Above: UK Map - the four nations

A chronological learning journey of citizenship and identity in the multinational state of the UK

Focus: This Reflective Learning Journey provides an example of how an enquiry, question-oriented approach drawing on relevant historical aspects might be used as a framework for teachers to develop ‘citizenship thinking’ around issues of contemporary political relevance in the UK today. These ideas have been developed and adapted from Andrew Wrenn (Advisory Teacher for History, Cambridgeshire) by Lee Faith, Head of Citizenship, Deptford Green School. Thanks also go to Tony Breslin and Don Rowe of the citizenship Foundation.

Key Learning Questions: * What does ‘Britishness’ mean in a multinational state like the UK? * What are the different identities of the four nations that make up the UK? * Has the UK always been united? * What are the rights and responsibilities of citizens in a multinational UK? * What has been the impact of devolution on the identity of the UK?

What are the different identities of the four nations that make up the UK?

Range and content acquisition, skills and processes and areas of focus:

• Pupils should explore the chronological makeup of the UK by recognising that the UK is made up of four individual nations, each having its own history, heritage and traditions.
• Pupils examine each of these four nations in this chronological context, and develop an understanding of the different aspects that make up the identity of each nation.
• Through this process of exploration and examination, pupils will foster an understanding that the UK has many identities.

Has the UK always been united?

Range and content acquisition, skills and processes and areas of focus:

• Pupils should examine the chronological context of conflict within the UK.
• Using the focus of ‘Land and Monarchy', pupils should develop an awareness of the complexity of having multiple nations in one kingdom, and how individual nations' historical needs for identity can be, and have been, the cause of conflict.
• Using the conflict in Northern Ireland as a case study, pupils should examine how the nation of Ireland became divided. This should be facilitated through both a chronological exploration and a contemporary focus, looking at the current peace process. A key focus in the case study should be how religion has divided the nation and the implications of this in contemporary society, particularly in terms of religious diversity in the UK.

What are the rights and responsibilities of citizens in a multinational UK?

Range and content acquisition, skills and processes and areas of focus:

• Examining the four nations individually, pupils should conduct a ‘comparative analysis', looking at the differing rights and esponsibilities of citizens for each of the nations.
• The analysis should look at the spheres of political, social and economic rights and responsibilities.
• Pupils should go on to explore the different ways each nation promotes the rights and responsibilities of their citizens, and in particular how these can sometimes conflict. (The focus here could once again be Northern Ireland, by using the previous learning question as a base for the exploration of rights and responsibilities in Northern Ireland.)

Skills and processes 2: Advocacy and representation - What is the future for the UK?

• Exploring the contemporary aspects of change in the UK (the Northern Ireland peace agreement and the implications for devolution in Northern Ireland; and the continued development of devolution in Scotland and Wales), pupils examine whether the United Kingdom can continue to be called United.
• Through this process pupils will need to reflect on where their own identity exists - through their national identity, or through their state identity.
• Using a ‘future-thinking framework' (and utilising AfL strategies that incorporate prior learning from throughout the Unit), pupils debate whether the continued devolution of the United Kingdom is something they want for their future.

Skills and processes 2: Advocacy and representation - What does 'Britishness' mean in a multinational state like the UK?

• Pupils conduct an active citizenship investigation into the attitudes of citizens in the four countries of the UK, on Britishness and identity. This should be facilitated through inter-nation dialogue (via email to MPs and young citizens in each of the four nations).
• Pupils explore what ‘Britishness', ‘identity' and ‘rights and responsibilities' mean to these citizens in each nation. This should be done through structured questionnaires. Pupils should examine the differences in responses to these key areas of questioning.
• Analysing the answers to these questions, pupils explore whether they feel part of a united kingdom, or whether the answers indicate that the UK is made up of four nations not sharing any collective identity.
• Pupils submit their findings to a selected audience of MPs who are currently shaping devolution policy.

This Reflective Learning Journey was initially published in the 2007 Curriculum Review, Diversity and Citizenship, Appendix 1: Examples of 'fourth strand' approaches, pp. 100-103:
http://publications.teachernet.gov.uk/eOrderingDownload/Diversity&Citizenship.pdf.