share your and people powerful above the to answers questions. Introduce activity – ‘Powerful people I know’. Facilitate discussion and feedback. What can you conclude about the nature of power? Introduce the speaker and facilitate the discussion. Address points around how to make your voice heard. Tutor activity Tutor Exploring power. Guest speaker on power and democracy, drawing on personal experience. Break Activity Objectives Time 30 mins 60 mins 15 mins

WEA Session Plan - 3

Train the Take Part Trainers • Curriculum File 24 Changing Your Community: Make Politics Work For You Methods for checking learning Learner activity Feedback Ask learners to state one thing they could do to make their voice heard. Tutor activity Tutor Re-cap and review learning outcomes. Activity Objectives Time Notes and comments: 10 mins WEA Session Plan - 3

Train the Take Part Trainers • Curriculum File 25 Changing Your Community: Make Politics Work For You

What makes a person powerful?

There are three key elements to human power: 1 the power to shape one’s own life 2 the power to be resilient in the face of shocks and the arbitrary power of others 3 and the power to shape the social world. These three elements make up the core power capabilities that are measured throughout the power index.

The Power Map — based on the index — illustrates the distribution of eight different indicators of citizens’ power gathered into one overall index. The eight power indicators are: l education l occupational status l income l employment l freedom from crime l health l voter turnout l marginality of parliamentary seat

The eight power capabilities are grouped thematically as follows: 1 Personal Control: the capability to shape one’s own life course. - Education: the level of academic qualifications achieved among working-age population. - Occupational status: power in the workplace. - Income: the average household income in a constituency.

2 Resilience: the capability to withstand unexpected shocks and the arbitrary power of others. - Employment: percentage of working age population of constituency who are unemployed. - Freedom from crime: the incidence of violent crime in each constituency. - Health: the incidence of work-limiting illness or disability.

3 Social Influence: proxies for capabilities to shape the social world. - Voter turnout in General Elections. - Marginality of parliamentary seat.

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Headline findings include: l The Power Gap: The overall distribution of scores shows a very steep differential, or power gap, at the bottom and the top of the index. Those at the bottom, living in what are, relatively speaking, power deserts, have low overall control over their lives. But those at the very top possess very much more power than not only the least powerful, but also the majority of constituencies that fall in the middle. l Power drains and boosters: the factors that contribute most strongly to draining power away from the low-power areas, and also boosting constituencies up to the top of the power scale, are education, occupational status and political power in the form of seat marginality and voter turnout. Education, workplace power and political power are therefore important areas of focus in terms of moving towards more egalitarian power distribution. l Regions: There is uneven distribution of high power scores in the South East compared with the rest of the UK. The majority of high-scoring constituencies are in the South East, with the Home Counties figuring particularly strongly at the very top of the first band. However, there are also strong disparities within regions. In contrast, constituencies in the Midlands and North East score consistently in the lowest two bands, with three Birmingham constituencies appearing in the bottom ten. l Political parties: the Labour party overwhelmingly repre¬sents the most powerless areas. Conservative MPs typically represent the most powerful, although there is also a relatively high representation of Lib Dems in the highest-scoring constituencies. There is also a strong relationship between least powerful constituencies and BNP target seats such as Barking, Burnley and Stoke on Trent, all of which score in the low and very low power bands. l Lack of local influence: The key factors that boost power scores are occupation and education. Indeed, there appears to be a negative correlation between perceptions of local influence and overall powerfulness. This suggests that power is about a range of capabilities as much, if not more, as about the encouragement of civic participation at the local level. l Voter power: The disproportionate power given to ‘swing’ voters in marginal constituencies boosts power scores in general. Those living in safe seats that also score poorly in the other categories are subject to a form of double damnation: not only do they lack personal control, they also lack meaningful opportunities to change the wider social and political landscape through a real choice at the ballot box.

Power Map http://www.demos.co.uk/projects/the-power-gap The Map uses an index of 8 measures of power to rank the ability of people across all 628 British constituencies to control their life and influence society - their ‘everyday’ power’. It uses a ‘composite indicator’, bringing the different indicator of citizens’ power together into one overall index. The power score for each constituency is the sum of the eight indicators, with a maximum power score of 100. It divides the results into 5 ‘power leagues’ from Very High to Very Low. Source: DEMOS 2009

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Power

The subject of power has been at the centre of huge debates and controversies. At its most elemental, power is about the capacity of people or an individual to control the environment (in the broadest sense,) including the behaviour of other people or individuals.

Power in relation to politics is of absolutely central importance and all political theorists address it in one way or another. Sources of power are numerous. Some of them are: l Electoral (or other) representation l Class and material wealth l Gender l Race l Personal charisma l Expertise l Persuasion l Knowledge l Celebrity l Force – violence and coercion l Morality and religion l Group dynamics l Tradition l Relationships – domination and submissiveness

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Changing your Community: Make politics work for you

Week 4

Session Aims To review and reflect upon progress on research activity, explore ideas about participation and communicating your message.

