Lesson video

Hello, my name is Ms. Wyatt, and I'm so pleased that you could join us here today for our citizenship lesson.

Welcome to today's lesson on "How can we plan our active citizenship project?" From the unit, how can we make a difference in society, active citizenship project.

By the end of today's lesson, you will be able to explain how to analyse your research and explain how to create an action plan for your own active citizenship project.

Our keywords that we will be using throughout today's lesson are analysis and action plan.

Analysis is the process of examining something in detail, breaking it down into its parts to understand it better.

Action plan is a detailed overview of tasks or actions and the order in which they need to be taken, designed to help achieve a specific goal.

Our lesson on how can we plan our active citizenship project is broken up into two parts today with the first part looking at how do we analyse our research and then finishing off with how do we create an action plan? So when you are ready, let's start to look at how we can analyse our research.

An active citizenship project is a process by individuals or groups take responsibility for addressing issues or making positive changes in society, whether at local, national or international level.

To have a successful active citizenship project there are a series of steps that you can follow.

There's our active citizenship diagram on the left hand side of your screen, which you should be familiar with now.

Once research has been carried out, the next step in the process is to conduct an analysis of the information.

By breaking the information down into smaller parts, it can be better understood.

Research analysis is carried out in the getting planning stage of the act of citizenship project cycle.

So it happens near the beginning of the cycle.

After research has been analysed, an action plan can be made, which sets out which steps need to be taken to achieve the goal.

The goal is decided upon after research analysis to ensure the act of citizenship project is impactful.

Izzy says, "If a goal is decided before research analysis, it may not be achievable, realistic, or impactful." You need to do your research beforehand.

So let's fill in the missing words to our sentences here.

I'm not gonna read through the sentences until we go through the answers.

What you have seven gaps here to fill in the missing words.

So let's pause the video and have a go at working out what these missing words are.

Okay, let's go through our answers then together.

So research analysis happens in the get planning stage of the active citizenship project cycle.

Once research analysis has been completed, an action plan can be made, which sets out the steps needed to achieve the goal.

The goal is always decided upon after the analysis to ensure it's appropriate, realistic, and impactful.

So we had analysis, planning, action, steps, goal, after and impactful.

These were our missing words.

Well done if you identified those correctly.

Laura and Lucas are developing an active citizenship project exploring: Do pupils at school have equal access to extracurricular activities or ECAs? They have used their research skills to collect information on their issue.

They now need to use their analytical skills to carry out their research analysis.

To guide their analysis, Lucas and Laura discuss which key points they need to consider.

Laura says, "We need to identify our key findings.

What does the research tell us?" Lucas says, "We also need to ensure our research is reliable and unbiased.

Is the information credible and up-to-date?" So it's not one-sided.

You can rely on it, it's trustworthy and it's current.

Laura says, "Looking at cause and effect is important.

What is causing the issue and what impact is it happening?" So there's lots of key points that Laura and Lucas need to discuss.

So Laura and Lucas decide on five key points they need to consider when conducting their analysis.

So key point one, key findings.

Key point two, reliability and bias.

Three, cause and effect.

Four, different sources and five, gaps in research.

So the rationale behind these are the key findings focus on relevant details.

Key point two, reliability and bias ensures information is trustworthy.

Key point three explains what, how and why.

Key point four checks if sources agree or contradict.

And key point five identifies areas needed more information.

So let's match the key point with its rationale.

So why is it there? So we have four key points here.

Can we match them with their rationale? Pause the video and have a go.

Okay, let's have a go at matching them up now.

So key findings should be to focus on relevant details.

Different sources, checks if sources agree or contradict.

Cause and effect explains why, what and how.

And reliability and bias ensures information is trustworthy.

So well done if we got those correct.

Laura uses data from surveys they took to identify the key findings.

Laura says, "The surveys will provide us with quantitative data and the focus group will provide qualitative data." Izzy says, "What is the difference between quantitative and qualitative data?" Well, quantitative provides numerical data, the numbers, whereas qualitative provides descriptive data.

Laura makes a mind map of the key findings from the pupil surveys.

So why do you not take part in ECAs? So she found 40% of pupils cannot afford to attend.

So it's cost.

The gender gap, more sport ECAs opportunities for boys than girls.

So there's 10 for boys, but there's only two for girls.

35% of clubs lack appropriate support for pupils with disabilities.

And 25% of pupils cannot get home after the extracurricular activity is finish.

So Lucas summarises the key findings from the pupil group.

So why do you not take part in ECAs? So there is no public transport after four, most ECAs finish at 4:30.

There are no lunchtime ECAs on offer.

ECAs are run by one member of staff, which means there are no additional support for pupils with disabilities.

Pupils have to pay for lots of the ECAs on offer, and there are limited options.

