Lesson video

Hello, everybody, and welcome back to the unit, how can we make a difference in society? And we're at lesson six, the last one in the unit.

So hopefully you found somewhere that you can find a little space of your own and get away from as many distractions as possible, turning off those phones and notifications.

And if you are using your phone to learn from, again, turning off the notifications, so your attention is on me and the learning of the lesson until we have completed.

And this would be the completion of the unit.

So I'm hoping by now that some of you will have had the opportunity to take part in some active citizenship or certainly be planning or well ahead in your planning.

Because today the focus is going to be all about how to evaluate and reflect on your projects and see just how well you've done.

It's just going to be all about celebrating that brilliant work that you've been doing.

If you have got your notes to hand from previous lessons, please do go and get them, they'll be very helpful.

And I'll meet you in just a moment to tell you what you need.

Welcome back, everyone.

And this is the last time in this unit that I'm going to remind you that we need to be ready to think for today's lesson, and of course, please have something to write on and write with.

And if you have got those notes from other lessons, that will be wonderful.

So you haven't got those with you, please feel free to pause the lesson and go and grab yourself some, if you have, and you're ready to go, let's start today's lesson.

But we will recap then of what we're going to be doing for today.

What skills have we used so far we're at the end of the unit, so by now you should be getting, I hope some pretty expert skills under your belt and feeling really confident with the kind of things that you can do.

We're going to think about what impact is in terms of your access So what have you actually changed? What benefit have you caused in the better and how can you measure that impact? And then how can we communicate our impact effectively is the final stage.

How can we let other people know just how fantastic we are at doing active citizenship, because it's a really, really important thing that you guys get to be celebrated for the wonderful work that you're doing So moving along nicely then into thinking about these skills, which ones have you used by now and how have you used them? I'm guessing that you are pretty much expert now at a lot of these and have certainly developed some new projects.

And so it's the new skills over this projects.

And today we will be looking at the last skill on the list.

That's ideally evaluation.

You may have used some evaluation skills already, but we'll certainly be developing those through this lesson.

So if you'd like to pause the video now and complete this task, I'll see you in just a moment.

Welcome back everybody.

And you might remember this active citizenship cycle that we looked at in a previous lesson.

So the purple stayed at the top was all about to get a planning and you can see there's lots of sections there that we went through in the last time we've spoke about this cycle.

We were actually talking about the planning section.

The darker purple at the bottom is that take action bit.

Now, as much as I would like to, have been involved in those actions and seeing what was going on in those schools across the country, unfortunately, that's just not possible at the moment.

So that was down to you guys to organise on your own with the help of your fabulous teachers out there to see what kind of active citizenship you can do in your own schools and your own communities.

So this bottom part of the circle that was all on you and your teachers to support you with that as well.

So I'm sure there's some fantastic stories out there that we hope we get to learn about here at Oak National.

And today we're focusing on the final part, the blue part, step seven, all about measuring the impact.

So you can work out just how proud of yourselves you really need to be.

Okay, so let's move on and find out just how we're going to do that.

So, what is impact? Impact is description of the difference we have made through our citizenship actions.

It includes describing how well we've achieved our targets or goals.

And what we have learned through the process of taking action.

Impact can be short, medium, or longer term.

It can be individual or collective, it can be local national or global.

So impact is really a broad outcome of the action that you've taken.

And it's really important that you're able to identify which kinds of impacts you're talking about.

So one thing that you can do in order to identify what your impacts and what your contribution has been is to look at some of the discussion questions I have on this slide here.

And you can also find it on a worksheet attached to this lesson.

And this is an activity that you can complete with your group and also on your own.

And you can see that actually, although we're talking about evaluation, right at the end of our unit, you can also think about evaluation as you go through.

And some of these things we have already done.

So we already talked about what would count as success and how you would measure your action when we were setting our targets.

You've probably thought about how to get feedback from people when you were gaining their views.

