Citizenship Through Secondary Geography (Citizenship in Secondary Schools)

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Local and Global Citizenship is important because it helps young people learn how to participate positively in society, to influence democratic processes and to make informed and responsible decisions as local and global citizens throughout their lives. ESDGC is about the things that we do every day.

It is about the big issues in the world - such as climate change, trade, resource and environmental depletion, human rights, conflict and democracy, - and about how they relate to each other and to us. Developing global citizenship within Curriculum for Excellence is about recognising our responsibilities towards each other and the wider world. The outcome will be our children and young people as global citizens, able to take up their place in the world, contribute to it confidently, successfully and effectively, understanding the rights and responsibilities of living and working in a globalised world.

In contrast, in Northern Ireland and Scotland, values are central to it. Let us deal with each of these approaches. The School Councils Regulations made school councils mandatory and since pupil participation in school decisions has been a statutory requirement. Local and Global Citizenship can: encourage pupils to participate positively in school and community life; […] encourage pupils to take greater individual and group responsibility for their learning; […] support a positive and inclusive classroom and school ethos.

Our conclusion is that in order to develop the recommended approaches in our report, and to encourage all schools to be involved, there needs to be a focus on whole-school exploration of identities, diversity and citizenship. Education Secretary Michael Gove might have played a role in this as he has repeatedly favoured traditional teaching methods The Crick Report did not make radical recommendations on involving students in school organisation 40 and neither did the Ajegbo report.

This is why the London, Cardiff and Edinburgh executives considered that CE could help tackle these issues. The political background in Northern Ireland has been completely different and this is why we will deal with it separately. In contrast, there has been a hardening of attitudes toward equality and society, a weakening of attachment to communities and fluctuating levels of engagement, efficacy and trust in the political arena.

The issue of political literacy has been raised in the three countries.

The Scottish approach has a tendency to focus on the individual rather than the collective; on the social more than on the political dimensions of citizenship; on social activity more than on political action; and on a community of sameness more than a community of difference. The centralized system in England, for example, shows how political institutions can act as a barrier to participation — all the good work done through citizenship education can be undermined by a political system that reduces incentives for participation through a lack of access to political influence and rewards positive impacts from engagement.

In this respect, the devolved parliament in Scotland and the devolved assemblies in Wales and Northern Ireland are at least closer to the people, i.

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It cannot therefore rest on the same foundations as in the rest of the UK as Alan Smith points out:. Since there is no consensus on nationality in Northern Ireland, or indeed the legitimacy of the state itself, this means that the concept of citizenship must be regarded as problematic and contested from the outset. Interestingly, their trust in political institutions declined and even where school councils existed, pupils often regarded them with a degree of scepticism.

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Perceptions of community relations were more positive but identity continued to be defined by religious and political factors. Northern Ireland, because of its specificity, cannot be included in this line of thought. We studied the contents of CE as a subject in England and Wales and as a cross-curricular theme in Scotland and found very little about the other regions and their links. Pupils should be taught about: […] the different electoral systems used in and beyond the United Kingdom; […] the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.

In fact since the early s the Welsh curriculum has been influenced by Welshness and by two documents in particular. In , the first, entitled Community Understanding , was published. These traditions differ in context and outcome; in south Wales there were suspicions of the growth of an elitist cultural nationalism […]; while Welsh speakers in the rural north and mid Wales felt excluded by a political structure that favoured the more industrial and English-speaking majority in the south.

For the first time, people aged 16 and 17 were allowed to vote and CE may have had some influence on their participation and their choice.

It is also interesting because it raises serious political questions about the UK. The young people want to engage in this important decision for their future. Unsurprisingly, our young people took the baton and ran with it. In the run up to the referendum, we had the thrilling political spectacle of 16 and 17 year old first-time voters, filling the Hydro in Glasgow and grilling campaigners from both sides on the issues that mattered to them.

It must be noted that the SNP has adopted no particular stance on global citizenship before or since the referendum. The time of the successive SNP Education Secretaries, Michael Russel and Angela Constance, has mostly been spent on the implementation of Curriculum for Excellence and the National Improvement Framework and this implementation has not been without its problems. A didactic subject-based perspective has been adopted in England as opposed to a whole-school strategy and experiential learning in Wales, Scotland and Northern Ireland.

