Whose citizenship? ... a teacher’s toolkit

Experiences from the West Midlands supporting Citizenship Education at key stage 3 Acknowledgments: Whose citizenship? … a teacher's toolkit has been the result of many workshops, discussions and school based activities in different parts of the West Midlands. We would like to thank all of the teachers who have contributed their ideas to this creative process.

Whose citizenship? has been written by … Lesley Browne, Park Hall School, Solihull Whose citizenship? Ian Cornell, Park Hall School, Solihull Chris Durbin, Staffordshire LEA Alison Harrison, St John Fisher RC High, Staffordshire Sam Hayles, Park Hall School, Solihull ... a teacher’s toolkit Bev Langton, King Edward VI High, Staffordshire Elaine Miskell, Tide~ DEC, Birmingham Gay Pennell, St John Fisher RC High, Staffordshire The introduction of a new Citizenship curriculum in Secondary Schools Jenny Smedley, The Streetly School, Walsall brings with it a host of possibilities, opportunities and also dilemmas for Nicola Smith, The Streetly School, Walsall teachers. Our decisions about what we prioritise and the opportunities Gaye Tayler, King Edward VI School, Lichfield that we offer our students will often be shaped and led by our own With support from … understanding of the wider context for Citizenship Education, and why this is important for our students. Much of this area of work deals with Rowena Blencowe, Thomas Alleyne’s High, Staffordshire attitudes, values and 'dispositions to change' rather than fact and certainty. Jackie Cooper, Abbot Beyne School, Staffordshire [formerly at Churchfields This has implications for us as teachers - it requires us to think about our High School, Sandwell] own role as facilitator, questioner, enabler, and to examine our own Oliver Cowling, Wodensborough CTC, Sandwell values and understandings of the world around us. Peter Kennedy, Bristnall Hall High, Sandwell Phil Leivers, Lode Heath School, Solihull Whose citizenship? … a teacher's toolkit has been designed as a practical Vinay Parekh, Golden Hillock, Birmingham handbook to support teachers involved in this process. It offers a range of Rachel Tizard, Archbishop Grimshaw, Solihull strategies and approaches, particularly aimed at enabling young people to Jackie Zammitt, Tide~DEC, Birmingham explore the wider, global context to their own citizenship. It does not offer a prescriptive blue-print, rather a 'tool-kit' of ideas and approaches And with additional contributions through workshops from: which can be adapted and extended in order to meet particular needs.

Sandwell teachers: Staffordshire teachers: This handbook shares ideas developed by teachers based in different parts Janet Baker, Tividale High School; Louise Edmunds, Simon Ashcroft, Paget High School; Pauline Barany, of the West Midlands. They were responding to their own school locality - Heathfield Foundation High School; Clare Davies, St John Fisher School; Cathie Barwick, Abbot Beyne urban, rural, multi-ethnic … in the context of a changing and Heathfield Foundation High School; Norma Freeman, School; Maralyn Cannings, Clough Hall Technology increasingly global region. We offer these ideas and experiences as a Meadows School; Kirsty Hubbard, Manor Foundation School; Mr M.J. Clarke, Thomas Alleyne’s High School; High School; Jayne Lennon, Manor Foundation High Soyini Cook, Woodhouse School; Mrs A. Copley, starting point and hope that they will provide some inspiration, insights School; Mollie McPherson, Urban Forum; Tracy Pitt, Thomas Alleyne’s High School; Frank Hedley, Walton and reflections along with practical advice and suggestions. Meadows School; Nick Richards, Churchfields High High School; Bob Jones, Alleynes’s School; Sue Knight, School; Margaret Storrie, School Support Branch/ Staffordshire LEA; Ted Liddy, Codsall Community High Education & Lifelong Learning; Sue Weatherburn, School; Pauline Marsden, Sandon High School; Perryfields High School; Paul Williams, School Support Marie Marsh, Rising Brook School; Mrs T. Perrett, Branch/Education & Lifelong Learning. Nether Stowe High School; John Phillips, De Ferrers High School. Solihull teachers: Published by and available from: Development Education Centre Bob Coey, Arden School; Steve Dixon, Tudor Grange Walsall teachers: 998 Bristol Road School; Richard Garratt, Light Hall School; Neil Morgan, Sneyd Community School; Claire Wright, Selly Oak Ian McDowell, Whitesmore School; Mark Seldman, Alumwell School. Birmingham B29 6LE Arden School; David Walker, Solihull Education Dept; ers in D ch eve Kate Wood, Lyndon School . a lo e p T m © Development Education Centre [Birmingham], 2002

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i o Printed by Genprint [Ireland] n Ti d e ~ 3­ Using this book … a starting point for We describe this book as a 'teacher's toolkit' - it seems to capture best the function that we imagine it might serve. future work? It contains a host of ideas and starting points that can be used and From Autumn 2002 we are inviting teachers and adapted for a variety of different contexts. Our emphasis throughout the educators from across the West Midlands to try out some project was to explore strategies and frameworks that could be applied of the ideas in this handbook as part of their own work. and used in different situations. We were keen to explore the potential Our aim is to involve as many people as possible in of using a range of different stimulus material as a focus for students' debating ideas of 'citizenship, place and interdependence' investigations, and to explore what worked, what didn't and what we and to explore how we best support young people in would change next time around. their investigations.

We have organised the book into three main areas of investigation: This publication will make an important contribution to 'identities', 'who decides?' and 'our involvement'. At the start of each 'Building new citizenship', an initiative which will offer a section we share a number of generic frameworks that are useful for range of new opportunities for KS 3/4 teachers to be supporting students in an enquiry process. We then follow this with an involved in creative curriculum development work. We outline of more detailed case studies in are seeking to involve people in exploring questions which teachers share their experiences from about the kind of citizenship we are trying to build in a sequence of lessons or activities in their the future. schools. The framework that we share on page 48 will be used to We hope that not only the activities, but also Contents: support investigations about experiences of citizenship in the general thoughts and reflections will What is this book about? 6 different places and at different scales. We invite you to provide a useful and practical reference share ideas about this, and to use this framework to explore issues in your locality. point for teachers planning future work. … and why you should read it 8 Some of the pages will also provide an ideal stimulus to enable INSET activity with staff Introducing an enquiry framework 10 groups. We would welcome any feedback if you try this out. Investigating identities 12 We hope that this practical handbook will be Ways to get started 14 Stoke on both challenging and thought-provoking and Trent offer a source of inspiration and reassurance Tools of the trade 16 Staffordshire Telford & for teachers engaged in this work. Wrekin Shropshire Walsall Case Studies 20 Wolverhampton Sandwell Dudley Birmingham

Solihull Coventry 24 Worcestershire Investigating 'who decides?' Warwickshire

Herefordshire Ways to get started 26 Please request copies of this Tools of the trade 26 leaflet which shares details of West Midlands Coalition the initiative and opportunities This initiative is contributing to the Coalition by: Case studies 32 for West Midlands teachers. q sharing ideas and resources about citizenship; q providing a framework which invites teachers to Investigating our involvement 44 support young people in investigating ideas about 'citizenship, place and interdependence'; Case studies 46 q providing creative opportunities for new curriculum work, to develop innovative Resources and web-sites 51 approaches and case study material.

See the Tide~ Centre website www.tidec.org: q information about all West Midland Coalition initiatives; q access to teaching resources and other support.

Register your interest ~ email us [email protected]

