Introduction to Active Citizenship

Introduction to Active Citizenship Table of Contents Page Welcome and Introduction 1 Course Aims and Learning Outcomes 2 Theme 1: Understanding Active Citizenship 1.1 Getting Started 3-4 1.2 What is Active Citizenship? 5 l Activity 1 1.3 Why are we talking about Active Citizenship? 6 1.4 Barriers to Active Citizenship 7 l Activity 2 1.5 Wrap up and Evaluation 8 Theme 2: Active Citizenship - Politics and Putting Values into Practice 2.1 Getting Started 9 2.2 What do we mean by Active Citizenship values? 10 2.3 Values into Practice 11 l Activity 3 2.4 Active Citizenship and Politics 12 2.5 Wrap up, Evaluation and Activity Setting 13 l Activity 4

Theme 3: Active Citizenship and Campaigning 3.1 Getting Started 14 3.2. Reporting Back on Activity 4 14 3.3. Active Citizenship and Campaigning 15 l Activity 5 3.4 Wrap up and Evaluation 16 Theme 4: Active Citizenship: Moving Forward 4.1 Getting Started 17 4.2 Action Planning for Active Citizenship 17 l Activity 6 4.3 Are there limits to Active Citizenship? 19 4.4 Future Pathways 20 4.5 Wrap up and Evaluation 21

Welcome and Introduction These materials accompany and outline the course Introduction to Active Citizenship and are primarily intended as a resource for adult education tutor/trainers working in a community context. This community context will be a varied one and tutor/trainers will be working with course participants from diverse backgrounds and with different experiences and expectations. Course participants will range from existing tutor/trainers who wish to develop a broader awareness of active citizenship education, through to participants who are active in their community and want to explore active citizenship further. Other participants and groups might be thinking about some of these ideas for the very first time and still others might be taking their first tentative steps in tutor/training and will be keen to develop skills through future modules such as Introduction to Train the Trainers and the City and Guilds, in Preparing to Teach in the Lifelong Learning Sector. This course is an introduction to that (optional) teaching and learning journey. Tutor/trainers delivering this course may themselves be extremely experienced in adult education but be relatively unfamiliar with some of the active citizenship themes and approaches. Thus one of our aims in producing this course has also been to provide a best practice model which the experienced tutor/trainer can develop and build on. For all of those working through this course, whether as tutor/trainers or course participants, we hope that it helps to stimulate active citizenship in the widest sense of the term! Using the Materials These materials offer a structure and outline for a 10 hour non-accredited course: Introduction to Active Citizenship. Included is a Scheme of Work, course content in the form of tutor/trainer points, ideas for activities and some resource information. The materials indicate the main area of delivery from the tutor/trainer as well as associated activities. These are timed. It is likely that tutor/trainers will use these materials flexibly depending on the needs and interests of participant groups. The course can be delivered in a number of different ways in 2 five hour blocks as day schools, over a number of linked evenings or in any other way appropriate to a group of participants. Again flexibility is important. If taught over 2 sessions of 5 hours per session the time allocated for two Getting Started and two Wrap Up and Evaluation slots could be distributed amongst the other sessions or used for different purposes. Resources In Section 5.4 can be found a range of handouts to support activities and further investigation around active citizenship. Tutor/trainers will want to add their own handouts and resources and customise them according to the particular groups with whom they are working. 1

Introduction to Active Citizenship Course Aims: l To introduce participants to a range of ideas about, and definitions and meanings of, active citizenship. l To encourage and motivate participants to think about, discuss and relate these ideas to their own experiences and practice. l To explore and discuss some case studies. l To provide materials for tutors around active citizenship and to encourage others, if relevant, to consider becoming active citizenship tutors. Course Learning Outcomes: Participants will be able to: l Define what is meant by active citizenship and understand active citizenship values. l Critically engage with these ideas/definitions in relation to their own experiences and expectations. l Consider the usefulness of active learning for active citizenship. l Develop some personal tools for active citizenship. l Explore being a potential active citizenship tutor. 2

