ABSTRACT
Part III builds upon the previous context-setting sections. Gearon opens with Chapter 9, a step-by-step look at implementing citizenship, from schemes of work and lesson plans to assessment, evaluation and policy development. This represents an attempt, in a single chapter, to: adopt a structured approach to teaching and learning in citizenship; develop schemes of work and lesson plans in citizenship; identify key official documentation for teaching and learning in citizenship; identify a range of citizenship resources for teaching and learning in citizenship; and identify a range of sources for monitoring, recording and assessing pupils’ work, including examination work. The chapter covers a lot of ground in a short amount of space, but provides an essential shorthand guide to the substantive components of citizenship at key stages 3 and 4. In this, it provides critical crossreference points to official documentation and guidance – generic guidance from the QCA to examination boards. At the time of writing, much of this material was emergent only – citizenship had not yet been officially implemented by statute, Ofsted had not inspected the subject as a discrete curriculum element, and nor had any GCSE syllabus been examined.
