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Citizenship Education,
Volunteering and Community
y Peter !ayes, Education
Director, C"V
Module "ummary
#IM The purpose of this training session is to clarify the
distinctions between volunteering and citizenship, showing
how volunteering by young people can be enhanced by
the support of adult volunteers and through community
Introductory acti%ity & 'The Ideal Volunteer(
Participants consider the characteristics of a good
volunteer through a life size outline to which qualities and
attributes are added and linked to body parts and the
citizenship curriculum.
Main acti%ity ) & Volunteering and *#cti%e+
Through a sort activity, participants come to an
understanding of formal or structured volunteering
they then re!ect on some mini case studies of how
volunteering activities can be transformed into citizenship.
Main acti%ity , & To-ards Community Partnerships
Two activities illustrate steps towards working with
partners to build e"ective relationships and contribute to
the citizenship education of all those involved. The #rst
e$empli#es the planning of a %itizenship day the second &
a role play & sees a partnership group working on a shared
Plenary acti%ity & Participants re!ect on the learning
points of the session and look at some aspects of
monitoring and evaluating the contributions of volunteers.
Participants -ill...
' understand that volunteering is more than about
good works
' develop an awareness of building a school ethos
around volunteering and the contribution of
community volunteers
' realise that partnerships with individuals and groups
from the community can enhance (active) citizenship
and make a greater impact
' re!ect on the value that volunteering can bring to
schools and their communities.
Citizenship Education,
Volunteering and Community
y Peter !ayes, Education
Director, C"V
Module o%er%ie-
The purpose of this training session is to clarify the distinctions
between volunteering and citizenship, showing how volunteering by
young people can be enhanced by the support of adult volunteers
and through community partnerships
The training looks at a range of types of volunteer and the activities
to which they can contribute. *s many schools #nd it challenging to
take active citizenship beyond the school gates, part of the training
o"ers some e$amples of developing partnerships to bring about
change in the community and give breadth to student learning.
/ecommended module deli%ery plan (+ hours)
,ach element is supported by information on the PowerPoint
0mins1 Introductory slides supplied 2y #CT
34 mins1 Introductory #cti%ity1 Creating 'The Ideal
-ivide the participants into groups of no more than . and give each
group a large sheet of wallpaper liner pre'cut to average human
height (c. / metres). 0ne of the group should lie spread out on the
paper and her1his outline is drawn around using felt'tip pen. *ll
members of the group then personalise the outline by linking
qualities and attributes of The 2deal 3olunteer to bodily parts (e.g.
hands show compassion by giving a pat on the back or a hug a
brain thinks logically about what is right and wrong.)
*llow /4 minutes for completion of 3icky 3olunteer (choose
suitable name) and stick the products on the wall using blue
tack1masking tape. *sk each group to pick out + points which they
felt were most appropriate for summing up their volunteers
qualities (54 minutes).
if space is limited, pairs could draw the body outline on an *+
size sheet and carry out the activity in a similar way.
67 & this activity will never fail to engage young people and
adults and all can play a part in the construction.
8inks to the %itizenship %urriculum & discussion of the qualities and
attributes of the volunteer will underline the disposition for taking
informed and responsible action (9ey processes, /.+). There are
also opportunities to e$plore links to the other key processes: eg
the volunteer should be proactive in problem'solving (/.5 b) and can
e$press views to others on the basis of their e$perience ( /./ a and
0 mins1 rie5y outline the purpose and structure o6 the
2t will be helpful to put volunteering (in schools) in conte$t,
e$plaining key points:
%;3 (%ommunity ;ervice 3olunteers) estimates that 55,444
people regularly volunteer in the <9 (-,=0; research)
*nyone who wants to volunteer can do so through registering
at their local 3olunteer 7ureau or online at and
3olunteering can be one'o"1taster part'time full time or
;chools in ,ngland are e$pected to encourage all their pupils
to volunteer
8ist some bene#ts of volunteering (see Powerpoint)
,mphasise that the support of older volunteers can help pupils
to achieve their learning goals.
