CITIZENSHIP The Police Community Clubs
The Community Issue
magazine for schools
T P O
IL C I
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SUPPORT
CITIZENSHIP
EDUCATION
SCHOOL COMMUNITY
Letter from the editor
FEATURES Parental engagement 10 Global links just a click away 18 The rise of the student council 26
Whereas past issues of citizenship have tackled clear subject areas such as health, internet safety and media literacy, the theme of this edition is a little more difficult to grasp. We hear a great deal about community, often as part of a political debate and commonly in terms of something we’ve lost. But what does it mean for schools? In this issue, we want to help introduce the concept to pupils and investigate how school leaders can strengthen community bonds within and without those school gates. We are taking an expansive view of the term; from the links that bring teachers, parents and pupils together, to bonds that can be formed with local businesses and charities, and schools from across the globe. We also examine how communities work, paying particular attention to the student voice and how school councils can enable pupils to take a leadership role. Having researched the theme and spoken to teachers about what is happening in their schools, I agree with the politicians who talk about the importance of communities. However, I can confidently confirm that reports of its demise are greatly exaggerated. Finally, just one admission. While we thought we were going the extra mile by putting together tight step-by-step lesson plans, reader feedback has shown us that the results were actually too constrictive and didn’t allow enough creativity on the part of the teacher. So in response, we have taken a looser approach to lesson ideas that will hopefully allow you to come up with something tailor-made to your class. I hope you enjoy the issue.
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Advertising Chris Parry 01244 316629 support@thecitizenshipmagazine.org
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Joanne Hewitt
Publisher
C LU
Luke Davis
Editorial Tom Jackson Christina Fenlon Design
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Editor
Luke Davis, Editor
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Notice to Advertisers Whilst every care is taken to ensure that the contents including advertisements are accurate, the publisher cannot assume responsibility for errors.
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LESSON PLANS Welcome to the community Think together – philosophy for children Introduction to UK politics A business relationship
POLICE
REGULAR ITEMS Police Community Clubs 5 of Great Britain news Q&A with the Citizenship 30 Foundation’s Molly Kearney Recipe – vegetable curry 34 Parents & pupils – 36 why do we have rules?
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Contents
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Community Initiatives Associates 0800 783 5805
Police Community Clubs of Great Britain Barry Jones MBE Po Box 160, Bideford, Devon, EX39 9DL 01237 471 615 barryjones@policecommunityclubs.org www.thepolicecommunityclubs.org
© All rights reserved. No part of The Citizenship Magazine for Schools may be reproduced or stored in a retrieval system, or transmitted in any form without the written permission of the editor. Copyright2009 ISSN Applied For.
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“With over 4,500 hotels globally, we have a big responsibility and a big opportunity to make a positive difference in our communities�
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The Police Community Clubs of Great Britain NEWS
Community Education Awards 2011 Our efforts to promote PSHE and citizenship education will see a major development this year as we head towards the climax of the Community Education Awards 2011. With 12 award categories covering issues such as bullying, internet safety and sports projects, and individual roles including PSHE/citizenship teacher of the year, we will use the awards to recognise the remarkable work of schools up and down the country. We have received around 200 entries which is a great achievement in the first year of the awards, and we are now looking forward to selecting the winners and presenting them with their prizes at a ceremony hosted by Esther Rantzen CBE. It will be held at Chigwell Hall, Essex on 1 July. Please email kelly@ceawards.co.uk to book tickets and visit www.communityeducationawards.co.uk for more information.
Barry Jones MBE
jewel in the crown for both programmes is their ability to signpost participants into sports clubs. We are revisiting the programmes to ensure their quality is not compromised, and we are seeking the appropriate levels of insurance for those who deliver these innovative projects. Education projects Our current flagship programme is No Respect: Cause and Effect; a high school project that addresses anti-social behaviour in an innovative way. We are also partners in the Inspire programme linked to the forthcoming 2012 Olympic Games.
Boxing programmes
Our educational book programme continues to expand, and we have seen month-on-month increases in sales of publications to literally hundreds of schools throughout the UK. Our latest publication in the Barney & Echo series is The Bad Apples which helps primary school children to tackle the issue of anti-social behaviour.
This year will also see the Police Community Clubs of Great Britain heading the delivery of Olympicstyle non-contact boxing. The ABAE Leader programme and the Police Community Clubs of Great Britain’s Contender Am-box are leading the way in delivering boxing to hundreds of youngsters who have never before been engaged in sport. The
For more information about the Police Community Clubs of Great Britain, please visit www.policecommunityclubs.org. Barry T Jones MBE Founder of the Police Community Clubs of Great Britain
The Citizenship Magazine for Schools 5
Welcome to the
community To launch the theme of this issue, we have put together some ideas to help teachers introduce pupils to the concept of community
Starter What is ‘community’? A simple definition you might offer contains just two criteria.
com•mu•ni•ty |kəˈmyoōnitē| noun ( pl. -ties) A group of people who: -have something in common -and who interact with each other Note – there are many different definitions of community that have been refined down the years. This is a good starting point, but there is plenty of scope to look further into the meaning. For example, do communities need to share a common purpose or set of beliefs? And how does the idea of community differ from that of society?
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LESSON IDEAS
Activities Ask your pupils to draw up a list of all the communities they can think of. They will find that there are lots of different types of communities, big and small. What communities do they belong to and which communities are they all members of? You may want to consider the following: • • • •
Religious communities Local communities The school community Virtual or online communities
• • • •
Cultural communities Interest groups Ethnic communities The global community
Once you have a list, ask them to apply the criteria discussed earlier in each case. What do the people have in common? How and where do they interact?
Pictorial diagrams like these might help:
Common characteristic
Church community
Interaction
Meet in church and pray, sing and worship together
All share the same religion School community
Meet in class, work together in lessons and play together during breaks
All attend the same school
Football fan community
All support the same football team
Meet at their football stadium, chant together, share opinions and may discuss their team on websites or radio phone-ins The Citizenship Magazine for Schools 7
Development Now we know what a community consists of, let’s look at how they function. Many communities have leaders. Take a look at the examples below. Can pupils identify who leads some other communities that have been mentioned, and perhaps find a community in which all members are equal? It may be interesting to discuss why
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so many communities tend to have leaders and introduce children to the idea of hierarchy. Children may have their own ideas about the form a community should take and some of the problems that may arise when the wrong person becomes leader or there is no leadership at all. Perhaps they think everyone should be equal. But can they foresee any difficulties in such a community?
