All Concepts
Global Citizenship

Active Citizenship

What it means to be an active citizen — someone who does not just follow rules, but takes part in making their community and world a better place.

Core Ideas
1 We are all part of a community
2 We can help people around us
3 Small actions can make a big difference
4 Listening to others is important
5 We can speak up when something is wrong
Background for Teachers

Young children can begin to understand citizenship through their immediate world — their classroom, school, and local community. At this age, citizenship is about belonging, caring, and helping. Children do not need to know the word 'citizenship' to understand its ideas. Simple acts like tidying up, being kind, including others, and speaking up when something is unfair are all acts of active citizenship. The goal at this stage is to help children feel that they belong to a community and that their actions matter.

Classroom Activities
Activity 1 — Our class community
PurposeChildren understand that a class is a community where everyone has a role.
How to run itAsk children: What makes our class a good place? Take ideas — listening, sharing, helping, being kind. Write or draw them on the board. Then ask: What can YOU do to help our class community? Each child chooses one thing they will do that week. At the end of the week, share what happened.
💡 Low-resource tipUse chalk on a board or draw pictures. Children can draw their chosen action instead of writing it.
Activity 2 — Helping hands
PurposeChildren see that helping others is a form of active citizenship.
How to run itDraw around each child's hand on paper and cut it out (or children draw their own). On each finger they write or draw one way they can help someone — at home, at school, or in their community. Make a display called 'Our Helping Hands'. Discuss: Why does helping matter? How does it feel when someone helps you?
💡 Low-resource tipUse any scrap paper. Children can trace their hand with a pencil if scissors are not available.
Activity 3 — Something is not right (role play)
PurposeChildren practise speaking up when they see something unfair.
How to run itAct out a simple scenario: one child is left out of a game, or someone's belongings are taken. Ask the class: What is wrong here? What could you do? What could you say? Practise together. Reinforce: speaking up kindly is an act of citizenship — it helps make our community fair.
💡 Low-resource tipThis is a talk and drama activity. No materials needed.
Discussion Questions
  • Q1What does it mean to be part of a community?
  • Q2Can you think of someone who helps your community? What do they do?
  • Q3What is one thing you could do to make your school a better place?
  • Q4Have you ever helped someone? How did it make you feel?
  • Q5What should you do if you see someone being treated badly?
Writing Tasks
Drawing task
Draw a picture of yourself helping someone in your community. Write or dictate one sentence about what you are doing.
Skills: Drawing, speaking, early writing
Sentence completion
Complete the sentence: I am part of my community and I can help by ___________.
Skills: Sentence completion, understanding of community
Common Misconceptions
Common misconception

Only adults can be citizens or make a difference.

What to teach instead

Children are citizens too. Even small actions — being kind, speaking up, helping a friend — are acts of active citizenship that make a real difference.

Common misconception

Citizenship means following rules and doing what you are told.

What to teach instead

Active citizenship means more than following rules. It means caring about your community, helping others, and speaking up when something is not right.

Core Ideas
1 Rights and responsibilities
2 Local and global community
3 Taking action
4 Volunteering and service
5 Speaking up and campaigning
6 Respecting differences
Background for Teachers

Active citizenship means taking part in your community — not just obeying rules, but helping to make things better. A citizen has rights (things they are entitled to) and responsibilities (things they have a duty to do). Active citizens do not wait for others to solve problems. They get involved — through volunteering, campaigning, helping neighbours, or joining groups that work for change. At primary level, students can connect this to their own school and local community. Good examples include: organising a litter pick, raising money for a local cause, writing a letter to a local official, starting a school garden, or setting up a kindness campaign. The key message is: everyone can make a difference, at any age, in any place.

