By James Arthur
Citizenship via Secondary background finds the opportunity of background to interact with citizenship schooling and contains: a overview of the hyperlinks among citizenship schooling and the educating and studying of background an research of ways citizenship schooling is characterized, elevating key concerns approximately what may and will be completed a critique of the self-discipline and the pitfalls to prevent in instructing citizenship via historical past case studies offering sensible educating feedback. historical past instructing is on the leading edge of citizenship schooling - the prior is the springboard from which voters learn how to imagine and act. This ebook bargains confident and direct how one can become involved within the considering that needs to underpin any invaluable citizenship schooling, for all expert academics, scholar lecturers in background, policy-makers, heads of division and principals.
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Additional info for Citizenship Through Secondary History (Citizenship in Secondary Schools)
It was recognised that, because of existing practice, the best way to approach citizenship education in primary schools might be in combination with PSHE. Approach What is often forgotten in the reporting of the Citizenship Advisory Group’s work is that the actual detail of the approach was determined largely by practitioners and then endorsed by the group. The group had neither the time nor sufﬁcient expertise to draw up the detailed framework for citizenship education in schools. Instead, the work was delegated to two sub-groups of teachers and experts in the area, one for primary schools and one for secondary.
Support The group argued that there should be a phased introduction and implementation of the statutory Order for citizenship education over a number of years. This was in recognition of the time needed to prepare sufﬁcient quality support structures in terms of initial and pre-service training for teachers and the provision of new and revised materials. A phased introduction would minimise disruption for schools in their existing curriculum arrangements. The group placed considerable store on the ability of history teachers to be in the vanguard of those promoting citizenship education in schools in the first few years.
Most importantly, there was general consensus, both within and outside the world of education, on the deﬁnition of citizenship education and on the need for a statutory entitlement. There was also little public or professional concern expressed about the dangers of political indoctrination of pupils, a factor which has dogged discussion of citizenship education in the past. Those in favour welcomed most aspects of the proposals. This was the position of those representing history. The Historical Association was invited by the group to take part in the consultation process.
Citizenship Through Secondary History (Citizenship in Secondary Schools) by James Arthur
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