#cti%ity )1 Volunteering and *#cti%e+ Citizenship
)4 mins1 #1 Is it Volunteering7
2n pairs give out the resource sheet 2s it 3olunteering? from
which they are asked rank the activities from genuine
volunteering to not volunteering at all. This helps to give
status to the notion of volunteering and to underline the point
that not everything counts. 2t also shows that formal or
structured volunteering is needed to enable certain kinds of
volunteering to happen and to be sustained.
8inks to the curriculum: selected e$amples here open up the
range of opportunities to participate in both school'based and
community'based citizenship activities (%urriculum opportunities:
,4 mins1 1 8rom Volunteering to #cti%e Citizenship
2n pairs give out the resource sheet 3olunteering to *ctive
%itizenship? The purpose of this e$ercise is to counter the notion
that volunteering equals good works equals making cups of tea for
old ladies. *sk participants to add an e$ample of their own and
share this with the rest of the group. 2mportantly the activity shows
how A,B8,%T206 can transform good works into political literacy,
a key plank of citizenship. Ae!ective practice (see PowerPoint)
needs to be more developed in schools and needs dedicated time as
well as taking a variety of forms.
8inks to the curriculum: all the e$amples illustrate how pupils can
participate in di"erent forms of individual and collective action,
including decision'making and campaigning (@ e) and re!ect on the
progress they have made etc. (/.+d)
Suggested break of 15 minutes
#cti%ity ,1 To-ards Community Partnerships
,4 mins1 #1 9etting to :no- ;ou
2n groups of @1., ask the participants to plan a %ommunity 6etwork
,vent for their own school(s). They will need the resource sheet
7lank ,vent Planner. *s an introduction, suggest that the aim of
the event is for groups in the local community to get to know each
other better and discover where strengths and e$perience lie so that
everyone works to their full capacity. ;uggest that when completing
the Planner, they could mark up which areas it would be most
suitable for pupils to organise and have responsibility for on the day.
6ote that this kind of event provides an opportunity for pupils to
map out what citizenship activities they could undertake in the
community in the future.
8inks to the curriculum. %urriculum opportunities @d, e and f are
relevant here. Participation in community'based citizenship
activities (@d) encourages pupils to work with people beyond the
community to address real issues and decisions @e addresses
collective action and a range of community partners is
encouraged in @f.
<4 mins1 1 Partners( Planning Meeting
*n activity for groups numbering between . and C, using the
resource sheet Aole Play a Partners Planning =eeting. * brief
introduction could draw out the fact that many issues facing society
today impact on both school and community, so representatives
from both need to put their heads together to solve problems to
mutual bene#t. 2n the real world this sort of activity shows that
pupils and adults can work together e"ectively to bring about
*llow /. minutes for the role play and 5. minutes for the
presentations and re!ection.
8inks to the curriculum. Aange and content statements (+) come
into play here. +(e) refers to the actions of Dgroups and in!uence decisions a"ecting communities and the
7oth activities help to show how needs of the local communityDare
met throughD.the voluntary sector (+ (g)).
,4 mins: Plenary #cti%ity
*s a whole group re!ect on how they can incorporate volunteering
and community participation into their citizenship teaching.
Aelevant issues might include:
Bind out from pupils what kinds of volunteering they currently
do or would be interested in taking up. ;ee how these might
link in with the schools programmes of study for citizenship.
Pupils may be involved in volunteer peer mentoring roles in
schools. This could be more PE;, than citizenship. Eow could
peer mentoring'type activity be adapted to #t citizenship
8ook at ways of developing Foint pupil and adult teams of
volunteers to develop school and community proFects. This
could have particular relevance to the e$tended schools
Think about conducting a community audit of human
resources. Gho is out there who can help us, or with whom we
can work on citizenship activity? Ghat specialist
knowledge1skills might they have? Ghat can our school1pupils
o"er to them?
2nvestigate ways in which your school could develop active
citizenship through linking with networks of local partnerships
e.g. The 7ig ProFect a city'wide partnership led by the local
A;* (Aoyal ;ociety of *rts) including the %ouncil, the
%ommunity *rea Partnership, the 8ocal *rea 7oard. This would
enable students to identify community issues of concern and
tackle them with a range of local support.
