Hello, everyone.

My name is Ms. Wyatt, and welcome to today's citizenship lesson.

I'm so pleased that you could join me here today.

Today's lesson is on how can citizens get involved in change.

From the unit, "How can we make a difference in our communities?" By the end of today's lesson, you will be able to explain how citizens can get involved in community change.

We have a number of keywords throughout our lesson today, and they are: citizen, change, and changemaker.

Some of these keywords might be new to you today, but I am here to guide us.

Citizen is a person who legally belongs to a country and has the rights and protection of that country.

Change is an act or process through which something becomes different.

And changemaker is someone who wants change in the world, and by gathering knowledge and resources, makes that change happen.

Our lesson is broken up into three parts today.

The first part of the lesson, we're going to start by looking at who are changemakers in our communities.

Local, national, and global communities have citizens that can bring about change.

These people are called changemakers because they're the ones that make these changes.

A changemaker wants to make positive changes to improve the community for everyone, including the underprivileged.

They do not want to make negative changes.

The goal is to make positive changes.

You yourself might be a changemaker for your local community.

Aisha says, "Who do you think are the changemakers in your community, Jacob?" Jacob replies with, "Well, it depends on what community you are talking about, Aisha.

In my local community, there are citizens that are community leaders, members of the local council and parish council that all make decisions about change.

But in the national community, there are changemakers in the government like MPs and the Prime Minister." So let's check our understanding so far.

"A changemaker wants to:" A, make negative changes for everyone.

B, make positive changes for everyone.

C, make negative changes for the privileged.

D, make positive changes for the underprivileged.

Now, it's important to note that there may be more than one answer correct here.

So read back through the options and think about what a changemaker wants to do.

Pause the video and make your decision.

Okay, we should have said, a changemaker wants to: make positive changes for everyone, so B, and make positive changes for the underprivileged.

So, option D.

So B and D, if you said that, you would be correct.

Well done.

They want to make positive changes for everyone, not negative changes, and they want to try and make these positive changes for the underprivileged.

Some changemakers work locally, nationally, and globally, but they're often categorised under the following headings.

So as you can see on my screen now, we have three headings: local, national, and global.

So under our local changemakers, we have community leaders, we have activists, we have volunteers, we have campaigners, and we have local councils.

Under our national category, we have politicians, we have NGOs or non-governmental organisations, we have journalists, we have government agencies, and we have charities.

So some of those words you might be thinking, "Hmm, not too sure of." Journalists you might have heard of on the news or reporting or writing newspapers.

Charities, you might know of some local charities to you and they try to make positive change or raise awareness or help the needs of something.

Global, which is our third category, can include international organisations, global advocates, scientists and environmentalists, world leaders, NGOs, and charities.

Okay? So we have lots of changemakers within the world.

They either work locally, nationally, or globally.

Alex says, "Can you tell me more about local changemakers, Aisha?" So, local changemakers are in your area.

Aisha says, "In local communities, community leaders organise activities, address concerns, and manage local groups.

Activists raise awareness, lead campaigns and inspire change.

Volunteers give their time for tasks, like litter picking or helping citizens at homeless shelters." Alex says, "Is there anything else about changemakers locally, Aisha?" Aisha says, "Yes, there's so many! Campaigners speak up for others, meet with officials, and can use social media to push for change.

Local citizens join councils which make decisions about services, plan projects, and ensure the community's needs are met.

Together, these changemakers improve the communities and inspire action amongst citizens." I think it's important to note here that when we say that local citizens join councils which make decisions about the services to ensure the community's needs are met, it's important to note that each community is different in its own way and it will have different needs.

So, the needs of your community might be different to the needs of my community that I belong to.

True or false? "Campaigners are not allowed to use social media to push for change." Is that true or is that false? Pause the video and make your decision.

Okay, we should have said it's false.

It's false because campaigners do often use social media to get their message and need for change across to the wider audience.

Social media is a brilliant tool if used in the right way.

You can put a message out there or a picture or whatever, and it can spread globally.

It can spread internationally across the world in a matter of seconds.

In national communities, elected officials create laws and policies to address important issues and represent citizens' voices.

National here means relating to or typical of a whole country and its people rather than part of that country, because that would mean it's local.

