What is citizenship? (Code SCL4WA4W2)

IO4. Social and Civic

Work Area 4

Workshop 4: What is citizenship?

1. General Information

Name of the key competence:
Social and Civic

Name of the workshop:

What is citizenship?

Main learning outcomes:

4.2.1 Demonstrate an understanding of the concept of active citizenship

4.2.2 Provide examples that demonstrate active citizenship

4.2.5 Demonstrate an understanding of how active citizenship can contribute in divers societies

Work area{s):

WA4: Civic Competence

WA4.1: Active citizenship


4 hours

AC entry level


Class room activity

Outward bound activity

E-learning activity

Min. training materials:

Online connection

Beamer and PC

White board

Paper/pencils, post its etc

Extra rooms


Special attention:

Involvement of third parties

Special arrangements needed

Prep work for participants required


Selection of local former newly arrived woman as guest speaker: a person who is successfully integrated in host society, explaining what this integration means


2. Didactical Methodology

Part of workshop

Innovative didactical methodology used:

What it means:

1st part

2nd part

3rd part

1. Spaced learning

Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students

2. Cross Over learning

Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives

3. Learning through argumentation

Argumentation as means to attend to contrasting ideas, which can deepen their learning.  Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations

4. Incidental learning

Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher

5. Context based learning

By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning

6. Computational thinking

Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).

7. Learning by doing

A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn

8. Embodied Learning

Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process

9. Adaptive Teaching

Using data of learner’s previous and current learning to create a personalized path through educational content.

Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study

10. Analytics of Emotions

Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner

3. Type of training activities used

Type of activity
Part of workshop

1st part

2nd part

3rd part

1. Q-A session

2. Case studies

3. Small group discussions

4. Active summaries

5. Demonstrations

6. Real world learning / real life scenario

7. Apprenticeship

8. Story board teaching

9. Out of class activity

10. Problem-based learning activity / problem solving

11. Collaborative preparation

12. Discussion questions / group discussion

13. Group activity

14. Story telling

15. Mind mapping

16. Brainstorming

17. Instructional video

18. Role playing

19. Self-assessment

20. (Mentor) work shadowing

21. Instruction

22. Event organisation

23. Online training

24. Learning game

25. Reflection

26. Coaching

4. Organization of the workshop

Duration: 1 hour and 15 minutes


Learning outcomes:

4.2.1 Demonstrate an understanding of the concept of active citizenship

4.2.2: Provide examples that demonstrate active citizenship



Introduction of the concept Citizenship 


  • Learning facilitator explains objective of today’s workshop
  • Learning facilitator shows Intro-video on Citizenship
  • Learning facilitator forms small groups of 3 – 4 participants
  • In each small group participants discuss what the main subjects are the video informs them about;
  • Items are written on separate Post-Its

Time 30 minutes


  • Learning facilitator collects the Post-Its
  • Learning facilitator groups the Post-Its in interactive way with the participants
  • Learning facilitator summaries findings by describing the main areas of active citizenship: active as individual in a career path and use your talents, active in democratic society, able to express the democratic rights and meet the obligations;
  • Learning facilitator invites participants to talk about the differences between host and home country: is there difference for men and for women?

Time 30 minutes

15 minutes break




Video and other useful links: 

NL video re Citizenship

Duration: 1 hour and 30 minutes


Learning outcome 4.1.1: Demonstrate an understanding of the concept of active citizenship

Learning outcome 4.1.2: Provide examples that demonstrate active citizenship


Active citizens: the story of …..


  • Learning facilitator introduces guest
  • Guest tells (her) own story of becoming an active citizen: through integration process setting steps toward having a career of her own and income; guest illustrates story with referral to barriers which needed to be crossed (career perspective, image, stereotyping, training of skills and competences, child care, partner etc.);
  • Guest illustrates what was new for her;
  • Questions and answers: Participants have the opportunity to ask questions

Time: 30 minutes


  • Learning facilitator thanks guest
  • Learning facilitator forms small groups
  • Participants discuss what they consider to be different between host and home country re rights of the individuals
  • Feedback from the small groups is collected
  • Learning facilitator summarises findings by referring to main rights of the individual in the host country: freedom to choose education, a career, a religion, a partner

Time 40 minutes


10 minutes break




Video and other useful links: 

Duration: 1 hour


Learning outcomes:

4.1.4 Demonstrate an understanding of how active citizenship can contribute in divers societies

4.1.2 Provide examples that demonstrate active citizenship


Intro on obligation of a citizen in a democratic society


  • Learning facilitator challenges group to investigate whether there are situations in which people can claim rights and freedom without having to do something in return
  • Learning facilitator explains that “Doing something in return” is what is meant by “obligation”
  • Learning facilitator asks group to come up with the obligations related to:
    • Right to vote
    • Right to choose an own career
    • Right on education
    • Freedom of speech
  • Learning facilitator asks participants what kind of skills and competences are needed to exercise these rights (ref to integration programs)
  • Learning facilitator closes by summarising the main rights and obligations once more (annexe 2)


Annex 1; annex 2

Video and other useful links: