Unit 4 Booklet

Unit 4: Citizenship the Individual and Society

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Tutor Group

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Teacher

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Contents

Content

Page Number

Key Information- Dates/Checklist

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Unit Content

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Learning Outcomes

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Grading Grid

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Assignment 4.1

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Assignment 4.2

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Assignment 4.3

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Assignment 4.4

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Assignment 4.5

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Assignment 4.6

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The Universal Declaration of Human Rights

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United Kingdom Acts of Parliament

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Web Links

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Command Verbs – Pass

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Command Verbs – Merit

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Command Verbs - Distinction

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Key Information Assignment Deadline dates as follows

Assignment Title 4.1 4.2 4.3 4.4 4.5 4.6

Hand in Date 18 November 2009 9th December 2009 20th January 2010 10th February 2010 3rd March 2010 23rd March 2010 th

Criteria Checklist Assignment Numbers / Skills

P1

P2

P3

P4

P5

P6

M1

M2

M3

D1

D2

D3

Unit 4: Citizenship, the Individual and Society

4.1

4.2

4.3

4.5

4.6

4.6

4.4

4.5

4.6

4.4

4.5

4.6

Completed?

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Unit Content It is important for learners to take some time to study citizenship and the relationship between the individual and society. Public service workers need to demonstrate good citizenship within their working environment to enable them to develop local and national citizenship when carrying out their work or duty. This unit provides learners with suitable knowledge, skills, attitudes and values to become informed and thoughtful citizens. It is designed to develop awareness of rights and responsibilities as well as respect for different religious, ethnic and national groups. The first part of the unit introduces citizenship and human rights in the context of public services, promoting moral, social and cultural development. It also examines the relationship between individuals, society and the work of the public services. It should make the learner aware of how they can make a difference in their community and further their understanding of society. The second half of the unit looks at equal opportunities and the roles of public services in society. It involves the study of the economy, democratic institutions and the importance of voting intelligently, the role of government, the justice system, the media, multi-cultural society, voluntary organisations and international issues. This unit should employ active, enjoyable, stimulating and challenging teaching strategies. Studying this unit will develop skills of communication, participation, research and debate. The learner will have to work co-operatively with others and will become prepared for the opportunities and responsibilities of work in the public services. Learning outcomes On completion of this unit a learner should: 1. Know what is meant by the terms citizen, citizenship, individual rights and human rights 2. Understand the relationship between individuals, society and the public services 3. Understand the importance of equal opportunities in society and the public services 4. Understand the different roles of statutory and non-statutory public services to the citizen and to a changing society.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Learning Outcomes in Detail 1. Know what is meant by the terms citizen, citizenship, individual rights and human rights Citizen: definition in the public services — a member of a political community or state; how you become a citizen — place of birth, family, residence, taxpayer, voter, worker, learner; community activity; member of an organisation Citizenship: legal and political status; legal rights and responsibilities; public life and affairs; behaviour and actions; social and moral; responsibility to others; personal management; honesty; attitude; neighbour; qualities of good citizenship and entry into public services; expectations of self and others; levels of authority and different age groups; use of suitable language; equal opportunities; fairness; respect; discipline; empathy Rights: principles of legal and human rights; topical events eg implication of Human Rights Act 1998; current national/international/global situation — political, religious, social and moral issues; role and operation of criminal and civil justice system; outline of Official Secrets Act 1989; drugs monitoring within public services; rights of service users and customers, employers, employees; economic structure/systems; respect for democracy; participation in democratic and electoral process 2. Understand the relationship between individuals, society and the public services Public services: function and role of public services in society; reason for public services; how public services serve society and how they work with individuals The individual: the role of the individual in local, national and international society as a member of a society; the role of the individual in public services; importance of the individual; how the individual is affected by society; society’s relationship with individuals Society: what is society; how does society work; structure of society; democratic society; relationship with individuals and services; the multi-cultural society 3. Understand the importance of equal opportunities in society and the public services In society: what is equality; why is it important in society; education and equality; current UK and EU Equal Opportunities legislation — Sex Discrimination Act 1997, Equal Pay Act 1970, Human Rights Act 1998, Race Relations Act 1992, Public Order Act 1986, Disability Discrimination Act 1996, Freedom of Information Act 2000 and any amendments and new legislation/directives/measures to eliminate inequalities In the public services: what is equal opportunity in relation to public services; attitudes to equality in public services; consequences and implications of Acts of Parliament on public service recruitment; training; interaction with individuals and wider society; implications for uniformed services eg Lawrence Inquiry, institutional racism 5

UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

4. Understand the different roles of statutory and non-statutory public services to the citizen and to a changing society Services: difference between statutory and non-statutory public services; role of services; need for services; role of court; monarchy, work of Parliament, cabinet, ministers, central and local government affecting law; relationship of public services with central and local government and monarchy Public services and changing society: how society is changing — family, crime, influence of religion, youth, elderly, music, politics; how the services are affecting and supporting society; impact of government action on individual lives — taxation, housing, employment; voluntary services eg Citizens Advice Bureau (CAB), statutory services eg Ombudsman, Office of Fair Trading; role and influence of media and pressure groups

Grading criteria To achieve a pass grade the evidence must show that the learner is able to:

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:

P1 explain the terms ‘citizen’, ‘citizenship’, ‘individual rights’ and ‘human rights’

M1 analyse how ethnic identity and culture can affect community life

P2 describe the qualities a good citizen is required to have to enter a public service

M2 explain and compare how two public services address the main issues associated with equal opportunities

P3 describe how public services, citizens and society work together P4 name the legislative documents associated with equal opportunities

M3 explain the different ways in which public services have supported society.

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: D1 evaluate how the ethnic and cultural diversity of a community affects the public services D2 evaluate the approaches used by the public services to address the main issues of equal opportunities D3 analyse the different ways in which public services have supported society.

P5 outline the different ways in which public services have affected society P6 outline the different ways in which public services have supported society.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Assignment 4.1 Citizenship leaflet P1 Scenario You work for an organisation that helps applicants for British citizenship to prepare themselves for the citizenship test.

Task (P1) Individual Produce a leaflet on citizenship to help applicants for British citizenship. It should contain: (a)

a definition of British citizenship used by the British government

(b)

a simple diagram explaining the rights and responsibilities of a citizen

(c)

an outline of the main individual rights enjoyed by British citizens

(d)

an explanation of the main human rights in the Human Rights Act 1998.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Assignment 4.2 Good character P2 Scenario You work on a magazine that aims to produce lively and interesting information for people thinking about a career in the public services.

Task (P2) Individual (a)

Interview someone who works for a public service. Ask them the questions below and any other questions you feel would help to make an interesting article. 1. How they joined that service in the first place 2. What qualities they had as a good citizen which, in their opinion, helped to get them into that service 3. What citizenship qualities their public service normally looks for in applicants.

(b)

Write your article about them and their ideas. Use a style that would appeal to school leavers.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Assignment 4.3 Pulling together P3 Scenario You work for a community relations organisation in an ethnically and culturally diverse area. You are concerned there is a lack of trust in the community between the ordinary people and the public services who serve them. For example, there have been incidents where ambulances and fire engines have been stoned, and abuse and graffiti have been directed at the police. You therefore decide to put on a presentation for community leaders and other interested people to explain some basic truths about the public services, the community and how they can work together.

Task (P3) Pairs (a)

Produce a large and colourful wall chart showing how the public services and the public can work together.