Community
Leader
School
The head teacher and other staff
Church
The clergy
Local area
The council
Mosque
The imam
Work
The management team
UK
The government
Online
The moderator or site owner
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LESSON IDEAS
Project ideas
Ask children to: • Create a poster or a presentation about a community of which they are a member • Interview their friends and family to find out which communities they belong to • Create a community newsletter for the class, year group or school • Design their own model community
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Parental
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FEATURE
Luke Davis looks into practical ways of getting parents involved in their children’s school and education
engagement
E
very day, parents up and down the country stand at their customary posts by the school gates, waiting to collect their children. In terms of school life, it may seem like that spot, right on the periphery of the school grounds, is the natural place for parents. But researchers beg to differ. A range of studies have proved beyond doubt that parental involvement has a profound effect on a child’s
education. Home learning has been found to be the most important factor in a child’s reading and maths attainment by year 5, while a positive relationship with the school and its staff is integral to the idea of a school community. What’s more, the fostering of this relationship is an obligation of every school. Ofsted inspections now judge the effectiveness of every school’s parent
engagement, with inspectors considering how parents are able to make their voices heard on school matters and what methods of communication are in place. The only question that remains isn’t whether parent engagement is important or necessary, but how to achieve it. Here are some pointers on drawing parents into a closer relationship with your school and their children’s education.
Parents’ evening The main opportunity for most parents to get beyond the school gates is during parents’ evening. There is a danger, though, that they can be one-way conversations, with parents merely being given a snapshot of their child’s progress without the chance to offer anything in return. To nurture greater engagement, use the opportunity to ask parents for their thoughts and expectations, and offer advice on how they can help achieve success through home study and support. Parents’ evenings are also a great chance to sign-post parents to some of the other opportunities for engagement outlined below.
FEATURE
Informal conversation To get parents involved in dialogue about their children’s education, meet with them in a relaxed setting that will make them feel at ease. Informal coffee mornings are a fixture in many primary schools, allowing parents to drop in and chat with each other as well as teachers. There are also examples of male teachers making the effort to connect with fathers on their own turf by arranging sessions at local rugby or social clubs.
New technology The majority of schools have their own website, but some are far more effective than others. The best examples are those that are regularly updated and give parents opportunities to feed back to the school. A growing number of teachers are posting pupils’ work on to class or individual blogs. It’s a great way of helping parents to access recent work and also gives them the opportunity to provide feedback via online comments. Some school sites also provide links and resources that parents can use when working alongside their children at home. Text and email services can keep parents up to date with the latest school news while also encouraging them to respond in kind. This is a particularly effective way of keeping in touch with
parents whose busy lives and work commitments make it difficult to get into school. It is important to remember, however, that using new technology could potentially cut a minority of parents out of the loop. Research shows that access to the internet still tends to vary according to family income.
Dedicated staff A report by the Family and Parenting Institute found that employing a dedicated link worker can be an effective way of developing communication between parents and their child’s school. Such professionals can work with families on a one-to-one basis over a long period of time. However, it is important that any new attempt to connect with parents has teacher input, management backing and is embedded in a whole school approach.
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Parents in school Not every parent left their school with a positive outlook on education. Getting parents back into the classroom allows them to reassess their opinion of schools while also getting to know the staff and finding their place within the school community. A great opportunity is through regular Everybody Reading in Class (ERIC) sessions in which parents can read along with pupils. Or if parents have skills in other areas, such as cookery or music, then invite them in to share their talents with the class. An open door policy for parents can also help them to feel welcome and give them the opportunity to air their views quickly and informally.
Extended schools/services More than 20,000 schools (93 per cent) are offering extended services to their local community. The services themselves can range from study support and extra-curricular activities for children to community facilities such as adult and family learning. Ask local parents what they would like the school to offer. Popular adult learning needs might include information technology, reading and numeracy. By offering classes you can form a relationship with them while also enabling them to better help their children at home. Clubs in which parents learn alongside their children after school see all three main elements of the school community working together.
Parent forums Otherwise known as parent councils, they are informal groups that allow parents to discuss their views, raise issues and have an impact on key decisions and policies. Case studies have shown that parents get to develop a better understanding of school life while also forming direct links to the governing body. When arranging meetings, though, it is important to ensure that they are as inclusive as possible, with parents who have language problems or busy schedules having their needs considered. It is also important that groups raise their own agenda and have their concerns and responses logged and responded to. Surveys suggest there should be plenty of takers as nearly three quarters of parents in England want to have more involvement in their child’s education.
Š CCCI YG (Flickr)
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LESSON PLANS
Think together Philosophy for children By Christina Fenlon Primary school teacher Christina Fenlon introduces the idea of philosophy for children – a group exercise designed to get children thinking. She explains how the concept works and offers a few ideas for having pupils consider the rights of the child
What is it? As well as reading and writing, children need the opportunity to develop their abilities to think, argue, debate and discuss. Philosophy for children (P4C) is a widely taught method of community learning that encourages children to do all these things as part of a group. I’ve found it to be an excellent way of introducing children to new concepts, and particularly those associated with the idea of community. Sessions begin with children
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Why do P4C? being given a topic to consider. They are then asked to come up with questions, offer their own opinions and take into account the views of others – all without the often inhibiting prospect of having their efforts judged or marked. It can be used with children of any age and is particularly effective in encouraging less confident children to speak up, while also helping the more dominant characters to develop listening and awareness skills.
P4C can help to enhance the following attributes: • Higher order thinking skills such as analysis and problem-solving • Independent thinking • Excitement and motivation • Co-operative skills • Class relationships • Personal development • Self-esteem
What is the role of the teacher? The teacher acts as the facilitator; the more familiar the children become with P4C, the more of a backseat the teacher can take. The children very quickly understand what is expected of them and are able to generate extremely thought-provoking questions with very little help, even at key stage 1. P4C sessions should be structured as follows: 1.
Preparation – children should be comfortably sat in a small group, preferably on chairs
2.
