Action Project Case Study

The action project case study is intended to enable you to critically reflect on the process of carrying out an action project, and the learning you have taken from the experience. It will also be used as evidence of your learning for the formal assessment, and may be shared with other teachers as an example of good practice. The case study should be completed after you have finished carrying out the action project, though any notes that you take during the process may help you to reflect more fully. You may also include any photographs, examples of work, quotes etc. that you feel help to illustrate your action project or demonstrate your learning.

a) Action project Overview:

Summarise the content and methodology of your action project. Critically reflect on the approach taken and its benefits and drawbacks.

The action project was undertaken in timetabled lessons with a class of approximately 30 S2 pupils. In order to pick a topic and an action to be taken the young people were given three options for each, with information on each one. The young people then voted for which topic and which action they would like to learn about and undertake. The topic chosen was Capital Punishment (CP) and the action was to run a poster campaign in school and write a letter to the local MP in an attempt to raise awareness of the issue. The project lasted for around five weeks. Firstly the class took part in a mock vote they had to vote for, against or undecided on the issues of CP. The result was that the majority were FOR capital punishment. We then studied what capital punishment is and the various methods. They then looked at countries in which it is still used and Amnesty International, including case studies. Finally the class looked at the pros and cons. Throughout the project the young people were involved in group and pair work and investigated various areas of the topic. When producing their posters the young people worked together in small groups and they were allowed to choose which area they would like to make their poster on. While the pupils were creating their posters a small group constructed a letter to raise awareness of the terrible ways in which people are executed, many of them innocent. They then typed their letter and I posted it to the local MP we are awaiting a reply. At the end of the project the class took another vote and there was a significantly smaller number in support of CP. Many remained undecided however I feel this was a success as it now means the pupils are questioning and challenging the issue and its use. When reflecting on the approach taken I feel, had I had more time, I would have given the pupils more options on the choice of topic and the action. Due to time restraints I had to limit the options. I also feel that, due to time restraints and curricular commitments, much of the background information was given to the pupils and I would have liked them to research it themselves. For example, I picked the case studies and provided lists of pros and cons, all of which we discussed and reflected upon. I feel the pupils would have benefited greatly had they been able to

research the issue themselves, focusing on their areas of interest. The benefits of the approach taken were that the pupils were required to listen to one another and work with each other. They also had to reflect upon their previous beliefs and views and really question why they held such views. The young people also enjoyed creating their posters and liked the idea of their peers being able to see them around school. This is also another benefit, as the posters were distributed throughout school we were able to reach a number of people, hopefully encouraging them to also reflect upon and question the issue. Also, undertaking the project in timetabled lessons allowed every pupil to be involved.
OCN Unit: Effective Action Projects/ Learning Outcome 3 &4/ Assessment Criteria 3.1, 4.2 & 4.3

b) Topic choice:
What was the rationale behind your chosen topic? Critically reflect on its benefits and drawbacks.

As mentioned, the pupils were given a choice of 3 topics Capital Punishment, Child Soldiers and Poverty. The pupils were given information on each topic and were then asked to vote for the one they would like to learn more about. There was an overwhelming majority for capital punishment. The topics chosen for the pupils were selected as they can all easily relate to RMPS and meet the outcomes of the curriculum. The benefits of capital punishment are that it is a highly controversial topic and as such I find it one that everyone has an opinion on thus the pupils were all able to say whether they were for, against or undecided. It is also a topic that we can easily gather information on and find case studies of both guilty and innocent people that have been sentenced to death or indeed executed. Much of the information and resources used came from Amnesty International. Finally, it is a topic that is relevant and important in a modern society many believe that in modern day justice systems such a punishment is barbaric. Although CP is no longer used in the UK it is still relevant as we can look at the many reasons for why it was abolished and the impact this has had on the country, we can then compare this with other countries. Perhaps the main drawback of the topic chosen was that it can be very distressing and the case studies, methods and images are not always appropriate for young people. As such I had to be very careful when providing pupils with information and few images were used due to the nature of many of them. Another drawback was that I had to be very careful not to be biased when providing information. It was important to look at a selection of case studies and pros and cons.
OCN Unit: Effective Action Projects/ Learning Outcome 2 & 4/ Assessment Criteria 2.1 & 4.1

c) Planning:
How useful did you find the planning process? What necessary changes did you make during the project? How did you decide upon these changes?

