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.

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 |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 |2 pages

Practice in schools

chapter |1 pages

Effective school parliaments

chapter |2 pages

Effective peer mediation

chapter 3|3 pages

Extending Language and Literacy

chapter |2 pages

Activities

Using images: what do you see?

chapter |2 pages

Language never stands still

chapter |1 pages

Grandpapa

chapter |1 pages

Tackling prejudice through literature

chapter 4|4 pages

Community into School

chapter |4 pages

School in the community: a living map

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 |1 pages

Personal flags

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 |2 pages

Activities

Exploring perceptions through photographs: ‘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

Case study: do we want the new hotel?

chapter |2 pages

The energy debate

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