Theme 1 - Understanding Active Citizenship (2.5 hours) 1.1 Getting Started: (20 minutes) Words & Ideas: Group ground rules and participant expectations A short session including: l Housekeeping l Course overview what s it all about? l Introducing students to each other l Producing group ground rules Tutor/trainer points: l Tutor/trainers need to introduce the course, cover housekeeping and run a short icebreaker whereby participants introduce themselves to each other and share their expectations about the course. These might be flipcharted by the tutor. Different variants of icebreakers can be used. Who are you working with? If you are working with a group of potential or actual tutors then point out that the model of active learning used throughout this course reflects the doing nature of active citizenship itself! The concept of active learning for active citizenship can be explored later. l Tutor/trainers should say something (broadly) about the purpose, aims and objectives of the course and map out the session and the course. l They should also stress that the day is not only about learning but also about sharing experiences and thinking about what it really means to be a citizen. l Tutor/trainers should work with the group to draw up group agreements (ground rules). Resources: l Examples of ice-breakers (See examples in 5.4.1.) l Examples of group ground rules (See examples in section 5.4.2) 3

1.2 What is Active Citizenship? (45 minutes in total) Words & Ideas: About Participation and Doing - Rights and Responsibilities Subject or Citizen? This activity is aimed at encouraging participants to think about what they understand by the term active citizenship and how it relates to their own lives. Tutor/trainer points l Tutor/trainers should stress that the idea of active citizenship has been around for a long time and in this activity we are looking at what it means to different people. This meaning will be based on the existing knowledge as well as the experience of participants. l They can point out that there are no wrong answers to what active citizenship means and that participant responses will reflect where they are coming from and will be based on experience. All experiences will differ. Tutor/trainers might want to offer their own examples. l If participants are struggling to get to grips with the meaning of active citizenship, tutor/trainers can encourage participants to think about how they have been active in their community or in another comparable setting. This might range from doing voluntary work, helping a neighbour or being involved in a local campaign. Tutor/trainers should spend about 10 minutes introducing this activity Who are you working with? Participants might want to explore the differences between being a citizen and a subject. What about rights and responsibilities? What is the relationship between these and active citizenship? Are these ways in to the debate? With other groups you might want to work through a range of more formal meanings of active citizenship and very carefully unpick these with participants. See resources 5.2 4 4

Activity 1 What is Active Citizenship? (35 minutes) Resources: n The project definition of active citizenship (Resources 5.4.3) n A range of other definitions (optional - Resources 5.4.3) n Activity cards on active citizenship (see below - optional) n Flip chart for key words associated with active citizenship What to do: Tutor/trainers can break the group up into smaller groups or pairs (or keep the large group intact) for discussion for up to 15 minutes. Participants should decide what they understand by the term active citizenship. They can think about when they have been active, or done something, to help them to do this. Once they have discussed what these words mean they can report this back to the rest of the group. This will take about 20 minutes by the time everyone has reported back. Tutor/trainers can flipchart the key words and discuss them with the group. If appropriate, tutor/trainers might like to introduce some of the definitions of active citizenship available in Section 5.4.3. An alternative first activity is to provide participants with a number of cards with particular actions written on them e.g. taking an elderly neighbour to the library once a week; attending the local community forum; sweeping leaves off the pavement in front of your neighbour s house; voting in elections; being a member of your local neighbourhood watch scheme; being a member of a political party; working as a volunteer at a local charity shop; organizing a demonstration against local authority spending cuts. Participants could be asked to discuss which of these are examples of active citizenship and why. There are actually no wrong answers all of them could legitimately be described as active citizenship but there clearly are some differences between the activities. Tutor/trainers should concentrate upon encouraging students to explore these differences. PAUSE 10 minutes 5

1.3 Why are we talking about Active Citizenship? (20 minutes) Words & Ideas: Politics, Participation, Action, Doing, Democracy Building on Activity 1, the aim of this short session is to briefly discuss from where the idea of active citizenship idea has come. Tutor/trainers can raise the question about WHY active citizenship is suddenly on the agenda. Why do participants think that this might be the case? What does it say about the sort of society in which we live? Again, participants own experiences will come in here. The government definition can be flagged up as this can help to explain why active citizenship is on the public agenda despite it having been an aim for radical educationalists for many centuries. See 5.4.3. Tutor/trainer points l Tutor/trainers might want to discuss how there is a democracy deficit and that there is now a focus on learning how to take part in politics at different levels because there is a problem with people getting involved. So there is a new emphasis on: l How the political system works, locally to globally, the decision-making processes, people and power structures l However tutor trainers will also want to stress that active citizenship is about more than party politics and voting, and equally about developing the knowledge, skills and confidence to engage with the political processes at different levels. 6

