By James Arthur
Citizenship via Secondary heritage finds the possibility of historical past 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 perhaps and will be completed a critique of the self-discipline and the pitfalls to prevent in instructing citizenship via heritage case studies offering functional educating feedback. historical past instructing is on the forefront of citizenship schooling - the prior is the springboard from which voters learn how to imagine and act. This publication deals confident and direct how you can get entangled within the pondering that needs to underpin any beneficial citizenship schooling, for all expert lecturers, scholar lecturers in heritage, policy-makers, heads of division and principals.
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Citizenship via Secondary background unearths the potential for historical past to interact with citizenship schooling and comprises: a overview of the hyperlinks among citizenship schooling and the instructing and studying of historical past an research of the way citizenship schooling is characterized, elevating key matters approximately what may possibly and may be completed a critique of the self-discipline and the pitfalls to prevent in educating citizenship via historical past case studies offering useful instructing feedback.
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Extra resources for Citizenship Through Secondary History (Citizenship in Secondary Schools)
The opportunity for continuity and pupil progression between the non-statutory and statutory elements also had to be built in. These revisions had to be undertaken in a very short space of time in order to fit with the timetable for the publication of the revised National Curriculum framework. The required changes, though understandable within the overall context of the revised National Curriculum, have presented a new range of problems in attempts to strengthen citizenship education in schools.
After reviewing each option against the general aims of the National Curriculum review and in the light of further expert advice from OfSTED, the Teacher Training Agency (TTA) and others, the Secretary of State announced that the option of statutory citizenship education with close links to PSHE should be pursued. It was therefore proposed that citizenship education should be introduced as a new statutory foundation subject in secondary schools and as part of a Citizenship education and policy making 21 non-statutory framework alongside PSHE in primary schools.
Scope/involvement The scope of citizenship education was broad based. The group stated that the teaching of citizenship and democracy is so important for schools and for society that it must be an entitlement for all pupils. However, schools cannot fulﬁl this entitlement alone but require the active support of parents, community representatives and those in the public eye. Citizenship teaching was declared to be: The knowledge, skills and values relevant to the nature and practices of participative democracy; the duties, responsibilities, rights and development of pupils into citizens; and the value to individuals, schools and society of improvement in the local and wider community .
Citizenship Through Secondary History (Citizenship in Secondary Schools) by James Arthur