Boys sports have the most ECAs on offer.

Lucas discusses the cause and effect of their findings.

So from our research, we understand the causes of pupils not attending ECAs are limited staff capacity, limited public transport, the cost having their lunchtime ECAs and limited sport ECAs for girls.

The effects of pupils miss out on opportunities to develop new skills.

Pupils who use public transport are excluded, pupils economic status impacts their opportunities to participate.

No lunchtime, ECAs takes away opportunities for pupils to take part during the school day, and girls have fewer opportunities to stay active and develop skills such as teamwork.

These are the cause and effect of their findings.

Laura and Lucas checked the reliability and bias in their key findings.

So Lucas says, "We need to consider our sample size.

Were enough pupils involved in our research to make it reliable?" Laura says, "Were questions neutral and easy to understand?" They're not swaying them one way.

Lucas says, "Were questions answered truthfully or were they influenced in any way?" Were they influenced in a group, perhaps? Laura says, "I think our sample size was sufficient.

More than half the pupils not taking part in ECAs completed a survey." Is there anything else Laura and Lucas need to consider? Lucas says, "59% of pupils responded, which is a good sample size, but we have to consider if we have a range of different pupils responses too, so we can make generalisations about the results.

So our questions were clear and concise.

There were no leading questions.

The questions didn't lead respondents to answer in a certain way.

So Laura says it's not swaying them a certain way.

Now Laura and Lucas need to consider responses from the focus group? So that smaller group.

Lucas says, "We need to think carefully about the responses from the focus group as these could have been influenced by people participating." Laura discusses the use of different sources in their research.

What are the benefits of using different sources? What are the good things about using lots of different types of sources? Well, using surveys to gather quantitative data and a focus group to collect qualitative data strengthens our research because we have in-depth explanations to help explain the statistics.

Our sources compliment each other because the statistics and descriptive data correlate.

So it makes sense, there's trends there.

They can see that.

Laura and Lucas need to assess if there are any gaps in their research.

Lucas says, "Do we need to ask pupils what needs to change in order from them to take part in ECAs?" Laura says, "I think we can work out what needs to change from our research." Lucas says, "We could look at how similar schools run their ECA programme and take away their best practise." So not just looking at one school, their school, look at other schools.

So Laura and Lucas's research analysis is complete and they've drawn the following conclusion.

So from our research analysis, we have identified barriers preventing pupils from participating in ECAs, which means that pupils do not have equal access.

There are four specific groups impacted: Pupils with disabilities.

Pupils who use public transport.

Pupils who are economically disadvantaged.

And girls wanting to participate in sports don't have equal access to ECAs.

There were more sports clubs for boys, wasn't there? So let's complete the sentences about the difference steps to take during analysis of research.

So we have five sentences and some missing gaps in there.

So let's have a go at pausing the video and filling in the gaps in our sentences.

Okay, time for answers.

Let's go through it together.

Firstly, you must summarise the key findings from your research.

Next, you should analyse cause and effect.

You should check the reliability and bias of any data you have collected.

You should also look for any gaps in the data.

Finally, you are ready to draw some conclusions.

We had summarise, effects, reliability, gaps, and conclusions.

Now we should have five complete sentences, well done.

For this task, I would like us to write a brief explanation of how to analyse research.

Now, you might want to consider in your explanation key findings, reliability and bias, cause and effect, different sources and gaps in research because we're always looking at how to analyse our research.

So pause the video and have a go at writing a brief explanation on how to analyse research.

Okay.

How does your explanation now compare to Sophia's? So to carry out research analysis, identify key findings by focusing on patterns that answer your question.

Check the reliability and bias of sources to ensure trustworthiness.

Understand the cause and effect of the issue, exploring its impact.

Compare different sources for a balanced view and identify gaps in research.

So were you able to include all of those things to consider that we said in our explanation of how to analyse research? If we did, well done to us.

We have now explored how we analyse our research, and we're going to start to look at how do we create an action plan? After completing our research analysis and reach a conclusion, Laura and Lucas can create an action plan to address the issue.

They must first decide on the goal they aim to achieve.

So true or false? An action plan is written after conducting research analysis.

Is that true or is that false? Hopefully we've all said it is true.

Laura and Lucas use their discussion and debating skills and critical thinking skills to decide on a goal.

Our goal could be to remove all of the barriers that prevent pupils access to ECAs.

Now, Laura says, "I would like to address all the barriers too, but it might be a difficult goal to achieve all at once.

Could we focus on one of the barriers for our first goal and then look at the others in the future?" Remember, our citizenship action plan needs to be measurable and achievable.

Laura and Lucas are debating their goal.

Should they address all barriers to pupil's access at once or focus on one? What do we think? What would be best for Laura and Lucas? Thinking about how measurable and unachievable this project can be? Sam says, "I think they should choose one barrier to tackle for their goals so they can really focus their time and resources on achieving it.

They can evaluate the impact and use their experiences to improve their action plan writing next time." So remember, just because this project will be done, doesn't mean that you can't continue it for the future and get all these other goals done.

Laura and Lucas decide to focus on removing economic status as a barrier to accessing ECA.

They're gonna focus on the economic status now and the cost.

From the research analysis, why do you think they have chosen this goal? Well, Laura says, "We've chosen this barrier as 40% of pupils said that they cannot access ECAs because they can't afford to participate.

So if we successfully tackle this, economic status will no longer be a barrier to accessing ECAs." So Laura and Lucas create a template for an action plan to track progress.

So let's have a look at this action plan on our screen right now.

So we have some tasks of review the list of ECAs to identify fees.

Review ECA policy to check support and fairness.

Meet ECA coordinators to explore funding and accessibility.

And meet the student council to discuss solutions and funding.

Now, alongside that, they've got who, when, the findings and the further actions they're gonna keep adding to this template to track their progress for their action plan.

Before allocating tasks, Laura and Lucas discuss each other's strengths to ensure tasks are assigned effectively.

So who should do what? Aisha says, "Discussing the team's strengths ensures that tasks can be allocated accordingly.

For example, Laura has excellent communication skills, so tasks involved in speaking to people will play to her strengths." Laura and Lucas divide up the tasks based on their strengths.

So we can see that Lucas is reviewing the list of ECAs to identify fees and reviewing the policy to check support and fairness.

Whereas Laura's gonna meet the coordinator and meet the student council because her communication skills are better than Lucas's.

After allocating tasks, Laura and Lucas need to set deadlines for each to ensure timely completion.

Why do you think they do this? Why are they setting deadlines? Well, Alex says, "Tasks need a completion date so the active citizenship project is organised, progress can be tracked, delays are avoided and to ensure accountability." Think about any work that people do, any project that anybody does, there are always deadlines.

Laura and Lucas decide when each task needs to be completed.

So as you can see, they want it done within a few days.

Action plans are not fixed.

They should be reviewed and updated regularly with new information.

If they're not updated, they become outdated and affect the success of the project.

Sometimes action plans need to be changed to deal with challenges or problems. Now Lucas completes his first task and updates the action plan.

So he completed out on the 18th of October and actually found that it costs around 2 to 10 pounds, but the average cost of an ECA is six pounds.

Further action planning is needed to ensure progress, resolve issues, and improve active citizenship projects.

Lucas says I should ensure that Laura has this information when she meets with the ECA coordinator.

This will strengthen our argument that pupils from economically disadvantaged backgrounds do not have equal access to ECAs.

So the further action is to get Laura to present to the ECA coordinator.

So let's fill in the missing words of these sentences.

So we have a few gaps to fill in.

So let's pause the video and have a go at completing these gaps.

When you're ready, press play and we'll go through the answers.

Okay, time for answers.

So an action plan sets out how to address the chosen issue.

After deciding on the goal, tasks are set out to achieve it.

Teamwork is essential to achieve active citizenship projects.

Tasks should be allocated based on people's strengths.

Having a date for each task to be completed by helps to keep the project on track.

So well done if we said action, issue, goal, teamwork, tasks and track are our missing words.

For this task, we need to write a step-by-step instructions of how to create an action plan for an active citizenship project.

Now, you might want to include the task, who's involved, when, what dates, findings, and further action in your action plan, okay? So write step-by-step instructions of how to create this action plan.

Pause the video and have a go.

Okay, how does your answer compare to this one then? So to create an action plan for an active citizenship project, follow these steps.

So first step, use research analysis to set a goal to achieve.

Then decide on tasks to be completed to achieve the goal.

Then allocate tasks to team members based on their strengths.

Next, set up a date for each task to be completed by the deadlines.

Then update action plan with findings, and finally, update action plan with further action to be carried out.

So you might have included everything that we've put here, but you might need to fill in some gaps as well.

We have now come to the end of our lesson on how can we plan our active citizenship project.

Today, we have learned that research analysis in the active citizenship project planning stage ensures informed decisions are made ahead of any action.

Analysis involves identifying key findings, checking reliability and bias, understanding cause and effect, comparing sources and spotting gaps.

Once the analysis is complete, an action plan can be made.

This involves setting a clear goal, outlining tasks to achieve the goal, and setting deadlines to ensure progress.

Action plans are not static.

They must be regularly reviewed and adjusted to respond to challenges and ensure the active citizenship project remains effective in addressing the chosen issue.

So I hope we've enjoyed today's lesson on how can we plan our active citizenship project, and we've learned a lot about research analysis and action plans.

Thank you for your efforts in today's lesson, and I hope to see you in the next one.