(b)

Produce a second wall chart showing the relationship between the public services, MPs and the government.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Assignment 4.4 Diversity M1 D1 Scenario You are preparing to join a public service. You think you will gain a better understanding of how that public service works if you understand the ethnic identity and culture of the area where it works. Task 1 (M1) Individual Study a community. Define it, say who belongs to it, and describe the ethnic background and culture of the community members (You could use Stantonbury). Describe the beliefs, customs and lifestyle. Write up your findings as a report. Task 2 (D1) Individual Attend an interview with your Public Service tutor as preparation for entrance into a public service. Be prepared to answer the following questions as fully and fairly as you can. Answer without reading from notes but bring your notes to the interview for inspection. Questions 1 What community have you chosen to talk about? 2

Why did you choose it?

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What are the main ethnic groups within that community? Do you have any figures?

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What in your view are the main aspects of their culture?

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Which public services work with or within that community?

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Do the members of those public services come from the community or from outside it?

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Are those services ethnically and culturally diverse? Do you have any figures to show how diverse they are?

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What aspects of ethnic or cultural diversity do the public services have to be aware of?

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Do they receive special training in diversity and cultural issues?

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What form does this training take?

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Do the public services consider they have a good relationship with the people they work with?

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Do they have problems that might be caused by ethnic or cultural diversity?

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What kind of cultural awareness do they expect in applicants to their service?

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Assignment 4.5 Equal opportunities P4 M2 D2 Scenario You work for an organisation that seeks to promote equal opportunities. You have been given the job of producing various promotional materials.

Task 1 (P4) Pairs (a)

Collect definitions of ‘equal opportunities’ from the internet and decide which one you think is the best.

(b)

Collect the names and dates of all the main Acts and regulations dealing with equal opportunities.

(c)

Write them down on an A4 fact sheet suitable for a notice board in a reception area. In your own words, briefly indicate what each Act or regulation is about.

Task 2 (M2) Pairs (a)

With the help of visiting speakers or from our past visits to two public services, produce a set of notes describing the following. 1. How their equal opportunities policies work. 2. The main problems they have traditionally had with equal opportunities. 3. The work that is going on to improve equal opportunities in each service.

(b)

Using the information you gathered in pairs, individually write your own leaflets explaining and comparing how the two public services you researched dealt with the main aspects of equal opportunities. These leaflets should be suitable for your organisation to give out to the public.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Task 3 (D2) Groups Take part in a group discussion about the services you have studied and how well they have put equal opportunities into practice. Talk about:

1. who is responsible for different aspects of equal opportunities in the services you studied 2. the types of discrimination or inequality that may once have been a problem in the services 3. how equal opportunities are organised in the services 4. how closely it is monitored to make sure that equal opportunities are really being put into practice 5. what a person can do if they feel they are being discriminated against 6. how effective you think the system is in eliminating discrimination and harassment 7. arguments against equal opportunities and your opinion of those arguments 8. levels of recruitment and retention of minority groups and women in the services you have studied 9. whether you think there has been real progress in equal opportunities in the past 10– 20 years in the services you have studied 10. possible future developments in equal opportunities in the services you have studied.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Assignment 4.6 Who needs public services? P5 P6 M3 D3 This concerns a letter to the editor of a local paper. Dear Sir Is the world going mad or is it just me? I heard on the radio that last year the police cost the country £14.5 billion. Defence cost £28 billion, health cost £80 billion and education cost £65 billion. Is that expensive or what? No wonder council tax is going through the roof and I can’t afford to go down to the pub of an evening. My only entertainment is watching police cars whizz past at vast public expense. Hasn’t it ever struck people that these public services are not only a waste of space, they’re also a waste of money? Let’s look at what they do. Teachers work their socks off and at the end of 10 years’ so-called education the schools spew out a load of illiterate and innumerate yobbos with ASBO after their name. The health service keeps us all waiting and for £80 billion we still can’t get an NHS dentist or a hernia operation. The armed forces go round harassing innocent foreigners and poking their noses in where they’re not wanted, and the police seem to be much the same, only they do it here instead of halfway round the world. What I say is, enough is enough. Forget the police and buy yourself a decent lock. As for education, those who want to learn will learn whether anybody teaches them or not. And that way we can all save our council tax and spend our summers in Tenerife. Yours truly Herbert Whinge

Scenario You work for a public service and have just read the letter published in the paper above. You are horrified by the contents and feel that it is your duty to write to the newspaper to respond to the letter.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Task 1 (P5 P6) Individual Write a letter to the newspaper putting Mr Whinge right on two subjects giving examples: (a)

that the public services have affected society (P5)

(b)

that the public services have supported society (P6).