Non-governmental organisations, or NGOs for short, tackle poverty and education, raising resources and creating support programmes.

They work for change.

So you might know about NGOs and you might know that there are loads within our world.

And some work locally, some work nationally, and some work globally as well.

So some will raise awareness of things and some will want to raise funds for a particular thing or some will want to help in a certain way, but they all work for change.

"Journalists and the media inform citizens about critical issues and hold leaders accountable." "Government agencies implement programmes and ensure laws are followed, working to protect citizens' rights and wellbeing." "Charities provide support to those in need and drive social change through their work nationally." Now, together, these changemakers work to improve the country for everyone.

So I'm hoping you're starting to see how it all works and who are the changemakers in our communities.

So we've touched on the idea that there are changemakers in government, and these changemakers can spark change on a national and a local level.

Now, if you look at this picture, it shows some examples of how power is distributed in the UK.

So where it is and how it's put out and how it's shared.

So, I love this picture.

It shows you lots of different branches of it.

So you've got branches for local government, you've got branch for national, and you've got a branch for regional.

Okay? And on there, you can see for yourself, it's got things like metropolitan borough councils, London boroughs, parish councils, town councils, community councils in Scotland and Wales.

Now, depending on where you live, in what area of the country, depending on what local government you belong to, okay? Nationally, so relating country-wise now, there is the UK Parliament, there is the Scottish Parliament, there is the National Assembly of Wales, and there is also the Northern Island Assembly.

So, that makes up the UK.

And then regionally, let's say, London, there is the London Assembly, the mayor of London, and the Greater London Authority.

Now, there are also changemakers in our school communities.

We've just looked at some nationally and locally, but now there are some within our school community.

So this diagram shows an example of the distribution of power in schools, okay? So different ones are in different shades and different colours, and then there's you.

So, we have from you, or I, we've got the teacher or the tutor.

And then it goes to our head of year.

If it escalates beyond that, it'll go to the assistant head.

And I'm hoping you can start to see this diagram then starts to branch upwards and outwards.

So past the assistant head is the deputy head, then to the head teacher.

Then depending on what route you would want to look at, it either go in academy trust or governors.

Okay? True or false? "Power is distributed around the UK so there are changemakers in every community." Is that true or false? Hopefully we all knew that that was true.

It's because the UK government distributes power throughout the UK, so there are changemakers in every single community.

And many decisions can be made on a local rather than a national level.

Well done if you got that correct, everybody.

Jacob says, "We also have changemakers for our global community.

International organisations like the United Nations work to address issues such as climate change and human rights by uniting countries." He says, "Do you know any, Izzy?" Before we get to Izzy, I wonder if you know of any.

Izzy says, "Yes, Jacob.

Global advocates raise awareness and push for action on important issues worldwide.

Also, scientists and environmentalist develop solutions to protect the planet and promote change, which is crucial for the world." Jacob says, "Also, Izzy, world leaders negotiate agreements and policies to ensure peace and cooperation across nations.

If we didn't do this, there might be more wars and conflicts across the world.

So changemakers are really important for peace." Izzy says, "We nearly forgot the NGOs and charities, Jacob.

They provide support to communities in need, driving positive change for citizens all around the world.

And together, all of these changemakers help create more cohesive global community." So, what Jacob and Izzy have just taught us is that there are lots and lots of different people in the world that make change, and they all come in different forms. We have NGOs, we have charities, we have world leaders, we have global advocates, we have scientists, we have environmentalists, we have you.

There are so many people that can make this positive change.

So, "Who are changemakers in global communities?" Think globally now.

Are they A, world leaders? Is it B, local council? Or C, scientists? There might be more than one right answer.

Pause the video and have a think about this question.

Okay, our changemakers in our global communities are: world leaders and scientists.

Let's try filling the missing words.

"So driving positive change in our global community helps to keep the.

." What's the missing word? And "The global that helps citizens to do this across the world and prevent conflicts and wars is the United blank." So can you pause the video, read back through these sentences and try and think what the missing words could be? Good luck.

Okay.

So our missing words were: Peace.

"So driving positive change in our global community helps to keep the peace." And nations.

So the United Nations is the global organisation that helps citizens to do this across the world to prevent conflicts and wars.

