AQA GCE Citizenship presentation

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GCE Citizenship
The Only Specification
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New A Levels from 2008

• 14-19 Education and Skills White Paper
• Reduce the Assessment Burden
• From 6 units to 4 units 2 at AS and 2 at A2
• Introduce Stretch and Challenge
• New A Grade
• Subject Criteria
• Defines the framework of content for
  specifications and the assessment objectives

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Why Citizenship?

• Citizenship education is not just knowledge of
  citizenship and civil society it also implies
  developing values, skills and understanding. the
  Crick report, September 1998
• Post-16, citizenship takes critical democracy
  and active participation a step further. Post-16
  citizenship should give young people
  opportunities to identify, investigate and think
  critically about citizenship issues, problems or
  events of concern to them. Towards Consensus,
  Ofsted, September 2006
• Citizenship education does have at its heart a
  commitment to enabling young people to
  participate fully in a democracy, and ultimately,
  securing a cohesive and inclusive society
  Citizenship Education, House of Commons Education
  and Skills Committee, February 2007

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What is Citizenship about?

• Identity What is a citizen? Are we all equal?
• Democracy politics at local, national and global
  level
• Justice How does law work in practice?
• Power How are decisions made?
• Participation in the community Local to Global
• How individuals and groups can make a difference

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The dynamics of GCE Citizenship

• Develops and expands upon students Key Stage 4
  knowledge base
• The citizen as both an individual and a member of
  the community is at the heart of the AS modules
• The GCE AS as a standalone qualification should
  enable students to gain more than UCAS points

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The dynamics of GCE Citizenship

• Active Citizenship and the development of related
  skills is embedded within the AS
• The A2 demands higher order skills in both depth
  and range of knowledge expected and in relation
  to the application of Active Citizenship Skills
  via researching contemporary Case Studies

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Why GCE Citizenship?

• Allows for clear progression from the GCSE Short
  Course, and GCSE Full Course once available
  (September 2009)
• Can plan a coherent 11-18 citizenship framework
  supported by a qualification structure
• Offers the curriculum opportunity to develop
  students understanding of contemporary society
  and the role played by individuals and groups

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Why GCE Citizenship?

• Enables students to play their part, helps
  develop the Learners Voice and, via the emphasis
  on active citizenship, develops more confident
  learners

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Skills Developed

• Planning, negotiating, decision making
• Researching, analysing and evaluating information
• Recognising views and opinions and being able to
  identify bias
• Developing arguments and conclusions
• Working with others and problem solving

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AQA and Citizenship
2001
AS Social Science Citizenship piloted
2002
Citizenship becomes a Statutory National
Curriculum Subject
AS Social Science Citizenship launched
2003
GCSE Citizenship Studies (Short Course) launched
2006
Extended Project pilot
AQAs A Level Citizenship Studies available
2008
First Specialised Diplomas available
2009
GCSE Citizenship Studies (Full Course) available
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Underlying Principles

• 3 stages of Citizenship development
• The Informed Citizen
• The Participating Citizen
• The Active Citizen

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Qualifications across the Key Stages

• Level1/2 AQA Unit Award Scheme
• Level 2 GCSE Short Course
• Level 2 GCSE Full Course (September 2009)
• Level 3 GCE AS Social Science Citizenship
• Level 3 GCE AS (September 2008)
• Level 3 GCE A2 (September 2008)
• Level 3 Extended Project
• AQA Bacc
• Specialised Diploma 14-19

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AS at a Glance
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A2 at a Glance
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AS Unit 1 Identity, Rights and Responsibilities

• Identity
• What does it mean to be British?
• What is a Citizen and perceptions of being
  British
• How socially diverse is Britain?
• Are we all equal citizens?
• Prejudice, discrimination and disadvantage
• How can discrimination and disadvantage be
  reduced?

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AS Unit 1 Identity, Rights and Responsibilities

• Rights and Responsibilities
• What are my rights and responsibilities?
• What are rights?
• What rights do I have?
• How are my rights protected and supported?
• The Legal Framework protecting the citizen
• How do the courts protect my rights?

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AS Unit 2 Democracy, Active Citizenship and
Participation

• Making a Difference
• Who can make a difference?
• Who holds power in the UK?
• Who can make a difference?
• How can I make a difference?
• Playing your part how the citizen can get
  involved and make a difference
• Citizenship in Action Citizens working together
  to bring about change

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AS Unit 2 Democracy, Active Citizenship and
Participation

• Active Citizenship Skills and Participation
• Becoming an Informed Citizen
• The Participating Citizen
• Being an Active Citizen
• The Active Citizenship Profile

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A2 Unit 3 Power and Justice

• Crime, Justice and Punishment
• What is Crime?
• The nature of crime and the role of the police
• The Crown Prosecution Service and the trial
  process
• What is Justice?
• Who makes decisions Judges, Magistrates and
  Juries
• Sentencing

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A2 Unit 3 Power and Justice

• Politics, Power and Participation
• Who speaks on our behalf?
• Electing representatives, elections and
  accountability
• The citizens relationship to those elected
• How is the UK governed?
• The power and influence of government
• Interdependence and the global village

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A2 Unit 4 Global Issues and Making a Difference

• Global Citizenship
• Universal Human Rights
• Universal rights
• Human rights abuse
• Global Issues
• Conflict and its resolution
• Trade and environmental issues
• Active Citizenship
• Individuals and groups that make a difference
  Studied through pre-released topics

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Active CitizenshipFor discussion possible
activities?

• Participation in class debate exercising
  knowledge and understanding about becoming
  informed citizens, with pupils making responsible
  suggestions
• Written and other class and home work arising
  from work in citizenship taken to sensible
  conclusions and containing responsible
  suggestions
• Where appropriate, recommendations, delivered in
  a responsible way to the management of the
  school, local authorities and other bodies, on
  policies and practice (for example, via the
  school council)
• Where appropriate, recommendations, delivered
  responsibly, to the public at large in school
  publications and on school internet sites
• Presenting a case or concern to others
• Conducting a consultation, vote or election
• Organising a meeting, event or debate
• Reviewing a school policy contributing to
  community policies
• Lobby and campaigning via a website, podcast or
  display
• Setting up an action group or network training
  others in democratic skills

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AQAs Citizenship QualificationsUnit Award
Scheme

• Provides formal recognition of students learning
  in short units of work
• For students of any ability and any age
• Units can be written for your own use or you can
  select from the citizenship units already
  available

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AQAs Citizenship QualificationsGCSE Short
Course

• Over 73,000 candidates in 2007
• The course meets the requirements of the KS4
  Programme of Study
• Assessment
• Written paper 60
• Coursework 40 - Active Citizenship element
• Full Course available September 2009

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AQAs Citizenship QualificationsExtended Project

• Level 3 Qualification developed with City
  Guilds
• In-depth project covering a range of knowledge,
  skills and processes
• Available nationally from 2008
• Active Citizenship can form part of the Extended
  Project
• Level 1 and Level 2 being piloted now

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AQAs Citizenship QualificationsAQA Bacc
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AQAs Citizenship QualificationsSpecialised
Diplomas

• AQA and City Guilds working in partnership
• Blend of academic and vocational skills
• From September 2008
• Construction and the built environment
• Creative and Media
• Engineering
• Information Technology