While mathematical modelling generally has an important position in mathematics education, discussions and approaches about normative modelling are underrepresented. Modelling can be seen as normative, when models are not only used to describe reality, but value or even generate reality, such as mathematical models used to assign legitimate carbon footprints within climate change discussion. Normative modelling for the political discourse requires reflecting about assumptions, simplifications and relevant consequences coming with the models. Starting from the well-known modelling cycle we integrate civic education perspectives to develop a didactical framework around normative modelling, suggesting an enhanced normative modelling cycle that explicitly refers to the judgement formation.