4­ 5­ What is this book about? Investigating identities This book shares the work of a group of “I am British not English. I donʼt like English because I teachers from schools across the West Go to associate it with football hooligans and drinking beer. My Midlands. They were interested and page 10 roots are in Pakistan - I am a British Asian not an English concerned that citizenship could 'die a death' It will give you the confidence to in schools because a lack of experience among explore difficult and controversial Asian.” Nazia aged 17 Birmingham colleagues would encourage them to play safe. ideas with young people, and take They also recognised that there are few calculated risks. “I am English and people in Wales and Scotland call experiences designed for young people to Bev Langton, King Edward VI School, themselves Welsh and Scottish so I am English not British.” enable them to be confident with difficult and Stafford controversial discussions in the classroom. Sam aged 15 Tamworth They were interested in exploring deeper questions such as: q Whose citizenship is it? It makes citizenship active, lively Investigating ‘who decides?’ q and relevant to young people. How can we make it relevant, interesting “I live near Uttoxeter, I used to work for JCB but now I work for a even exciting to young people? Lesley Browne, Park Hall School, Go to Japanese car maker, Toyota. I drive a German car made in Portugal Solihull q How can we bring a global dimension into page 22 along the A50 every day, along a road built to link two Toyota local work we do? plants, one in Derbyshire and the other in North Wales. South We have done all this with sixth form Derbyshire and East Staffordshire District Council, as well as the The desire was that education for citizenship but not very often with key stage 3. county councils, had to agree it. The Highways Agency should make a powerful impact on young subcontract the maintenance of the road to a private company who people and teachers. Bob Jones, Alleynes’s High School, Stone are answerable to National UK Government Department of The teachers in this project felt the three key Transport, Environment and the Regions [DETR]. The European enquiries are: Union has set the amount of pollution coming from the exhaust of my car. Everyday I drive past JCB's 'World Parts Centreʼ. Who investigating identities Identity is as much about what you do as investigating ‘who decides?’ what you are. Participatory approaches to knows how many global connections it makes in one day? The investigating our involvement citizenship enable young people to grow, Go to page 42 farms on either side of the road had ʻfoot and mouthʼ last year and through the projects they run and the the UK government killed all the cattle and burnt the carcasses. By looking at three key enquiries we offer actions they take. They used to export beef to France but now they canʼt. There are so honest examples of the way teachers might many layers of government involved, I no longer know who to write Jenny Smedley, Streetly School, Walsall raise the level of debate and participation to on behalf of my friends in this rural area.” among young people aged 11-16. Some ideas are 'hard', indeed they will raise debate and Alan James, Production Manager may need to be returned to on a regular basis. By looking at others, young people Therefore this booklet is organised to aid learn about themselves. accessibility. We hope you find it useful. Gay Pennall, St. John Fisher RC High School, Investigating our Each section includes activity ideas and Newcastle-under-Lyme stimulus material, together with practical tips involvement and suggestions. “What is important is for young people to Exploring citizenship is fundamental to recognise that they can change things for education, it is about the moral and the better however small. cultural dimension of education and I think of it like a tennis match. Many Think about without this we have merely schooling. What is the essence of education for adults, like many young people, would Chris Durbin, Staffordshire LEA rather be watching in the stands not citizenship in your view? On the web involved in the action on the courts. Do these three key areas satisfy you or are For further details of related Tide~ We need to give young people confidence there other ways of expressing it? and the skills to participate whatever their publications and projects and additional How might you engage colleagues in the resources see www.tidec.org age or ability.” importance of citizenship in a multicultural, Jenny Smedley, Streetly School, Walsall democratic, globally connected society?

6­ 7­ There is no contradiction between retaining a distinct cultural … and why you should read it. identity and identifying with Britain. But our democracy must uphold fundamental human rights and obligations to which all Simply because: citizens and public authorities adhere. Citizenship means finding a q it offers constructive practical advice It is important to act as if the riots in common place for diverse cultures and beliefs, consistent with the from teachers; Oldham and Burnley happened in core values we uphold. Birmingham even though this time they q These are not easy issues for our society to debate. They go to the it tackles some challenging issues of didn’t. One way is to keep people talking. heart of our beliefs and our identities. But unless we are prepared society and education; The younger they are when they start this to debate them open and honestly, we will not make progress. q it is innovative in the way it looks at dialogue, the more chance of connecting. local citizenship in a global way. David Blunkett, Home Office Minister Tim Brighouse, Chief Education Officer, Birmingham Balsall Heath, Birmingham, 11th December 2001 LEA. Speaking at a Tide~ seminar for teachers, This booklet is an honest attempt to explain July 2001. that the concept of citizenship has a global dimension and that actions here can have effects and causes elsewhere. This booklet raises questions about the Some definitions for nature of citizenship and the teaching There has never been a more important time exploration and debate ... approach needed in a multiple identity to explore citizenship, not merely because it is democracy, striving for equality of an entitlement for young people aged 11-16 Citizenship is: opportunity. through the National Curriculum, but because the relationship between citizens and the state Think about of the tensions between peoples of our islands that governs them. [This can be influenced by There can never be just one view of being a Discuss the impact of globalisation on and across the world. Our actions here have many local and global factors.] citizen of the West Midlands. Different our local and global citizenship. causes and effects elsewhere. We cannot help interpretations exist depending on whether but be intertwined with other people in Globalisation is: Tell a story about your own life that people are rich or poor, secular or religious, distant lands, as 11th September 2001 so the process by which social, economic, cultural illustrates either process. urban or rural, black or white. With just graphically and tragically illustrated. Local and political activities are becoming more global. these 4 variables alone there are 16 How might you explore these ideas with consequences of events have included: anti- possibilities, without the complexity that young people so they understand the Muslim sentiment and a growing polarisation Global Citizenship is: really exists. Identity [how people see network of interconnections and of viewpoints [revenge and anti-war], the relationship between people and the themselves] depends upon the weight given to interdependence that they live with alienation and apathy, investors' fear about structures that govern them, at whatever scale . history, geography, socio-economic status, every day? their savings and the economy, worries about [This can also be influenced by local and global cultural ties and physical appearance. It is foreign travel, concerns for relatives in factors.] about people’s attitudes and values that shape Afghanistan and Pakistan and more. There their perceptions of themselves and others. It needs to be debate. This variety of views has to involve discussion and debate because makes it valuable education and essential for many of the ideas are 'fuzzy'. It involves our citizenship in an interdependent world. discussion about what works and what’s right. As such, exploring the moral and cultural dimension is a core purpose of education. I want to look at how we can help bring international development issues This booklet takes a constructive view of more fully into the work and life of schools, the opportunities offered by citizenship in a way which prepares young people to education. understand and feel able to shape the globalising and increasingly interdependent It explores a global dimension to local world which they will inherit. citizenship and a local dimension to global Clare Short, Secretary of State for International citizenship. We adopt an enquiry approach so Development. April 1999, speech at Secondary that each sequence of learning activities has Heads Association. purpose, a beginning, a middle and an end. It goes further than raising debates and exploring personal views. It is about what Brick cartoon from actually happens in our society and how we What is development? might get involved. Tide~ DEC 8­ 9­ Why Enquiry? What can we find out? What motivates people? What might it all mean? Citizenship is often about issues, opinions How does human motivation What might I need to teach about? In response to the stimulus, how Young people need to investigate or be and debates. It is also about actions. This work? Not all people are the are young people encouraged to taught to gain knowledge, understanding and enquiry framework is about structuring same but are there things that express their feelings and begin to skills and explore further their values and learning in a citizenship context so that it is are universal? What stimulus list the questions that arise? We opinions. motivating, purposeful, questioning, based could we choose to enhance need to consider whether our on research, allows creativity in actions, is curiosity and interest? approach begs the question shared with an audience and structured so ‘so what?’. that young people learn about their learning.

By following the thought bubbles A model for enquiry around the enquiry structure, think The enquiry - the task about the value of this approach. Stimulus Initial response Research Who is it for? Young people use their findings to respond creatively. They need time to assimilate their learning. They should respond purposefully for the presentation to others not It wasn't all bad! directly involved. What did we learn about the issue? What skills did we develop? What did we do well? What could have been better?