The planning process was very important, as I had to ensure we would have time to complete the project before the end of term. I was thus required to plan each lesson carefully and gather all the relevant information and resources needed to carry out the action project. I do not feel there were any significant changes that were needed, perhaps only the process by which the topic and action were chosen. I would have preferred to spend more time on this however, as noted, due to time restraints this was not possible.
OCN Unit: Effective Action Projects/ Learning Outcome 3/ Assessment Criteria 3.3

d) Ownership:
To what extent did the young people take ownership of the action project? What methods did you use to encourage young people ownership? What could you do to improve the level of ownership in the future?

I believe there was a shared ownership between the young people and myself. The young people were allowed to choose the topic and the action and were required to work together to create their posters. However the pupils were given much of the resources and information needed to create their posters, yet they were able to choose from this what they used and included on their poster. In order to improve the level of ownership, I feel we would require more time - perhaps time would need to be included in the curriculum or undertake the project during lunchtimes or after school.
OCN Unit: Effective Action Projects/ Learning Outcome 2/ Assessment Criteria 2.2

e) Active methodologies
What active methodologies did you utilise during the project? To what extent did they enable you to achieve educational objectives?

Throughout the project there were various active methodologies use to engage pupils and enhance the learning experience for the young people. Firstly, I held a mock vote on capital punishment. This required pupils to consider their own views on the issue and some volunteered to explain why they held certain opinions. Another mock vote was held at the end of the project, requiring pupils to reflect upon what they had learned and decide if their views had changed. Another active methodology used was presenting images, video clips and real life stories, all of which helped pupils relate to the issue of capital punishment and understand that, although no longer used in the UK, it is a real life issue that we must act upon as many inhumane methods are used and innocent people killed. Throughout the project there was also many class and group discussions on the various areas of the project, again this allowed pupils to express their views while listening to others and reflect upon what had been learned. Through the use of active methodologies the pupils were developing their teamwork skills and were encouraged to listen to others and respect different views. They were also developing understanding towards the issue and were very enthusiastic about putting their beliefs and learning into practice, through the poster campaign.
OCN Unit: Understanding Global Citizenship Education/ Learning Outcome 3/ Assessment Criteria 3.2

f) Resources
Evaluate the usefulness of the education resources that you used. Describe any adaptations that you made to the material.

Throughout the project a number of resources were used. The project included the use of written resources, for example information on the methods of capital punishment and statistics, video clips of real life stories and newspaper and online articles. For the mock vote pupils were also given mock voting slips and a ballot box. I feel that the variety of resources used was good and allowed the needs of all pupils to be met. The video clips and information on the real life case studies, and groups such as Amnesty International, allowed the pupils to connect to the issue on a more personal level, helping many of the young people realise that capital punishment is an issue that must be addressed and that we can do something about it. The only adaptations that were needed were that some of the images and descriptions of the methods and case studies had to be altered to make them suitable for the age group. This was something I had to be careful about as I did not want to change the stories or lessen the impact, yet at the same time I did not want to upset or distress any of the young people.
OCN Unit: Effective Action Projects/ Learning Outcome 2/ Assessment Criteria 2.6

g) Project Impact:
To what extent did the action project have the impact it intended to? How do you know? Did the action project have any other impacts? Were there any unexpected outcomes?

I feel that the action project did have the impact intended, mainly to increase their understanding of a humanitarian issue and to have the young people reflect upon their views in an informed and reasoned manner. I know that the pupils had an increased knowledge of the issue as, by the end of the project, they were able to explain and discus key areas of the issue. Similarly, many of the young people had changed their views on capital punishment, which demonstrates that they had reflected upon issue and taken the project seriously. The project also impacted on the relationships between the pupils as they worked together and listened to one another. Also, by giving the pupils responsibility for the project had a positive impact on their motivation to work and complete the campaign.
OCN Unit: Effective Action Projects/ Learning Outcome 3 & 4/ Assessment Criteria 3.2 & 4.4

h) Learning Objectives and Outcomes:

What was the impact of the action project on the young people who took action? What knowledge, skills and values were developed through the project? How was this measured? Which outcomes from the humanitarian education framework on page 4 have been met? Were there any unexpected outcomes?

The action project met many of the objectives and outcomes I had hoped would be achieved. The main outcomes achieved were: To have a balanced understanding of a humanitarian issue. To have an understanding of the importance of justice and equality. To understand consequences of action and inaction. To be able to express their own views with confidence. To understand and respect alternative views. Improved team work/cooperation and communication skills. More empathy/sympathy. The inspiration to put beliefs and values into practice.