Learning Outcomes By the end of the session you should be able to: 1 Identify useful sources of information for your research activity. 2 Describe the ‘ingredients’ for effective political participation. 3 Evaluate ways of communicating effectively to influence people who hold power in your community.

Finding out Activity: Whole group activity - individually report on research process: l What sources of information have you used? (people, websites, agencies, literature). l How useful have the sources been? l Have you identified any sources which you would recommend to others? l What difficulties have you encountered?

Participation Activity 1 Individually take about 5 minutes alone to think about a good experience of participation that you have had. Reflect on 3 questions: Why was it good participation? What elements could you name that made it participatory? What conditions were necessary to make it happen?

2 Form groups to share your ideas. Each group then draws up a list of 6 conditions for good participation.

3 Groups come together and collectively agree 10 conditions. Having done so, reflect on how participatory this exercise was? Thoughts about political participation…….

Communicating Your Message Effectively With your research topic in mind: l List the people with influence, the ‘power brokers’ within the community, who might have an interest and/or influence on the issues. l Identify what you think their attitude might be to the issue you wish to change. l Identify the steps you would take to make contact with the ‘power brokers’. l Discuss the methods of communication you could use.

Train the Take Part Trainers • Curriculum File 29 Changing Your Community: Make Politics Work For You Methods for checking learning Group discussion Report back on progress. Observation and questions. Learner activity Identify key points learnt from looking at Power and hearing from guest speaker. Whole group activity - Individually report on research process: What sources of information have you used? (people, websites, agencies, literature). How useful have the sources been? Have you identified any sources which you would recommend to others? What difficulties have you encountered? Tutor activity Tutor Ask learners to summarise key learning points from last week’s session. Facilitate feedback from learners on their progress, share and offer specific help, guidance and support. Review learners progress on the research activity and explore the meaning of some political ideas such as power, the meaning of some political ideas such as power, activity and explore on the research Review learners progress democracy, accountability etc. democracy, • By the end of session learners should be able to: activity. of information for their research 1. Identify useful sources political participation. for effective 2. Describe the ‘ingredients’ to influence people who hold power in your community. 3. Evaluate ways of communicating effectively learning agreement, outcomes, examples of local newspaper cuttings and letters flip chart, group White board,

Activity Objectives Recap. Introduce session learning objectives and negotiate agenda. Review and reflect on learner progress on research activity. Changing your Community: Make Politics Work for You Changing your Community: Make Politics Work

Course title: Session Aims Session Learning Outcomes Resources Time

5 mins 30 mins WEA Session Plan - 4

Train the Take Part Trainers • Curriculum File 30 Changing Your Community: Make Politics Work For You Methods for checking learning Observation and questions. Learner activity Procedure: take to person each Ask alone minutes 5 about good a about think to participation of experience them Ask had. have they that questions: 3 on reflect to good it was Why 1 participation? they could elements What 2 it call them make that name participation? good were conditions What 3 it make to necessary happen? their share to groups Form findings. draw then to group each Ask for conditions 6 of list a up participation. good Introduce activity: Training for Transformation. Participation Activity: Objective is to reflect on own experience of participation, whether in a meeting, an organisation, on a special occasion etc. Tutor activity Tutor Participation Break Activity Objectives Time 45 mins 15 mins

WEA Session Plan - 4

Train the Take Part Trainers • Curriculum File 31 Changing Your Community: Make Politics Work For You Methods for checking learning Feedback responses. Learner activity Small group work - With your research topic in mind: List the people with influence, the ‘power brokers’ within the community, who might have an interest and/or influence on the issues. Identify what you think their attitude might be to the issue you wish change. Identify the steps you would take to make contact with the ‘power brokers’. Discuss the methods of communication you could use. Tutor activity Tutor Facilitate group discussion and feedback. Activity Objectives Communicating your message effectively. Time Notes and comments: Notes and comments: 40 mins WEA Session Plan - 4

Train the Take Part Trainers • Curriculum File 32 Changing Your Community: Make Politics Work For You Methods for checking learning Observation. Observation of participation. Q&A Learner activity Listen and record. Listen, record, question, comment. Learners given the opportunity to present their research activity in any way that they wish. Receive feedback and have discussions. Tutor activity Tutor Ask learners to summarise key learning points from last week’s session. panel facilitate and Introduce presentations. and discussion the address to Councillors following: description Job - it? do you do Why - democracy on Thoughts - government local the Do - democracy? promote structures more engage you do How - decision local in people making? communicate you do How - a you have - people local with blog? you do website, Learners to hear from and question Councillors, including presenting their ideas, thoughts and findings of Learners and question Councillors, including presenting to hear from of an elected Councillor. Describe the role research activity. research why people seek elected positions and what they get out of it. Explore Consider different approaches and ideas on democracy. approaches Consider different Demonstrate ability to research a topic and to question Councillors on it. Demonstrate ability to research • By the end of session learners should be able to: • Guest speakers: local councillors. Power Point available. • • • Activity Objectives Introductions and context. Councillors to contribute, followed by questions and discussion. Changing your Community: Make Politics Work for You Changing your Community: Make Politics Work