1.4 Barriers to Active Citizenship (40 minutes) Words & Ideas: Barriers, motivations, confidence The aim of this activity is for participants to explore what barriers there might be to active citizenship, to think about why this might be the case and then to think of ways to overcome them. Activity 1 What to do In pairs discuss the following: l Are there any barriers or constraints to people becoming more active as citizens? If so, what are they? What has stopped participants themselves getting involved? Why? Discuss these questions for 15 minutes and prepare a list of possible barriers to report back to the wider group. The group should spend the remainder of the time trying to think of ways that barriers might be overcome. How might this be changed? Tutor/trainer points: l Possible constraints might be that people don t have enough time to actively participate, don t know where to begin (feel overwhelmed), may feel de-motivated, think that it doesn t make any difference anyway. l Barriers might be overcome by learning like this, confidence building, working with activist mentors etc. Tutor/trainers can add to this list. Who are you working with? Some participants will be active, others will feel alienated from or nervous about activity. Tutor /trainers will need to encourage participants to share their experiences constructively if and when they differ. 7

1.5 Wrap up and Evaluation (10 minutes) Tutor/trainer points: l Check that the group is happy that they have kept to their group ground rules. l Check that, where possible, expectations have been met, by asking participants and checking against expectations if they were flip-charted. l Hand out different coloured post-it notes and ask participants to write on one note what was good about the session and on the other what could have been improved/wasn t too good! These can then be collected. l Finally ask participants to think about one thing they now think is important about active citizenship that they might not have thought about before (or feel has been reinforced) as a result of working with the group. Why? Tell them to be prepared to share this with other participants at the beginning of the next session! Resources: n Different coloured post- it notes 8

Theme 1 - Active Citizenship: Politics & Putting Values into Practice (2.5 hours) 2.1 Getting Started: (20 minutes) Words & Ideas: Reflecting on learning In this short session tutor/trainers outline the shape of the session and participants report back. Tutor/trainer points: l Briefly review course, outline session and discuss learning so far how has it gone? l Fresh introductions participants should sit next to someone new and work with them in this session. l Ask participants to report back quickly on the thing that they now think is important about active citizenship and why! 9

2.2 What do we mean by Active Citizenship Values? (30 minutes) Words & Ideas Social values, social justice The aim of this session is to consider what we mean by value-based ideas and practice in relation to active citizenship. Tutor/trainer points l Tutor/trainers should begin by asking participants for some ideas about what values they think are associated with active citizenship. These can be listed on a flip chart and referred back to later. l Tutor/trainers can then flag up that there are three core ideas (underpinned by social values) that are at the centre of active citizenship education (5.4.4). l Don t forget social values and social justice mean different things to different people! Tutor/trainers should make sure that everyone understands the terms and feels that they are relevant to them and their understanding of active citizenship. l Tutor/trainers can further reinforce this point by displaying a slide outlining Oxfam s definition of a global citizen (Resources 5.4.5). Resources See 5.4.4 and 5.4.5 for examples Who are you working with? These ideas may be unfamiliar to some participants. For example what does social justice really mean? Or even social values? Tutor/trainers need to check that these terms are fully understood and meaningful to people. One way to do this might be to develop examples related to people s likely experiences. PAUSE 10 Minutes 10

2.3 Values into Practice (50 minutes) Words & Ideas: As previous The aim of this activity is to encourage participants to think about how the various values can be put into practice by thinking about their own experiences. Tutor/trainer points l The tutor/trainer will introduce the activity by reinforcing the point that social justice, participation, equality, diversity and co-operation are key parts of the active citizenship and active learning agenda. l Encourage participants to reflect on own experiences. Recognise that some of these issues are sensitive. l Tutor/trainers may find it useful to put the key words (values) on a flipchart and do one case study with the group as an example. Who are you working with? Again, some of these terms can be challenging if participants are unfamiliar with them. Spend time teasing them out and give examples of how they can be applied. If the case studies don t seem relevant, ask participants to relate these words to their own examples and discuss these. Activity 3 Values into Practice (40 minutes) Resources: Case Study Handouts See 5.4.6 Once the tutor/trainer has introduced the activity, participants are divided into smaller groups or pairs and provided with some case studies. (See Resources 5.2.7) They will map active citizenship values - social justice, participation, equality, diversity and co-operation - onto the case studies and consider: What do these values mean when we put them into practice? What might get in the way of us doing this? Small group or pairs discussion on the various case studies for approximately 25 minutes. 11

