developing citizenship final - programma llp · developing citizenship in schools • “key...

Developing citizenship

in schools

Vico Equense24-29th November 2009 HILARY CREEK

Developing citizenship in schools

• “Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment”.(1)

(1) The Key Competences for Lifelong Learning – A European Framework is an annex of a Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning that was published in the Official Journal of the European Union on 30 December 2006/L394/)

(2) Documento di indirizzo per la sperimentazione dell’insegnamento di “Cittadinanza e Costituzione”, 4 marzo 2009, p.14

• Key competence no: 6, social and civic competences, is that which should have been acquired by the end of compulsory schooling.

• “Schools must be or become an educational community where students are offered the opportunity to grow and develop not only at the academic but also at the human and cultural level”. (2)

• The school’s task is to form future citizens, responsible, participative, active citizens, able to identify and develop the necessary skills and competences which will help them to “participate in an effective and constructive way in social and working life in increasingly diverse society”. (1)


(1) Key Competence 6: A European Framework 30.12.2006/L394/) op cit

• To do this the school cannot act alone but must, cooperate and work with other institutions, sectors and areas of society, so as to allow students to become active citizens.


• The Italian School Reform in Sept 2010, makes Constitution and Citizenship a specific, compulsory, subject within the school curriculum.

• It has to be constructed as a recurring theme within all activities inside and outside the classroom...

• But Citizenship cannot be confined to one lesson per week

• A common task shared by:

students - teachers - head teachers - institutions

the whole community – inside and outside the school.

• Inter-disciplinary programming - using modules and helping students to make the link between what they learn in one subject and what they learn in another.


• Each teacher, subject, sees what part of their programme is or could be relevant to the theme of each module and …

• ... if they have something they put their contribution into the class “pot” and help students to make the links.

• Many classes are working on citizenship, Constitution and human rights modules this year.

Bassano del Grappa

Liceo G.B. Brocchi

Founded 1819

2050 students

179 teachers

44 Administration & Services personnel (A.T.A)

Catchment area: 63 local districts3 provinces

2 Sites

5 Courses of Study

Classics

Modern Languages

Scientific

Social Sciences

Scientific-technological

Pole School

MEP Model European Parliament

YPAC Youth Parliament of the Alpine Convention

Lead School for European Schools Council, Sharing projects

Comenius projectsLeonardoSchools developmentMobility

Exchanges

Leads inter-regional network working on education for European citizenship

Long term project working on the themes of Equality and on equal opportunities for women with schools Universities, Local Councils, etc.

Trinity Exam Centresub-centre for Cambridge Examinations

English French German Spanish

Language certification courses

ECDL

“Sandwich” courses

Work placement (stage) for 17/18 year old students locally or abroad

2 post diploma courses

Ongoing project to cut student drop-out rates

Network Project Constitution Glocally

GLOBAL + LOCAL = GLOCAL

Costituzione Glocal - Mente

Constitution Glocally Costituzione Glocal - Mente

INTER-REGIONAL * Istituto Tosi of Busto Arsizio for the Lombardy Region

Canova

Scotton Brocchi

Parolini

ALL ARE INVOLVED IN CONSTITUTION GLOCALLY

Boscardin

* Istituto Mazzocchi of Ascoli Piceno for the Marche Region

NETWORKSPROVINCIAL

- peace, equality, respect for diversity, intercultural dialogue, respect for the Educate for environment and for sustainable human development;

Constitution Glocally

Aims of the projectEducate for:

- active citizenship

- democracy and participation (as being fundamental social values within society and from a glocal perspective)

- responsibility

Costituzione Glocal - Mente

Promote

- the critical capacities of a citizen who is careful to respect shared values at a local, international and global level

- knowledge and awareness of the principles and values of the Constitution, the European Charter for Human Rights and the main international documents that dealing human rights;


GLOCAL

Aims of the project


Fundamental themesKnowledge

Identity and otherness

-1948 Universal Declaration of Human Rights

- Italian Constitution

- The Charter of Fundamental Rights of the EU

- Regional, Provincial and Local laws

- Intercultural dialogue- Non discrimination: Shoah, apartheid, anti Racism, xenophobia

Documents


Humans and their rights

Equality and difference

BioethicsPeaceEnvironment and sustainable development

Fighting poverty

Equality

Equal Opportunities

Democracy and participation

Fundamental themes


Learning Objectives

Commitment to developing a climate of sharing and solidarity at school

Actively apply, at school, the values identified in the legislation analysed

Respect human rights and dignity in every situation

Active participation in various school and local organisations / bodies

Know how to act in a responsible manner, and do so accordingly


Strategies and organisation

The whole Consiglio di classe are involved in planning and carrying out activities and in evaluating competences.

