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Book

Education for Citizenship: Ideas into Action

Book

Education for Citizenship: Ideas into Action

DOI link for Education for Citizenship: Ideas into Action

Education for Citizenship: Ideas into Action book

A Practical Guide for Teachers of Pupils Aged 7-14

Education for Citizenship: Ideas into Action

DOI link for Education for Citizenship: Ideas into Action

Education for Citizenship: Ideas into Action book

A Practical Guide for Teachers of Pupils Aged 7-14
ByNick Clough, Cathie Holden
Edition 1st Edition
First Published 2002
eBook Published 7 February 2002
Pub. Location London
Imprint Routledge
DOI https://doi.org/10.4324/9780203994375
Pages 152
eBook ISBN 9780203994375
Subjects Education
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Clough, N., & Holden, C. (2002). Education for Citizenship: Ideas into Action: A Practical Guide for Teachers of Pupils Aged 7-14 (1st ed.). Routledge. https://doi.org/10.4324/9780203994375

ABSTRACT

This clear and user-friendly text provides practical guidance on how to incorporate citizenship into the curriculum. It offers a wealth of teaching aids including:

* tried-and-tested photocopiable materials
* case studies
* suggested teaching strategies
* comprehensive reference and resource section.

Nick Clough and Cathie Holden are fully experienced in the field having both taught in primary and middle schools and both now specialise in providing citizenship education courses for trainee teachers and practising teachers.

This up-to-date book will help engage those teaching (and studying) the new requirement of Education for Citizenship at Key Stages 2 and 3, and along with lively examples of pupils' work and discussions of the changes to the QCA guidelines regarding citizenship, they provide a comprehensive and complete resource.

It is also of immense value to curriculum coordinators and to those wishing to know more about the thinking behind education for citizenship.

TABLE OF CONTENTS

chapter 1|2 pages

An Introduction to Citizenship Education

chapter |1 pages

Examples of learning outcomes for citizenship education related to:

Teachers and learners will be concerned to: full range of sources of information including those reflecting different

chapter |2 pages

Case study to exemplify the application of political and social values in a curriculum activity

chapter |4 pages

Rationale for active learning within citizenship education Citizenship education requires students to:

individuals and groups

chapter |1 pages

Rationale for citizenship education

Effective citizens of the twenty-first century will:

chapter |2 pages

Purposes of citizenship education

Schools need a curriculum for citizenship education which: social justice and human rights principles identities and opposition to racist beliefs and behaviour

chapter |1 pages

Handout 6: education for citizenship – Key Stage 2

chapter |1 pages

Handout 7: education for citizenship – Key Stage 3

chapter 2|3 pages

Democratic Processes: School Councils, School Parliaments and Peer Mediation

chapter |2 pages

Practice in schools

chapter |2 pages

Case study: running a school council in a large secondary school – a teacher talks

chapter |2 pages

Case study: introducing a school council in a village primar y school – a teacher’s account

chapter |1 pages

Effective school parliaments

chapter |3 pages

Case study: Alverton Primar y School Parliament

chapter |2 pages

Effective peer mediation

chapter |1 pages

Case study: North Prospect Primary School

chapter 3|3 pages

Extending Language and Literacy

chapter |2 pages

Activities

Using images: what do you see?

chapter |2 pages

Nelson Mandela: Different perspectives on the same stor y

chapter |2 pages

Using stories from other countries, with original texts

chapter |2 pages

Language never stands still

chapter |2 pages

Using poetr y to discuss issues of identity, language and loss, and for text level work

chapter |1 pages

Grandpapa

chapter |1 pages

Tackling prejudice through literature

chapter 4|4 pages

Community into School

chapter |1 pages

Learning about the work of community groups

chapter |4 pages

School in the community: a living map

chapter |3 pages

Investigating the world of work in the community

chapter |2 pages

Then and now: 150 years of change in the community

chapter |2 pages

Causes and consequences: people on the move

chapter 5|3 pages

Extending Social and Moral Education

chapter |1 pages

Activities

Circle time

chapter |2 pages

The great divide . . . you must decide

chapter |2 pages

Tricky situations: What would I do?

chapter |2 pages

If I have the right, I also have the duty . . .

chapter |1 pages

Personal flags

chapter |5 pages

In the news: rights denied, rights protected

chapter |4 pages

Solve the myster y: Why is Ranjesh’s mum cr ying?

chapter 6|1 pages

Teaching about Democracy: Political Literacy

chapter |3 pages

Recent research findings

chapter |2 pages

Magna Carta: charter for freedom

chapter |2 pages

Current issues: put it to the cabinet

chapter |4 pages

We remember : symbols and identity

chapter |1 pages

Background Information

chapter |1 pages

Role cards

chapter |1 pages

Activities: understanding justice and the law

What happens when…? The law and people involved

chapter |1 pages

Whose job is it?

Barrister or This person will ask you about what has solicitor happened, advise you and defend you This person is responsible for arresting and ice offi interviewing you

chapter |4 pages

The sequence of events

Community penalties Arrested by the police (supervision, attendance centres) Less serious offence tried in Prison youth court

chapter |1 pages

Right and laws: true/false

chapter |1 pages

Rights and laws: answers

chapter |2 pages

Dilemmas and the law

chapter |1 pages

Case study A

chapter |1 pages

Case study B

chapter |3 pages

Earlier societies: laws and justice

chapter 7|3 pages

The Global Dimension of Citizenship Education

chapter |2 pages

Activities

Exploring perceptions through photographs: ‘Most likely to . . .?’

chapter |1 pages

Decide whether it is Mputo or Sarah who is most likely to . . .

chapter |1 pages

Possibilities plus

chapter |4 pages

Global marketplace: the chocolate trade

chapter |3 pages

Tourism: do we want the new hotel?

chapter |1 pages

Group 1 You represent the Swahili Hotel Corporation.You are responsible for putting forward the proposal for building the hotel.You want the hotel to be built.Why? What are the advantages of building a hotel in this location, not just for you but for the local community? We would like to argue that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . We understand that it will be difficult for . . . . . . . . . . . . . . . . . . . . . . . . Therefore we feel that it would be in the best interest of these groups to

chapter |1 pages

Case study: do we want the new hotel?

chapter |2 pages

The energy debate

chapter |1 pages

Case study: the energy debate – work in and out of the classroom

chapter |4 pages

Europe and the environment: countries without borders

chapter |2 pages

Demba’s stor y

chapter |1 pages

Activity for staff discussion

chapter |1 pages

Statements for discussion 1 Children decide to take action in support of animal rights, after a class discussion. 2 Staff take a decision not to have a vending machine selling drinks and snacks. 3 After a racist incident, a teacher explains to the class why she finds this unacceptable. 4 After learning about child labour in a geography lesson, students arrange a boycott of some local shops.They want to encourage others to join in. 5 The local town council asks for a group of students to be released from school to attend a meeting on developing a piece of wasteland for leisure activities. 6 Students learn about the activities of a number of organisations working for change, including Greenpeace and Amnesty International. 7 After a lesson on justice and the law, students decide to write to their local MP on school headed paper about legalising cannabis. 8 The head teacher instructs children to collect rubbish from the playground during lunchbreaks. 9 A teacher works with his students to discard school books which misrepresent minority groups. 10 As part of a local study a teacher encourages children to learn more about why a new group of refugees has moved to the area and how they might be helped. 11 Through the School Council, students ask for more choice in the curriculum and request that there is no school uniform. 12 Students discuss the pros and cons of nuclear power in Science and ask the teacher for her views. She gives these, along with her reasons for holding them.

chapter |3 pages

References

chapter |4 pages

Practical resources and training materials

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