• Combining different forms of provision
• Voluntary and community-based activities
• Specially developed citizenship programmes
• Within other courses and qualifications
• Citizenship events
• Research projects
• Group tutorial programmes
• Representative structures

Combining different forms of provision

It is likely -and desirable- that organisations will combine several forms of provision to suit the needs of their young people and to reflect their particular setting (school, college, the workplace, training, youth or community organisations).

Provision for post-16 citizenship can either be organised as specially designed, discrete activities, events or courses, or it can take place through and alongside existing learning programmes, courses or activities. For information about planning content and activities see 'Planning provision'. The main forms of provision used for post-16 citizenship programmes and activities are:

• voluntary and community-based activities, for example citizenship projects and campaigns
• specially developed citizenship programmes, sometimes leading to citizenship qualifications and awards
• components of citizenship within other courses and qualifications
• events (for example citizenship conferences)
• individual and group research projects (for example those that link to key skills or a personal challenge)
• group tutorial programmes, citizenship as part of a pastoral or tutorial group activity
• representative structures (for example youth or student councils, unions, advisory groups and forums).

Although most post-16 citizenship programmes will end up including a variety of these different forms of provision, many projects are likely to start off small, with just one or two. The aim of the following sections is to help organisations choose the best forms of provision to meet their needs. A summary of the benefits and considerations is given for each.

Voluntary and community-based activities

These might include citizenship projects and campaigns.

The benefits of this form of provision are that it:

• creates links with the wider community
• gets young people involved in real situations, new things and wider activities
• is enjoyable and motivating for young people (involvement is often voluntary and informal)
• allows the delivery and development of evidence for key skills.

When planning to use this form of provision:

• allow time to set up and maintain links with the wider community
• allow time for young people to investigate issues and reflect on their participation
• consider how to encourage all young people to participate.

Specially developed citizenship programmes

The benefits of this form of provision are that it:

• creates a separate subject identity for post-16 citizenship
• provides an opportunity for expert input
• enables planning for progression and assessment
• can be monitored and evaluated effectively
• supports citizenship accreditation by leading to qualifications and awards
• allows the delivery and development of evidence for key skills.

When planning to use this form of provision:

• try to ensure that citizenship isn't seen as the responsibility of just one person (this can discourage a whole-organisation/team approach)
• consider how to train citizen specialists
• enlist the support of senior management
• allow a time slot for the programme.

A list of citizenship qualifications and awards is available in Appendix 1 (page 43).

Within other courses and qualifications

Components of post-16 citizenship can be provided within other courses and qualifications, for example A levels or Modern Apprenticeships.

The benefits of this form of provision are that it:

• can give citizenship work greater relevance
• enriches other subjects
• enables young people to make connections between citizenship and other courses
• allows the delivery and development of evidence for key skills.

When planning to use this form of provision:

• try to avoid the risk of token citizenship
• make sure that young people get enough experience of active citizenship
• try to maintain consistency in citizenship across programmes
• train subject teachers in citizenship knowledge and participatory approaches
• allow extra time to meet both citizenship and subject/course objectives.

Citizenship events

These might include a citizenship conference, human rights day, fair trade week or mock elections.

The benefits of this form of provision are that it:

• allows in-depth work in a specific area (often delivered off-schedule)
• can be high profile
• encourages young people to feel ownership of their work, especially if they have a say in choosing or planning the topic and organising the event
• can attract high-quality external contributors, speakers and visitors
• enables young people to participate in wider activities
• allows the delivery and development of evidence for key skills.

When planning to use this form of provision:

• consider collapsing the schedule, timetable or programme
• ensure that all young people involved participate fully
• think about how you can build in opportunities for young people to develop analytical and critical abilities
• allow time to prepare for and follow up the event, including reflection on learning
• encourage a wide range of staff and young people to work together and participate fully
• consider the resources needed.

Research projects

These might include individual and group research projects, for example projects linked to key skills or a personal challenge.

The benefits of this form of provision are that it:

• involves young people in choosing the citizenship issues to investigate, which gives their work relevance and increases their motivation
• enables young people to work at their own pace and level
• can be fitted into any length of programme or activity
• offers potential for young people to act as researchers or consultants for others
• allows the delivery and development of evidence for key skills.

When planning to use this form of provision:

• try to ensure that young people get enough experience of interactive learning and working with others
• allow time for one-to-one reviews, to check the citizenship focus and learning
• consider how to assess citizenship and key skills
• explore the possibility of small-group work
• think about how to get young people involved in follow-up work.

Group tutorial programmes

These might be part of a pastoral or tutorial group activity.

The benefits of this form of provision are that it:

• builds on a natural link between citizenship and personal development
• makes the most of the flexibility of tutorial programmes
• provides opportunities for reviewing and reflecting on citizenship learning through one-to-one tutorials
• allows the delivery and development of evidence for key skills.

When planning to use this form of provision:

• consider whether the tutor room might restrict teaching approaches
• ensure all tutors have training and support in citizenship
• consider how to ensure consistent and high-quality delivery across all groups
• produce materials and delivery strategies.

Representative structures

These might include youth or student councils, unions, advisory groups, forums and committees.

The benefits of this form of provision are that it:

• encourages a whole-organisation approach that involves and listens to young people's views
• gives young people the opportunity to learn from real-life activities
• involves young people in decision making, which gives relevance to policies and activities
• allows the delivery and development of evidence for key skills.

When planning to use this form of provision:

• allow time to set up and maintain mechanisms (where they don't already exist)
• consider whether there will be enough time to develop young people's underpinning knowledge, so that participation is informed
• allow young people time to reflect on their participation
• consider how to ensure all young people participate and get regular feedback about decisions.