Interdisciplinary programming which means …

Mainly Mainly cooperative learningcooperative learning methodologies are being methodologies are being adopted and teachers from diverse disciplines work adopted and teachers from diverse disciplines work together throughtogether through……

e.g. - in one 4th year class:• module: Educating for Citizenship - focusing on Human rights• subjects involved: Latin, German, Spanish, English, History, Philosophy


Teaching Materials and Methodologies

Content subjects topicsare linked to the everyday experiences of students

Analysis of currentevents and issues

Case studiesFilms, anddocumentaries

Videoconferences

Web quest

Simulations, role plays

Meetings with experts


Monitoring

- A conference will be organised at the end of the school year in which the results of these activities and student products will be discussed and evaluated

- Monitoring in in itinereitinere and self-evaluation of the process and final results and student feedback

• Started Sept 2006 • aimed at the new first year student class representatives• initially 3 teachers involved

Student representation

Objectives:• teach, train, students in group management and representation skills• encourage active participation in student bodies at all levels • render students as autonomous as possible and…• eventually pass organisation and management of the training course over to them.

Representation and ParticipationThe Best of Youth

2008: The first group, now third years, joined by second years, againtalked to the newly elected first year class representatives and took atutoring role: Teacher involvement - 40%

Procedures / Methods2006: Three teachers, ran workshops for the new first year student class representatives explaining the role and function of student representatives and principles of group management:

Teacher involvement -100%

2007: The first group, now second years, talked to the newly elected first year class representatives and explained what they as representatives were expected to do and became tutors, a point of reference, for the new class representatives:

Teacher involvement - 70%

A stable tutor group had begun to form and the next year they took over:

The Best of Youth Representation and Participation

EHI VECH! HAI IMPEGNI PER

VENERDI’ 13?!VUOI UN’ASSEMBLEA CHE

SPACCA?!

RITROVO: ore 14.00Sede Via Beata Giovanna

2009: in the words of Vittoria, one of the founder members of the group

“This year we students started back with the first year classes doing the training course ourselves. We started by showing a film: The ONDA, after which a lively debate started about the pros and cons of groups and about various scenes in the film which students had reacted to in very different ways, and not just the first year students present.”


“We simulated a class assembly, giving roles, at random to every student, such as a class representative, an active student, an annoying one, a lively one, a shy one, a teacher, etc. and asking them to act out that role. We would block the “assembly” when problems occurred, of incomprehension, and discussed / advised how these problems could be resolved should they occur in a real Assemblea di Classe.”

“After we accompanied them to every first experience at Brocchi: the first institute assemblies, the first class assemblies and their first class representative elections. We have become a sort of TUTOR for them, someone who they can call on whenever they need explanations or information”.

OPEN TO ALL STUDENTS

IN OUR LICEO

33 NOVEMBER 2009NOVEMBER 2009

from 14.00 to 17.00from 14.00 to 17.00

SALETTA BELLAVITISSALETTA BELLAVITIS

VIA BEATA GIOVANNAVIA BEATA GIOVANNA

UNDERSTAND MANAGE FACE CREATE

A GROUP

1° step of a training Course

All of us are invited!

Especially CLASS AND INSTITUTE REPRESENTATIVES

Plasma screen advert made for the second project meeting this year when showed thefilm The Wave (original: Die Welle) 2008

The PROJECT -

- I can make my experiences available to others to learn from: my errors, my improvements as class representative and my ideas about school.

- The two first class representatives who had me as “tutor” are now friends

- It's an opportunity to meet and support new students

- It's a role that helps you mature, improve yourself and, also improve the way you relate to other people.

- I can now maintain a peaceful atmosphere in class during assemblies.

BUT: Not everyone at school knows about this project, or maybe just isn’tinterested. Out of 2000 students only 50 meet regularly to work.

SO: Our aim now is to involve the whole school in our meetings.


success, non-success and progress to date – Student

The PROJECT

• a strong group of student trainers has now formed, willing and able to be tutors to other representatives

• difficult for some students to see this as part of education as it seems to be outside the school system parameters.

• difficult to create a group of teachers to “caretake” the activity

• lack of information is always a problem …. Many students did not know about the initiative so did not join.

Negative aspects:

Positive aspects:

THE PROJECT IS CONTINUING


success, non-success and progress to date: Teachers:

The project was set up jointly by:The Provincial Education Offices (Vicenza) Consulta degli studenti - (Student Committee for the Province)5 Senior Secondary Schools in the Province of Vicenza Pastorale giovanile – (Church organisation)Cooperativa Sociale “Il Mosaico” (for students with learning difficulties)

Paths towards Citizenship and Legality“Percorsi di Cittadinanza e della Legalità”

Responsible citizenship - Legality 1

Aims• promoting a culture of legality as the main path towards participatory Citizenship. • developing social and civic competencies for life-long learning • to put into practise the provisions of Law no: 160 of 30.10.2008 regarding “Citizenship and Constitution”


ActivitiesIn February/March they spend one week in PalermoStart disseminating material in their schools / organisations

Students – meetings – activities ….

Students5 volunteers (17/18) committed to disseminating the information

MeetingsSeries of preparatory meetings at Liceo BrocchiInter-partner meeting at Liceo Quadri in Vicenza City.

The Programme 2009 – 2010, so far, is- Preliminary meetings are with

the Chief Magistrate of the Province of Vicenza MILOUD

The students will be going to Palermo

Last year’s Palermo programme was………

• Meeting with Head-teachers, teachers and students from 3 Licei in Palermo, Termini Imerese, and Bagheria to discuss the issue of Legality.

• Visit to Brancaccio, Corleone and Cinisi - places associated with three antimafia activists who were killed by the Mafia - Placido Rizzotto, PeppinoImpastato and don Pino Puglisi.

• Meeting with Rita Borsellino at the place where her brother, a Magistrate, Paolo Borsellino and all members of his escort died in a Mafia car bombing.

• Meeting with the Chief Magistrate of Palermo, dott. Alessandro Marangoni, to learn about the history of Mafia organisations and reflect on the importance of every one of us respecting the law respecting the law.

• Visit to Capaci, where the car with Giovanni Falcone a Magistrate, his wife, and all members of his escort were blown up and killed on the motorway.

• Visit to a Cooperative which is cultivating land confiscated from the Mafia.


• Round Table on “ The culture of legality and development”, with G. Lumiafrom the National Antimafia Commission.

• Meeting people, visiting meaningful places increased the commitment of both students and teachers to promoting justice, legality and democracy.


Miloud is a French clown, who started working with children living on the streets in Bucharest Rumenia 1992. He now works with children in many different situations and has set up the PARADA Fondazione (Foundation) to organise this work. In 1999 UNICEF awarded him a prize “On the side of the Children” for his work for children’s rights. A film about his activities entitled Pa-ra-da was presented at the Venice Biennale in 2008.

Results

• The students set up various debates on the issues both in their schools and outside, in the community.

The school is taking part in a project run by theCentro di Studi ed Iniziative Culturali "Pio La Torre“ http://www.piolatorre.it/

• Started: 2006, in Sicily, for school students aged 16 -19

• Course: consists of five video conferences

• Aims: offer students the cultural tools to understand and recognise Mafia and to encourage anti-mafia critique and consciousness

• Numbers: approximately 60 schools, 4 to 6 thousand students, involved every year in the video conferences, they listen and at the end can intervene directly.

• 2009: the video conference was opened to students throughout Italy.

VIDEO-CONFERENCE PROJECT

This year (the first year outside Sicily) five classes of 18 – 19 year old students in Brocchi are taking part.


Programme - videoconferences2009-2010

23.10.2009 – Between past and present, what are the Mafia today in the era of globalisation; 23.11.2009 – Historical social and political opposition to the Mafia and the rebellion of entrepreneurs; 20.01.2010– The role of women in criminal organisations and in the Anti-Mafia; 25.02.2010 – Ecclesiastical hierarchies and the Mafia phenomenon; 24.03.2010 – The role of information and victims in the struggle against the Mafia: from investigative journalism to phone calls interception.

ANTIMAFIA EDUCATION PROJECT


Sometimes the means can be as educative as the end

PEER TUTORING

Peer tutoring = students helping students

Developing citizenship competences

CLIL

Clil methodology - cooperative learning - is in itself a contribution to developing civic and social competences.

NOT ONLY WHAT YOU LEARN BUT HOW YOU LEARN

*Education for the Future European Citizen by Tutoring

Comenius 1 project – EFFECT* – (2007 – 2009)

A teacher (or the Consiglio di Class) proposes peer tutoring to his/her students, from 1 to 5 (or more if possible), selects the peer from his/her class (or from others), arranges the topics, the material, the timetables (usually in the afternoons, at least 5 meetings.The families of both tutors and tutees must be informed and give their assent .The tutor is given a register to record attendance, dates of lessons, topics covered.Tutors receive a small payment and a school credit at the end of the year.

Since January 2009 Peer tutoring has been official policy for supporting students / remedial teaching at Liceo Brocchi

Procedure

PEER TUTORING

CLIL1) - CCLL Common Constitution and Language LearningComenius Multilateral network (2008 – 2010)

12 countries (16 Education Institutions) DE (c) (2), AT, BG (2), CZ, FI, IT, HU (2), NL, PL (2), RO, EST, UK - Teachers and educators

Developing CLIL modules in English and German to teach about European citizenship and the European Constitution – testing them in the diverse countries involved

2) - ACTION RESEARCH ON CLILComenius Multilateral Partnership (2009 – 2011)

Plan, construct and test modules for stds 15-17 years in the main common disciplines which could form the basis of a (European) common curriculum and promote integration through language and through the study of common topics for students. Modules developed at 2 levels A2+ and B1+ CEFR in English, German, Spanish, Catalan, Italian and Polish; EQF will be used for assessment.

4 countries - IT (c), DE, ES, PL – teachers and groups of students

EXCHANGESA multicultural, multi-perspective and multilingual project

Languages: English, German and Italian

Countries: Italy, Germany and the Netherlands

Theme “Europe – yesterday, today and tomorrow”

Europe yesterday = history of the EU

Europe today = the student exchange as a concrete European experience

Europe tomorrow = perspectives for the future of Europe