2.4 Active Citizenship and Politics (25 minutes) Words & Ideas: Politics, political literacy, empowerment, social inclusion and social justice This is a short interactive session during which the various concepts associated with the politics of active citizenship are explored in the group and presented by the tutor. The key focus is that a wider understanding of politics is used in relationship to active citizenship. Tutor/trainer points l Begin with some brainstorming e.g. what do we mean by politics? l Tutor/trainers can then tease out the connections with active citizenship. l Tutor/trainers may wish to use the Take Part definition (Resources 5.4.3) to help aid discussion but if they do so they will need to produce some concrete examples in order to unpick some of the ideas. l Tutors can go on and introduce some key words (and ask the group for examples). l Words are: l l l political literacy empowerment social inclusion l What does each of these words mean in relation to active citizenship. l Try and relate these to people s experiences where possible? Who are you working with? Don t assume everyone will be clear about these concepts. Or indeed what politics actually means! They will certainly differ in definitions and views! Tutor/trainers need to make the point that going beyond the more traditional approaches may well mean taking political action to address inequalities, challenge power structures and work for change within society. And these things are not easy! Resources: n Handout Resource 5.4.3 (optional) 12

2.5 Wrap Up, Evaluation and Activity Setting (15 minutes) Tutor/trainer notes l Check that the group is happy that they have kept to their ground rules. l Check that, where possible, expectations are continuing to be met. l Ask for any comments on the session. Is there anything else that participants would like to have seen covered? Any concerns? l Tutor/trainers should then introduce Activity 4 in preparation for Theme 3. Activity 4 Resources: See Resources 5.4.6 for an alternative activity Depending on where this session falls an activity can be set for participants to complete prior to meeting again: We would like participants to go away and think about some issues and concerns within their own life or that of a friend or colleague and how the issue might be addressed by active engagement. We are not asking participants to necessarily arrive at a solution to these issues but instead to think about what the active citizenship agenda might offer as regards trying to begin to address them. The next session is about campaigning, so it may be useful to focus on an issue participants feel it may be worth campaigning around as an active citizen. Tutor/trainers may need to help participants identify an issue. Participants should prepare a short presentation of no more than 5 minutes in total which can be shared with other participants at the beginning of the next block. One structure would be as follows: l Describe the issue l Describe why the issue is a problem (the context) l Outline what the impact of the problem is l Discuss how more active involvement could address this issue Participants can make notes, produce a Powerpoint, just talk, it s up to them! 13

Theme 1 - Active Citizenship and Campaigning 3.1 Getting Started: (10 minutes) Words & Ideas: Reflecting on learning In this short session tutor/trainers outline the shape of the session. Tutor/trainer points: l Briefly review course, outline session and discuss learning so far how has it gone? l Recap on some of the key ideas from the previous session: active citizenship; social values; global citizenship; political literacy; empowerment; power and social justice. l Check with learners that they have retained some ideas about these concepts. 3.2 Reporting Back on Activity 4 (1 hour in total) In this session participants will report back on the task set for Activity 4. Tutor/trainer notes l Invite learners to talk about their issues and concerns and how they might be addressed by active engagement. Five minutes each. l Discussion on the content of these report-backs. l Ask all participants to make constructive contributions to addressing each other s issues. PAUSE (10 minutes) 14

3.3 Active Citizenship and Campaigning (1 hour in total) Words & Ideas: Skills needed for Campaigning and Active Citizenship The aim of this activity is to encourage participants to identify and reflect on what skills are needed to be an active citizen! This exercise takes the group into issues connected to campaigning and does so in a lively and irreverent way. Activity 4 Resources: Computers to show web resources Provide campaign skills materials (optional) Tutor/trainer points l Tutor/ trainers can ask participants to watch a selection or all 5 clips from the five Free Dave clips from the Louder website. http://www.louder.org.uk/index.php l In a whole group session, get feedback from the group and discuss the issues that arise. l Discussion can be organised around the following questions: l l What do these clips tell us about the skills needed to be an effective citizen? What are they and are any skills missing? l Ask participants to note and discuss these skills and think about how they can be acquired. 15

3.4 Wrap up and Evaluation Tutor/trainer points: l Check that the group is happy that they have kept to their ground rules. l Check that, where possible, expectations continue to be met. l Ask participants about how well the session has gone. l Ask participants to think about one thing about campaigning that they might not have thought about before, or feel has been reinforced, as a result of working with the group. Why? Ask participants to be prepared to share this with the wider group at the beginning of the next session! 16