Presentation – show the children the stimulus for the session
3.
Thinking time – give the children time to think about the stimulus
4.
Conversation – children talk about what they have seen
5.
Formulation – in pairs, children come up with a question to pose to the group
6.
Airing – children share their questions with the others
7.
Selection – which question would the children most like answered? Take a vote. Confirm why that question was chosen
8.
First words – take the children’s first thoughts on the question chosen
9.
Building – everyone can discuss the questions without having to put their hands up, but children (especially in the first few sessions) should be encouraged not to speak over each other. Children need to respect others’ views and opinions without passing comment, but may give constructive criticism
10.
Last words – the discussion may come to a natural end. Re-cap the initial question and discuss whether it was answered
Example of skills that can be improved Cognitive
Co-operative
• Clarifying ideas
• Confident self expression
• Exploring and analysing concepts
• Willingness to accept and respond to criticism
• Evaluating reasons and arguments
• Building on others’ ideas
• Self correction
• Treating others’ views with respect
• Formulating questions
• Open mindedness • Listening to others
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LESSON PLANS How often should P4C be used? P4C can easily be integrated into literacy, PHSE and citizenship lessons as well as other curriculum areas. With younger children it is worth trying to do one session a week. Children will then quickly become familiar with the structure of the sessions and gain more from them.
Stimulus ideas that you may wish to use for P4C include: • Books • Video clips • Pictures/photographs • Statements/texts • Current newspaper articles These could relate to any subject or curriculum area. From experience I have found that many stimuli can be related to aspects of SEAL, citizenship and global dimension. Resources can be easily differentiated between year groups. For younger children, picture books and photographs work well. These can also be used for older children; even simple looking texts and pictures can generate deep and meaningful questioning. Simpler stimuli can also give children confidence to speak out and generate questions.
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Ideas and examples based on the topic of children’s rights After reading the story, children can generate their own questions. The questions are then shared and the children decide as a group which one they want to discuss. In a previous group exercise, children considered these two books and came up with the following questions:
We Are All Born Free An illustrated book released to mark the 60th anniversary of the Universal Declaration of Human Rights • Why do people from other countries come to live here? • Why do people not have the right to say what they want? • Why are some people hungry? • Are people in poor countries happy? • Why do countries have walls? • If we didn’t have human rights would we be here today?
For Every Child An illustrated account of the UN Convention on the Rights of the Child • Why does every child have a name? • Do children in wheelchairs have fun like we do? • Why don’t people care for children? • Do mums and dads really hurt their children? • Why doesn’t the government pay for schools in Africa? • Why do people speak different languages in different countries?
As well as the rights of the child, children may like to consider some of these other subjects:
Truth reality freedom justice goodness identity love ideas friendship responsibility action logic language fairness reason existence beauty time infinity human nature The Citizenship Magazine for Schools 17
Glo b
FEATURE
s k il n
l a just a
click
away
Tom Jackson looks at how schools are using new technology to join the global community
I
nternational school partnerships have long been a popular way of introducing pupils to foreign cultures and the global community. But while they traditionally relied on letter writing and exchange programmes, schools today are making use of a host of new technologies. eTwinning, a popular project run by the EU’s Comenius programme for schools, acts as an online hub for teachers keen to encourage students to use the internet to communicate. The idea is that class groups in the UK can rapidly form relationships with students overseas while also developing up-to-date ICT and networking skills. When the concept was originally developed in 2005 it was intended as a three year project, but six years on it continues to grow. “It was introduced as a way of bringing schools into the 21st
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century,” explains Sharon Williams, press officer for the British Council. “It developed beyond everyone’s wildest dreams in a very short space of time, with 126,000 teachers now having signed up. It’s a great way to work on projects with foreign schools.” Child behaviour studies have shown that children engage better in a learning environment when they can interact with something face-to-face. eTwinning recognises this and gives children the opportunity to learn by actively
using technology to communicate with pupils from schools in other countries, take part in activities and learn about their cultures. Michael Purves, a teacher at Yester Primary School, is something of an expert in the field. He explains that, having pioneered a number of eTwinning projects, his most high-profile work to date has been on the Schoolovision Song Contest – a reworking of the original Eurovision format aimed at primary school children. He first put the contest together in 2009 with 30 participating countries each recording a song and uploading it to a blog. The children then voted on it via a webcam conference and decided the winner. The scheme continued through to 2010, this time with 34 countries taking part, and plans are already in place to hold the contest again this year. This is just one of many successes that Michael has had during his
experience of using eTwinning to create projects large and small. “It’s always very successful for both the foreign children and ours,” he says. “The internet has opened up so many avenues that weren’t accessible before, and eTwinning has provided a whole new way of teaching. The possibilities are endless.” The response of some critics, though, is to point out that while internet communication may be efficient and such projects are undoubtedly fun, schemes like Schoolvision lack any obvious educational benefit. Mikael doesn’t agree. “The children find it very stimulating. A pupil came up to me once and said, ‘It’s really cool that we have learnt all these things from other countries from the pupils directly and it’s not been you teaching us these things all the time.’ It shows that the perception that the children aren’t learning is false. They love it.” So what is the future of global
partnership? With eTwinning proving to be such a practical way for schools to communicate with each other, is there still a place for the more traditional methods? For many schools, including those that also use eTwinning, sending letters and having student ambassadors visit the partner school remains a tried and trusted route to securing a global link partnership. A common formula is for ambassadors returning from a trip to then share their experiences with their fellow students, and encourage them to get in contact with correspondents from the partner school. Serena Shore of Ashcott Primary School explains how in 2000 her school formed a partnership with a local high school and another primary school in the area to set up a link with three Kenyan schools. She is convinced that this method is still effective. “It’s been very beneficial for the children,” she says. “We have a visit over there with some of the pupils once a year, and they visit us. When they last came here, we had a conference at the secondary The Citizenship Magazine for Schools 19
FEATURE school and then Kenya Day; a day of activities with four or five children which included activities like Kenyan cooking and an outdoor feast.” The idea seems to have caught on in the Somerset area, as in 2010 another five schools from the region joined to form a larger cluster of UK schools; all of them linked back to a school in Kenya. She explains that before the scheme the Kenyan schools didn’t really communicate with each other, let alone international schools, but that since the global partnership they meet up a lot more often. “It’s like we have created a little community,” she says. That the method of global partnership used in Ashcott Primary relies on trips to and from the participating nations means that the project can incur a heavy cost. With no funding for the scheme, Serena explains that the cluster of schools sustain the programme themselves. The Comenius programme does offer funding to schools for European trips, but there is no
money specifically available for eTwinning projects. While a key advantage of such schemes is that they don’t incur the travel costs required for class trips, providing a classroom with the equipment necessary to communicate with their partner schools and carry out activities such as web conferences can still be expensive. Michael Purves, however, is unfazed. “Of course funding would be fantastic, but it hasn’t been a barrier to us so far, despite the things that we have done. I think if you look positively on things you
can still do them.” So what next for eTwinning and the use of the internet in global partnership schemes? “More of the same,” says Michael. “I want to continue to try and use new technologies in a way that allows children to push the boundaries a little and learn about their peers in ways that even a few years ago weren’t possible. And I am sure there will be new technologies appearing, so there will be new ways of doing things that we haven’t thought about doing yet.”