We Propose! Citizenship and Innovation in Geographic Education – IGOT

When it comes to the political background to CE, Northern Ireland stands apart since it stems from the need to establish a stable basis for peace. England, Wales and Scotland have promoted CE as a possible solution to the low participation of young people in politics but it cannot be considered as a common ground across Great Britain since Wales and Scotland have logically used CE to further their distinctive identities. Through numberless school debates and a relatively high turnout among and year-olds, global citizenship seems to have played a positive part in the Scottish independence referendum.

It could also affect the young voters who will cast their ballots for the first time for the Scottish Parliament elections in May London, QCA, , 85 p. Bryce, W. Humes, D. Gillies and A. Kennedy eds. Food miles and data interpretation. The lesson explores and uses a range of concepts from the maths curriculum in the context of Citizenship.

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The food we eat often comes from thousands of miles away, and home grown produce may travel to and fro across the UK before it reaches our local shops. The topic provides excellent opportunities to develop and use data, solve numerical problems and use percentages. By developing the data themselves, students will engage more closely and understand the relationships more effectively. Two lesson plans on obituary writing.

Writing obituaries involves communicating in a specific style, whether for a website or a quality newspaper. The activity incorporates aspects of Citizenship education because it asks students to consider the contribution made to society by a range of individuals and to evaluate their significance. Students are free to select an individual, who might be a national figure or someone who has made a contribution to the local community. Six lessons on bullying and harassment.

Bullying and harassment have always been a major social problem in schools. They can be most effectively dealt with in an open and informed atmosphere. This programme of lessons encourages students to discuss, research and therefore de-mystify bullying in just such an atmosphere. Three lessons on understanding the EU. This unit for students aged focuses on extending their knowledge and understanding of the European Union, both in terms of their own perceptions and developing their spatial understanding and graphicacy.

The activities help to develop both the knowledge and skills required in Citizenship.

Teaching Citizenship Through Other Subjects

Students are asked to consider the role of the European Union in local community contexts and investigate its social and economic influences. The lessons help students to answer the questions: Am I a European? How did the EU reach its current membership? What is fact or opinion regarding the EU? Three lessons on planning a festival of sport. Students plan, organise and run a sports festival for local primary school children.

Every aspect of the festival is up to them to decide upon and organise, from whom to invite to how to end the festival. Teachers may have to control certain aspects of the festival date, time etc. Planning a Festival of Sport makes a very active contribution to the Citizenship curriculum. Students need to be aware of why they are doing it and the contribution they are making to the community if it is to be genuine Citizenship. Three lessons on Energy and Recycling. This unit analyses the recycling habits of the class on a personal basis, and asks why it is important.

It then investigates local community schemes to encourage recycling. Students make presentations of their findings so that the whole class can consider what effect they can have on local issues. Then they can put their work into the context of national and global objectives on recycling. This work fits the KS3 programme of study for both Science and Citizenship and is particularly appropriate Year 7. Mobile phones - are the worth the risk? The lessons draw on media interpretation of evidence which makes a direct link to Citizenship.

It links in with work in science on the electromagnetic spectrum and addresses the idea that there are uncertainties in scientific knowledge. Students can have fun testing a range of mobile phones to check which ones produce most microwaves. They are then asked to evaluate evidence about the safety of phones. This is to provide evidence for a debate about whether children under 10 should be banned by law from using mobile phones.

This enables students to combine their interpretation of scientific ideas with a Citizenship context.

Citizenship Through Secondary Geography (Citizenship in Secondary Schools) Citizenship Through Secondary Geography (Citizenship in Secondary Schools)
Citizenship Through Secondary Geography (Citizenship in Secondary Schools) Citizenship Through Secondary Geography (Citizenship in Secondary Schools)
Citizenship Through Secondary Geography (Citizenship in Secondary Schools) Citizenship Through Secondary Geography (Citizenship in Secondary Schools)
Citizenship Through Secondary Geography (Citizenship in Secondary Schools) Citizenship Through Secondary Geography (Citizenship in Secondary Schools)
Citizenship Through Secondary Geography (Citizenship in Secondary Schools) Citizenship Through Secondary Geography (Citizenship in Secondary Schools)
Citizenship Through Secondary Geography (Citizenship in Secondary Schools) Citizenship Through Secondary Geography (Citizenship in Secondary Schools)
Citizenship Through Secondary Geography (Citizenship in Secondary Schools) Citizenship Through Secondary Geography (Citizenship in Secondary Schools)
Citizenship Through Secondary Geography (Citizenship in Secondary Schools) Citizenship Through Secondary Geography (Citizenship in Secondary Schools)

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