Theme 4: Active Citizenship Moving Forward 4.1 Getting Started: (10 minutes) Tutor/trainer points: l Briefly outline session and discuss learning so far how has it gone? l Ask participants to report back on the one thing they have thought about, in terms of campaigning, from the previous theme. 4.2 Action Planning for Active Citizenship (45 minutes in total) Words & Ideas: Planning for active citizenship activity. What else shall I do? The aim of this session is to encourage participants to plan for or develop existing active citizenship activity. 17

Activity 4 Action Planning for Active Citizenship Resources: Action Plan Matrix (see Resources 5.4.8) With the knowledge participants have gained from this course, combined with their own experiences, tutor/trainers can ask participants to begin to draw up an Action Plan for themselves as Active Citizens. If they are already active and want to develop aspects of this activity then ask participants to use this example for this session. What to do: In pairs participants should discuss how they might go about developing an action plan (10-15 minutes). Participants could begin by listing the issues and concerns that they feel they need to address. Participants could think about what they would do in order to address the issues. We would like you to make a plan for yourself what you are going to do. The plan should be realistic, have timescales, achievable goals and also some flexibility. Pause (10 minutes) 18

4.3 Are there limits to Active Citizenship? (30 minutes) In a democracy, there are clear procedures for making collective decisions. In this session participants think about the different methods of political campaigning and active citizenship and address the controversial issue of what constitute appropriate boundaries. How far can one legitimately go in promoting what one believes in? Tutor/trainer points l Tutor / trainers can list methods used by activists such as lobbying; letter writing; petitioning; boycotting; leaflet posting, campaigning, banner dropping; demonstrations and disruption; strikes; civil disobedience; subvertising and hacktivism ; direct action; violence and intimidation. l Tutor/trainers might like to use case studies to illustrate the tensions that can arise over active citizenship activity such as lorry drivers protesting over fuel cost rises and anti-car, pro-public transport activists. l Tutor/trainers can ask participants l l How is it possible to deal with diametrically opposed views when campaigning as an active citizen? Are there ethical limits to activism? Resources: Source and case studies can be found at: http://www.soton.ac.uk/citizened/activities/active_citizenship/tasktwo_campaign.html 19

4.4 Future Pathways (20 minutes ) The aim of this session is to introduce participants to a range of pathways open to them in terms of continuing their involvement in active citizenship. Tutor/trainer points l Introduce participants to Take Part and the Train the Take Part Trainers Programme as an option for their future development. l Introduce the active citizenship tutor pathway with information about Becoming a Take Part Trainer and the 730 (Active Citizenship) courses, and be ready to respond to any questions. l It needs to be stressed that being a tutor/trainer in active citizenship is not about being an educational expert but about an approach which is exemplified in the Take Part, active learning and Active Learning for Active Citizenship approaches. If appropriate, 2 slides can be shown to demonstrate this approach. Resources: n These slides are optional (5.4.9) 20

4.5 Wrap up and Evaluation (30 minutes) Tutor/trainer points: l Check back on the group ground rules made at the commencement of the course have they been kept? l Check back on people s expectations. l Ask participants to think about what they really feel they have taken from the course on active citizenship and what else they feel should have been covered. l Complete formal evaluation form 21

WEA SCHEME OF WORK Tutors should produce an outline Scheme before the course starts. Changes following renegotiation of LOs should be clearly identified. Course title Tutor Introduction to Active Citizenship Course Learning Outcomes Participants to define what is meant by active citizenship, its meaning, purpose and scope To critically engage with these ideas/definitions in relation to their practical implementation To consider the values associated with active citizenship and how they can be put into practice Learners to begin to develop some personal tools for active citizenship Explore the idea of them being potential active citizenship tutors Date/ Learning Learning Resources Assessment Progress Session Outcomes Methods Methods Reviews 1st session (5 hours) Participants to define what is meant by active citizenship To critically engage with these ideas/definitions in relation to their practical implementation To consider the values associated with active citizenship and how they can be put into practice Inquiry-based small-group discussion, case studies, selection of topic cards. Some one-way teaching. A variety of web resources and handouts. Engagement with individual students to assess progress. After each block/ session. 2nd session (5 hours Participants to begin to develop some personal tools for active citizenship To consider planning for active citizenship To consider any tensions in active citizenship Explore the idea of them being potential active citizenship tutors Inquiry-based small-group discussion, use of video clips from the Louder website, case studies, selection of topic cards. Some one-way teaching. A variety of web resources and handouts and use of the Free Dave clips on Louder website Engagement with individual participants to assess progress 23

