Developing Citizens: A Comprehensive Introduction to Effective Citizenship Education in the Secondary School
Published on 28. July 2006
Book
Paperback/Softback
384 pages
978-0-340-92682-6 (ISBN)
Description
This book provides an authoritative collection of key papers including contributions from leading players at the Citizenship Foundation, ACT and ATSS. Arranged in six sections, including dedicated chapters on range of established subjects and on specific Citizenship related areas and themes it:
Addresses the need to establish Citizenship as a National Curriculum subject, an aspect of school culture and a means of engaging the school with the wider community
Considers the use of a range of curriculum models and assesses the contribution that practitioners from different subject areas can make to the delivery of Citizenship
Developing Citizens is perfect for use alongside Making Sense of Citizenship (ISBN 0340 926 813)
Addresses the need to establish Citizenship as a National Curriculum subject, an aspect of school culture and a means of engaging the school with the wider community
Considers the use of a range of curriculum models and assesses the contribution that practitioners from different subject areas can make to the delivery of Citizenship
Developing Citizens is perfect for use alongside Making Sense of Citizenship (ISBN 0340 926 813)
Reviews / Votes
For schools which want to move on from good to outstanding and for those which are clearly far from citizen-rich, this book is an invaluable handbook and guide and with a wealth of reference sources, organisations and websites. If you have got time and space for one book on citizenship, this is it. * Journal of the Centre for Supporting Comprehensive Schooling * Developing Citizens represents an invaluable addition to the fund of knowledge and wisdom around citizenship education. * Jan Newton (Adviser on Citizenship Education to the Minister of State) * If you are involved in delivering citizenship at secondary or post-16 level, or interested from a senior leadership or whole school perspective, then this book is essential reading. * Teaching Citizenship *More details
Language
English
Place of publication
United Kingdom
Publishing group
Hachette Learning
Target group
Professional and scholarly
Interest Age: From 14 to 19 years
Illustrations
NA
Dimensions
Height: 217 mm
Width: 139 mm
Thickness: 20 mm
Weight
533 gr
ISBN-13
978-0-340-92682-6 (9780340926826)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Tony Breslin is Chief Executive at the Citizenship Foundation, a member of the Council of the Association for Citizenship Teaching (ACT) and a Vice President and former Chair of the Association for the Teaching of the Social Sciences (ATSS). A qualified OFSTED inspector and former Chief Examiner at GCSE (Social Sciences) and Principal Examiner at A level (Sociology), he has written widely on Social Science teaching, Citizenship Education, the future of schooling and lifelong learning. Tony has taught and held middle and senior management positions at state schools in Hertfordshire and Haringey and was formerly General Adviser 14-19 and Vocational Education in the London Borough of Enfield.
Barry Dufour teaches a wide range of education courses at the University of Leicester School of Education, De Montfort University and Loughborough University. He is one of the UK's leading authorities on the social curriculum in schools. His main publications include The New Social Studies (1973) with Professor Denis Lawton, New Movements in the Social Sciences and Humanities (1982) and The New Social Curriculum (1990). He also has extensive experience in LEA advisory and inspection work and as an independent consultant to inner city schools. His other specialisms include disruptive behaviour in schools and school management. A founder member of the Association for the Teaching of the Social Sciences (ATSS), he holds several fellowships and vice presidencies with national education organisations and serves on their committees.
Barry Dufour teaches a wide range of education courses at the University of Leicester School of Education, De Montfort University and Loughborough University. He is one of the UK's leading authorities on the social curriculum in schools. His main publications include The New Social Studies (1973) with Professor Denis Lawton, New Movements in the Social Sciences and Humanities (1982) and The New Social Curriculum (1990). He also has extensive experience in LEA advisory and inspection work and as an independent consultant to inner city schools. His other specialisms include disruptive behaviour in schools and school management. A founder member of the Association for the Teaching of the Social Sciences (ATSS), he holds several fellowships and vice presidencies with national education organisations and serves on their committees.
Content
: PART ONE CITIZENSHIP AND SOCIAL EDUCATION: Contexts, Issues and requirements
: 1.1 The Fate and Fortunes of the Social Curriculum and the Evolution of Citizenship: A Historical Overview
: 1.2 Foundations and Baselines for Citizenship: The NFER Citizenship Education Longitudinal Study
: 1.3 Citizenship in the National Curriculum: Contexts, Requirements and Expectations
: PART TWO FOUNDATIONS FOR CITIZENSHIP: The Arts and Humanities
: 2.1 From Art and Design to Citizenship: The Role of Built Environment Education
: 2.2 Drama and the Citizenship Curriculum: Engagement and Enquiry as a Creative Process
: 2.3 Not `whether' but `how soon'!: English and the Citizenship Curriculum
: 2.4 Citizenship and Geography: Opportunities for Participation
: 2.5 Citizenship and History: An Easy Alliance?
: 2.6 Citizenship and the Humanities: Bridging the Boundaries
: 2.7 Philosophy for Children: Implications and Opportunities for the Citizenship Classroom
: PART THREE FOUNDATIONS FOR CITIZENSHIP: The Social And Business Sciences
: 3.1 Developing Economic Citizens: Business, Enterprise and Economics for All
: 3.2 Learning about the Law: Education for Legal Awareness
: 3.3 From Media Studies for Some to Media Literacy for All: Towards a New Citizenship?