)4mins1 Completion o6 #CT e%aluation 6orms
/esources re=uired
ProFector and computer
8ining paper
Belt tip pens
7lue tack1masking tape
Aesource sheet 2s it 3olunteering?
Aesource sheet 3olunteering to *ctive %itizenship?
Aesource sheet 7lank ,vent Planner
Aesource sheet Aole Play a Partners Planning =eeting
Use6ul lin>s and resources
*ssociation for %itizenship Teaching
%ommunity ;ervice 3olunteers
www. communityservice .org
Volunteering England
Is it Volunteering?
An employee goes into a
local school as a reading
partner for an hour a week
during work time.
You organise an auction to
raise money to buy your
local football team a new kit.
A college student gives
classroom support in a
primary school: an
afternoon a week for one
term. This experience
provides course credit.
A boy goes to see his
grandfather every Friday
and tidies up the garden.
You volunteer to do the
housework to help your
mother out.
A senior citizen provides a
car service for disabled
pensioners and claims his
transport and lunch costs.
A group of students visit a
local hospice during
citizenship lesson time as
part of a topic on respite
A bank worker uses the !
for ! scheme offered by his
employer to match fund the
money raised at a local "fun
A group of sixth formers set
up and run an after school
You help a group of friends
with a local leaflet "drop# for
their Young $nterprise
A day release prisoner helps
out in a local library once a
A parent mentors younger
students after school.
Rank the activities above from examples of genuine
volunteering to not volunteering at all?
How would the activities as a group help you to define
the parameters of volunteering?
Is it helpful to distinguish between formal or
structured volunteering programmes led by voluntary
and community sector organisations! and informal
volunteering organised by individuals or small groups!?
Volunteering to active citi"enship?
A group of young people
developed a pro%ect around
visiting elderly residents in their
own homes. They acted as good
companions to the seniors who
often made them cakes.
&eflection back in school led to
discussion of issues around the
basic pension and how seniors
might struggle to make ends
meet. The young people began
a campaign to draw attention to
the plight of the elderly.
For her community placement' a
young volunteer gave support at
a residential home where many
of the seniors suffered from
forms of senile dementia. (he
did lots of cleaning %obs and had
some opportunities to talk to the
)er reflective diary' which
informed a resulting piece of
coursework' noted her desire to
improve the fre*uently
unstimulating environment
which the older people
experienced. )er letter to the
home managers made positive
proposals for change.
Year !+ students organised a
fundraising activity for &ed ,ose
-ay and planned to do a fashion
show. The money raised would
go to support children in need in
A circle time discussion
revealed concerns about the
cost of clothes and wage levels
in parts of the Third .orld.
(tudents decided to form a link
with a school in (outh Africa
and to share experiences with
their peers there. The fashion
show featured Fairly Traded
Y!/ students at a special school
012-3 were asked by the local
council if they would like to plant
flowers in raised beds at the
entrance to the park opposite
the school.
The student group decided that
they would experiment with
different types of flower at
various times of the year and
asked park visitors which they
preferred. The pro%ect
developed into a social
enterprise for providing popular
flora to local residents.
#vent $lanner
$urpose of
&imetable of
)umber of
people attending
the event
)umber and
names of staff
(adults or
Venue details
Room layout
Health and
Role $lay a $artners $lanning (eeting
4roxborough 5ouncil is concerned about issues of substance
abuse taking place outside' and possibly within' some of the local
schools. 6t has decided to award a grant of 7+++ to a group or
organisation which can come up with the most effective plan for
tackling the issue. The 1orningtown $xtended (chools 5luster has
decided to apply.
-ivide the teachers into small groups' each of which is given a set
of cards with roles to play at the planning meeting:
T$A1 &$9.
FA6T) =&:;9
&$9. 0!3
&$9. 0/3
=roups report back on their plans and a vote taken as to which
should win the award. &eflect on what has been learned from the