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inDEPTH


guidance. FE providers are expected to follow the guidance and teachers are expected to demonstrate BVs in their professional practice. Allied to this, the Prevent duty states that all education and training providers must have measures in place to protect learners from radicalisation that may draw them into terrorism. This explicitly requires providers to ensure that teachers, managers and leaders exemplify British Values. Like many providers, Derby College Group offers a wide range of citizenship and pastoral information and education, much of it building on the Prevent duty to offer learners a broader perspective on citizenship (see case study, right). Aaron Denton, head of behaviour for learning at


Derby College Group, says: “Some of the students think they are quite streetwise, but when we start to dig into issues they realise that they actually do not know a lot about them. “Quite often they have picked up their ideas


from family and friends, so citizenship education is crucial to helping them form their own ideas based on sound information.” Further recognition of the importance of a more


rounded, civic education across FE is found in the Association of Colleges’ Charter for Student Engagement published earlier this year. Providers adopting the charter sign up to 10 pledges that include: encouraging students to become informed, critical and active citizens; and making connections between student engagement and values of equality, democracy, the rule of law, respect and tolerance, individual freedom, political literacy and broader social issues. Another driver of citizenship education in FE comes in the guise of Ofsted’s Education Inspection Framework (EIF), introduced in September. This includes inspection of the personal development of learners. Specifically, inspectors will make a judgement about the extent to which providers equip learners to be responsible, respectful, active citizens who contribute positively to society. They will also assess how far providers develop learners’ understanding of fundamental British Values. The Professional Standards for


Alan Thomson is editor of inTuition


Teachers and Trainers underpin the professional values and attributes that all practitioners require, and which those seeking to embed elements of broader citizenship-orientated learning may find relevant. They include the need to evaluate and challenge practice, values and beliefs; and valuing and promoting social and cultural diversity, equality of opportunity and inclusion. Paul Kessell-Holland, the Education and


14 ISSUE 38 • WINTER 2019 inTUITION


CASE STUDY – CITIZENSHIP IN PRACTICE Like many other further education and training providers, Derby College Group offers rich citizenship learning beyond the statutory requirements of the Prevent duty and the British Values guidelines. Theatre, games, music, pastoral sessions and embedded


citizenship learning are used at the college to engage learners, and help them to discuss and understand issues including cyber safety, bullying, same-sex relationships, knife crime, mental health, democracy and voting. Theatre groups have been used to dramatise issues around political radicalisation. Local bands and artists have come into college to talk about subjects such as staying safe online and managing your digital footprint. A collaboration with a local West Indian community group raised awareness of the community’s cultural identity and resulted in fashion students designing carnival outfits. Voting and the basics of parliamentary democracy have been tackled in pastoral sessions involving students researching political parties and discussing their policies. Citizenship education is also embedded in subjects wherever possible.


Training Foundation’s director of insights, says: “There is a duty on teachers to deliver the transactional aspects of their course and to create conditions for the transformation of a learner into someone ready to play a full part in society. These transformations often take place ‘in the margins’ of teaching, but are no less powerful for it. “Taking time to persuade students to register


to vote, or allowing time for balanced debate that students bring to class, may seem a long way from the pressures of completing the curriculum, but it is worth reminding ourselves ‘if not us, who?’.” While there is no statutory entitlement to citizenship education in FE, this is not stopping forward-thinking organisations, and their teachers and trainers, reaching beyond the curriculum to help learners lead productive lives in the widest sense. British Values


research – see page 22.


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