: 3.4 Citizenship and Financial Literacy: The Role of Personal Finance Education
: 3.5 From Political Education to Political Literacy: Equipping Young People for Life in a More Genuine Democracy
: 3.6 Sociology and Citizenship: Laying the Foundations of the Social Curriculum
: PART FOUR FOUNDATIONS FOR CITIZENSHIP: Technology, Science and Mathematics
: 4.1 Information, Communication and Learning Technologies: Equipping the Digital Citizen
: 4.2 Citizenship Education and the Social Implications of Science and Scientific Learning
: 4.3 Designed for Citizenship? Innovation, Technology and Social Responsibility
: 4.4 Figuring out Citizenship: Support from the Mathematics Classroom
: PART FIVE OBJECTIVES FOR CITIZENSHIP: Cross-curricular Themes, Dimensions and Skills
: 5.1 Education for Diversity and Equality
: 5.2 Education for a Green World: Learning about the Environment and Sustainability
: 5.3 Education for a Just World: Development Education and Global Education
: 5.4 Education for a Safer World: Conflict, Peace Education and Conflict Resolution
: 5.5 Education for Employability and the Workplace
: 5.6 Education for Effective Engagement: Key Skills and the Skills of Citizenship
: 5.7 Education for Democracy and as a Democratic Process
: 5.8 Education for Community Involvement and as Service Learning
: 5.9 Education for Health and Well-being: Citizenship within the National Healthy School Programme
: PART SIX STRUCTURES FOR CITIZENSHIP: Meeting the Leadership and Management Challenge
: 6.1 Citizenship in Secondary Schools: Management, Organisation and Identity
: 6.2 Citizenship and Personal, Social and Health Education: Clarifying and Managing their Roles and Relationship
: 6.3 Religious, Moral and Spiritual Education and Citizenship: Managing and Building on the Interface
: 6.4 Delivering National Curriculum Citizenship: Comparing and Applying Curriculum Models
: 6.5 Calling Citizenship to Account: Accreditation, Assessment and Inspection
: 6.6 Calling the School to Account for Citizenship: Inspection, Self-Assessment and the Quest for Quality
: CONCLUSION PULLING IT ALL TOGETHER: Effective Citizenship education as a reality in the secondary school
: 1.1 The Fate and Fortunes of the Social Curriculum and the Evolution of Citizenship: A Historical Overview
: 1.2 Foundations and Baselines for Citizenship: The NFER Citizenship Education Longitudinal Study
: 1.3 Citizenship in the National Curriculum: Contexts, Requirements and Expectations
: PART TWO FOUNDATIONS FOR CITIZENSHIP: The Arts and Humanities
: 2.1 From Art and Design to Citizenship: The Role of Built Environment Education
: 2.2 Drama and the Citizenship Curriculum: Engagement and Enquiry as a Creative Process
: 2.3 Not `whether' but `how soon'!: English and the Citizenship Curriculum
: 2.4 Citizenship and Geography: Opportunities for Participation
: 2.5 Citizenship and History: An Easy Alliance?
: 2.6 Citizenship and the Humanities: Bridging the Boundaries
: 2.7 Philosophy for Children: Implications and Opportunities for the Citizenship Classroom
: PART THREE FOUNDATIONS FOR CITIZENSHIP: The Social And Business Sciences
: 3.1 Developing Economic Citizens: Business, Enterprise and Economics for All
: 3.2 Learning about the Law: Education for Legal Awareness
: 3.3 From Media Studies for Some to Media Literacy for All: Towards a New Citizenship?
: 3.4 Citizenship and Financial Literacy: The Role of Personal Finance Education
: 3.5 From Political Education to Political Literacy: Equipping Young People for Life in a More Genuine Democracy
: 3.6 Sociology and Citizenship: Laying the Foundations of the Social Curriculum
: PART FOUR FOUNDATIONS FOR CITIZENSHIP: Technology, Science and Mathematics
: 4.1 Information, Communication and Learning Technologies: Equipping the Digital Citizen
: 4.2 Citizenship Education and the Social Implications of Science and Scientific Learning
: 4.3 Designed for Citizenship? Innovation, Technology and Social Responsibility
: 4.4 Figuring out Citizenship: Support from the Mathematics Classroom
: PART FIVE OBJECTIVES FOR CITIZENSHIP: Cross-curricular Themes, Dimensions and Skills
: 5.1 Education for Diversity and Equality
: 5.2 Education for a Green World: Learning about the Environment and Sustainability
: 5.3 Education for a Just World: Development Education and Global Education
: 5.4 Education for a Safer World: Conflict, Peace Education and Conflict Resolution
: 5.5 Education for Employability and the Workplace
: 5.6 Education for Effective Engagement: Key Skills and the Skills of Citizenship
: 5.7 Education for Democracy and as a Democratic Process
: 5.8 Education for Community Involvement and as Service Learning
: 5.9 Education for Health and Well-being: Citizenship within the National Healthy School Programme
: PART SIX STRUCTURES FOR CITIZENSHIP: Meeting the Leadership and Management Challenge
: 6.1 Citizenship in Secondary Schools: Management, Organisation and Identity
: 6.2 Citizenship and Personal, Social and Health Education: Clarifying and Managing their Roles and Relationship
: 6.3 Religious, Moral and Spiritual Education and Citizenship: Managing and Building on the Interface
: 6.4 Delivering National Curriculum Citizenship: Comparing and Applying Curriculum Models
: 6.5 Calling Citizenship to Account: Accreditation, Assessment and Inspection
: 6.6 Calling the School to Account for Citizenship: Inspection, Self-Assessment and the Quest for Quality
: CONCLUSION PULLING IT ALL TOGETHER: Effective Citizenship education as a reality in the secondary school