Excellent for college kids and NQTs, this sensible and obtainable workbook is designed to increase simple educating talents, and bring up academics’ wisdom and realizing of educating citizenship. packed with useful actions and fabrics to inspire clients to research their very own studying and function and underpinned with examine findings, this own workbook could be written in on to supply an invaluable list of growth. it is usually case reviews, examples of present stable perform and quite a number tried-and-tested innovations for idea and assistance. Complementing studying to coach Citizenship within the Secondary tuition, this workbook can be utilized as a part of an built-in path or independently as a standalone self-study e-book.
Read Online or Download A Practicial Guide to Teaching Citizenship in the Secondary School (Routledge Teaching Guides) PDF
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Extra resources for A Practicial Guide to Teaching Citizenship in the Secondary School (Routledge Teaching Guides)
Anything graded at Level 3 needs further work. This is likely to be a short- to medium-term target. LEVEL 4 You should grade anything about which you know very little at Level 4. This will be a topic for which, even in general terms, you would be unable to outline key debates, enquiries or developments or deal with pupils’ questions. Anything graded Level 4 will need serious and immediate attention. Step 2 Now start to ‘fill the gaps’ through research and other training activities. Research should include reading appropriate texts and using media sources such as documentaries, government reports and websites of relevant organisations.
This activity can support your understanding of KSU2 and KSU3. Choose two areas that you identified as needing urgent attention/serious work. Research into these areas and complete those sections that relate to factual details, key questions and some initial ideas for teaching and learning. You may want to complete some sections after completing some of the later activities on identifying topical issues and concepts for each KSU1 theme. It can be useful to enlarge the grid to A3 size. 2b Is it important to vote?
Step 2 Use the ‘pairs’ of concepts indicated in the Crick Report’s table (QCA/DfEE 1998: 44). For example: what distinguishes ‘power’ from ‘authority’? Step 3 Create a chart/flashcards that show the ‘family’ of terms linked to a concept. For example, ‘Rights’ could include human rights, legal rights, inalienable rights. If these cards are laminated they can be a resource for displays and teaching. 40 DEVELOPING SUBJECT KNOWLEDGE An effective citizenship teacher can introduce and explain a concept in a way that is understandable for pupils.