© Matt Wright
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INTRODUCTION TO UK POLITICS Politics can be a daunting new topic for primary school classes, both for the students and for the teacher. This pin-board has been designed to simplify a few of the most important terms in central government and offer a gentle introduction to pupils. You might use this to teach the children some of the basics before giving them the opportunity to make their own displays, outlining the ideas and principles they have learnt.
The Crown another
•The Crown is word for the King or Queen of a country, also known as a monarch •In the past, the monarch had a lot of political power, but now they just give final approval to laws created in the two houses
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•The UK is a democracy, which means that the public have a say in how the country is run •In a general election, adults vote for the person they want to see represent their area as a member of parliament (MP)
•Adults cast the secret so that no pressure them to way or another •A general elect place about ever Government front bench
air The Speaker’s ch Public
ction are
eral ele in a gen
tes candida ies e h t f o art ho share p w l a le •Many ic p t o li e p of p s of po uld member l party is a grou he country sho t a y ic a t the w •A poli s about a e id r al a simil he Liber the UK t d d n e a n r s be gove e Conservative tical parties in th oli e •Labour, are the major p arty that has th s p t l a Democr r of the politica e minister de im le •The a becomes the pr s P most M
MPs aren’t Red lines which while Oppo allowed to cross fron speaking
•This is where the Lords meet
Lords is a group of MPs and •The UK government try inister to run the coun chosen by the prime m inisters and have •They are known as m ols, rent areas such as scho responsibilities for diffe e hospitals and the polic end s and decide how to sp •They suggest new law ed through taxes all of the money collect
•In the past, it was church leaders and members of the aristocracy, with titles •They aren’t elected through like Duke and Baron, that a vote like the MPs sat in the House of Lords •Some still remain, but many more come from different backgrounds and are appointed by the prime minister
eir votes in obody can o vote one
•The longest debate in the House of Commons wa s 41 hours lo ng •The younge st ever prime m inister was William tion takes Pitt the Youn ger who ry five years took the position in 1783 at the age of just 24 •It is illegal to die in the hou ses of parliament a nd also to we a r a of armour suit r c galleries
osition party nt bench
Ps he M t f o all here K general w s i •This d in the U it is e elect n meet of Lords, io elect the House e of c •Like f the Pala ondon L al o part inster in Ps in tot M m West are 650 e r •The
•Parliam e •It is m nt is where ne ad w laws a of Com e up of three differen re made mons, t he tp •Memb ers of e House of Lord arts: the Hous e i s t or the H h a ouse of er the House o nd the Crown f L for a ne w law, ords (Peers) ca Commons (MP b n s) u and the n vote o t both houses suggest an ide ne a n •Scotla nd, Wal it before it ca ed to debate i n e t sa their ow b n parlia nd Northern e approved Ireland ments also ha ve
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A strong school community has long been a source of pride to primary schools. But what about the wider community? Luke Davis gives tips on working with businesses and charities to improve PSHE lessons while also developing local links
A business relationship
Health
Link with a local sports club to improve coaching and health education One of the main criticisms levelled at modern day professional sports is that, with the huge sums of money involved, clubs are becoming increasingly isolated from their communities. One of the ways sports teams are addressing this issue is by reaching out to local primary schools through education projects. Premier League title contenders Arsenal are now in their third year of running their Double Club; a project which sees local primary school children visit the training ground for 45 minute literacy lessons followed by training sessions with the club’s coaches. There are similar schemes being run up and down the country by clubs on every rung of the football ladder. The potential benefits of sports team partnerships for schools can be huge. Working with local stars can have a great impact on learner engagement, exciting sports-mad pupils and
Careers
Give local business people the job of improving careers education “Careers advice at primary school: why being Superman is no longer an option.” This was the headline run by the Guardian last year after a business-led project was slammed for asking under-10s to rethink some of their more ambitious career plans. The project, run by recruitment company Hays and delivered to 11,000 children across the country, 8-year-olds The Citizenship Magazineto forthink Schools 24asked
demonstrating the importance of healthy lifestyles. Opportunities aren’t limited to football either, with programmes being run by a host of sporting teams from cricket clubs to American football outfits. You may also want to propose your own ideas to a local club, perhaps having a physio or nutritionist come in to talk about health, or a member of the management team discuss leadership and team work.
“realistically” about their prospects and tasked year 6 pupils with creating professional CVs. Reports suggested PowerPoint and team-work skills were in, while plans to be spacemen and superheroes were out. Whether or not you agree with the headteacher who said that such lesson raised aspiration levels or the Campaign for Real Education boss who said that forcing pupils to be realistic was “cruel”, the expertise of businesses should not be overlooked. Rather than rely on a ready-
made lesson plans, schools can approach small businesses in the area with their own ideas. They may include inviting local professionals, including parents or former pupils, to visit the school to talk about their own careers or asking business people to conduct mock interviews and offer realworld feedback and insight. There have also been examples of local entrepreneurs acting as mentors on Dragon’s Den style projects designed to encourage children to create products or services and run their own micro-businesses.