Debriefing Presentation Creative response

Think about Try to imagine a citizenship unit of work you might do. It can be scary! There are real examples on A real audience makes other pages in this book. learning real. There is a deadline. There is a sense that citizenship issues should be talked about with a wider group of people. On the web To download a copy of this enquiry framework go to www.tidec.org. Click on 'Projects' and then 'Whose Citizenship? .. a teacher's toolkit'. © Chris Durbin www.sin.org.uk/geography 10­ 11­ Investigating identities TOOLS OF THE TRADE Principles and Pitfalls This section includes a number of frameworks that support young people in exploring their own lives and identities in a The trouble with PC language is wider context. 'Where do I identify with?' [page 16] enables that it makes people feel clumsy, students to think about a number of different 'local activities' Try to: and defensive. It is better to say if that they might do on a regular basis and how these link with q create a climate of safety for a word used offends anyone, then I other people or places. 'How am I connected to other places?' discussing identity; would ask someone to explain why, [page 17] offers a simple approach for exploring connections and offer an alternative for the that we might have to places, people, organisations or q be inclusive so that more group to use. companies etc at a variety of different scales. participation happens; q help young people find multiple These frameworks help us to build a complex picture of our connections; activities and connections. They are designed to challenge perceptions about 'local' and what we mean by this … to gain q discuss the value of multiple I found the 'tools of the trade' for a sense of our interdependence and to explore what this identities of singular people; discussing links and connections with other places very useful. I gave them means for our sense of identity. q discuss what gives people their silent time, before getting them to identities; discuss their global connections with a friend and then three other young q create a climate of openness to allow people that they would not normally Many of us identify ourselves by the boxes we put ourselves into controversial views to be expressed; speak to. This eased them into it. “ or the boxes other people impose on us. We have to release q create opportunity for dialogue with our young people from these boxes and give them people from other communities; opportunities to break down the artificial barriers that restrict their expression and tie them up. q celebrate people of all identities. Anita Bhalla, BBC Head of Political and Community Affairs, English Regions. [Source: Whose Citizenship? Report from West Midlands Commission” Try not to: on Global Citizenship]. q expect discussion to happen without stimulus material; q CASE STUDY I found that having a 'blarney have clear expectations of all young people; stone' so that only one person Using surveys and statistics to investigate spoke at a time helped. Young q be overtly politically correct at citizenship people seemed more willing to all times; listen and more willing to talk one at a time. q close down discussion because This case study shares approaches for using surveys and controversial views are expressed; data as a stimulus for investigating citizenship issues. We live in a society which is constantly measuring, q alienate pupils by not valuing all monitoring, poll-taking and target-setting. This identities. process often involves labelling and classifying groups of people, and conclusions often become media In my school, where there are headlines and conversation topics … with implications quite a few racist views expressed, many were meeting Think about for many of us. This case study explores ideas and young people from ethnic approaches to enable students to be 'critical readers of minorities firsthand for the How do you deal with controversy in the data', and to use this information 'intelligently' in first time, aged 14. classroom? How do you deal with different support of Citizenship investigations. groups of young people? Is there anything missing from the list? 12­ 13­ Personal stories Ways to get started … Sometimes a person telling his or her story, or Some useful stories describing what's important to them, makes us Coming to England 'My identities' ~ think about our own identities. Personal Floella Benjamin, Collins Cascades, 1995 stories engage us because they are about Floella Benjamin describes her experiences identity card game: thoughts, feelings and emotions. This stimulus of adapting to life in England after growing helps young people think about themselves up in Trinidad. She reflects particularly Arrange students in small groups around a privately if not publicly. Many young people upon the challenges of the social and table with a set of twelve cards spread out in are scared to stand out as individuals and cultural transition and how she learnt to the centre. Students’ aim is to create their scared to talk about themselves. Stories can cope with this. own 'identities' profile. They need to choose provide a 'safe' context in which to discuss the five cards that they feel are the most personal emotions and as such provide a useful Alona’s story important for saying something about their tool for supporting work in this area. Pippa Goodhart, Mammoth, 1999 own identities. A story about a young girl’s experiences as she flees her war-torn home and arrives in Cards chosen, together with explanatory Activity: a new country. At the port she is comments, could be recorded [for example separated from her family and has only one using a table format] to create individual Role on the wall clue to help her find them again. profiles. [with reference to Refugee Boy] (Un)arranged marriage Once each person has created their profile, A simple outline of a character [Alem] is Bali Rai, Corgi Books, 2001 they are to be shared and discussed in groups, drawn on the board/flip chart. In the space Set partly in the UK and partly in the with students giving reasons for their choices. around this outline, students write down all Punjab region of India, this book looks at the information they know about him/her such one young man’s fight to free himself from A debrief of this activity could explore further as nationality, family, etc. They can also put family expectations and to be himself. questions they want to ask, or things they are the idea of our ‘multiple identities’. Starry night, Frankie’s story, The beat of not sure about. Within the outline they put the drum words to describe how the character is feeling Martin Waddell, Walker Books, 2001 at a particular time. They can also put words This trilogy of books is set in eighties about the character’s personality. This Northern Ireland. The series explores life activity could be repeated at various stages in Northern Ireland for three different throughout the book, to respond to Alem’s characters whose personal situations force character development. them to question their own political and social beliefs. Gender Religion Occupation Students could discuss situations where they have experienced a similar range of emotions Refugee Boy Benjamin Zephaniah, to the character. What were the factors that Bloomsbury Publishing, 2001 helped to strengthen their sense of identity, or The story of a boy forced to leave his feeling of belonging, and what factors African home and his struggle to adapt to Nationality Hobbies/ interests Political hindered this? temporary life in England. Capturing a sense of emotional upheaval and insecurity viewpoint Ethiopian Moved to this story provides a useful England stimulus for because exploring the factors Where I live/ 14 years of the war that influence our old personal sense of associate myself My culture Outlook on life identity. with

Where my Eritrean Ethnicity Speaks 3 parents are from languages For further activities using drama and role play see Rehearsing our roles, details page 49. 14­ 15­ How am I connected to other places? Britain represented in United Tools of the trade Nations, G8 etc International: Overseas travel .. to Europe, US etc UK Parliament - Multiple connections Where do I identify with? People and/or Road / rail Westminster Media - TV/ Clothes bought eg People and/ How many times do we use places to start made in China Connection network Newspapers conversations with people we don’t know? Handsworthplaces or places National: Regional: Family My immediate family lives in Pakistan London We try to establish a connection with the I have a Shopping My grandparents live in Car made in Radio / TV connections eg in Sport eg Smethwick Sutton Coldfield person we are talking to. Part of our Euro Other relatives live in Balsall Heath Japan North West World identity is defined by the connections we MP Leisure/ Recreation eg Cup Friends of the family live in Birmingham Local: I was born in Birmingham have with other people. We all have Alton Towers My school I have lived before in Hamstead, Birmingham multiple connections with different My school is in Handsworth My local MP Water Supply - Severn Food, eg My local shops are in Soho Rd, Handsworth people in a variety of places. This helps Merry Hill, Dudley Local Council/ local planning Trent Annual Indian, I do food shopping in B'ham City Centre us to shape our individual identity. It may Savings & holidays eg Italy and services Chinese, I do other shopping in Pakistan/ India be in our name, which connects us to investment / Economic Planning - Lake District Italian The food I like comes from Severn Trent eg Advantage West Don’t Know Stockmarket My water is supplied by Central ITV / Sky other parts of the world. It may be where Midlands My rubbish goes to BBC - London our relatives live. It may be through the My TV is from Heart FM, Birmingham Radio 1, London Independent friendships we have made through our Sport eg Local climate My radio is from Cinema, B’ham Football affected by I buy magazines/newspapers EveningHandsworth Mail, Park B’ham Alton Towers lives. It may be through the purchases we Not sure global change eg The recreation facilities I use Cannock Chase Family / Choice of University, look - make or the food we like. Identity is which scale: flooding etc For days out I go to friends eg in TV/ Newspapers London/ relatives nationally For weekends away I go to Cornwall France partly a web of connections, as can be Pollution Australia provide For holidays in UK I go to Pakistan international M6 seen in the responses by two different Internet use For other holidays I go to A41 information Major roads I regularly use are Birmingham people to the open question ‘Where do I I use buses to get to London identify with?’ I use trains to get to - The football team I support is - Other sporting team Clare Short The MP who represents me is Handsworth How to use these tools The locality I live in is Birmingham The county I live in is West Midlands Objectives Other suggestions The region I live in is UK People and/ The country I live in is Europe q to illustrate the variety of connections q Connection snap – everyone writes one of Where do I identify with? People and/ or places The continent I live in is Connection or places that we have with other places; their own connecting places on each of 10 Other Marchington Other cards. Students are combined in groups of My immediate family lives in Uttoxeter London q to explore ‘multiple identities’ that all Other 4-5, and the 40-50 cards are shuffled and My grandparents live in Devon people have. Other relatives live in Matlock dealt out. There is a snap each time two Friends of the family live in Derby matching place names come up. I was born in Derby There are several approaches that could be I have lived before in Uttoxeter Multiple identities My school is in Village post office adopted or adapted. q Woolly thinking - different colour wools My local shops are in Tesco Uttoxeter Nottingham are then used to make connections In all places, there are people with a Derby I do food shopping in China between people and their connecting multiplicity of identities, indeed you I do other shopping in Italy Suggested procedure would be surprised if there were not. The food I like comes from Severn Trent places to make a web. My water is supplied by East Staffordshire District q Young people make a silent response to the No community is homogeneous - we all My rubbish goes to Midlands/ Birmingham London London form, 'Where do I identify with?’ page 16. have global connections and it is My TV is from Radio 1 interesting to discover them. A global My radio is from Bliss Cosmo Girl London q They then consider how far these I buy magazines/newspapers Leisure centre Uttoxeter approach to citizenship is about The recreation facilities I use Alton Towers connections are from home, using the recognizing and celebrating these For days out I go to Not really diagram 'How am I connected?’ page 17. Wales connections, which are so much part of For weekends away I go to Italy For holidays in UK I go to Spain A515 q They can then talk to a neighbour to our daily life. But it is also about For other holidays I go to A50 Burton discover if they have any places/ increasing our understanding of the links Major roads I regularly use are Uttoxeter Stoke I use buses to get to and interrelationships we have across the Nottingham connections in common. When a I use trains to get to Liverpool connection has been established, they put a West Midlands as well as the whole world. The football team I support is Other sporting team Don’t know ring around it. The MP who represents me is Dove Valley q On the web The locality I live in is Staffordshire Maps of the region, UK, Europe and the These frameworks can be adapted to suit The county I live in is The Midlands World can be used to look at these The region I live in is UK your needs. They are available on www. The country I live in is Europe connections. tidec.org. Click on 'Projects' and then The continent I live in is Other 'Whose Citizenship? .. a teacher's toolkit'. Other Other 16­ 17­ Where do I identify with? Connection People and/or places People and/or places My immediate family lives in My grandparents live in Other relatives live in Friends of the family live in I was born in I have lived before in My school is in My local shops are in I do food shopping in I do other shopping in The food I like comes from My water is supplied by My rubbish goes to My TV is from My radio is from I buy magazines/newspapers from The recreation facilities I use are in For days out I go to For weekends away I go to For holidays in UK I go to For other holidays I go to Major roads I regularly use are I use buses to get to I use trains to get to The football team I support is Other sporting team The MP who represents me is

The locality I live in is Local The county I live in is The region I live in is The country I live in is Regional The continent I live in is National Other Other International I identify with ... Not sure which scale How am I connected to otherplaces?