And you may have already thought about how to celebrate and publicise the achievement of your action.

So hopefully you will be able to make some notes on your own role and contribution in this table and think about how you made such a big difference to the actions that you have completed.

So when we're looking at assessing your impact, some of the simple questions we can ask our respondents, look at how successful you've been at reaching your targets.

What difference have you made? How do you know about this difference? Is there any long lasting impact to your action? Because what we often find is the action seems to just last for the day or the weeks that you're doing it, but in reality, some of that action lasts for a lot longer.

For example, if you've educated someone about an event, you might find that that education lasts and stays with them for the rest of their life.

And you've helped them get a better understanding and a better view about something than they've ever had before.

So in which case, you've created a longer lasting impact.

If you've campaigned or lobbied for a clink in a policy, at a school or at a local government level, and that policy stays in place, then again, you've got 80 lasting impact.

So these are the kinds of things that you need to recognise within your action, depending on what you've managed to do.

Let's have a recap on where our homelessness action group have got to.

Last lesson, we left Tyler, Shabana Alia and Zofia completing their planning.

They were selecting the best form of campaigning to support their aims and targets.

Time has passed and the Homelessness action campaign has taken place.

So let's see how they did.

Let's remember what they were trying to do.

Their aims are quite straightforward and they had a range of targets that they needed to meet.

They put data into that target, so percentage number, because they thought it would help them to work out whether or not they've been successful.

Their target group, as we identified previously was quite often the students at their school, but in one case, they were talking about people in their locality, in that town.

So then they identified the actions that they would like to take in order to meet their targets.

And here we see on the final actions that they decided on, they went into lessons to teach classes and they made a video to show the classes.

That's how they were going to teach a hundred students.

To persuade 50% of them to tell somebody else about the issue.

They made a leaflet so that these people could pass on the message.

And they also made a social media slide that could be shared.

To increase by 20% the number of people who support rough sleepers in the town, they campaigned using the school social media to get more donations.

And they wrote a newspaper article asking for support.

To increase the number of peoples in the class that knew where rough sleepers could go for support, the group made posters with all the details on, and they did a presentation during the lesson, showing a video about the local charity that they had been researching.

The final outcome or aim that they were working towards was to see an increase in donations from the school for the local charity.

So the action team got together and organised a donation campaign to collect items, and they promoted the campaign using posters and the school's social media.

So they used the school's website to promote what they were collecting.

And that way they made sure that all year groups and also parents were aware of what they needed to collect.

So now it's time to assess the impacts and find out how successful the team have been.

When they set their targets they use percentage targets to see an increase in the figures, in order to see what impact they have made.

The group needed to collect data before and after.

I mean, I'm sure we can all agree that the group has been very busy.

They certainly taken a lot of different actions, but let's just find out how successful the impact of these actions have been.

So aim and target number one, this is the one connected to teaching other students and persuading 50 of them to spread the message, so tell somebody else.

The group found it easy to meet target one.

Alia and Shabana worked together and planned and recorded the video to use to teach the younger students.

Tyler created a worksheet for the students to complete with the video to see how much they understood.

They went into six classes with the video and worksheets.

Each class had 25 students in, so they actually exceeded their target.

So in terms of reaching a hundred students, they did that and they met even more.

So the group feels fairly happy about reaching target number one.

For the second part of the target, Zofia made a leaflet and organised getting copies made for the students.

Tyler created social media slide, which the team shared on the school's social media channels.

At the end of the lessons, the leaflets were handed out.

Students were asked to talk to somebody who was not in the lesson and encourage them to learn more about homelessness in the town.

A week later, Shabana went back to the classes to collect the numbers of people who had shared the leaflet or social media page.

In year nine classes, it was not 50%.

However, in year seven and eight, it was over 50%.

Therefore overall this target was met.

So so far, two out of two targets have been met for the group.

So they've had quite a big impact.

Aim and target two then.