Media literacy
Finance
Many schools will already enjoy a close relationship with their local newspaper, formed over years of feeding them stories on the latest school productions, sporting victories and fundraising efforts. But if the pupils themselves aren’t involved in the relationship, then a huge opportunity is being missed. To improve media literacy, invite members of the local press in to class to talk about their jobs and the role of the press. Subjects that might be of particular interest include the role of new technology and how it has changed the way that media is created and consumed, and the idea of reporting stories in the public interest and holding authority figures to account. They may be persuaded to run a workshop on creating a school or class newsletter and, in some instances, they might even publish a story contributed by the children – a great incentive for pupils to produce their best work.
While major banks may not be flavour of the month, they can offer teachers some innovative ways of developing money management lessons. Lloyds Bank is currently piloting a financial literacy programme with primary schools in Tower Hamlets, east London. The two hour workshops combine basic insurance and financial knowledge with enterprise and employability skills. Primary schools are also making use of in-school banks that give pupils early exposure to how the financial world works in practice. One school in Berkshire is undertaking such a project with a local branch of NatWest. With support from branch
Have local journalists give your pupils the scoop on modern day media
Use free money management programmes to increase interest among pupils
employees, the school has set up a bank to be run by pupils who have negotiated an applications process and received cashier training from local staff. All pupils at the school have the opportunity to open an account and pay in money during school hours. They also receive regular statements, which NatWest staff will guide them through to help them understand the process of running a bank account. The biggest education programme currently in operation is the Royal Bank of Scotland’s MoneySense. Although aimed at secondary level pupils, it can be easily adapted for younger children with practical activities introducing pupils to pin numbers, ATM machines and cheque books and school visits available. Ask your local banks what they have to offer.
Community work
Volunteer your students for the task of linking with charities and community groups Schools have long been committed fund raisers, working tirelessly to contribute millions of pounds to good causes. But how close has your school community got to the grateful recipients? Next time you select a charity or voluntary group to support, invite representatives in to consult with the students. They will no doubt be able to offer an eye-opening insight into the issue they campaign on as well as the important role of such organisations in the wider community. They may also be able to offer pupils the chance to see how the money they raise is spent or even arrange for pupils to take an active role. There are many groups that regularly arrange educational visits or tours. Battersea Dogs Home, for example, regularly invites class groups to its premises while the Soil Association has farms up and down the country that demonstrate to students the production of planet-friendly food and its importance to the environment. Many charities also offer free school resources and teaching support. The Citizenship Magazine for Schools 25
Amid charges of abuse and ineffectiveness, Luke Davis examines the growth of school councils in the UK
S
tudent voice has been high on the education agenda in recent years, with new laws enshrining pupil rights and the number of student councils rising. But while politicians and teachers agree that children should have an impact on decisions, teachers’ union boss Chris Keates has some serious reservations. “In too many schools student voice has been abused,” she says, before relaying a story of one teacher’s experience of school council powers. “The teacher told us that she had been interviewed for a promotion in the school, and two
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of the pupils in one of her classes were on the interview panel. One of them later said to her quite clearly: ‘You didn’t get the promotion, did you? Well, you shouldn’t have kept me in detention last week.’” The general secretary of the UK’s largest teaching union, Nasuwt, has a collection of similarly troubling stories. Like the occasion that a senior member of staff had pupils secretly assess their teacher’s behaviour in class. Or times when school leaders have used school council support to justify policies unpopular with staff. The majority of cases are found in secondary schools, but
she says examples are found at primary level too.
Inconsistency and abuse School councils are now the norm in the UK, present in an estimated 95% of schools. But a consistent set of powers or method of running them is a long way off. Most are democratically elected. Some aren’t. Lots have regular structured meetings, while others only get together once or twice a year. According to Chris, a high school teacher for 20 years, the patchwork implementation of student councils has led to some serious problems.
FEATURE “We’ve come across some excellent practice”, she says, “but we’ve also come across some practice where student councils are being used by management as vehicles to get through policies and procedures… School councils are also being used to interview candidates for posts without any adult being present and to devise their own questions. Teachers reported to us some extremely unpleasant, unprofessional and demeaning experiences they’ve been put through.” In Wales, where student councils have been mandatory for all schools since 2006, a government-backed website sets out what form they should take and offers tips for best practice. In the rest of the UK, a 2008 law change obliges schools to give
pupils a say on matters that affect them, but doesn’t require them to have school councils. So while they are often consulted on issues such as equality policies and curriculum, there is little in the way of official guidance, leaving private organisations such as School Councils UK and Pupil Voice & Participation England to pick up the slack. Sally Page, who works alongside her husband Stephen in running School Councils UK, believes that councils are a vital way of introducing children to democracy, but agrees that there is a lot of work to do to improve standards. “It’s one thing to set one up,” she says. “It’s completely another to have it run properly.” Ensuring that councils don’t become tokenistic and that all students get to be consulted on school issues is the major challenge, she says. But unlike Chris Keates, she has no worries
about the controversial use of student councils in staff selection and assessment and, as a governor at her son’s primary school, has experienced the process herself. “I’ve been involved in two headteacher appointments at the school and both times our school council has been involved,” she says. “[The headteacher] will be involved with all of the children in that school so we felt that to have the children’s input was really important.” Unlike the cases of unsupervised interviews highlighted by union boss Chris, Sally herself was present during the children’s Q&A sessions and took time to vet their questions. She says that the students, some of whom were as young as five, were incredibly perceptive, and that their involvement was integral to the idea of the school’s “jigsaw puzzle of democracy”. How then would she respond to the claim that student involvement in staff selection led to teachers being disempowered and their
A student council meeting at Osbaldwick School
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FEATURE
relationships with students suffering? “It should be a very positive process for everybody… If that’s how they come out of the process feeling, then the children haven’t been explained to properly or trained properly for what they are doing”.
Democracy Sally and Stephen Page took control of School Councils UK two years ago. Their immediate predecessor was Kate Parish, a co-founder of Youth Parliament UK who had the top job at School Councils UK for 17 days, just as the previous administration went into liquidation. She is now head of Pupil Voice & Participation England (PVPE), a new enterprise she has set up with similar objectives. Stage one – “find out what the hell they [student councils] are doing in the first place.” She is in the process of running a national survey, but finding it
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tough to get responses – a symptom, she feels, of the haphazard approach to school councils. “I think there’s a lot of good work being done out there, but it’s all being done in isolation,” says Kate. “And too many of them aren’t sharing what they are doing.” Her role is to find the best examples, offer support to teachers and, using a new PVPE fund, offer new opportunities for projects. Kate has been involved in pupil voice throughout her professional life, since she worked on setting up youth councils as a 21-year-old parish councillor - the youngest in the country. She traces her passion back to her own school days in the 1980s when, having told a career advisor about her ambition to be a politician, she was advised to take up a secretarial course instead. Having since gone on to work on
the Youth Parliament for 10 years, she now wants all pupils to be able to use school councils as an introduction to democracy and politics. “But whether they should be overseeing classes and teachers I think is a completely different issue,” she says. “We can all remember our favourite teachers for a whole host of reasons – and not necessarily on their professional conduct.” School council elections and supervision are also concerns. Through running her survey, Kate has found that a significant minority of school councils – around seven percent – are still hand-picked by teachers. And even in the schools that use a ballot system, it is not uncommon
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for teachers to select their preferred pupils and support their candidature. “It’s the easy option”, she says. “Elections in schools can still be quite daunting experiences.” The outcome is that school councils fail to be representative of the student body, with the less popular, more troublesome and withdrawn children left at the sidelines. Kate puts the problem down to lack of guidance and support for teachers, pointing out that three quarters of those who run school councils have yet to receive any training. In some cases, school councils are also too heavily influenced by the teachers who lead them, nullifying the idea of student voice. The Nasuwt position is that teachers shouldn’t have any involvement at all, with specialist staff taking the reins, but Kate says the cost makes this unrealistic. They agree, however, that for school councils to fulfil their function of giving children a say, they need to be led by students, not staff members.
Student leadership Last year the Parliament’s Education Service launched the Speaker’s School Council Awards with the aim of celebrating the work of those councils that are
student-led, and shining a light on successful projects. They uncovered a diverse range of work, from a school council that led the way in introducing alternative energy sources to their school, to smaller projects that made school councils more representative or improved links with the local community. The winner of the 7-11 age group was Osbaldwick School, a 200-pupil primary school from the outskirts of York that won the prize after arranging a student council conference for all the primary schools in the area. Like School Councils UK and PVPE, the children saw the need to share the best examples of what school councils were doing and encourage improvement. Nicky Bryan-Smith, Osbaldwick School pastoral worker and school council supervisor, knows from experience how much work it takes to create a successful school council that ticks all the boxes – to be representative, inclusive, student-led and responsible. Each year at election time, she ensures that all candidates have the support they need, including those with behavioural problems, and insists that they all produce manifestos that encourage the other pupils to vote for a viewpoint rather than a friend. She says that, as a result, the school
council is as diverse as the school’s intake. But what about the issue of council autonomy and the debate about how much power they should have? At Osbaldwick, pupils have been allowed to interview adults, but only volunteers that help out at lunch-times. Nicky says it is an appropriate level of responsibility and that it helps to give them a sense of ownership. They have also been allowed to choose their own charity to support – a sensitive task given that the good causes proposed are often closely linked to the children’s families and circumstances. “They are being exposed to the fact that decisions aren’t always straightforward,” says Nicky. Indeed they aren’t. Questions about student council powers, student leadership and teacher training all pose difficulties for the range of professionals involved. But Nicky remains positive about the future and is keen to focus on the benefits that councils can offer to students. “Good life skills,” she says. “It gives them the positive message that by working together they can make a difference, and that the more effort you put into these things, the more of a difference you can make.”
For more information about school councils, visit: www.pvpengland.org.uk www.schoolcouncils.org www.speakersschoolcouncil.org
Q&A
Molly Kearney The Citizenship Foundation’s
Molly Kearney became the policy and advocacy manager at the Citizenship Foundation in 2008. She talked to Luke Davis about working with schools to improve citizenship education and the campaign to save the subject ahead of changes to the national curriculum
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What is the aim of the Citizenship Foundation? To support teachers and young people in citizenship education in its broadest sense. That means we work with primary and secondary schools, using programmes that address economic, legal and political literacy. But we also work in communities, leading, for example, projects that work with refugee groups and supporting a young Muslim network.
support for young people to really learn how the world works around them. The subject has seen its fair share of negative headlines. Some reports have suggested that the quality of teaching is patchy, and some commentators believe that citizenship education is unnecessary. How would you defend it against these charges?
The first thing I would say is that it is a relatively new subject. Besides IT, it is the only new national curriculum subject to be introduced in the last 20 years, and Go-Givers is our flagship primary so it’s right that it takes time for it school programme and we to embed in schools. Secondly, I have over 10,000 schools downwould say that we know that loading its resources. It is based on citizenship flourishes when the idea that citizenship is most teachers are trained to deliver it effective when it starts early, and and school leaders believe in it, that primary school children often but unfortunately there just haven’t don’t have enough opportunities been enough citizenship teachers to say what they think about the trained yet and not enough school world and act on those feelings. leaders that believe in it. But that said, there are many schools that Why is citizenship education do it really well and we really want so important? to highlight them rather than the very few that don’t do it at all. It’s hard to imagine a world where people don’t have access to What do you think is the education about the law, politics solution? and the economy. We were started by a lawyer and a couple of There needs to be more initial teachers in the ‘80s who were training and continuing shocked that there was no legal professional development (CPD) education available for young training. It’s a worry that there people. They thought it was really aren’t going to be as many training a moral obligation to start places in the next couple of years, addressing that gap in schools. but if there is less initial training, We believe that in order to have CPD should be the emphasis. effective, engaged citizens we Most people find politics and the need to provide the education and economy a little bit intimidating, so Can you tell me more about the work you do with primary schools?