18­ 19­ Using surveys and statistics to Conducting our own survey investigate citizenship

… a case study Stimulus What are the benefits with contributions from Nicola Smith, Streetly School, Walsall Students are given an and limitations of initial brief. For collecting data using a example, the School choice of categories? Surveys that generate useful Governors have Initial response data about the population indicated the need for Students, working in groups, can often provoke strong detailed information about decide which 10 categories they feelings about identity and THE CENSUS WELSH IDENTITY the cultural backgrounds of think it is most important to inclusion - none more so OBLITERATES THE LOST ON 2001 the student population, in include in this survey, giving than the 10 year census. order that the school might reasons for their choices. The 2001 census was called ʻENGLISHʼ RACE CENSUS What better meet student needs. [Discuss types of categories that ‘COUNT ME IN’ a slogan alternatives could be chosen and any issues designed to make people are there? that these might raise.] feel included. The data that will emerge over the next Sikh community THE CHANGE OF Research few years from this census campaign for CLASS - TEACHERS Students carry out will promote discussions on GO DOWN A PEG their survey amongst a the 'multiple identities' of census recognition chosen sample of How specific Britain. students should eg their class, year group categories be? Newspapers often pick up Creative response and collate data from survey Students then design a poster or the debates, raising RURAL STAFFS AND responses. display that shares key data from concerns about what they SALOP REJECT WEST their survey, [using visual perceive to be key issues. representations of the data?]. But how much of a concern MIDLANDS IDENTITY Students might choose to headline are they to young people? Presentation Findings are then presented any conclusions that they have The 2001 census seemed a to an audience. Students drawn from this survey. good opportunity to explore might role play that they citizenship issues such as: are presenting these findings national identity, Getting started as part of a report back to classification of people into Use the newspaper headlines shown as a stimulus to discussion the School Governors. social groups, ethnicity, about comparable issues in population surveys such as the religion and the political census. uses of information. De-brief What are students' views about some of the labels used to A concluding discussion could then draw out issues from This case study aims to classify our nationality, religion etc on the census forms? What this process. How different were the sets of categories explore the potential [and changes would they like to see in the future - more detailed chosen? How reliable was the information gathered? How the pitfalls] of using surveys classification or less? Do they feel that on the whole the representative of the wider student population was the data as a stimulus for discussing census survey approach is a good idea or not? gathered from this sample? Would students recommend this citizenship issues. as an approach for gathering useful information?

Why do we How do we have to fill in feel about What do they this form by law? What will it all personal do in other What approach would mean when they questions? countries? How does it make us you use next time? count up the data? feel to be classified?

20­ 21­ Using data to investigate The West Midlands … citizenship issues in your area… a statistical view The information in the three tables shown Table 1: 1991 Census: Population by ethnic group opposite is a sample of the wide variety of data There is great potential for using data to % White Black Black Black Indian Pakis- Bangla- Chinese Asian Other Total that is available for localities in the West investigate citizenship issues, provided we Caribbean African other tani deshi other other pop’n Midlands. Data can provide a useful starting approach the sources with a 'critical eye'. Data point for enabling us to identify issues and ask can be used to manipulate and mislead; we all Birmingham: 78.5 4.7 0.3 0.9 5.3 6.9 1.3 0.3 0.6 1.2 961041 questions. We can use data to make need skills to interpret data, to identify bias Coventry: 88.2 1.1 0.1 0.4 7.3 1.3 0.4 0.3 0.3 0.5 294387 and explore reliability. The framework shown comparisons, to draw out similarities and Dudley: 99.5 0.8 0 0.2 1.3 1.4 0.1 0.2 0.1 0.3 304615 differences and to explore changes and trends here has been designed to support students in over time. Analysing data from the past can also developing these skills. Sandwell: 85.3 2.7 0.1 0.5 7.9 1.9 0.8 0.1 0.2 0.5 290091 enable us to make projections about the future. Solihull: 97.1 0.7 0 0.3 0.9 0.2 0 0.2 0.1 0.4 199859 Walsall: 90.4 0.9 0.1 0.3 4.7 2.4 0.6 0.2 0.2 0.3 259488 Wolverhampton: 81.4 4.1 0.1 0.9 11.4 0.8 0.1 0.2 0.3 0.6 242190 Analysing data Herefordshire & … some questions to think about when analysing any Worcestershire: 98.7 0.2 0 0.1 0.2 0.3 0.1 0.1 0.1 0.2 676747 set of data. Shropshire: 98.4 0.2 0 0.1 0.5 0.2 0 0.2 0.2 0.2 406387 Staffordshire: 98.2 0.2 0 0.1 0.3 0.7 0.1 0.1 0.1 0.2 1031135 q How representative was the sample surveyed? Warwickshire: 96.6 0.3 0 0.1 2.2 0.1 0 0.2 0.1 0.3 484247 q What data is missing? These questions could be used as a Note: see www.statistics.gov.uk/census2001 for latest data. support framework for students … q What else would you like to know? or they might come up with their Table 2: Inter-regional movements, 1999 own questions. Discuss the need q Is the presentation of this data misleading in any way? [figures in for a 'critical and questioning North North Yorkshire/ East East London South South Wales Scotland Northern thousands]: East West the Humber Midlands East West Ireland q How reliable do you feel this source of data is? approach' in any data analysis. Number arriving in the West Midlands from: 3 13 8 14 8 10 14 13 8 3 1 When analysing data comparing Number leaving Starting points for Streetly and Pleck in Walsall my the West Midlands role was important for ensuring to go to: 2 13 8 16 8 11 14 17 10 3 1 that conclusions of Streetly being research phase … Note: Based on patients re-registering with NHS doctors in other parts of the UK. Use the data shown in Table 3, to compare and 'good' and Pleck being 'bad' didn't Source: Office for National Statistics. contrast the four local authorities. Does this data develop, as this would just raise any specific citizenship issues for each of the reinforce prejudice. localities? This could be followed up with a closer Table 3: Local Authorities and Wards in the West Midlands [Key statistics] investigation of two smaller areas, at a ward scale, Pop’n total % pop % pop % pop Total no. of income Total no. of Indices of Name of Local [1998] under 16 16 - 59 over 60 support claimants, employee jobs, deprivation, [see the website shown for data about your area]. We used the junior census Authority form to analyse just what a [a] [b] [c] [d] Aug. '98 [e] Sept. '98 [f] 2000 [g] Redditch 76700 22 62 17 4405 37200 140 What additional data would you find useful about typical Yr 7 student was like Sandwell your local or wider area, to support an investigation in our school. 290500 22 57 21 27485 127400 11 of key citizenship issues? Stoke-on-Trent 251500 21 59 20 21330 109600 22 Stratford-on-Avon 114700 18 60 23 3970 46900 316 The data in Tables 1 and 2 provide information On the web Name of Ward: about the wider regional context. How might the See: Bournville, B’ham experience of 'living in a diverse society' vary in www.censusatschool.ntu.ac.uk 25000 20 60 19 1815 6700 - different parts of the region? for accessible data from school Ladywood, B’ham 27100 19 67 14 3730 105000 - children surveyed in the UK, South [g] is a ranking of average ward ranks, out of 354 districts in England, ie rank 1 is most deprived Local Authority Africa and Australia. What would you identify as being some of the key Sources of data: [a,b,c,d] Office for National statistics; [e] Department for Work and Pensions Information Centre; challenges to 'building a sense of citizenship' [f] Annual Employment Survey; [g] Department of Transport, Local Government and the Regions www.statistics.gov.uk/neighbourhood a] in your own local area and b] in the region as a See www.statistics.gov.uk/neighbourhood for these and other key statistics for your local authority or neighbourhood. whole? for data about your local area. 22­ 23­ Whatever its actual size, a city must be big enough to “embrace diversity and be enriched by it. Our own citizenship Investigating is enhanced when we freely recognise and uphold the rights of others to differ, and still have an equal voice and an equal ‘Who decides?’ role to play in all the decisions that affect our daily living. Vision statement from the Derry/Londonderry ‘First Plan for Progress’, 2000 – 2005” Principles and Pitfalls I was worried that they would not get answers to their Try to: letters and some didn’t. This made CASE STUDY q be clear about the purpose and stimulus them disappointed and perhaps I should for the enquiry; have warned them beforehand! Using newspapers … q give ownership of the enquiry to the young people themselves; This case study explores the rich potential that local I newspapers have to offer students' citizenship q do a little research into the structures investigations. They offer a source for identifying key of decision-making so you can guide; I used a debriefing issues, but also the different perspectives and perceptions strategy every lesson ... They that exist about these issues. A school in Staffordshire q have some concrete examples ready to were encouraged to share the began by looking at headlines … show; learning from their own mistakes. CASE STUDY We built a list of ‘What worked’

q make the web available so that young and ‘What didn’t work’. people can investigate issues; Investigating local issues and planning a student q have some quality criteria available for council meeting ‘What makes a good ... ?’; This case study shares experiences from a school in Solihull, q play different roles with different where teachers have initiated a student-led enquiry groups according to their mood – be the Try not to: approach to local issues. The framework of a student voice of reason to the over-ambitious, q be the fountain of all knowledge and council meeting has enabled students to present ideas, be encouraging to those who hit over directive; express opinions and debate the issues … an approach which stumbling blocks. has generated much interest and follow-up activity. q be too ambitious with your outcomes; q let time drift away with no deadlines; q forget to warn them that letter CASE STUDY writing does not always get an answer; I thought q only value the successful outcomes Investigating interdependence … through the Kenyan it would be easier for because the learning that comes from me if the whole class investigated flower trade the same thing but I found it too the dead-ends and the mistakes will be as, if not more, important. This case study illustrates the scope for taking an everyday repetitive. By guiding the choice object or action [such as purchasing flowers in a local of different issues I was able to supermarket] and using a framework to investigate the differentiate more and help each social, economic, political and environmental issues that group find a distinctive and relate to it. We share experiences from a school in important role in the whole class Staffordshire … investigation. Think about How do you deal with multiple investigations in the classroom?