This one was about helping to make more people aware of rough sleepers.

And the target group for this one was different.

It was to increase the number of people who support rough sleepers in town.

For this aim, the group wanted to raise awareness in people outside of school.

However, the team soon realised it was hard to find out what people already knew and to get information to them.

They didn't give up though.

There's that idea of resilience guys.

Sometimes you just have to think about a different way and keep trying.

Through the school media site, they asked parents and friends OF the school to answer a short poll, to see if they're aware of how to help rough sleepers.

Not many responded at all.

The school has 1,200 pupils and only 45 people answered the poll.

Of the 45 people, 50% did not support rough sleepers at the time of answering the poll.

So they did try to get hold of local people.

And as they didn't really know how to go about that, they thought, well, our parents and people that use the school website, they are local people.

So we'll use that as a way to get access to information.

So the action group then began a social media campaign via the school asking people to support more.

Alia wrote a newspaper at school for the local newspaper and sent it off with a picture of the team.

It appeared in the paper, explaining what they were doing, what the local charities gave rough sleepers and how local people could help.

The school had the newspaper article on its social media and school website as well.

The team ran another poll asking if people knew how to help rough sleepers.

This time 80 people responded, 60 people knew how to help, and 45 said they had helped recently.

So after that publicity, and after that action, it appears that more people were aware and more people were helping.

So obviously by the team contacting people and perhaps it was friends of their classes and perhaps it was parents or guardians or aunts or uncles or anybody that they'd been speaking to, or the had read the newspaper article.

They were now engaged in the topic and were happy to answer the poll and talk about what they had done.

So although they didn't necessarily get to 20%, they did manage to make an impact.

So next target aim and target three.

This was about increasing the number of pupils in our class who knew where rough sleepers can go for support.

So Tyler designed posters to put up around school and in classrooms with details about where rough sleepers could go for food and an emergency number people can call if they're worried about a rough sleeper.

Zofia and Alia designed a presentation with this information, explaining a little more.

So that they could see if there was an increase in the number of people who learned from the action.

Shabana organised a questionnaire before the posters and presentation happened and then another one a couple of weeks after.

There were over 50% more students who were able to explain where rough sleepers could go for food and 20% could give the telephone number to call.

So again, there you go.

There's some evidence, some numbers and figures that were collected by Shabana with her questionnaire to prove that the group has made an impact.

And if you remember, they were quite good at writing questionnaires because one member of their team is a sociology student.

So she can give advice on how to write a questionnaire.

Getting through to target number four now then, look at this increase in donations for the local charity from the school.

The action team were able to organise a campaign to encourage people to bring in items that the local charity was short of.

After the lessons they had taught and posters have been displayed, people were more aware of the homelessness situation in the town, and they were willing to bring in items including hats, gloves, scarves, socks, and jumpers.

It was one of the largest collections that the school had seen, and it took two mini buses to move it to the charity offices.

So two mini bus loads worth of items to support the rough sleepers were taken to the local charity.

And it's one of the longest donation sessions that the school has had.

So, certainly appear to have met that target.

Okay, time for a task and everybody pause the video to complete the task.

Using the information on the previous slides, write three sentences to assess the impact of the homelessness action group.

Remember impact can be short term or long term.

So think about the difference they may have made to the students that they were working with, to the rough sleepers, to the local charity, and also any long lasting impact that may have been involved.

So pause your video now and complete your task.

If you need some help with this task.

Perhaps you would like some sentence starters to use.

These may come across as a little bit of a help for you.

The homeless action group created a positive impact on.

and then you could use one of the targets.

There is evidence to support that the action group had an impact on target two because.

There was not enough evidence to see how much impact the action group had on.

And you can select which target that might have applied to, and then try and sum up at the end.

Overall the homeless campaign group had.

And then you decide whether it was good impact, short term impact, long-term impact or however you would like to conclude those sentences.

So if you're need any bit of help let's use these sentence structures or starters and go back to the targets to see how to use them.