Course title: Session Aims Session Learning Outcomes Resources Time

5 mins 30 mins WEA Session Plan - 5

Train the Take Part Trainers • Curriculum File 33 Changing Your Community: Make Politics Work For You Methods for checking learning Comments and feedback Learner activity Whole group discussion discussion group Whole information on reflecting councillors. by presented Seek comments and feedback from students. Tutor activity Tutor De-brief. Summarise key learning points. Activity Objectives Time 30 mins Notes and comments: Notes and comments:

WEA Session Plan - 5

Train the Take Part Trainers • Curriculum File 34 Changing Your Community: Make Politics Work For You Methods for checking learning Completed evaluations. Observation and asking questions. Presentations Q&A Learner activity Complete course evaluation and Learning Record. Listen Individually present their research findings to the group. Listen, feedback and discuss. Thank students for their contributions and facilitate course feedback and individual evaluation. Tutor activity Tutor Explain the learning outcomes and session agenda. Introduce and facilitate the presentations, feedback and discussions. Learners to present their ideas, thoughts and findings on their research activity research Learners their ideas, thoughts and findings on to present change about bring to governance of structures local with engage can they how explain and issue local a Describe Demonstrate their ability to research the topic of their own concern Demonstrate their ability to research • By the end of session learners will be able to: • Flip chart/Handouts/Power Point • Evaluation and feedback. Activity Objectives Introduce session Learners given the opportunity to present their research activity in any way that they wish. Changing your Community: Make Politics Work for You Changing your Community: Make Politics Work Notes and comments: Notes and comments:

Course title: Session Aims Session Learning Outcomes Resources Time

15 mins 5 mins 130 mins WEA Session Plan - 6

Train the Take Part Trainers • Curriculum File 35 Democracy Day Conferences

7.4 Democracy Day Conferences

Table of Contents Page

Training Event Outline 1

Session Plan 2

Train the Take Part Trainers • Curriculum File Democracy Day Conferences

Train the Take Part Trainers • Curriculum File 1 Democracy Day Conferences

Democracy Days

Session Aims To understand how national government works and how national policy impacts on local democracy, decision making and power structures. To explore the future of representation and voice in the voluntary and community sector.

Session Learning l Provide a greater understanding of how national and local public Outcomes decision making structures work and how community members can be involved and influence them; l Develop an understanding of the voluntary and community sector and its role in supporting community engagement, participation and representation; l Consider further activities, training and development opportunities for participants to increase the engagement and impact of community members on public services.

Resources Laptop & projector Flipcharts x 4 (no. of workshop groups) Evaluation sheets & other paperwork

Time Agenda item Tutor activity Learner activity Methods for checking learning 10:00-10:15 Welcome Give housekeeping Agree ground rules information and familiarise with Draw attention to programme for the day paperwork Outline ground rules for the day

10:15 -10:30 The WEA and An outline of the Train Watch presentation Evaluation forms Train the Take Part the Take Part Trainers Short Q&A session Questions & Trainers programme and afterwards. discussion opportunities for further learning.

10:30 -11:00 How Parliament Parliamentary Outreach Watch presentation Evaluation forms Works Officer presentation Short Q&A session Questions & afterwards. discussion

11:00 -11:30 The National Policy NAVCA (Robert Beard) Watch presentation Evaluation forms Structure presentation on current Short Q&A session Questions & government policy as it afterwards. discussion affects local government, the voluntary and community sector and local partnerships. Looking at the role of the VCS in relation to the Big Society.

11:30 -11:45 Refreshment break

11:45 -12:15 Local engagement Presentation on local Watch presentation Evaluation forms and representation public sector structures Short Q&A session Questions & and arrangements for afterwards discussion community engagement and representation

Train the Take Part Trainers • Curriculum File 2 Democracy Day Conferences

Democracy Days

Time Agenda item Tutor activity Learner activity Methods for checking learning 12:15 -12:45 Web 2.0 and The use of social media Watch presentation Evaluation forms the future of and related technologies Short Q&A session Questions & campaigning to build support and create afterwards. discussion effective campaigns for community action.

12:45 -13:15 Lunch

13:15 -13:30 Workshop Explanation of workshop Watch presentation Evaluation forms introduction set up and objectives. Short Q&A session Questions & afterwards. discussion

13:3 -14:15 Workshops Introduce activity to Workshop sessions Evaluation forms explore the opportunities based around morning Discussion & to influence and take an presentations: feedback Action Planning approach. • Using Parliament Direct group / timekeeping. • Local partnerships and representation • Using social media and e-campaigning

14:15 -14:30 Refreshment break

14:30 -15:45 Direct group / timekeeping. Workshop sessions Evaluation forms based around morning Discussion & presentations: feedback • Using Parliament • Local partnerships and representation • Using social media and e-campaigning

15:45 -16:00 Plenary & close Highlighting key points from Contribute thoughts, Evaluation forms workshop discussions. ideas, and actions from Discussion & workshop discussions. feedback

Train the Take Part Trainers • Curriculum File 3