getting the training will really help them. In terms of school leaders, I think people who believe in citizenship need to make the case to them that when you have a school that takes citizenship seriously and embeds it at every level – in the school council, in classrooms – the whole ethos of the school can change. We have evidence that it improves behaviour and motivation and leads to improved results. Government and politicians need to show teachers that they support it too and that’s why it needs to stay in the school curriculum. Michael Gove, however, has pledged to slim down the curriculum, which many believe puts compulsory citizenship at secondary level under threat. Can you tell us about the campaign to protect it? We started bringing together partners for the Democratic Life campaign in 2009 because under the Labour government we were already worried that the subject wasn’t getting enough support. We were also looking forward to the general election and the possibility of a new leadership reforming the national curriculum, which is now happening. Including the Citizenship Foundation, we now have 34 organisations that are partners and over 500 individuals that have signed up on our website. What we are saying is that citizenship education should be an essential part of every young person’s education in England
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Q&A
and that we want it to remain in the national curriculum. We are making a really robust evidencebased argument that demonstrates its benefits and draws attention to the fact that it is a very academically rigorous subject with an active element that makes it different to other subjects. The deadline for the review stage is 14 April, so we are working hard to get as many people as possible to have their say. Have you received a lot of teacher support? I think the majority of people who have signed up on our website have been teachers, but we really want more to come and put their names down and respond to the review. When it comes down to it, numbers matter, and teachers are really the most important people who could respond to this review. We really want to ensure that their voices get heard. Is Democratic Life purely focusing on the future of secondary citizenship education, or are you also advocating mandatory primary lessons? As a coalition we still haven’t quite finalised our submission to the review, but our founding document says that we want citizenship extended into primary
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education. That is the baseline we are operating from. What are your expectations for the outcome? The campaign is looking good. We’ve been able to meet with the secretary of state [Michael Gove] and he has put us in touch with the people running the review in the Department for Education, so we’ve got the access and we are getting a lot of support from politicians. I think they needed to be reminded of what citizenship education does and this has really given us an opportunity to restate its value. The problem is that this is a political issue and sometimes it doesn’t matter how much evidence you present because someone believes in a particular political philosophy. That’s what we are up against. But the secretary of state has said it is all up for review and every subject will be treated equally, so at this point we have to take him at his word. Is it frustrating to have devoted so much time and effort to developing a subject and then have your work hinge on a political decision? That is frustrating and I guess that’s always the problem with education; that it is often down to the party that is in power at that moment giving directives. And I’m sure teachers have long felt
frustrated by that, but it’s the world that we live in and I think the positive action that teachers can take is to support the campaign and make a political argument themselves. Do you think citizenship’s image has suffered because the range of topics it covers means that it can become confused in the public mind? We need to be committed to the essential elements of citizenship education which have to be education about the law, democracy and the economy and how young people can access power structures and become involved. But in terms of the curriculum itself, it’s always good to see how it’s working and to consult with those delivering it on the ground to see what they find is most effective. Do you have any advice to citizenship teachers who are concerned about the future of the subject? They can visit us at democraticlife. org.uk and sign up to be a supporter. On that website there is also a national curriculum review page that I would encourage them to visit. There’s guidance there for responding to the review and evidence they could use in support of their own experiences of citizenship education.
CITIZENSHIP The Police Community Clubs
magazine for schools
Online www.thecitizenshipmagazine.co.uk There’s much more to our website than just the latest issue… News – Our news section provides you with all of the latest developments in PSHE and citizenship Twitter – Social media enthusiasts can follow the @Citizenship_Mag account and have updates sent straight to their own home page Blog – Our editor, Luke Davis, offers advice, reflections and insights e-Subscription service – We offer a free subscription service that enables readers to receive a round-up of the latest news as well as links to new features and resources
Our website also makes it even easier for you to get in touch and contribute to Citizenship. We welcome anyone who wishes to provide feedback, suggestions or resource contributions. All methods of contact can be found on the site.
The Citizenship Magazine for Schools 33
Vegetable Curry
Looking for a tasty, healthy option for your kids to make in school? Look no further than this vegetable curry. Serves 4
Ingredients for the curry One tablespoon of olive oil Butternut pumpkin, peeled, deseeded and cut into cubes 300g sweet potato, peeled and cut into cubes 150g of sliced mushrooms One red pepper cut into strips 1x 350g jar of korma sauce
200ml of vegetable stock 75g green beans, washed and trimmed 75g frozen peas 1 x large carrot, diced 250g basmati rice
Equipment
Skills
Serving dish 2 x large pans (one will need a lid) Wooden spoon Sieve
Using the hob Chopping
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HEALTHY EATING
Method 1. Heat the olive oil in a large pan and add the butternut pumpkin, sweet potato, mushrooms and pepper, then sautĂŠ (leave to simmer) for 5 minutes
5. After 20 minutes, add the trimmed beans, carrot and peas, mix, and cook for another 5 minutes 6. Use this time to wash the rice thoroughly and drain it
2. Pour in the korma sauce 7. Boil a pan of water, add the rice and stir 3. Rinse out the jar with the vegetable stock and add to the pan 4. Place a lid on the pan and leave it to simmer for 20 minutes, stirring it occasionally
8. Put a lid on the pan and allow it to simmer for 8 minutes 9. Check that the rice is tender, then drain and serve with the curry
‌ y r t t o t texture? n e r e f if d d W hy n avour an for more fl
l yogurt a r u t a n e ken to ic m h o c s d g e in ic d d d f A or pieces o f in k p m u butternut p e h t g in p Or swap ? dishes icken curry e h id c s a n e k ia s a m ith south A w l a e m is ompany th c c a o ls a chapatis d n a s ji a You could h n breads, b a a n s a h c su
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Primary school teacher Christina Fenlon invites parents and pupils to consider a key aspect of community life
R
ules. We display them on the walls, explain them in assemblies and enforce them in lessons. The home and wider society are full of them too, but are they necessary and what do they mean to children and parents? Recently I joined a group of primary and secondary school teachers on a British Council trip to Norway to look at methods of
Upon my return I asked 10 children ranging in age from four to 11 about their thoughts on the subject. I was surprised that the children all had similar ideas about the meaning of rules and why we have them. “Rules are good. We have to listen to them and follow them. Then we won’t be naughty and upset people,” said one child from a reception class. A number of children said that we
says naughty words,” offered a reception student. A year 5 pupil gave a stark warning as to what happens to them if they break the rules – “they get taken away by the police and sometimes they go to prison. That’s the law,” he declared, with some satisfaction. I wondered what rules, if it was down to them, the children would want in the world. To my surprise, the children didn’t come up with
Why do we developing creativity and literacy among pupils. I found that both in the classroom and playground there was far less evidence of children having strict rules to follow than there is in my own school, and it seemed to foster a fantastic sense of freedom among the pupils. It was lovely to see the children climbing trees and rolling down hills – children being children, I thought. But while there seemed to be little in the way of restrictions, we saw little, if no behaviour issues during the week’s visit. Apparently, the relaxed atmosphere of the classrooms enhanced the child’s work ethic and happiness. It made me ponder the question, do we have too many rules?
