Welcome to Citizenship Action!
Ever felt like something in your community just wasn't right? Maybe there's too much litter in the park, or perhaps you think the voting age should be lowered. Citizenship isn't just about learning facts from a book; it's about taking action. This chapter focuses on how you can move from being a "learner" to being an "active citizen." We will explore how to plan, carry out, and evaluate a project that actually makes a difference.
Don't worry if this seems like a lot to do! Think of it like a journey: you start with an idea, gather your tools (research), and work with your team to reach the finish line. By the end of this, you’ll have a project that accounts for 15% of your total GCSE marks.
What is Citizenship Action?
According to the OCR syllabus, Citizenship Action is a planned course of informed action. This means you don't just "do" something on a whim. You research it, plan it, and do it to address a citizenship issue or a question of concern.
The Goal: To deliver a benefit or change for a particular community or wider society.
Analogy: Think of it like being a doctor for society. First, you find the problem (the issue), then you research the cure (the action), and finally, you check if the patient feels better (the evaluation).
The 8 Super-Skills of an Active Citizen
While you are doing your project, you aren't just "helping out." You are practicing eight specific skills that examiners look for. Here is a simple way to remember them using the mnemonic "R.I.P. C.P.A.C.E.":
• Research and Enquiry: Finding out what the problem is.
• Interpretation of Evidence: Looking at your facts and deciding what they mean.
• Planning: Working out the "who, what, when, and where."
• Collaboration: Working together as a team (citizenship is a team sport!).
• Problem Solving: Figuring out how to get past obstacles.
• Advocacy: Representing a point of view to people in power.
• Campaigning: Raising awareness to get others to support your cause.
• Evaluation: Looking back to see what worked and what didn't.
Quick Review: You must show you have used all of these skills in your written statement and your exam answers!
Gathering Your Evidence: Primary vs. Secondary
To make your action "informed," you need evidence. There are two types you must use:
1. Primary Sources
This is information you have gathered yourself.
Example: You create a survey to ask students if they feel safe walking home, or you interview a local councillor.
Memory Trick: "Primary" starts with "P," just like "Personal" research.
2. Secondary Sources
This is information gathered by someone else in the past.
Example: Using statistics from the news, reading a government report, or looking at a charity's website like Amnesty International.
Memory Trick: "Secondary" starts with "S," just like "Second-hand" information.
Key Takeaway: A great project uses a mix of both. You need the "big picture" from secondary sources and the "local picture" from your primary research.
The 6-Step Game Plan
The OCR syllabus outlines six stages you must follow to be fully prepared for your assessment. Let’s break them down:
Step 1: Identify and Research
Work as a team to pick an issue. You must link it to the syllabus. Ask yourself: What are the rights and responsibilities involved? How can media help us? How does the law protect us?
Step 2: Different Viewpoints
Explain your own view, but also find out what other people think. In Citizenship, there is rarely just one "right" answer. You must show you understand diverse perspectives.
Step 3: The Plan
Use your research to decide on an action. This is where collaboration is key. Who will do what?
Step 4: Take Action!
This is the "doing" part. It must involve problem-solving and advocacy (speaking up for an issue).
Example: Meeting with your Headteacher to discuss school recycling facilities.
Step 5: Critically Evaluate
Be honest! What went well? What was a disaster? What would you do differently next time? Examiners love it when you can spot your own mistakes.
Step 6: Understand the Impact
Think about the "ripple effect." Did your action only help your classroom (local), your town (national), or did it address a global issue? How could you make the project even bigger?
Common Types of Action (with Examples)
You don't have to change the world overnight. Here are the types of action the syllabus suggests:
1. Raising Awareness: Planning a school presentation for Fairtrade Fortnight or World AIDS Day.
2. Lobbying Decision-Makers: Meeting with local councillors to talk about recycling bins in your park.
3. Campaigning: Joining a campaign run by a group like Amnesty International to support human rights.
4. Community Projects: Organizing an international food evening at school to help people get along better (community cohesion).
Avoiding Common Mistakes
• Mistake: Only doing the action without researching first.
Fix: Always start with your Primary and Secondary sources to show your action is "informed."
• Mistake: Forgetting to link to "British Values."
Fix: Mention how your action supports values like democracy (voting on ideas) or mutual respect.
• Mistake: Thinking "Advocacy" is just talking to your friends.
Fix: Advocacy means talking to someone who has the power to change things, like a teacher, a manager, or a politician.
Summary: The "Big Picture"
Citizenship Action is worth 15% of your GCSE. It’s your chance to show you aren't just a student, but a person who can identify, plan, act, and evaluate. Keep your research balanced, work well with your team, and always ask: "How is this making a positive change?"
Quick Review Box:
• Action = Benefit or change for a community.
• Primary = You did it. Secondary = They did it.
• Evaluation = The most important part for your marks!