How do you deal with different groups of young people?

24­ 25­ Ways to get started Getting out and about with digital cameras Photographs are a powerful stimulus for investigating identities and issues in our local The world in our streets What's in the news? communities. There are many approaches for You will need gathering and using photographs … here we A camera or cameras have chosen to illustrate two. A planned walk through your local community A local map and a world map BALTI IS NOW OFFICIALLY IN THE DICTIONARY The issues in our streets Stoke on A brief for students, for example: Trent You will need You have been commissioned by the Council to A camera or cameras take photographs of the local area for a TENSIONS RISE IN ASIAN A local map and a world map website or brochure. The Council is keen to: COMMUNITIESSTAFFORDSHIRE OVER WAR Display materials HEAVY RAIN FALLING • promote a positive image of the area [to IN AFGHANISTAN ON WELSH HILLS ..... increase visitor numbers]; Oswestry Stafford A brief for students, for example: FLOODS ARE DUE Burton on TrentLICHFIELD WOMAN IN EPIC You have been asked to design a display to • promote the ethnic/cultural diversity that CYCLE TRIP ACROSS SOUTH consult your local community [or students at exists in the area; AMERICA your school] using photographs which Shrewsbury illustrate 5-10 important local issues. • promote the many connections that the area Telford & Discuss people's views about the issues raised has to different parts of the region/the UK WALSALLʼS ART GALLERYWrekin IS ONE OF Walsall ST. PATRICKʼS DAY PARADE by the photographs in the display. Take a and the world. SHROPSHIRE Wolverhampton THE BEST IN THE COUNTRY ATTRACTS THOUSANDS vote to identify the group's priority issues. Sandwell It is seeking to project an image of a vibrant, outward looking place that is welcoming to Dudley people of different backgrounds. TOUGH TIME FOR BirminghamBMW SELLS ROVER MANUFACTURINGCraven Arms IN SolihullAND CoventryLONGBRIDGE Rugby What ten images would you choose for this THE BLACK COUNTRY website, and why? WORCESTERSHIRE WARWICKSHIRE GREENBELTLeamington TO BE Spa LOST FOR Note: This activity could be followed up with a These images were chosen by a group exploring discussion about how representative these images NEW WNATIONALarwick FOOTBALL UK GOVERNMENTLeominster Worcester STADIUM citizenship issues in Derry, Northern Ireland. were of the area. Are there any images that would What images raise citizenship issues in your area? reveal a different picture? PROMISES COMPENSATION Stratford upon Avon FOR FOOTHEREFORDSHIRE AND MOUTH

Hereford

These headlines were chosen from a selection of local newspapers. They all illustrate local issues or events that have connections with people or places elsewhere. Newspapers allow you to … q keep track of issues that are current; This is a good example of a 'selection activity' .. an approach which enables students to q get some opinions about issues; choose and discuss issues of interest, and to compare chosen issues and ideas with others. q hear different sides of an argument; q understand who makes decisions about a range of developments; q find cartoons that relate to issues.

See page 30 for ‘Citizenship through the news’ ... a case study. 26­ 27­ Who decides about what? Tools of the trade This is a card game [for cards see pages 28-29]. The purpose is to Teaching about political structures can be dry, but in the context of an explore the different types of organisations involved in investigation into an issue young people need to learn about who does what. determining our lives, locally to globally. It can be used to support These strategies have been found to help young people realise that there is a a ‘most likely to’ matching exercise but very soon young people complex mixture of activities and people who make decisions about them. will realise the complexity of the web. It can be developed to ask On the web ‘who is accountable to whom?’. It can be made simpler by taking www.bnrr.co.uk three or four decisions and looking at them in detail. The Development Compass Rose site sharing The diagram below illustrates an approach which allows young people to information about A number of possible approaches are this development suggested below. structure their questions about a development, an issue or a place. Each of Who is managing our lives? the headings is used as a prompt for questions. They encourage students to from the people involved in the think about the different aspects and effects, ie environmental, economic Activities Governments Non-government construction. Companies etc of a development. Arguments from the perspectives of different interest and councils organizations groups can be represented and organised. q Sorting activities Source: Birmingham Economic Before attempting the matching activity it may Very local This is a response to the issue of the Birmingham Northern Relief Road Development Department be useful to try out a number of sorting activities using each set of cards. The aim of Natural these activities would be to encourage Local What wildlife will be lost? students to think about the nature of the activity or organisation and to group it with What will be the impact on the others of a comparable nature. County look of the landscape? For example, either set of cards could be What is the impact on air quality? Regional grouped according to scale [eg local, national What might be done to stop road etc]. A grid, as shown opposite, could deaths of animals? support a more sophisticated grouping National activity.

www.bnrr.co.uk Will new trees be planted?

Action cards could also be sorted by decision- European

Source: making process, eg will the action need a one-off decision or a regular review? Economic A sliding scale for example, illustrating Global What will be the saving of time and Who decides? different types of process, could support a money on companies who transport? Who was for it? more in-depth discussion about decision- How will it affect house prices near making processes. Who was against it? q to the road? Ranking activities Who decided the road should go ahead? Students could choose nine action cards that, Will new businesses come in next to for example, their local council or National q Matching activity Who decided on the route? the road? Government could have some responsibility for. Students to match action cards with a 'most They could then rank these actions Who decided there should be a toll? How much money will the tolls make? likely to' decision-maker. Some of the according to: ... local, county, national or European decision-maker cards will match to more than governments? one action. Some action cards will require - number of several decision-makers to match with. people affected by a decision [most at the top] - financial implications [high Social budget decisions How will it affect the people who at the top] live close to it? Noise? Pollution? On the web To download copies of these - issue/urgency [issue How will it benefit people who frameworks go to www.tidec.org. that might be of highest commute into the West Midlands Click on 'Projects' and then 'Whose concern at the top]. from the north? Citizenship? .. a teacher's toolkit'. Source: Tide~ DEC Source: City Vision 2020 Derry/Londonderry 28­ 29­ TO REDUCE TO PREVENT EUROPEAN REGIONAL TO CENSOR A TO CLOSE A COUNTY UK NATIONAL WORLD FLOODS ON A FREE TRADE DEVELOPMENT FILM SCHOOL COUNCIL GOVERNMENT POVERTY RIVER ASSOCIATION CORPORATION

TO SUPPLY TO FINE A TO INCREASE THE TO ALLOW TAX- ENVIRONMENT WATER TO COMPANY FOR STREET EUROPEAN CHARITIES CITY COUNCIL FREE TRADE AGENCY [eg OXFAM] HOUSES POLLUTION LIGHTING UNION

WATER UNITED UNITED HIGH STREET MORE POLICE TO TO ALLOW A TAKE CARE OF COMPANIES NATIONS NATIONS STORES ON THE INVESTIGATE A NEW HURRICANE [eg SEVERN TRENT, INTERNATIONAL SECURITY [eg MARKS & STREETS CURE FOR AIDS SUPERSTORE VICTIMS SOUTH STAFFS SPENCER, VIRGIN, WATER] REFUGEE FUND COUNCIL NEXT, BOOTS]

TO SEND IN TO REDUCE THE NUMBER PEACEKEEPING TO MAKE CHILD COUNTY PARISH GREENHOUSE OF BEDS IN A LOW PAY UNIT WORLD BANK TROOPS LABOUR LAWS COUNCIL COUNCIL GASES [eg BORDER HOSPITAL DISPUTES]

INTER- ENVIRONMENTAL TO CLOSE A MONITOR HOW OFTEN TO GOVERNMENT TO BUILD A MOVEMENTS OIL COMPANIES BUS COMPANIES LOCAL POST EQUAL COLLECT CONFERENCE [eg SHELL, BP, MOTORWAY [eg GREENPEACE, [eg ARRIVA, PMT] OFFICE OPPORTUNITIES DUSTBINS ON FRIENDS OF THE EXXON] ENVIRONMENT EARTH]

TO ALLOW TO PROVIDE TO CLEAN UP A TRADING THE ROUTES EXPERIMENTAL NATIONAL DISTRICT COUNCIL OF HOMES FOR MAJOR OIL STANDARDS OF BUSES GM FOOD TRUST COUNCIL EUROPE REFUGEES SPILLAGE OFFICE CROPS

