4. “Should we do the Active
Citizenship module of the IOE
Citizenship PGCE this year?”

8. • Today’s Task: Devise and present a plan to the rest of
the cohort answering points 1 to 5.
1. What is your issue? Who is involved? What roles do
they play in the situation / issue? Think power, interests
etc.
2. What are the ‘positions’ involved and/or what are the
arguments for and against?
3. How can you conduct your secondary research?
What/where are the appropriate sources?
4. How can you conduct your primary research? Can you
survey anyone? Can you ask any experts / organisations?
5. Who will do this research and why? When will they do it
by? What will success look like?
Do desk / field research to evidence and justify your position.

9. QUESTION.MASTER
What issues
concern you most
in the local area?
Out of the following
issues, which
concerns you most?
Can you suggest a
realistic solution
that will help tackle
the issue in the
local area?
How does this issue
affect the
community?
Who do you think
should responsible
for sorting out the
issue? Why?
What do you think
causes the issue?
If you could
personally do
something to make
a difference to this
issue, what would
you do?
_____________
____________?

10. Well known people /
celebrities
Members of Parliament
Local Councillors
Head teacher
Local places of worship,
youth clubs, community
groups, associations &
charities
Senior Leaders / Management
Local Press
Council Officers
Head of Services – e.g.
Borough Police
Commander, Head of
Children’s Services
Mayor of Borough
Governors
Businesses
Philanthropists
National Press
Students / young leaders /
school council
NGOs QUANGOs

11. • Communicate with a power player to try to
influence their view / position / action
1. Who are possible PPs (decision-makers)?
2. Why?
3. What will you communicate? (your position,
arguments, counter-arguments)
4. What questions will you ask them?
5. Who will be your delegate to conduct the
interview?
6. Evidence your progress on your blog

12. Power Players
(People in Positions of Power or Authority)
• People with knowledge of the issue and/or
influence on the issue in some capacity could
be considered to be in ‘positions of power and
authority’

13. • Take action to make a difference to your issue
1. What is your aim? (e.g. To raise awareness /
influence a decision-maker)
2. Who is/are your specific target audience?
3. What method will best achieve your aim? (stunt,
event, film, negotiation...)
4. What materials (film, media, resources etc) could
help?
5. Who can you ask for advice?
6. What is your plan of action?
7. Evidence your progress on your blog

14. • Conclude by demonstrating your learning
and assessing your impact (use your blog to help
recap)
1. What have you learned? (consider your
knowledge, skills and confidence)
2. How far did you achieve your aim? What impact
did you have?
3. What went well? What could have been better?
4. How have your own views on the issue changed?

17. Write-up
• Complete the ‘Response Form’
• Supervised
• Timed
• At different stages through the year
• Completed individually
• You are allowed ‘notes’

18. Evidence
• 5 pieces of evidence are needed in total to
exemplify:
– Issue chosen
– Communication with power players
– Skills used

19. What you have to do
1. Students will have to choose an issue related to
one or more of the nine range and content
areas in the specification to enable them to...
2. Carry out an activity that is interesting and
relevant to them.
3. Students will then have to complete all four
sections of the Controlled Assessment Response
form under supervised conditions. This write-up
should not take more than 3 hours and this time
can be split into separate sessions.