Hello, everyone, let's do some feedback on that task then.

This is what a good answer could look like.

The homeless campaign group made a good impact on educating others about the topic.

The data shows that they exceed their target For years seven to nine being taught.

These students also went on to teach others about the topic, which shows they understand the topic.

One area where they had less impact was people in the local area.

This is because it's difficult to monitor them and also to provide them with information.

This means that target two was not so successful, and there was a smaller impact.

So you could see that this student has managed to look at the different targets and see that there's been some success in some areas, for example, the teaching one, but the fact that it was difficult to work with the public because it's harder to monitor.

And that's why there was a smaller impact.

Now you could move this answer on and make it look even better.

Just like this.

The homelessness action group carried out various activities in their campaigns and some were more effective than others.

From their data, you can see that target one was met and they had a large impact.

Similarly target four, running a collection for the charity was a success and has a huge impact.

This is because the group could control this more.

They knew their target group and made sure the information got to them at the right time, in the right way.

The target they were less successful with and had a more limited impact was with the local people.

It was harder to find a way to communicate their message to them.

So here we can see that this candidate has again identified which targets were successful and which were more limited, but they've also identified why they were more limited talking about a lack of ways to communicate and it being a difficult target group.

So hopefully you've got answers similar to one of these two, if you haven't, you might like to take some notes to see how you could improve or the kinds of things you can talk about when you're talking about the impact that your active citizenship is going to make.

Time for another task then.

Thinking back to the campaign that the homeless group carried out, what could be the long lasting impacts of the action.

So, so far we have discussed the very sort of hard data, the evidence that we have, that they definitely made a change.

But what about in the long term? What could be the lasting effects? Do you think they'd change people's minds for good.

Do you think they've had an impact in the way the charity receives support over a long period of time? It's up to you now to think what the long lasting effects.

If we went back to the group in a year's time and said, what difference do you think that you made with your action? Would they still be able to identify that they had made a difference that they could still see? Pause your video now and complete your task.

Welcome back, everybody.

So in your feedback for task three, you may have included some points like these, but you may have come up with some that are very different.

That's fine.

This just gives you a rough idea.

People will remember the charity in future.

So if people are looking to donate clothes, perhaps when they're having a turnout, they may remember that the homeless charity are always happy to have warm clothes for the rough sleepers.

People will continue to support the homeless now they understand more about why people become homeless.

So once you understand why something happens and you get a little bit more insight, it normally means you have more sympathy and more understanding for people.

So in the future, as the children that learns about homelessness grow up, they're likely to take that understanding into adulthood.

And that would be a long lasting effect and impact.

As adults, the students involved may become able to campaign for the rights of the homelessness or work with the charity.

So perhaps as adults they may contact counsellors or the national government and lobby for change for homelessness.

Perhaps this will become a topic or an area that they're very, very passionate about.

And they want to see lasting change and use democratic means in order to do so.

The rough sleepers of the town may feel more welcome if young people are nice to them.

So perhaps rather than if we remember when you carried out the research with their classes, they found that they'd been attack on two rough sleepers.

Rather than living in fear perhaps if they're aware that young people are welcoming to them in the area, they'll feel like they are less threatened and they can be part of the local community more.

So that would be a longer lasting impact.

So there's a few examples there, and you may well have come up with some that are different to mine, which is brilliant because there's a whole range of impacts that just one type of action or one type of campaign can make.

So next thing to do is evaluate and reflect on the projects that you have carried out.

To do this, you review your evidence and reflect.

What conclusions can you draw? How can you improve working on this topic again? How effective were you and others in the team? What have you learned by doing this? And was that research that you did at the start helpful.

So it's time to reflect now and we'll go back to the homelessness action team.

Now, the team has assessed how successful they have been with their targets.

They start to evaluate the campaign overall, what did they want to achieve? Have they worked well together? Did they use people's strengths? Did everybody play a part? What changes would they recommend to others doing the same thing? So there's a range of thoughts for the team to consider and make sure they're confident with the answers for.

It's an important to remember, to keep notes of your role and what you do as you work through your action project.

So you can evaluate how you did.

You should also keep a note of new skills and knowledge that you gain, especially the skills that the examinations look for if you're taking GCSE Citizenship.

If you are taking GCSE Citizenship Studies, remember that you are definitely going to be asked about your action in your exam.

So make sure you can confidently talk about all of the sections.

Be able to say what went well in each part and where you could improve.

Now, this is really important for you guys that are taking on GCSE, because one part of your exam papers is devoted to your citizenship action.

And it's going to ask you about your planning or your action or your evaluation or your research.

And you need to be able to confidently talk about all of those elements, your roles in them, your team's roles in them the kind of research that you did, how the research may help you in planning your event or choosing your activity.

So keep a note as you go through, and then you can evaluate how successful you were right at the very end.

The most important thing about active citizenship projects is that you enjoy them.

It's your chance to make a change for the better regarding something you care about.

And I really think this is one of the reasons why citizenship is one of the best, best subjects on the school curriculum.

There's not many other opportunities where you get to do something and make a real change for something that you passionately care about.

So really make the most of this opportunity, enjoy it and feel really proud of the actions that you guys are taking.

So we've come to the end of lesson six and we've actually come to the end of the unit.

You should now have all the knowledge and all the understanding and plenty of ideas ready to make your active citizenship projects, very successful and have the ability to review and reflect and look at how successful you guys have been.

Last takeaway task from me then just to keep you on track is for you to think about your research and planning and any action you've carried out, how successful have they been? Can you find some evidence to support this and what could you improve next time? And the improving next time thing is really important because none of us are perfect.

So it's really important to say, okay, so this bit went really well, but next time I could improve this.

And sometimes it's helpful to imagine that another group is coming to talk to you to say, I'm minding a project like yours, what advice would you give me? And that could be some really interesting activity to carry out, or you can say, well, this bit went really well, this bit went really well, but if I was going to do it again, I would probably change the way we planned our time, or I will probably change the kind of information we gathered at the , okay? So it can be really simple, straightforward things like that.

That can have a great impact and show that you really evaluated your ideas.

So overall, what difference have you made then? Will it last, was your role important? Everybody's role is important, but make sure you can see just how important what you did was.

Were you a good team member? And you could also comment there about other people because in some teams, sometimes there's one person that might let you down.

So when you're evaluating, you can talk about that and say that perhaps you and some other people had to take on their tasks because they weren't able to complete them.

And what citizenship have you learned? Remember, this is all about developing your citizenship, knowledge and skills and understanding.

So have you learned more about the kind of action you can take? Have you learned more about the topic and how it's linked to specification? Has your research helps you learn more about a rights issue or luring justice? All of these things can be evaluated at the end of your work.

So lots of opportunities there for you to extend and complete this active citizenship project.

So for the final time, I am going to invite you to ask an adult, parent or carer to share your work with us here at Oak National.

So you can use Twitter and tag @OakNational and #LearnwithOak.

I'd absolutely love to see any action that you've taken and any evaluation about how successful you've been.

And I would also say of course, making sure all of your teachers are fully aware of what you've been doing, and I'm sure they'll be really pleased to celebrate with you as well, the massive successes I know you're going to have.

So for the last time in this unit, and for the last time on how we can make a difference in society, I'm going to ask you please to go and find the exit quiz and complete that.

So we can see just how much we have learned.

So for the very last time on this unit, I'm going to say thank you very much for being part of our learning today.

And thank you very much for learning about active citizenship.

I'm wishing you very, very good luck in completing these projects.

And I hope I get to learn about some of them.

I'm sure you're going to make a massive difference to your local communities and your schools and perhaps even to us nationally.

So do take care of yourselves and bye-bye.