TO ALLOW PROVIDE LOW- TO GIVE A TO DECIDE CHARITIES FOR SUPERMARKETS PEOPLE TO HEALTH HOUSING COST HOMES GRANT FOR A WHO PAYS FOR HEALTH [eg SAFEWAY, TRAVEL TRUSTS [eg NATIONAL TESCO, ASDA, ASSOCIATION FOR YOUNG NEW FACTORY PRESCRIPTIONS ABROAD CANCER RELIEF] SAINSBURY] 30­ 31­ The absence of articles with obvious global connections was an Some wanted to write to the Citizenship through the News issue … to explore a global MP. Advance warning to dimension we discussed the fact by Bev Langton, King Edward VI High School, Stafford people like the MP explaining … a case study that many of these issues are what was happening, might common for people in other parts help get a response. This enquiry used the local weekly newspaper, The of the world also. Staffordshire Newsletter, as a stimulus to independent The human stories had more or group enquiry into a range of citizenship issues. impact and if there had been one dominant story that had made an impact on them, I By following the A model for enquiry may have chosen a whole class The enquiry - the task thought bubbles you enquiry as opposed to a range The discussion to explore will see some of the Stimulus of group enquiries. what might be done thought processes Local/evening newspaper[s] focused on how and why Research possibilities it was worth writing to behind the enquiry or that might be taken • Gather more information on selected issue such as papers and councils. selected newspaper articles One lone voice said ‘It with any newspaper[s] which promote a range of photos, further news, local councils or a set of newspaper might not always work citizenship issues Initial response but if lots of people articles from a range What should we/would we like • Plan appropriate visits of sources. write then they might Groups search and look for to research? • Plan questionnaire/survey/petition not do it again’. issues followed by a class • Establishment of working discussion on ‘what is the groups on issues of • Organize letter writing campaign to gather views meaning of citizenship?’ interest • Inform local paper re original stimulus ‘What issues are covered or How should we go about it? not covered by the • Production of an action • Contact local council pressure group The teacher as facilitator newspaper’? plan can use questions like: Do we need more information? • Allocation of tasks • Investigate on the web/email contact Where from? Are there • Timescale • Decision making and review action planning other points of view? etc

Look out for stories with global Debriefing Presentation connections. It is • Review successes better to have fresh • Organise ‘pro-active’ stories so you can display in school or in a involve pupils in real • Review learning, public place Creative response possibilities especially processes issues. The letters Decide on methods of presentation: page is often a • Trial presentation to • Consider action planning good starting place. class • keep records of research and timescale • Invitation to outside • organize simulation to consider the arguments • Consider further actions people including from all sides for a wider audience newspaper • publish a website

• write with findings to a local paper Learning from mistakes was as • contact other communities where there are important as similar issues learning from the successes.

32­ 33­ Focus on newspaper headlines Yo u r br ie f Thinking through your To choose a 'citizenship issue' from your newspaper that you feel has particular presentation How we went about it In one newspaper these were the headlines that young “The class was organised into groups of significance, and that you are interested in people found that offered potential for exploring three and four, with one issue of investigating further. Think about your audience citizenship issues: interest to them. They planned their A presentation for parents/community will questions and ways they might go Investigate what's in the paper need to be different from a presentation to about their investigation. My role as a ‘We won’t tolerate under-age drinking’ Don't just look at the headlines, look at the class-mates. facilitator was to question and prompt - police letter pages and adverts also. the groups, to encourage them to Think about your purpose explore the issues from a variety of Petition fails to slow traffic Choose an issue Do you want your audience to respond in any perspectives using source material Discuss why it interests your group and the way? gathered from a variety of approaches. calming move different angles that could be explored. Does this issue raise questions of wider An action plan was drafted. It had Traffic calming needed importance? Would it have relevance for Think about the design and format clear tasks and deadlines. Once they people in other places? Could you use visuals? Is it well paced? Will had completed their investigations, Bright sparks save energy it make people think? students presented their findings to the other groups. We had awards for Brainstorm • What questions do you want to ask about different aspects, the best idea, good Citizen’s Charter performance indicators Think about your verbal this issue? research, attractive display, clear oral of Staffordshire County Council • What are the different perspectives that presentation presentation.” Is it well structured? Could you use any you want to explore? humour? Are the arguments clear and Father who spanked stepson escapes • What different methods of investigation balanced? prison sentence could you use? Mountain bikers spoil peace – survey Kid’s play areas under threat Planning research What have we learnt?

Tales of a tramp and a conman Think 5 Ws Review your successes 1. WHO do we get more information from? What worked well and why? What else might 2. WHERE might we obtain it in the time from? have worked? Starting with a local issue … where might it lead? 3. WHAT is it we actually need? 4. WHY do we need it? Review what you have learnt Some issues might have direct relevance for This can then be broadened out to explore a Have you gained any new knowledge or skills? students - they might be able to draw upon their wider, global issue ie the issue of people's 5. WHEN would it be good to have it? How have your thoughts and ideas been own personal experiences, or use their own freedom to explore leisure pursuits against the changed? contacts to further their enquiries. needs and wishes of a local community or Use action planning: environment. Eg Mountain bikers spoil peace Group Research: Poverty amongst old people Review your time management • What do people really think? Survey opinion, This could apply to back-packers in Nepal, Action By whom By when How effective was your action plan? How in school and in the community bungee jumpers in Australia, weekend 'stag' effective was your teamwork and why was this? Write to ʻHelp the Agedʼ and party goers in Dublin or beach holiday-makers • Investigate different perspectives on this Age Concern Joe and in the Caribbean … [What are the students’ Next issue - bikers, local people, managers of Interview older relatives for What would you do differently views about such issues ... how do they their views about pensions David lesson recreation areas, other community groups etc compare with the mountain biking example?] etc next time?

• Explore the detail. Where are the most Check out web for info about popular places for people to cycle? What Might this approach of investigating issues the wider picture eg in UK, numbers are involved? elsewhere help to offer further insight into Europe, internationally. See Naomi Wednesday local issues? National/local government, and • Discuss students’ own views and 5th April UN or charity websites Adele recommendations. What would be their guidelines on this issue … for bikers … for the Council? 34­ 35­ Exploring citizenship in our local Key locations we investigated in Solihull New development Play areas Doctor's site area - a student centred approach surgery ... a case study by Lesley Browne, Ian Cornell and Sam Hayles, Park Hall School, Solihull. Council House The stimulus Our first stage was to consult with our students about issues which they felt were important in their local area. I was reading in the paper about this Touchwood Shopping Centre Solihull Times The students' replies were surprising and led to development in Solihull. an interesting discussion about life chances Local and citizenship. Did they feel there was a Schools social divide in Solihull? If so, did they feel Library [to I feel that there isn't enough to do The Solihull Times that this would also be true in other places? collect leaflets] in this area. Why aren't we [to collect articles] We also discussed whether people in the south developing Chelmsley Wood? of the borough [our students are from the north], would see things differently. Using students' work as a stimulus with a different group The students' photo-pack was Developing further then used as a stimulus for We discussed ideas about ways to investigate They are putting some investigatory activities with a further. One group put forward the suggestion money into Chelmsley different class. We chose to of making a photo-pack, providing a range of Wood centre as well. use the Compass Rose images of Solihull. They stressed the framework [see page 26] as a importance of providing a balanced view and tool for investigating collecting other resources as well. citizenship issues. How are local people The students raised questions Research and creative response and places connected The students spent a few lessons travelling in small groups about key issues to other parts of the around the local area collecting suitable that they identified in the world? images, and related literature eg maps, photographs. They then shared leaflets etc. They reviewed their some of their questions with collection to see if there the whole group. Issues were any gaps and eventually included: education, housing, agreed upon their final life expectancy and decision- selection. making.

It was good to share opinions about our local area. It really made me think.

It made me realise that there Think about are a lot of similarities between North and South Solihull. The fact that inequality and geographical divides exist everywhere - at different It was good to be able to ask scales and in different questions rather than give answers places. This wider view is all the time, as it made you think important for understanding about the shopping centre in the any 'local' situation. picture in very different ways.