Well done if you managed to work that out.

Laura has been asked what a changemaker is and who the changemakers are in our communities.

We need to write a response for Laura.

We need to help her out here.

So, when you write this response for Laura, I would like you to include the words, local, national, and global.

So Laura says, "I can think.

." Sorry, "I think I can give at least two examples of each of the different community changemakers: local, national, and global." Now, she says, "If you need more help, you could use slide 10." So this is slide 10, and this is what Laura says this might be able to help you out if you can't think of the names of changemakers locally, nationally, and globally.

So the task is to write a response for Laura to answer what our changemaker is and who the changemakers in our different communities are, and try and include the words local, national, and global.

Pause the video and have a good go at the task.

Good luck and enjoy.

Well done, everyone.

Tremendous efforts.

So our responses to try and help Laura out might have included the following.

So what I've said, "A changemaker is a citizen who wants change in the world, and by gathering knowledge and resources makes that change happen.

Local changemakers include community volunteers and youth activists.

National changemakers include nonprofit organisations, NGOs, and elected officials like MPs.

Global changemakers include international groups like the United Nations and global activists fighting issues like climate change." So you might have referred to different people within the local, national, and global communities, and that is okay, as long as we know the difference between local, national and global changemakers.

We have now looked at who are changemakers in our communities.

The next part of the lesson, we're going to look at how can citizens participate in decision-making.

So how can you and I participate in decision-making? So we know that changemakers are able to bring about change in our communities.

They're able to make decisions and then bring about this change in our communities, especially if they have access to funding.

As citizens, we can participate in decision-making and campaign for change if we know who the changemakers are and how to engage with them.

If we do this, we are called active citizens.

So being an active citizen is a really important thing and a brilliant thing, actually.

A lot of people value you if you become an active citizen.

So knowing who and how we can campaign for change and who the changemakers are.

Sofia says, "There are lots of ways citizens can get involved in making decisions in their communities." Says, "I know my grandma went to a meeting at the village hall to voice her concerns about the new houses that are being built on traditional farmland." Andeep says, "My dad went to that too, Sofia.

They all voted as to whether the building should go ahead or not so that they could petition the local council's decision.

I think it's great that citizens get a say on the changes happening in their own communities." So, actually, we're really lucky to be able to do that, to be able to go to these meetings within your community, like Sofia's grandma and Andeep's dad went to, and be able to put across their own view and their opinion.

Now, voting in elections is also an important way for citizens to participate in decision-making.

This allows members of the community to choose leaders who represent their interests.

Voting is an important part of democracy, which is a vital part of our government.

Citizens can vote in local and general or national elections, as well as voting for police crime commissioners, mayors, and other community roles.

There is a lot that you can get involved in when you become of the age to be able to vote.

So let's put our knowledge to test.

"What type of activity do you associate with democracy?" Is it A, fighting, B, voting, C, building, or D, farming? Pause the video and think what type of activity do you associate with democracy.

Hopefully we all said B, voting.

Voting is what we associate with the word democracy.

Sofia says, "You don't just have to vote for citizens to represent you though, Andeep.

You can stand for election yourself and join your local council, your parish council, or be a member of various committees and then be a changemaker yourself." Andeep says, "Yes, Sofia.

My aunt is a parent governor at our local primary school which my sister attends.

That means she can have a say in how the school is run, how funding is spent, and can shape policies and projects.

So you get a lot of responsibility." So being a school governor is a real big thing, but it does mean that you can have your say on all these different things within your school.

So your school that you attend to will have governors, and some might be parents and some might be friends of the school.

True or false? "Anyone can be a changemaker in their community." Is that true or is that false? It's true.

Of course it's true.

Anyone can be a changemaker in their community if they really want to.

Anyone can run for elections for local council and can also be voted into lots of different communities that can involve local, national, and global communities.

"Active citizens can participate in decision-making and can push for change by: Signing petitions.

So where lots of people put a signature on to make change for something.

Peacefully protesting.

So you might use to show a board like is on our screen right now.

It says, "You'll die of old age, and we'll die of climate change." And joining a campaign.

So you want to campaign for change.