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have rules to keep us safe. I had not expected some of the younger children to fully understand the reasons for having rules and was surprised by the maturity of their answers. I was intrigued, however, to see if they could offer me a glimpse into their visions of a world without rules. “A whole lot of injuries and a whole lot of chaos,” was how one year 5 pupil put it, while others painted similarly dramatic pictures of classes being torn apart by violence. One of the reception children, however, added that if we didn’t have rules we wouldn’t learn because we wouldn’t listen to the teacher. But what about adults? Do they need rules too? “My mum is naughty sometimes because she
things like ‘go to bed when you like’ or ‘no school uniform’. They had clearly thought what would be best for themselves and others, showing their understanding of rules and why we have them. “There should be no war or fighting,” reflected one seven-year-old. I was impressed by the answers given by the children. Although they had focused mainly on school rules, these are values that they will hopefully sustain through life and take with them into the wider community. Speaking to three parents, I found that they too were positive about the rules set by the school. “The children are clear about what the school rules are,” said one parent. “I think this helps the
PARENTS & PUPILS
children to be respectful.” I asked another mum whether she thought children having clear rules in school was a good thing. “How could you not? I think that some of the teachers are stricter than others about following them. But my child knows how she should behave in school and often tells me about those children who don’t. She knows all the rules. I think that children should have structure and guidelines to follow.
have Knowing about rules at such a young age will be good as they get older as they will already be used to the rules and have a habit of keeping them.” It was clear from speaking to the pupils and parents that, across the school, it was instilled in children that rules are enforced for good reasons and that, as a result, they have developed a positive opinion of them. I was left wondering, however, what different responses children from other school cultures might give. In spite of the obvious value of having rules in school and the benefits of staff having such control, my brief experience of schools where a very different attitude exists has left me with the nagging suspicion that in some cases rules placed on the children can suppress their enthusiasm and creativity in learning.
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The Police Community Clubs of Great Britain in partnership with Community Initiatives Associates helps to educate children about anti-social behaviour by delivering the Barney & Echo Citizenship Project to schools The Bad Apples: Barney Says Let’s Talk about Anti-Social Behaviour is the latest title in the range of Barney and Echo educational resources for schools.
The book was developed to help teachers and parents introduce primary school children to the topic of anti-social behaviour in an age-appropriate manner,
enabling pupils to understand both the nature of the problem and the damage it can cause. Its release follows new research that reveals just how important it is to develop new methods of tackling nuisance offending. It has been estimated that a staggering 3.5 million incidents of anti-social behaviour were reported to the police last year which, according to Her Majesty’s Inspectorate of Constabulary, accounts for only a quarter of the true total. Aimed at pupils in key stage 1-2, The Bad Apples aims to counter the problem by influencing children at an early age. The book asks pupils to follow the adventures of Barney Eagle, Echo Squirrel and their friends Digsby, Spike and Dizzy as they encounter vandalism, intimidation and drunkenness in the normally peaceful surroundings of Treetop Forest. The mixture of puzzles and activities that punctuate the
narrative then offer them the chance to consider their own thoughts on the issues raised which they can then discuss with others in the group. In addition to the resource itself, all schools will benefit from The Bad Apples schools programme pack including colourful and informative posters, sets of lapel stickers to be worn by pupils, a dramatisation of the book and extra lesson plans to be found online on our dedicated website www.barneyecho.co.uk. There are also four other books in the series. The Magic Mirror addresses the dangers of drugs, tobacco and alcohol in a fun but informative way by looking at how a group of friends cope with harmful substances. A Friendship Made tackles issues relating to bullying and vandalism, and examines what life would be like in a society where people have no respect for each other or the environment. Echo’s New Watch approaches the dangers of knife crime within the social environment of children and Caught in the Web tackles internet safety. These stories are intended to not only warn children about the dangers that they might be
confronted with in everyday life, but also to educate children and their carers on numerous subjects relating to the promotion of life skills. Included with each title is a play based upon the narrative of the book which pupils can use as part of their lesson plan, and posters which convey the message of each resource booklet. As part of promoting the citizenship programme, The Police Community Clubs of Great Britain and Community Initiatives Associates hold instructive conferences at which schools and organisations involved in sponsorship and support of the
programme can come together and share ideas. The latest conferences, which were held at venues across the north-west including Chester’s Guildhall and Liverpool Football Club, were a huge success with guest speakers from the police, a healthy schools co-ordinator, the ambulance service, fire service and interest groups. For more information please go to www.barneyecho.co.uk To see additional projects that The Police Community Clubs Great Britain are involved in visit www.policecommunityclubs.org
THE
CITIZENSHIP MAGAZINE
is proud to support the Community Education Awards 2012 The Citizenship Magazine Award for Outstanding PSHE/Citizenship Teacher
2012 AWARDS2011 In association with The Police Community Clubs of Great Britain
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CRIMINAL RECORDS BUREAU [CRB] DISCLOSURE
Including the Vetting & Barring Scheme The process made easy Are you a company, teacher, nurse, child minder, sports coach, home tutor, volunteer or one of the thousands of people who need to obtain a CRB Disclosure? Whatever your role, if you or your staff/volunteers have unsupervised contact with children and young people – we can help. The Police Community Clubs of Great Britain is a registered body under the Criminal Records Bureau [CRB] and as such can provide all the documentation and support administration to secure Criminal Records Bureau [CRB] Disclosures for you. Our clients are single applicants through to multi-national companies and national governing bodies of sport and we are a leading provider in the UK. All our team are serving or retired police officers and provide a wealth of knowledge when risk-assessing Disclosures on your behalf.
If you wish to engage the Police Clubs CRB Service or wish to discuss further: Please call on – 01237 471 615 E-mail: barryjones@policecommunityclubs.org
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Providing opportunities Creating successful Communities