36­ 37­ Holding our own council meeting … a suggested process

The idea of holding our own Council meeting Discussing the agenda based on Solihull issues came from questions As a whole class activity Students to discuss and identify key issues with approximately 30 students you might: that students were raising. They were keen to for their local area that they would like to Preparing briefing papers on agenda find out more about local decision-making and Either: Involve all of the class in the same see on the next Council meeting agenda. how it worked so we decided to explore further. meeting by creating special advisor roles items This stage allows groups of students to do for each of the councillors. some further research on particular issues. Our first step was to discuss key issues that Students can be divided into a number of students wanted on the agenda. This followed Or: Split the class into two or three groups, DA EN working groups, each with an issue focus, such on from previous discussions that had arisen in with each group holding its own council AG as 'housing' 'leisure' etc. Their task is to response to local photographs [see pages 34-35]. meeting. [This would enable a comparison produce a briefing paper for the meeting of different decisions in relation to the 1 which shares: We then developed the roles of nine imaginary agenda items.] councillors. Each councillor was to represent a 2 • a summary of the issue particular ward in Solihull. A role card outlined The meeting worked very well. There was a the councillor's political party and gave a brief great deal of debate, particularly in relation 3 • key options [briefly stating arguments for synopsis of issues relevant to his/her ward. We to the issue of the re-development of the city and against each] centre. The fact that students were playing a tried this activity out with one group of nine • recommendations to the Council for action students, each taking the role of a councillor. role which related to a particular local ward, also helped to focus the discussions. They had to look at the issue from a slightly different Agreeing roles perspective, and in the de-brief students • Elect a chair, a time-keeper, etc We found that real and current issues reflected upon how • Each person at the meeting to be much this had make worked better than allocated a 'councillor role' … this could fictional situations. them think. be to represent a particular ward and could relate to a particular political M6 We will definitely use party or perspective. [Alternatively they The meeting itself this kind of approach could be themselves.] The meeting needs a focus. A47 again. The students This could be a decision-making exercise, ie you really enjoyed the have x amount of money to spend and have to chance to talk about decide which of the proposals you will fund Chelmsley M6 issues that they felt [not enough money for all]. Wood were important. They Councillor A45 are now 'fired-up' to Councillor Or: it could be a session to prioritise, to decide Airport find out much more which issues take immediate precedence and NEC A41 ( A45 about how the real which should be dealt with at a later stage. system works. We're Meriden hoping to take the Or: it could be about a specific proposal, eg a A34 group to an actual new development. The Council needs to decide council meeting and to whether or not to grant permission for this or Solihull M42 meet some of the local an alternative to go ahead. [It’s not about the councillors. Council funding something, it’s about deciding what is in the best interest of the town.]

e

h De-brief t

y l B This final stage in the process can be the most e r The Council needs to vote to make a final Riv important, particularly if people have been decision. On the web playing a role. Students need to have the A452 See your local opportunity to reflect on the process. What Council website [eg M42 did they find frustrating? Did anything Think about A4141 www.solihull.gov.uk] M40 surprise them? How did they feel in that role? A3400 for details of who is How to handle a simplistic 'us and them' Councillor on the Council, and Relate back to real-life. How similar might this response in debates that involve the role PAIGNE details of meeting process be to an actual council meeting? of councillors and politicians. Try to agendas, press Who really makes the decisions? explore the idea that we each have roles releases etc. How do proposals/issues get onto the agenda? and contributions to make in society. 38­ 39­ This initial response is crucial to Investigating interdependence exploring the way people are with contributions from Alison Harrison interdependent and to set the agenda. … a case study What impact, positive and negative, St John Fisher School, Staffs. does the act of purchasing flowers in We cannot help but be interdependent with people in other the UK have upon people in Kenya? places, and in other countries. The purpose of this case study is to illustrate how human activity in our local area is inter-connected with activity in other parts A model for enquiry of the world. This is an The enquiry – How can we make people aware of the example of an enquiry that investigates our The stimulus impact we have on people in other countries? interdependence. It Pupils are organised in groups and aims to enable students on each table is a bag of artefacts, Research possibilities Students could be to think about the way short texts and photographs and organised into pairs and • Taught lessons on globalisation and changing patterns of that our local daily they have to guess the country. small groups to investigate They give a short oral presentation economic activity activities involve and Initial response different artefacts. naming the country and explaining affect people in other What does it tell you about the • Further folders of case studies of products from Flowers from Kenya, their reasoning. They move round places and to explore way we are connected to other other countries each time so they encounter each chocolate from Ghana, what this means for places? table. At the end there is a • Research in the library and on the web about certain plastic toys from China, our own sense of How do we impact on people in discussion of: places and products trainers from Indonesia. citizenship. other places? • what surprised us? What questions do we need • Letter writing to businesses, development agencies, • what helped us identify the to ask to find out more? environmental organisations, inviting them to send country? How are we going to find out information, talk to the group or be interviewed Reveal: all the objects in the bag more? • Letter writing to invite an audience were bought in this area Who could we tell about our The internet provided You might want findings? a wealth of useful to slim it down to one How might we present them? information about the type of artefact, using a Kenyan flower trade, theme such as clothes see page 41. or food. You might want to follow a link to one country and Debriefing Presentation investigate different • Pupils write up one or two • The purpose is to increase artefacts. In this case case studies of the awareness of study we chose appropriate section of the interdependence and products from Kenya, scheme of work. globalisation among the local Creative response possibilities flowers and could be a 10 page newsletter for the school magazine • They are given a timed exam community vegetables in or newspaper and an oral presentation. question to check their It might include: particular. understanding. The audience might be: • different genres including recounting, explanation, • a group of people from the • The Geography and English reporting, persuasive writing teachers give the pupils community • the use of maps illustrating data such as flow lines feedback on the strengths • representatives of local and weaknesses of their The debriefing businesses and their • the use of graphs, especially histograms newsletter. customers explored some big • profiles of places concepts such as inequality issues • annotated pictures and diagrams of impact between countries • the use of ICT to develop data analysis skills and North and South and Our students produced their presentation skills the fairness of trading own newsletter 'Globalisation regulations. News' which they presented to the class. A discussion about fair trade products quickly ensued… 40­ 41­ Focus on the Kenya flower trade On the web … useful sources to There are many ways that we can approach an A useful starting point might be to brainstorm support research investigation to explore interdependence. questions that students would like to ask in order Here we illustrate an approach that focuses on to learn more about the trade of this product. A search for 'flowers Kenya' with www.google.com revealed 4 useful entries in the top 10: the Kenyan flower trade. The example below illustrates how the development compass rose might be used to A report from the BBC about the flower trade: Having examined a range of artefacts [such as support such a brainstorm, encouraging students http://news.bbc.co.uk/hi/english/business/newsid_1820000/1820515.stm products from a supermarket] and identified to look at this issue from a range of perspectives. their country of origin, students choose one Questions might relate to any stages of the A site sharing overview information about the flower trade from a Kenyan perspective: that they would like to investigate further, trading process, from flower-growing in Kenya to www.kenyaweb.com/horticulture [see the enquiry framework, page 38]. consumer purchase in the UK. Pesticide Action Network’s newsletter report about the use of pesticides and the development of codes of practice: Sometimes the process of www.pan-uk.org/pestnews/pn39/pn39p15.htm asking the question can be as significant as finding the The site of the Kenya Flower Council [an association of independent growers]. answer! A process of working Their motto is 'a growing responsibility': Using the development compass together to ask questions can www.kenyaflowers.co.ke enable students to think deeply rose to investigate … about issues and to investigate Note: encourage students to seek information from a range of different sources so that they their wider impact. can explore different perspectives on this issue. Ideas of bias and reliability can also be discussed to enable students' interpretation of this information. Natural: How much land in Kenya is used for growing flowers? Has this meant that other crops are no longer grown? Creative Response De-brief What has been the impact on the local environment Follow-up activities might include: What's this got to do with citizenship? eg from the use of pesticides? Mapping the journey of flowers [and An enquiry such as this is extremely valuable noting potential impacts] for enabling students to have a sense of the Visual and spatial representations of our wider context of their own daily actions. This Economic: connections to other places can be useful for is essential when thinking about citizenship. Who Decides: Who buys and sells the flowers? gaining an overview, which might lead to Our local participation in society as consumers, Who decides what is grown, further questions and enquiry. voters, parents, neighbours etc is affected by What proportion of flowers sold [supermarkets, growers …?] a wider context and our own actions have an in the UK are grown in Kenya? impact beyond our immediate locality. How are decisions made Deigning labels for packaging How have growers in the UK about future developments? Students might think about ways that key and other countries been information for consumers might be displayed The challenge for us as teachers is to provide Who benefits from this trade? affected? on a label. What information is most opportunities for students to explore their own citizenship in this wider context. This will What international decisions/ Is this trade profitable for important/useful? How can this best be conveyed? often mean acting as a facilitator to challenge, organisations impact upon Kenyan growers? question and to offer new stimulus and this trade? perspectives. The de-briefing of any enquiry Who else is making money at Developing a 'Did you know?' information different stages of the trade provides a chance for students to be reflective process? leaflet about what they have learnt and to share their Students create a simple leaflet [as in-store ideas and thinking - often the most important information for consumers] about a particular stage in the process. Do give time to enable product. What messages and information do reflection, and broaden the debate to enable Social: they wish to share? How can this be designed students to make linkages and share views What impact has this industry had on local communities in Kenya? in a visual and engaging way? about related issues. Who are the main employees, men, women, young, old …? What social/cultural trends in the UK would affect the flower market?

