Citizenship pedagogy and curriculum planning – N

ghdhair100 · Wysłany: Śro 11:57, 23 Mar 2011

Citizenship training and curriculum planning – Norfolk LEA
Step 1. Meeting with the Headteacher apt intend the overall delivery of citizenship in your schoolPlan ahead and be ready apt referee the following:Funding Both yours (treatment responsibility points) and the school citizenship ration. It may be serviceable to have a draft project arrange painted up which prices events/books/visiting speakers etc. Timetabling Do you need discrete period because the citizenship courses? If so, how much? Do you absence always annual groups/the entire educate timetabled in the meantime? Different times? Who ambition be delivering it fashion tutors alternatively a specialist group? Do you absence a Curriculum Enhancement Day? Whole school/year team? School Development Plan Try to encourage the Head to include your citizenship plans in the SDP. This will assure namely it remains tall aboard the school's programme and progress will be reiterated regularly. (Diss and Chantry High Schools are application as specialist status, which includes citizenship.)Step 2.Staff Briefing A slot in a staff meeting or training daytime is essential. Invite all staff, including cleaners,[link widoczny dla zalogowanych], caretaker etc. Introduce the citizen curriculum requirements and arrange them as whichever Curriculum Enhancement Days you may be organising. Inform division brains of the inspect you will be inquiring them to complete to help identify any cross-curricular citizenship. This is the period you will be capable to identify your (absolutely important) allies among the school. An excellent resource to help summarize staff above what citizenship is and how it will affect them is Citizenship education: whats it obtained to do with me? Available from the citizenship basis (www.citfou.org.uk). However,[link widoczny dla zalogowanych], do no put this in pigeonholes and expect it to be peruse! (An forcible staff briefing was held at Hethersett High. An INSET play was likewise developed via the project which shows how all subject districts tin endow to the allocation of Citizenship.)Step 3.Audit Be scrupulous here only inspect the Knowledge and Understanding Strand (1) and request references to skills accustom to deliver this perception and comprehending. Examples:History may help convey 1e in key stage 3: the electoral system and the importance of voting. Through skill 3a: use their imagination to think other folkfolks experiences and be capable to muse approximately, express and explain views that are no their own.However; English may think they are delivering 1h in key stage 3: the significance of the media in society.But do not use any of the skills said in strands 2 and 3. This cannot be classed for citizenship.Similarly, delivering capability 3c on its own: reflect on the process of participation Cannot be classed for citizenship without any knowledge and comprehending creature delivered.Step 4.Curriculum PlanningUse the results of your audit to plan where, when and how the citizenship Programme of Study ought be delivered.Unfortunately, citizenship is not a statutory subject in key stages 1 and 2. It appears as a necklace in the Personal, Social & Health Education (PSHE) structure. This results in pupils arriving at secondary school with a kind of citizenship experiences. A needs thinking will need to be conducted to help planning. This could happen during a Curriculum Enhancement Day 'Introduction to Citizenship'. (See step 5). School Councils tin be included as part of the citizenship curriculum distribution as long as all pupils were involved in the voting process and continue to fared into and receive response from the school committee representatives.Be careful with cross-curricular planning in key stage 4. Core subjects can only be used to assure entitlement for all.GCSE short way is an discretion for key stage 4. Coursework contributes 40% of the overall grade and involves some form of school/community participation. Some schools convey it beside the Religious Studies short course (to make a whole GCSE). Other schools do not engage with the conviction of rating the citizenshipness of pupils or do not have any discrete citizenship courses in which to deliver the syllabus. (Chantry High School has developed one excellent cross-curricular scheme of work for year 7.)Step 5.Curriculum Enhancement DaysThese ought be secondhand as the appoint suggests to enhance (or possibly introduce) the citizenship curriculum and NEVER as a replacement.These days take an colossal amount of organising and ideally pupils should be comprised in the planning and may endow on the day. They are normally well received but dont forget to evaluate the day for appraisal intentions or hereafter planning.(Diss High School has produced a guide to planning and running a 'One World Week', Hethersett High ran a Black History Month either of these these involved all staff and pupils. Flegg High and Stoke High likewise have experience running curriculum enhancement days. Notre Dame and Benjamin Brittan trained their sixth formers to deliver the trading game to pupils lower down the school.)Step 6.Parental InvolvementParents can (and should) be involved in a diversity of ways: 'Introduction to Citizenship' evenings Curriculum and Policy Planning Providing Participation Opportunities Celebration Events following a Curriculum Enhancement Day/Week. (Diss High fled a quite successful parents nightfall during their curriculum enhancement week.)Step 7.Focus Groups and Links with Other SchoolsAlthough School Councils are generally thought of as the chief focus team linked with citizenship, there are many others that can be formed. Some organised along staff, others along pupils. (Kirkley High is working towards Eco-schools status and Notre Dame have triumphed gifts for theirs. Diss also have pupil-led Fair Trade and Human Rights focus groups, Flegg High are nationally recognised for their peek advocate scheme.)It is also becoming increasingly renowned to link with additional schools both in the UK and out. The benefits for the schools are many and exchange visits between schools are increasing. (Notre Dame has a lot of experience with this.)Step 8.Recording,[link widoczny dla zalogowanych], Reporting, Assessment and EvaluationRecording individual progress of pupils is laborious in citizenship especially whether it is delivered through a diversity of modes. However, an assessment for each pupil has to be made at the end of key stage 3. The assessment should demonstrate if or not each pupil is working towards, at,[link widoczny dla zalogowanych], or further the level descriptor invested in the National Curriculum. This is broadly equivalent to levels 5/6 in other subjects. Evidence should be provided to unravel how the decision for each pupil has been made. (Examples of assessment can be found at [link widoczny dla zalogowanych])Annual reporting on citizenship to parents is statutory for all pupils.The citizenship provision in the school should be monitored and evaluated along staff, pupils, parents and all those involved on a normal foundation.(Diss High, Stoke High and NEAD have some good samples of appraisals conducted with pupils and Notre Dame have produced a classroom movement to qualify the pupils to annually monitor their own progress using their own 'mission statements'.)
The exclusionThe head teacher wrote to the parents of R and F telling them that neither R nor F could come back to school, but that they would be given help in completing their course at home. He should, of course, have told the parents immediately, ideally by telephone followed by a letter, of their right to make representations to the governing body.

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