By James Arthur
Citizenship via Secondary background finds the opportunity of background to interact with citizenship schooling and contains: a evaluation of the hyperlinks among citizenship schooling and the educating and studying of historical past an research of ways citizenship schooling is characterized, elevating key matters approximately what may and will be completed a critique of the self-discipline and the pitfalls to prevent in instructing citizenship via heritage case studies offering useful educating feedback. heritage instructing is on the forefront of citizenship schooling - the earlier is the springboard from which voters discover ways to imagine and act. This e-book deals confident and direct how you can get entangled within the pondering that needs to underpin any necessary citizenship schooling, for all specialist lecturers, scholar academics in background, policy-makers, heads of division and principals.
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Extra resources for Citizenship Through Secondary History (Citizenship in Secondary Schools)
1 2 3 Social and moral responsibility: children should learn from the very beginning selfconﬁdence and socially and morally responsible behaviour both in and beyond the classroom, both towards those in authority and towards each other. It is essentially a precondition for the other two strands. Community involvement: children should learn about, and become helpfully involved in, the life and concerns of their communities, including learning through community involvement and service to the community.
Especially close links were forged between the Citizenship Advisory Group and the PSHE Advisory Group. As professional ofﬁcer to the Citizenship Advisory Group, David Kerr, the author of this chapter, was invited to become a member of the PSHE Advisory Group to improve dialogue and communication between the two groups. The ﬁrst two strands of the definition of citizenship education – social and moral responsibility and community involvement – offered the potential for considerable co-operation with PSHE work in schools.
Finally, the group was to produce two very clear outcomes: ﬁrstly, a deﬁnition of and rationale for citizenship education in schools; and secondly, a broad framework for what it might look like in practice. This was very deliberate. Without a consensus on deﬁnition it would be very difﬁcult to proceed with the broad framework. To deliver these outcomes, the group had a carefully chosen, balanced membership. The members were a mixture of practitioners with a track record in citizenship education, from schools and link organisations, and those offering political and wider professional expertise.