Task 2 (M3 D3) Individual The newspaper likes the letter you wrote to them and asks you to back it up with an article explaining your ideas on how public services have supported society in more detail. (a)

Write your article looking at the roles of each of the main public services; showing how people benefit from the things they do (M3).

(b)

Include an analysis section which might deal with (D3) 1. the more controversial aspects of public service work 2. questions about the relationship between public services such as the police and the government 3. problems faced by public services that are overworked or underfunded, e.g. the prison service 4. how human rights may be infringed when dealing with matters involving national security 5. some ongoing questions about discrimination and inequality 6. new developments in policing, sentencing, warfare, peacekeeping and international cooperation 7. issues relating to asylum seekers, migrant workers and immigration.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Additional Resources Summary of the Universal Declaration of Human Rights 1. Everyone is free and we should all be treated in the same way. 2. Everyone is equal despite differences in skin colour, sex, religion, language for example. 3. Everyone has the right to life and to live in freedom and safety. 4. No one has the right to treat you as a slave nor should you make anyone your slave. 5. No one has the right to hurt you or to torture you. 6. Everyone has the right to be treated equally by the law. 7. The law is the same for everyone, it should be applied in the same way to all. 8. Everyone has the right to ask for legal help when their rights are not respected. 9. No one has the right to imprison you unjustly or expel you from your own country. 10. Everyone has the right to a fair and public trial. 11. Everyone should be considered innocent until guilt is proved. 12. Every one has the right to ask for help if someone tries to harm you, but no-one can enter your home, open your letters or bother you or your family without a good reason. 13. Everyone has the right to travel as they wish. 14. Everyone has the right to go to another country and ask for protection if they are being persecuted or are in danger of being persecuted. 15. Everyone has the right to belong to a country. No one has the right to prevent you from belonging to another country if you wish to. 16. Everyone has the right to marry and have a family. 17. Everyone has the right to own property and possessions. 18. Everyone has the right to practise and observe all aspects of their own religion and change their religion if they want to. 19. Everyone has the right to say what they think and to give and receive information. 20. Everyone has the right to take part in meetings and to join associations in a peaceful way. 21. Everyone has the right to help choose and take part in the government of their country. 22. Everyone has the right to social security and to opportunities to develop their skills. 23. Everyone has the right to work for a fair wage in a safe environment and to join a trade union. 24. Everyone has the right to rest and leisure. 25. Everyone has the right to an adequate standard of living and medical help if they are ill. 26. Everyone has the right to go to school. 27. Everyone has the right to share in their community's cultural life. 28. Everyone must respect the 'social order' that is necessary for all these rights to be available. 29. Everyone must respect the rights of others, the community and public property. 30. No one has the right to take away any of the rights in this declaration.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

United Kingdom – Acts of Parliament The Equal Pay Act 1970 This is an Act of the United Kingdom Parliament which prohibits any less favourable treatment between men and women in terms of pay and conditions of employment. It came into force on 29 December 1975. The term pay is interpreted in a broad sense to include, on top of wages, things like holidays, pension rights, company perks and some kinds of bonuses. The legislation has been amended on a number of recent occasions to incorporate a simplified approach under European Union law that is common to all member states.

Human Rights Act The Human Rights Act 1998 gives further legal effect in the UK to the fundamental rights and freedoms contained in the European Convention on Human Rights. These rights not only impact matters of life and death, they also affect the rights you have in your everyday life: what you can say and do, your beliefs, your right to a fair trial and other similar basic entitlements. Most rights have limits to ensure that they do not unfairly damage other people's rights. However, certain rights – such as the right not to be tortured – can never be limited by a court or anybody else. You have the responsibility to respect other people's rights, and they must respect yours. Your human rights are: the right to life freedom from torture and degrading treatment freedom from slavery and forced labour the right to liberty the right to a fair trial the right not to be punished for something that wasn't a crime when you did it the right to respect for private and family life freedom of thought, conscience and religion, and freedom to express your beliefs freedom of expression freedom of assembly and association the right to marry and to start a family the right not to be discriminated against in respect of these rights and freedoms the right to peaceful enjoyment of your property the right to an education the right to participate in free elections the right not to be subjected to the death penalty 16

UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

If any of these rights and freedoms is breached, you have a right to an effective solution in law, even if the breach was by someone in authority, such as, for example, a police officer.

Public Order Act 1986 An Act to abolish the common law offences of riot, rout, unlawful assembly and affray and certain statutory offences relating to public order; to create new offences relating to public order; to control public processions and assemblies; to control the stirring up of racial hatred; to provide for the exclusion of certain offenders from sporting events; to create a new offence relating to the contamination of or interference with goods; to confer power to direct certain trespassers to leave land; to amend section 7 of the Conspiracy and Protection of Property Act 1875, section 1 of the Prevention of Crime Act 1953, Part V of the Criminal Justice (Scotland) Act 1980 and the Sporting Events (Control of Alcohol etc.) Act 1985; to repeal certain obsolete or unnecessary enactments; and for connected purposes.

The Disability discrimination act The Disability Discrimination Act 1995 (DDA) came into force in 1996 and gives rights to disabled people in the areas of employment, access to goods and services and in education. In Part I of the Act a disabled person is defined as someone 'with a physical or mental impairment, which has a substantial and long-term effect on his or her ability to carry out day-to-day activities’. The Act covers a very wide range of disabilities and includes people who have had a disability previously. Part II of the Act, which came into force on 2 December 1996, protects disabled employees and jobseekers against discrimination. It requires employers of 15 or more staff to make sure that disabled people can work for them. This may mean that employers have to make changes to their recruitment procedures, work practices or to their premises. It is intended to extend the coverage of the Act to include small employers in 2004. Part III of the Act places duties on those providing goods and services to the public not to discriminate against disabled people. First, in 1996, a duty was placed on service providers not to discriminate against disabled people by refusing them service, providing them service on worse terms, or providing a lower standard of service. In October 1999, service providers were required to provide reasonable alternatives where access is impossible or unreasonably difficult for disabled people. The final rights, which come into force in October 2004, require reasonable adjustments to physical features of premises. The Disability Discrimination Act 3 Part IV of the Act contains provisions relating to education. The Special Educational Needs and Disability Act (SENDA) 2001 amended the DDA to bring education within the scope of the Act; it came into force on 2 September 2002. Regulations made under Part V set access standards for land-based vehicles. Transport infrastructure (rail, bus stations, airports, etc.) is covered by Part III of the Act. 17

UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

The Freedom of Information Act 2000 This is an Act of the Parliament of the United Kingdom. It is the implementation of freedom of information legislation in the United Kingdom on a national level. It is an Act of Parliament that introduces a public "right to know" in relation to public bodies. The Act implements a manifesto commitment of the Labour Party in the 1997 general election. The final version of the Act is believed to have been diluted from that proposed while Labour was in opposition. The full provisions of the act came into force on 1 January 2005. The Act is the responsibility of the Lord Chancellor's Department (now renamed the Ministry of Justice). The Act led to the renaming of the Data Protection Commissioner (set up to administer the Data Protection Act), who is now known as the Information Commissioner. The Office of the Information Commissioner oversees the operation of the Act. A second freedom of information law is in existence in the UK, the Freedom of Information (Scotland) Act 2002 (asp 13). It was passed by the Scottish Parliament in 2002, to cover public bodies over which the Holyrood parliament, rather than Westminster, has jurisdiction. For these institutions, it fulfils the same purpose as the 2000 Act. In 2007, the Freedom of Information (Amendment) Bill was introduced as a private members bill to the House of Commons. Its purpose was, amongst other things, to exempt Members of Parliament (MP) and Peers from the provisions of the 2000 act, but it failed to become law. Around 120,000 requests are made each year. Private Citizens made 60% of them, with businesses and journalists accounting for 20% and 10% respectively. Journalists' requests took up more of officials' time than businesses' and individuals' requests. The Act cost £35.5 million in 2005 and supporters of the amendment bill contend it will save around £12m a year.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

Web Links

www.edexcel.org.uk/home/

http://www.army.mod.uk/

http://www.raf.mod.uk/

http://www.royal-navy.mod.uk/

http://www.mod.uk/DefenceInternet/home

http://www.bucksfire.gov.uk/bucksfire/default.htm

http://www.thamesvalley.police.uk/bcu/milton_keynes/index.htm

http://www.hmprisonservice.gov.uk/

http://www.mkweb.co.uk/emergency_services/home.asp

http://www.hmrc.gov.uk/

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

BTEC COMMAND VERBS - PASS DESCRIBE Give a clear description that includes all the relevant features. Think of it as ‘painting a picture with words’. DEFINE Clearly explain what a particular term means and given an example, if appropriate, to show what you mean. DESIGN Create a plan, proposal or outline to illustrate a straightforward concept or idea. EXPLAIN Set out in detail the meaning of something, with reasons. More difficult than describing or listing so it can help to give an example to show what you mean. Start by introducing the topic then give the ‘how’ or ‘why’. IDENTIFY Point out (i.e., choose the right one) or give a list of the main features. ILLUSTRATE Include examples or a diagram to show what you mean. INTERPRET Define or explain the meaning of something. LIST Provide the information in a list, rather than in continuous writing. OUTLINE Write a clear description but not a detailed one. PLAN Work out and plan how you would carry out a task or activity. STATE Write a clear and full account. SUMMARISE Write down the main points or essential features.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

BTEC COMMAND VERBS - MERIT ANALYSE Identify separate factors, say how they are related and how each one contributes to the topic. COMPARE / CONTRAST Identify the main factors that apply in two or more situations and explain the similarities and differences or advantages and disadvantages. DEMONSTRATE Provide several relevant examples or related evidence which clearly support the arguments you are making. This may include showing practical skills. DESIGN Create a plan, proposal or outline to illustrate a relatively complex concept or idea. ASSESS Give careful consideration to all the factors or events that apply and identify which are the most important or relevant. EXPLAIN IN DETAIL Provide details and give reasons and/or evidence to clearly support the argument you are making. HOW / WHY JUSTIFY Give reasons or evidence to support your opinion or view to show how you arrived at these conclusions.

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UNIT 4: CITIZENSHIP THE INDIVIDUAL AND SOCIETY

BTEC COMMAND VERBS - DISTINCTION APPRAISE Consider the plus and minus points and give a reasoned judgement. ASSESS Must make a judgement on the importance of something (similar to evaluate). COMMENT CRITICALLY Give your view after you have considered all the evidence. In particular, decide the importance of all the relevant positive and negative aspects. CRITICISE Review a topic or issue objectively and weigh up both plus and minus points before making a decision. DRAW CONCLUSIONS Use the evidence you have provided to reach a reasoned judgement. EVALUATE Review the information then bring it together to form a conclusion. Give evidence for each of your views or statements. EVALUATE CRITICALLY Decide the degree to which a statement is true or the importance or value of something by reviewing the information. Include precise and detailed information and assess possible alternatives, bearing in mind their strengths and weaknesses if they were applied instead.

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