By James Arthur
Citizenship via Secondary heritage finds the opportunity of historical past to have interaction with citizenship schooling and contains: a evaluation of the hyperlinks among citizenship schooling and the educating and studying of heritage an research of the way citizenship schooling is characterized, elevating key matters approximately what may well and will be completed a critique of the self-discipline and the pitfalls to prevent in instructing citizenship via historical past case studies offering functional instructing feedback. background instructing is on the forefront of citizenship schooling - the previous is the springboard from which electorate discover ways to imagine and act. This ebook bargains optimistic and direct how one can become involved within the considering that needs to underpin any invaluable citizenship schooling, for all expert academics, pupil lecturers in background, policy-makers, heads of division and principals.
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Additional info for Citizenship Through Secondary History (Citizenship in Secondary Schools)
These included pupil understanding of the paired key concepts of ‘individual and community’, ‘rights and responsibilities’ and ‘freedom and order’, among others. The final lesson to emerge from past policy approaches is the renewed interest in citizenship education over the past two decades. This lesson was the one most keenly absorbed by the Citizenship Advisory Group. The renewed interest was instrumental in establishing the conditions for the group’s existence and the parameters of its work.
Above all, they have weakened considerably the holistic impact of the Citizenship Advisory Group’s ﬁnal report (QCA, 1998). In particular, a number of key messages from the report have had to be detached from the wording of the new Citizenship Order at Key Stages 3 and 4, and of the PSHE and citizenship framework at Key Stages 1 and 2. These include the rationale for citizenship education in schools and beyond, the clear three-pronged deﬁnition, an explanation of the main teaching and learning approaches and the links to other curriculum areas.
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.