Throughout the project these skills and values were developing and were illustrated through discussion, written activities and various active learning methods. The young people, from the start of the project, were able and willing to express their views on the issue. However, by the end of the project the pupils demonstrated a greater skill for justifying their views in a balanced and reasoned manner. This was evident from the fact that many of their views had changed. The young people were also very good at listening to others and learning from alternative views. One of the main objectives was for the pupils to have an increased knowledge and understanding of the issue and the consequences of action and inaction. Again, this was evident throughout the project through discussion, and also as some of the pupils joined the Amnesty International group in school as a result of the project. The pupils were also incredibly motivated when undertaking the poster campaign and were encouraged by the fact that their peers would see them around school. This demonstrated that the young people were inspired to put the beliefs and learning into practice.

OCN Unit: Effective Action Projects/ Learning Outcome 4/ Assessment Criteria 4.5

i) Curriculum:
How did the action project help you to achieve the aims of the curriculum? To what extent did the action project support global citizenship teaching and learning?

The action project enabled me to achieve various curricular aims. As my subject is Religious, Moral and Philosophical Studies, humanitarian education fits in quite naturally to the subject. One of the curricular aims for RMPS is for the young people to understand different beliefs, values and traditions and have a respect for diversity. Also, as key focus of RMPS is the appreciation of justice and equality and an understanding of moral responsibility. The action project allowed the young people to achieve these aims, as they were required to listen to and reflect on various views on the issue and consider right and wrong behaviour. Also, capital punishment is an issue that requires pupils to contemplate justice and fairness and equality. The action project also supported global citizenship education as it developed skills and values that are required for young people in the world today. It allowed them to think critically about a humanitarian issue, weighing up the pros and cons to come to a reasoned and balanced view. The action project also encouraged the young people to question a controversial issue and understand the positive impact individuals and groups can have when they put their beliefs and values into action. The young people were also faced with the reality that the global community has a shared responsibility and we are all required to act if we want the world to be a fair, just and safe environment.
OCN Unit: Effective Action Projects/ Learning Outcome 1/ Assessment Criteria 1.1

j) Reflecting on action projects:

Reflecting on the action project as a whole, what do you think is the value in carrying out an action project? Would you do so again in the future? If so, what would you change about your approach?

As a whole I feel the action project was hugely successful, meeting the needs of the pupils and the curriculum, both the social and academic objectives. As responsibility for the project was given to the young people it gave them a motivation and enthusiasm, as they knew it was their project. Also, as they were going to run a poster campaign in school in would mean their peers would see their work, which again motivated them to work hard and make the project a success. The active methodologies used throughout the project also enabled all pupils to be involved and take an active role in the project. In the future I would run another action campaign however I would require more time as I feel this project was slightly rushed in areas, mainly when choosing the issue and the action. I do feel this was a very valuable experience for the young people and I will carry out similar projects in the future.
OCN Unit: Effective Action Projects/ Learning Outcome 1/ Assessment Criteria 1.1

k) Your learning:
What have you learned from the process of carrying out an action project? How will you use this learning to inform your teaching practice?

Previously I had reservations about giving responsibility of a project to the pupils, mainly because as a teacher I am usually the one who sets the topics and work to be completed. However, this is something I would definitely do again as the pupils not only enjoyed the project but worked incredibly hard to make their project a great success.

The action project has also highlighted the importance of developing not only knowledge and values but also skills that are transferable for the modern world. As part of being a global citizen, young people must understand and appreciate that we have a shared responsibility and as such we must question the challenging issues we face in the world today. The action project highlighted this essential aspect of effective global citizenship and it also emphasised the fact that every individual can have a positive impact in the world. The action project also taught me that social objectives are just as important as academic objectives and as such, when planning future lessons and programmes of work, I will always include social outcomes with the hope that all pupils will achieve them. Overall, I feel that my teaching practice will benefit hugely from carrying out this action project, as will the learning experiences of my pupils. I will carry out similar projects in the future as it allowed me to meet many of the curricular objectives while providing pupils with an enjoyable and invaluable experience. This project also allowed me to experiment with new methodologies that I feel helped the young people to relate to and understand the humanitarian issue and the importance of putting beliefs and values into practice, in order to have a positive impact on the global community.
OCN Unit: Reflective Practice/ Learning Outcome 2/ Assessment Criteria 3.2 & 3.3