WEA SESSION PLAN AC Unit Day 1 - Session 1 Course Title Exploring Active Citizenship/Introduction to Active Citizenship Session Aims To explore current ideas and thinking about active citizenship Session Learning Outcomes Participants to define what is meant by active citizenship, its meaning, purpose and scope To critically engage with these ideas/definitions in relation to their practical implementation Resources Power Point Flip Charts A variety of activities and handouts Website resources Time Activity Tutor/trainer Participant activity Methods for Objectives Activity Activity checking learning 10.00-10.10 Introduction to course and each other Welcome Facilitate group ground rules and group expectations Introduction, develop group ground rules, outline expectations 10.10-11.10 To explore the meaning of active citizenship Introduce Activity 1 Facilitate discussion Small groups What does the term active citizenship mean? Flip chart definitions Feedback and discussion Student notes BREAK 11.15-11.35 To understand why we are concerned with active citizenship Tutor explanation of AC and the background to the agenda Listen Discussion Notes Student comments 11.35-12.15 To explore barriers to active citizenship Introduce Activity 2 To explore barriers to participation Discussion Flip chart issues 12.15-12.25 Wrap up and evaluation Check group agreement and meeting of expectations To comment on learning so far and to think about contribution for next session Discussion Notes and comments: 25

WEA SESSION PLAN AC Unit Day 1- Session 2 Time Activity Tutor/trainer Participant activity Methods for Objectives Activity Activity checking learning 13.00-13.20 Recap and input from participants following reflection Sum up, introduce session, facilitate feedback Listen Notes Personal reflection 13.20-13.50 To explore the meaning of active citizenship Introduce key words and discuss values Listen and offer views Discussion and response to definitions BREAK 14.00 14.50 To understand why we are concerned with active citizenship Introduce case studies Activity 3 In groups, consider the case studies and decide on what actions are required. Notes Feedback 14.50 15.15 To explore barriers to active citizenship Link active citizenship to politics. Introduce key ideas. Relate key ideas and themes to own experience Notes Discussion, feedback 15.15-15.30 Wrap up, evaluation and activity setting Tutor asks students to think about an issue they face in their own lives, or their family faces or friends or the community faces, which needs to be addressed. How can active engagement address the issue/ problem? (Activity 4) Respond to Activity 4 Prepare a presentation for next session 26

WEA SESSION PLAN AC Unit Day 2 - Session 1 Course Title Exploring Active Citizenship Session Aims To explore current ideas and thinking about active citizenship Session Learning Outcomes To explore ideas and issues to do with active citizenship and campaigning To develop a number of tools for active citizenship To develop an Active Citizenship action plan To explore future pathways including becoming an active citizenship tutor Resources Power Point Flip Charts A variety of activities and handouts Website resources Time Activity Tutor/trainer Participant activity Methods for Objectives Activity Activity checking learning 10.00-10.10 Recap on Day 1 Re-introductions Welcome Summary of Day 1 Listen, record Chat 10.10-11.10 Issues, concerns Activities Tutor/trainer to facilitate each student making a brief presentation followed by discussion. (Activity 4) Short presentation, followed by discussion and questions. Student notes Presentations Discussion BREAK 11.20-12.20 Analysis and exploration of active citizenship and campaigning Show Free Dave video clips Ask students to watch, record, think Facilitate Activity 5 Listen, note and record What are the skills and needs of an effective active citizen?(activity 5) Flipchart key points feedback http://www.ncvo-vol.org.uk/campaigningresources Notes Student comments and feedback Flip chart material 12.20 12.30 Wrap up and Evaluation Ask students to think about what they have learnt for next session Discussion Feedback Reflection Notes and comments: 27

WEA SESSION PLAN AC Unit Day 2 - Session 2 Time Activity Tutor/trainer Participant activity Methods for Objectives Activity Activity checking learning 13.30-13.40 Recap on morning s session. Reflection on previous session Sum up and facilitate report back Report back on set task Listen Notes Questions 13.40-14.45 Action planning Explain the next and concluding exercise activity 6 Activity 6 Discussion and response to definitions 14.45-15.15 Explore further issues about active citizenship Introduce some of the active itizenship/democracy/decision making issues Group discussion Notes Feedback Future pathways Introduce Listen, notes Questions and answers 15.15-15.30 Wrap up and close Thanks Contact details for further study Application forms Fill in evaluation forms Evaluation, verbal reportback 28