Key Vocabulary
Citizen
A person who belongs to a community or country and has rights and responsibilities.
Active citizenship
Taking action to help your community and make it a better place.
Community
A group of people who live or work together in the same place.
Rights
Things every person is entitled to, such as education, safety, and fair treatment.
Responsibilities
Things you have a duty to do, such as treating others with respect.
Volunteering
Giving your time to help others without being paid.
Campaign
A plan of action to change something or raise awareness of a problem.
Local
Relating to the area or community near where you live.
Global
Relating to the whole world.
Classroom Activities
Activity 1 — Community problem solvers
PurposeStudents identify a real problem in their school or community and plan an action to help.
How to run itIn small groups, students discuss: What is one problem in our school or community? (Examples: litter, loneliness, no books in the library, unsafe paths.) Groups choose one problem and answer three questions: What is the problem? Who does it affect? What could WE do about it? Groups share their ideas with the class. If possible, choose one idea to actually carry out.
💡 Low-resource tipStudents can discuss and present verbally. No written materials needed. The teacher can write ideas on the board.
Activity 2 — Write to someone who can help
PurposeStudents practise using their voice to create change through a formal letter.
How to run itAs a class, choose a local issue (a broken path, a missing facility, a school improvement). Together, write a letter to the person who can help — a school head teacher, local official, or community leader. Discuss: What is the problem? Why does it matter? What are we asking for? Be polite and clear. If possible, actually send the letter.
💡 Low-resource tipWrite one shared letter on the board that all students copy. Even if it cannot be sent, the writing process has value.
Activity 3 — Citizen profiles
PurposeStudents learn from real examples of people who took action to help their communities.
How to run itShare brief profiles of active citizens — choose people from different countries and backgrounds, including young people. (Examples: Malala Yousafzai, Wangari Maathai, local heroes the students may know.) For each person ask: What problem did they see? What did they do? What changed? Students then think about: Who is an active citizen in YOUR community? What do they do?
💡 Low-resource tipThe teacher can describe the profiles verbally. Students discuss in pairs. No printed materials needed.
Discussion Questions
  • Q1What is the difference between a good citizen and an active citizen?
  • Q2Can children be active citizens? Give an example.
  • Q3What is one problem in your school or community that you would like to change?
  • Q4Why is it important to think about people outside your own community?
  • Q5If you could write a letter to one person to make your community better, who would you write to and what would you say?
  • Q6Why do some people choose to volunteer? What do they get from it?
Writing Tasks
Task 1 — Plan of action
Choose one problem in your school or community. Write a short plan of action explaining: what the problem is, who it affects, and what YOU could do to help. Write 3 to 5 sentences.
Skills: Planning, explanation writing, problem solving
Task 2 — Persuasive letter
Write a letter to your head teacher asking them to start a school garden, a reading club, or another project that would help your school community. Give two or three reasons why it is a good idea. Aim for 2 to 3 paragraphs.
Skills: Persuasive writing, formal letter structure, giving reasons
Common Misconceptions
Common misconception

Active citizenship is only for adults or famous people.

What to teach instead

Anyone can be an active citizen, at any age. Many young people have started campaigns, helped their neighbours, or improved their schools. The size of the action does not matter — what matters is taking part.

Common misconception

Citizenship only means following your country's laws.

What to teach instead

Following laws is part of being a citizen, but active citizenship goes further. It means caring about your community, helping others, and working to make things fairer — even when you are not required to.

Common misconception

One person cannot make a difference.

What to teach instead

History shows that individuals have changed communities and even the world. Many important changes started with one person who spoke up or took action. When others join, the impact grows.

Core Ideas
1 Local, national and global citizenship
2 Civil society and NGOs
3 Advocacy and campaigning
4 Digital citizenship
5 Social justice and inequality
6 Youth activism
7 Civic duties vs. civic virtues
8 Globalisation and shared responsibility
Background for Teachers

Active citizenship at secondary level involves understanding the systems that shape society — and knowing how to engage with and change them.

Key concepts include

Civic duties (things citizens are legally required to do, such as paying taxes or serving on a jury) versus civic virtues (qualities of a good citizen, such as honesty, care for others, and civic participation). Civil society refers to the space between government and the private sector — charities, NGOs, community groups, trade unions, and social movements that work for change. Advocacy means speaking up for a cause, often on behalf of others. Campaigning is organised action to change a policy or raise awareness. Digital citizenship is an increasingly important topic — how we behave online, how we evaluate information, and how social media can be used for positive change or for harm.

Youth activism has shaped history

From the student movements of the 1960s to climate strikes in recent years. Teachers should be careful to present a range of causes and perspectives, and to focus on the skills of civic participation rather than advocating for particular political positions.