Izzy says, "Do you know what is meant by signing petitions?" Do we know what is meant by signing petitions? Good question, Izzy.

Sam says, "A petition is a written request which appeals to the authorities to try and bring about change." Lucas says, "It's usually signed by many people regarding a particular issue.

It can be paper or online." And Jun says, "After 10,000 signatures, you get a government response.

After 100,000 signatures, petitions are considered for debate in parliament." So the more signatures you can get on that petition, the more people will hear about it and the more change you can bring about as it will be considered for debate in parliament.

Izzy says, "What about peacefully protesting?" Do we know about that? Sam says, "I'm not sure.

Although I know it has to be done without conflict or violence and tries to make change." It's really important that peacefully protesting is within your rights.

You are legally allowed to do that.

But as soon as violence gets involved, that is against the law.

Lucas says, "A protest is an event to show or express strong disagreement with or disapproval of something." "They can take place by marching on the streets or there might be a crowd gathering in a public place with banners to share their views." So you might have seen protests on the news, you might have seen them in your history lessons and learn about them then.

You might have heard about them in your citizenship lessons as well.

Now, do you know how to join a campaign? Well, Sam says, "A campaign is when actions or events are organised by an individual or a group of people to achieve change." Lucas says, "There are lots of campaigns for change on social media that are positive and inspire you to make changes." Jun says, "Often people who start campaigns are changemakers who end up making significant changes to their communities." You may have been a part of a campaign before, and you might not have even known about it.

So, we've just looked at how citizens can participate in decision-making, and we looked at petitioning, protesting, campaigning.

Now I would like you to match the word with its definition.

So either draw lines to the definition or write it out.

Pause the video and have a go at this task.

Okay, well done, everybody.

So, petitioning, we should have matched up with, a written appeal to the authorities to make change.

I don't know if you got that right.

Protesting is showing disapproval of of something.

For example, holding banners up in the street.

And campaigning leaves us with, organising events that achieve something and can make change.

Well done if you've got all three right.

I would like us now to have a go at this task.

So the task is to draw a mind map to show how citizens can participate in decision-making in communities.

Now, there are some things we need to add to our mind map.

Jacob says, "Make sure you add petitioning, protesting, and campaigning." So Jacob's just given us a good idea of where to start.

So when we're doing this mind map to show how citizens can participate in decision-making, make sure we add petition and protesting and campaigning.

So pause the video and have a go at this task.

Okay, so we should have had a go at drawing a mind map now to show how citizens can get involved with decision-making in these communities.

Now, your answer might look something like ours on the screen.

So, if we had citizen participation and how they get involved, we might have started with campaigning, 'cause Jacob gave us some answers to begin with.

So with campaigning, we might have branched out to saying, "Well, you organise events and you focus on one issue to bring about change." If we went with petitions, we might have said, it's a form of protest and you try and add as many signatures, you might have said about how many it needs to take to get to parliamentary debates.

Voting involves local and national elections.

Community leaders, you might have put something down about democracy.

You might have also said about attending public meetings.

So this means where you can go to voice concerns and join committees and the council.

Well done, everyone.

We are now gonna look at the final part of the lesson, which is exploring the question, "How can young people help drive community change?" Young people have a powerful role to play in shaping their communities.

It's not just adults who can inspire change.

By taking action, sharing their voices, and connecting with others, young citizens can help solve local problems and create positive change.

There are lots of ways that young people can get involved in their communities, become changemakers, and make a difference.

So true or false? "Young people can impact the community and make changes just like adults." Is that true or is that false? It's true.

It's true because young people can help improve the community, they can drive change, they can be a powerful voice in their community.

So well done if you got that right.

Laura says, "Do you know how young people can help change their communities, Alex?" Alex says, "Yes, Laura.

Young people can make a difference by volunteering for local projects.

For example, students might organise a community car wash to make their neighbourhood cleaner and save people time.

Volunteering shows commitments to the community and often encourages other citizens to join in and help out." Laura says, "That sounds great, Alex.

What else can young people do to drive change?" He says, "Raising awareness is a key way people can drive change, Laura.

They might create posters, give presentations, or use social media to highlight issues, like bullying or environmental problems. For instance, a group of students could start a campaign about recycling at school, helping to educate other citizens and inspire positive action.

