ACCES Support Kit
This kit is produced within the framework of the ACCES project with the support of the Erasmus+ program of the European Union. It proposes to go back over the practices of citizenship education in secondary schools. It is addressed to all actors likely to evolve in the field of citizenship education in secondary schools: teachers, administrators, educators, parents .... It is also intended for students in these schools who want to develop civic education in their school. This kit is composed of three complementary parts: Identifying and evaluating civic education practices in my school, improving and diversifying these practices, identify and value the new skills acquired
The purpose of this first part is to provide teachers and students with a tool to enable them to evaluate the civic education practices present in their schools throughout the educational curriculum, the school governance and community intervention in relation to the objectives of civic education.
In all the countries studied, civic education in schools is based on general guidelines and objectives defined in public policies at the national and regional levels. It is up to each school to put in place the necessary activities to achieve these objectives. There are wide variations in the methods used and activities implemented.
We present here a (non-exhaustive) list of learning objectives that are central to citizenship education for young people in secondary schools. They have been identified by comparing the experiences and knowledge of the partners as well as the member countries of the consortium.After identifying the goals of civic education, it is important to question the practices used to fulfill them in order to determine which ones need to be modified, strengthened or improved. On the right-hand page, the reader can note the frequency and effectiveness of the practices present in their school.
Once the practices have been evaluated, we can diversify or renew them, in order to improve your actors score in the 3 areas of the self-evaluation. To do this, we propose in this second part examples of types of activities that correspond to the learning objectives mentioned in the evaluation grid. The set of activities presented comes from non-formal education and informal education methods.
These activities can be implemented by teachers, students or youth professionals within the competence of the institutions. The learning objectives corresponding to the types of activities proposed are mentioned after the description.
These types of activities can be adapted according to the subject matter. This means that you can use the proposed methodologies in any activity, topic or class, and you will be achieving both your curricular or ativity goals while practicing democracy and civic aducation. The aim is to propose participatory, innovative, accessible and flexible learning practices to meet the participants’ needs and learning styles in the most appropriate way and to allow you to promote citizenship while implementing your regular activities in school.
This last part aims to allow participants and facilitators to become aware of the skills developed during the activities and to discover how to use them personally or professionally. The learning outcomes can be translated at the individual level into behavioral and operational competencies: skills and attitudes that students can self-evaluate to assess their progress during their school career.
Check out the ACCES kit by clicking on the corresponding language :