Key Vocabulary
Active citizenship
Participating in civic life to improve your community or society, beyond simply obeying the law.
Civil society
The network of organisations, groups, and movements that operate between government and the private sector to represent citizens and work for change.
Advocacy
Speaking up publicly in support of a cause or on behalf of others who may not have a voice.
NGO
Non-governmental organisation — a group that works for social, environmental, or humanitarian causes independently of government.
Civic duty
An action a citizen is legally or morally required to do, such as voting or paying taxes.
Civic virtue
A quality or habit that makes a person a good citizen, such as honesty, tolerance, or concern for the common good.
Digital citizenship
Responsible and ethical behaviour online, including how we share information and treat others in digital spaces.
Social justice
The idea that society should be fair and that everyone should have equal rights and opportunities.
Globalisation
The process by which countries and people around the world become more connected through trade, communication, and shared challenges.
Classroom Activities
Activity 1 — Mapping civil society
PurposeStudents understand the range of organisations that make up civil society and their role in democracy.
How to run itAsk students to brainstorm organisations they know that are not government and not businesses — charities, religious groups, sports clubs, trade unions, environmental groups, community organisations. Create a class map grouping them by type and purpose. Discuss: Why do these organisations exist? What would happen if they did not? What is the relationship between civil society and government? Can civil society hold government to account?
💡 Low-resource tipDraw the map on the board. Students call out suggestions. No printed materials needed.
Activity 2 — Design a campaign
PurposeStudents apply the skills of active citizenship by planning a real campaign for a cause they care about.
How to run itIn small groups, students choose a local, national, or global issue they care about. They must answer: What is the problem? Who has the power to change it? Who is affected? What is our goal? What actions could we take (petition, letter, social media, event, fundraising)? How will we know if we have succeeded? Groups present their campaign plan to the class. Discuss: Which tactics are most likely to work and why?
💡 Low-resource tipThis is a planning and discussion activity. Students can present verbally. No materials needed beyond paper for notes.
Activity 3 — Duty or choice? Debating civic participation
PurposeStudents explore the tension between civic duties and civic virtues, and debate whether participation should be required.
How to run itPresent two questions for debate: (1) Should voting be compulsory? (2) Should young people be required to do community service? Split the class to argue for and against each. After the debate, move to discussion: What is the difference between doing something because you must and doing it because you care? Does compulsory participation undermine the spirit of citizenship? What kind of citizens does a healthy democracy need?
💡 Low-resource tipDebate can happen without any materials. Assign positions randomly so students practise arguing views they may not hold.
Discussion Questions
  • Q1What is the difference between a passive citizen and an active citizen? Which are you?
  • Q2Is it possible to be a good person but a bad citizen? Explain your thinking.
  • Q3Should voting be compulsory? What are the arguments on both sides?
  • Q4How can social media be used as a tool for active citizenship? What are its risks?
  • Q5Do wealthy people have more power to be active citizens than poor people? Is this fair?
  • Q6What responsibilities do citizens of rich countries have towards people in poorer countries?
  • Q7Can you think of a time when young people changed something important through civic action? What made them successful?
Writing Tasks
Task 1 — Extended essay (analytical)
'Voting once every few years is not enough. True citizenship requires constant active participation.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument, evidence, counter-argument, formal academic style
Task 2 — Analytical response
Explain two ways in which digital technology has changed active citizenship, and assess whether these changes have been positive or negative overall. Write 200 to 300 words.
Skills: Explaining change, balanced assessment, use of evidence
Common Misconceptions
Common misconception

Activism and citizenship are the same thing.

What to teach instead

Activism is one form of active citizenship, but citizenship is broader. It includes everyday actions like volunteering, paying taxes, serving on a jury, and treating others with respect. Not all active citizens are activists, and not all activism is an expression of good citizenship.

Common misconception

Signing an online petition or sharing a post on social media is enough to create change.

What to teach instead

Digital actions can raise awareness and build momentum, but rarely create change on their own. Sustained civic action — attending meetings, writing letters, organising in person, voting — is usually needed to translate online energy into real-world outcomes.

Common misconception

Citizenship only applies within your own country.

What to teach instead

In an interconnected world, many of the biggest challenges — climate change, poverty, conflict — cross national borders. Global citizenship means feeling a sense of responsibility towards people in other countries and supporting international cooperation and justice.

Further Information

Useful resources for teachers: Oxfam's Education for Global Citizenship guide (oxfam.org.uk/education) offers practical frameworks. The Council of Europe's Competences for Democratic Culture provides a detailed map of citizenship skills. For case studies of youth activism, see the Ashoka Changemakers network and the United Nations Youth programme (un.org/youth).