They can be changemakers." So what are examples of ways that young people can help drive community change? There is a list of options from A to D, and there is more than one right answer.

So pause the video, read through the options, and think, "What are the examples of ways that young people can help drive community change?" Good luck.

Okay.

Hopefully we worked out that organising a community fundraiser and starting a campaign about recycling are all examples of ways that young people can help drive community change.

Going to library and reading books is a lovely activity, but it's not going to bring about change.

And ignoring the problems around them, that's just gonna make things worse.

That's not gonna bring about any change.

"Young people can drive change in their communities by organising events and campaigns." "Young leaders can plan activities that bring citizens together for a cause like collecting food for people in need." "They might also include things like charity runs, raffles, or fundraising events." "By organising events, they unite the community and make a bigger impact as changemakers." "Although you cannot be a Member of Parliament, or an MP, until you are 18 in the UK, young people can join youth councils or advisory groups." "Many communities offer youth councils where young people can share ideas to help drive change." "They meet with local officials to discuss projects and suggest changes." "This involvement gives them a direct voice in decision-making and enables them to be changemakers for their communities." So which of the following statements is true? A, young people can become MPs at 16.

B, young people can become MPs at 18.

Or C, young people can become MPs at 21.

Pause the video and think which statement is true.

Hopefully we remembered that B, young people can become MPS at 18, is correct.

Aisha says, "How can young people encourage change in a way that they weren't able to in the 1980s?" Sofia says, "You can now sign petitions that are shared on social media platforms." Andeep says, "Social media platforms are powerful tools for spreading messages." And Lucas says, "Young people can start online campaigns, share stories, and gain support for change." Now, the internet allows young people to share their opinions, ideas, and stories widely, reaching audience beyond their local communities.

Online platforms help young people connect with other changemakers and organisations, allowing them to collaborate on projects and campaigns for greater impact.

So coming together online is a great way to make change.

"The internet provides citizens access to information, educational tools and resources that help young people learn about issues and plan their actions to try to change things for the better." "Young people often work collaboratively to bring about change." So that means they work together.

Sam says, "Can you remember all of the ways that young people help drive community change, Jun?" Jun says, "I think I can remember, Sam.

There was volunteering, raising awareness, organising events and campaigns, joining youth council and advisory committees, and using social media for change." "What tool could you not use in the 1980s that can help drive community change?" Izzy says, "I get told off if I use this too much at home!" So what is the tool that you couldn't use in the 1980s that you can now use to drive community change? What do you think it might be? If we said social media, you would be right.

I wonder if any of you get told off for using it far too much at home.

Our last task is to write one short paragraph about how young people can help drive community change.

Jun says, "I can offer you a hint if you want it." If not, go ahead and write one short paragraph about how young people can help drive community change.

Jun says, "Remember: volunteering, raising awareness, organising events and campaigns, joining youth councils and advisory committees, and using social media are all ways that you, young people, can drive community change." So pause the video and have a go at writing this paragraph.

Good luck and enjoy.

Great efforts, everybody.

So your answer might have included some of the following that I'm about to read out.

So we said, "Young people can help drive community change in many ways.

They can volunteer for local projects, like helping at food banks and cleaning public spaces.

Young people can raise awareness about important issues such as bullying through presentations or social media.

By organising events and campaigns, young people can bring citizens together for a cause.

Joining youth councils or advisory committees are also allows them to become changemakers and share ideas directly with leaders.

Social media also helps amplify their voices and connect with others for greater chance of lasting change." So I wonder if you managed to get some of the same ideas as I did.

We have now come to the end of the lesson, and I would like to summarise this for us.

Changemakers are present in local, national, and global communities by being active citizens.

Changemakers include community leaders, volunteers, campaigners, politicians, journalists, international leaders, scientists, and charities.

Citizens can participate in decision-making by joining local councils, voting in elections, and participating in democratic activities, like peaceful protesting, signing petitions, and campaigning.

Young people can help drive community change and become changemakers by volunteering, raising awareness, organising events and campaigns, joining youth councils, and using social media for positive change.

I have loved today's lesson.

I hope you have enjoyed it as much as me.

You've done really, really well with your efforts today, and I hope to see you soon.