Perfect for college kids and NQTs, this sensible and available workbook is designed to strengthen uncomplicated educating talents, and raise lecturers’ wisdom and realizing of educating citizenship. choked with useful actions and fabrics to inspire clients to research their very own studying and function and underpinned with study findings, this own workbook should be written in on to supply an invaluable list of development. it is also case stories, examples of present sturdy perform and quite a number tried-and-tested innovations for suggestion and suggestions. Complementing studying to coach Citizenship within the Secondary college, this workbook can be utilized as a part of an built-in direction or independently as a standalone self-study e-book.
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Additional info for A Practicial Guide to Teaching Citizenship in the Secondary School (Routledge Teaching Guides)
DEVELOPING KNOWLEDGE OF EXAMINATION REQUIREMENTS There are several activities that can be used here. They will overlap with a growing understanding of pedagogical themes, such as assessment. 6 Answering questions Step 1 Get a copy of a recent examination with the subsequent examiner’s report and mark scheme. Select a small range of examination questions. Answer these questions using the time limits. Compare your answers to the mark schemes and examples of pupils’ answers that are usually included in the examiner’s report.
Representation Authority Fairness Democracy Legal rights MP Parliament Election/campaign Voter turnout What do we mean by ‘voting’? Electoral system: a) Central government – elections at least within 5 years of start of a new government. b) UK divided into constituencies based on population – each represented by an MP. e. ‘first past the post’. NB: role of regional and national assemblies. Voting rights: all citizens aged 18+ have the right to vote. , those in prison). 1 continued If postal voting helps more people to vote, why do some argue that it is a ‘danger to democracy’?
This means that citizenship teachers must draw out more challenging enquiries and activities within and across key stages. The following activity builds upon your earlier work and extends the planning process to include planning for progression across key stages or within a key stage. 3 suggests one possible planning structure for this. 8 Step 1 Identify a key topic/KSU1 aspect and place this in the top box. Step 2 Use the headings in each box to plan key enquiries (the questions that guide planning and teaching), key words, resources, case studies, teaching and learning methodologies for at least two year groups in key stage 3.