42­ 43­ Our deepest fear is not that we are inadequate, our deepest fear “ is that we are powerful beyond measure. We ask ourselves, Investigating our ‘Who am I to be brilliant, gorgeous, talented and fabulous?’ Actually, who are you NOT to be? involvement Nelson Mandela 1994 Inaugural Speech”

Principles and Pitfalls CASE STUDY

A whole school approach Investigating our involvement in change is about Try to: recognising the power that people have to do something q talk about global issues … the As a teacher the temptation is about things that stir their emotions. Creating the school bigger picture. This is often what often to intervene or to over- culture to allow young people to make change happen is a most inspires and motivates; structure, so that mistakes are citizenship project in itself. avoided. I've learnt that standing q investigate linkages between global back can often be the hardest thing This case study [see pages 44 - 45] is the approach of issues and students' own lives and to do, but giving students greater Streetly School in Walsall, where it is part of the school experiences; responsibility brings incredible ethos to encourage and enable young people to take the long term benefits. lead and do something to change things for the better, q make connections between our own whatever it may be. We aim to share a flavour of what daily actions and impacts locally might be possible and offer advice about challenge and and further afield; progression. q hear and discuss different Streetly is part of a national but small network of schools viewpoints and perspectives; - Changemakers. This was originally www.csv.org.ukset up by CSV .] q explore the many different ways Try not to: [Community Service Volunteers see: that we can participate - q over simplify and pretend that it's campaigning or giving money are all straight-forward and certain; CASE STUDY often an over-used response! q manipulate discussions with the q focus on the positive - a 'doom and expectation of a 'right answer'; gloom' emphasis can be dis- empowering. q forget that our attitudes towards participation are influenced by A vision for your town or city? our sense of identity and social/ These activities have been designed to enable students cultural experiences; to explore citizenship issues and their own involvement q focus so much on 'doing' that you in the context of their local town or city. An enquiry framework is designed to encourage a questioning Young people are often not leave little time to review, reflect approach and to explore issues that they identify will inspired by party politics but and question. become increasingly important in the future. they are passionate about a range of issues. Give them the We will be working with teachers in a variety of opportunity to investigate locations in the West Midlands to try out these issues that they feel are activities and to share ideas and approaches. If you are important their response can Think about interested in getting involved in this experimental be amazing. How you deal with view-points that seem activity, please contact us at Tide~ DEC. to express apathy or cynicism. Don't be tempted to dismiss or put-down these views - they need to be explored just as seriously as others.

44­ 44­ 45­ Enabling a student led approach Danielle and Alex adopt Sutton Park … a whole-school case study by Jenny Smedley, Streetly School, Walsall It all began five years ago when a Park Ranger visited to talk about managing conflicts over The approach at our school is about land use in the park. He mentioned an area that was badly littered. A member of the class, Michelle, mentioned that her Grandma used to live in this area, 'Rose Cottage young people being given permission We have learnt that it is most useful to: to have a go at changing things or Garden'. Michelle brought photographs and information into school. Elderly local residents doing something to make a • start small and allow it to evolve through young added maps and recollections. This led to our school adopting the 'Rose Cottage Garden'. difference. When young people are people; given the freedom to tackle issues From then on, many of us at the school including staff and parents have participated in • enable young people to pick up what motivates activities. We have helped with tree clearing, tree planting, erection of bird boxes, and pursue projects, it is interesting them; to discover what they choose and surveying and mapping. The dirtiest job must have been cleaning out a silted-up pond to what motivates them. They learn • encourage young people to work in teams; help kingfishers in the park. through experience, as a citizen who • create some excitement around a few projects so Our current project involves monitoring the effects on Students have led projects is in power, how decisions are taken that more young people want to do it; or not. They learn to plan, to pollution of a reed bed planted in the garden last year, to in relation to: communicate, to use the media and • get the backing of the governors and senior managers filter surface run-off water from adjacent roads. Water was tested for pollutants before and after to see if our • environmental and social other agencies, to evaluate what through young people achieving things; concerns; worked and what didn’t and why. intervention had made a difference. We are planning many • be clear about the role of the facilitators and They learn above all that with power more projects to build on this progress next year. • leisure and recreation facilities; develop adult and student facilitators; comes responsibility. • a 'friend in need'; • have models of progression for facilitators to deploy We have tried to create a climate at to move people on; How best to support … • personal career interests. Streetly which provides opportunities Our approach for supporting young people at Streetly • involve the community through young people and The possibilities are endless! for young people. The student-led could be summarised using the model: involve older pupils in facilitation; project style activity is extra- curricular and voluntary - this frees • strive towards equal access; Create a climate us from syllabus constraints and which encourages allows greatest flexibility. A • build towards it being a subtle but not forced possibility. commonly voiced concern is that expectation of the majority so it is part of the young people will not do well school culture. Enabling academically if they are distracted by too much extra-curricular activity. Encourage them to take Our experience has been that in And that we should try not to: charge and be there to pursuing their passions young people back up and help them grow in confidence and learn skills • worry about achieving everything learn from mistakes. that equip them for those overnight; examinations. It has supported Empowering rather than detracted from students' • over worry about entitlement, systems and Expecting academic progress. structures; • worry that all young people will lead a Progression in approach project and worry that they are all • We take a small step It is now part of the school involved; Encourage them to culture. We put it in the • We find out more • worry about the consequences of young keep going and strive prospectus. We will do people investigating authority, the majority for outcomes. • We involve others presentations and displays of young people will act responsibly and about projects that young the majority will recognise the real • We investigate the 'bigger picture' people have done. Older Models of progression are useful for facilitators to educational value of independent learning; students advocate it to younger help young people move investigations or projects • We plan steps to bring benefit in ones. • look at local issues in isolation from the on to the next phase. Young people are at different the longer term. We use school awards to wider context. stages in their confidence and some will require honour achievement. more support than others. The facilitator can wear This model illustrates a possible many hats; encourager, supporter, questioner etc. progression designed to support The role will depend upon the needs of the students young people in their project and their stage in the process. planning and development. 46­ 47­ Building citizenship … in your What's your City Vision? 'global' town or city? The most important goal for me would be to ensure that all the citizens of “ this city feel a sense of ownership over it. When investigating our citizenship in the The activities on these pages aim to enable context of a place [this could be our students to explore their experiences of A resident from Derry/Londonderry, Northern Ireland. immediate neighbourhood, a town or a wider citizenship in their 'changing and global' town/ ” region], we need to be aware that: city, and to look ahead to the future to think about a vision for the kind of town/city they Names and symbols are important ‘Building citizenship’ isn’t just about • every place world-wide is experiencing would like to have. These initial activities to people. To ‘build citizenship’ sitting around in circles being serious change and development. Factors that offer students an opportunity to explore a we need to take this seriously. influence our citizenship are continually - it’s about having fun! number of overview issues for their town/city. changing, so our sense of citizenship is They aim to investigate the 'bigger picture'. As constantly evolving; a follow-up students might move on to explore Citizenship is about basic needs Having a vision of where you are • every place has connections to people in their own role as citizens in bringing about like jobs and incomes too – without trying to get to is important and it’s other places in different parts of the world. change and contributing to a better future. these other things can be worth investing in this. If we are to understand our own local irrelevant. citizenship we need to see it in the context of our inter-dependence and wider global It’s important that people and relationships. On the web People from all sectors of society To download a copy of this [ie business, education, community groups in the community ‘get on framework go to www.tidec.org. etc] have something important to with the job of building citizenship’ What are the issues? Click on 'Projects' and then 'Whose contribute to the ‘building of and that they don’t wait for This framework is designed to support students in an Citizenship? .. a teacher's toolkit'. citizenship’. politicians or the Council to take a lead. enquiry about their own place [ie its processes, policies, communities etc] to enable an exploration of citizenship ‘Building citizenship’ needs to Young people are the future – in issues at a order to ‘build citizenship’ it is town/city scale. See the blank version of the framework on page 48. embrace the needs of a diverse important to create opportunities to This can be photo-copied and enlarged for students' use. community and the many different identities that exist within this build their confidence and enable The framework might also be applied to localities at a range of different scales. community. participation. a sense of belonging for all? These are questions to find out The process of involving people the extent to which people an outward-looking from different backgrounds and giving them a say in what approach? and communities in this might happen in the future is These are questions to locality feel as if they belong. essential for ‘building citizenship’. find out the extent to What steps are being taken to which communities, groups build this sense of belonging? These Visions were the result of a major consultation amongst residents of Derry, and organisations in this locality HowHow isis mymy Northern Ireland, about the future of their city. The consultation was carried out by a respond to issues in the wider towntown enablingenabling partnership that included the Council and other organisations in the city. region/world and learn from These Visions and further activities are shared in a pack entitled 'Building new experiences in other places...... citizenship ~ learning from change in Derry/Londonderry', see page 49 for details.

a sustainable future? The Derry Visions shown above could be copied onto card and cut out. These are questions to find Using these cards students might: greater participation? out the extent to which this locality • choose the 3 visions from Derry that they feel people in their own These are questions to find out the is planning to meet the needs of its town/city would most agree with for their own place. Different extent to which people in this locality population in the future. What kind responses and views can be discussed amongst the group. feel included/represented in decisions that affect of place will this be to live in, in fifty • develop their own City Visions. What would be their top priority? them and feel that they can contribute to change. or a hundred years time? What steps are being taken to enable and encourage • discuss practical actions that they would like to see happening to people to get involved and to contribute their ideas? enable some of these visions to become a reality. 48­ 49­ ment Educ op at el io v n e

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