Teach Secondary Issue 14.7

+ The lessons from the Child Q case that the profession can’t ignore + Why high expectations are integral to effective behaviour management + ASCL lays out its roadmap for a sustainable education system + How a photocopying failure threatened one teacher’s future career... + Are the government’s AI priorities the right ones? + Why investing in sustainable construction projects on your school site may be more affordable than you might think + The urgent case for identifying ADHD symptoms as early as possible CONTRIBUTORS PAUL BANKS CEO, Chelmsford Learning Partnership BEN LINDSAY OBE CEO, Power The Fight ROBIN LAUNDER Behaviour management consultant and speaker MADDIE MICHIE Private tutor SARAH TEMPLETON Managing director, Headstuff ADHD Therapy LEARNING LAB IN THIS ISSUE CIVIC RESPONSIBILITY Thinking about … W e’re not just adults-in-waiting; we’re active members of society. ” Those are the words of Alex Nurton, vice-chair of The UKYouth Parliament’s Campaign Committee. It perhaps shouldn’t come as a surprise to see the government lower the legal voting age, partly in recognition of the role young people now play in their communities – but in the face of the biggest change to UK democracy since the late 1960s, how can we ensure that children and young people possess the skills and knowledge they’ll need to make responsible use of the ballot box? A school’s role is to prepare students for life beyond the classroom. This includes developing social and emotional skills, and cultivating an understanding of societal values and expectations. And since we now live a world where we’ve never beenmore connected, it’s vital that our young people can think critically, analyse information and solve problems. At Chelmsford Learning Partnership (CLP), we believe that the process of empowering students to create positive change begins bymastering active citizenship skills, such as communication, collaboration and empathy. This way, students will be equipped to address some of the biggest challenges the world currently faces – not least climate change – and will leave a tangible impact. One way of fostering these skills is to encourage student-led conversations – via a debate club, for example, which would help students develop agency and a better understanding of different perspectives by discussing real-world issues and analysing opposing beliefs. A simple research project on a topic affecting young people – such as ‘ Shouldmobile phones be banned? ’ –will show them how to challenge misinformation, and could be useful for encouraging independent research and evaluation. Our schools also encourage students to volunteer within their local communities, be it through The Duke of Edinburgh’s Award scheme, or via other organisations. One of our schools recently formed a ‘Be Their Lead’ group composed of young female and gender-diverse students, whose aim was to learnmore about civic responsibility through direct community engagement. For its latest project, the group collaborated with our local authority and law enforcement, as well as a support charity, to explore ways of creating safer public spaces for female and non-binary people. Projects of this kind empower students to find and use their voice, but also serve to strengthen their feelings of belonging and community responsibility. We can also create opportunities for students to apply what they’ve learnt in the classroom to practical scenarios, so as to deepen their understanding of the electoral process and its impact on millions of lives. Student councils and committees can provide meaningful ways for students to voice their opinions and influence decisions that affect themwithin the school. By communicating clearly with student representatives and factoring their feedback into the decision-making process, schools help to build trust and prevent apathy. Today’s students have the potential to become powerful, positive change- makers. If we want to ensure that they leave school as active and engaged citizens, then we’ll need to help them build the necessary skills and knowledge – ideally before they use a ballot box for the first time. ABOUT THE AUTHOR Paul Banks is CEO at the Chelmsford Learning Partnership; for more information, visit clptrust.com 75 teachwire.net/secondary L E A R N I N G L A B