• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
Page
  1. 1
    1
  2. 2
    2
  3. 3
    3
  4. 4
    4
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9
  10. 10
    10
  11. 11
    11
  12. 12
    12
  13. 13
    13
  14. 14
    14

Education for citizenship is important because every society needs people to contribute effectively, in a variety of ways, to the future health and wellbeing of communities and the environment, locally, nationally and globally.

Extracts from this document...

Introduction

Rationale for citizenship Education for citizenship is important because every society needs people to contribute effectively, in a variety of ways, to the future health and wellbeing of communities and the environment, locally, nationally and globally. Fostering active and responsible citizens contributes to the process of developing a healthy and vibrant culture of democratic participation. Whilst all individuals share the rights and responsibilities of citizenship, regardless of status, knowledge or skill, it is clear that citizenship may be exercised with different degrees of effectiveness. The opportunities for learning that are provided in primary education make important contributions to the process of educating for active and responsible citizenship. At the same time, the contributions of formal education need to be seen alongside, and in interaction with, parents, carers and the media and opportunities for community-based learning. Also, primary schools need to take account of the diversity of the local communities in which young people live. Aims of the topic The rights and responsibilities of citizens are reciprocal in many respects. If we all have a right to be treated with respect, then it follows that we have a clear obligation to treat all others with respect. If we all have a right to a say on matters that affect our lives, then we have a responsibility to attend to the views of others on matters that also affect them. However, it is also clear that perceptions of rights and responsibilities by individuals in different social groups are sometimes in conflict. Education for citizenship must recognise the existence of such conflicts, and must help children develop strategies for dealing effectively with controversy. These strategies include negotiation, compromise, awareness of the impact of conflict on the overall wellbeing of the community and the environment, and development of well-informed respect for differences between people. Starkey (1992) maintains that any programme to promote values education is essentially concerned with human rights as these are internationally validated moral standards, universally accepted in principle in international discourse. ...read more.

Middle

QCA Fountain, Susan. (1990) learning together, Global Education4-7. Cheltenham: Stanley Thornes. Holden, C. (2003) Citizenship in the Primary school: Going Beyond Circle Time. Pastoral care in Education, 21 (3),24-29 Kerr, David.(1998). Citizenship education in primary schools : a national survey commissioned by the Institute for Citizenship Studies about opportunities for citizenship education and community involvement in primary schools, final report . QCA Klein, Reva . (2001) Citizens by right : citizenship education in primary schools : Stoke-on-Trent : Trentham and Save the Children. Lister, I. (1984) Teaching and learning about human rights. Strasbourg: Council of Europe. Starkey, H. (1992) Back to Basic Values: Education for justice and peace in the world, Journal of Moral Education, 21(3), 195-92 United Nations.(1989) Teaching human rights : practical activities for primary and secondary schools. New York : United Nations. Appendices Appendix 1: Declaration of children's Rights Appendix 2: resources for lesson on "wants and needs" Appendix 3: Key topics for Citizenship for Key stage2 Appendix 4: Notes on citizenship at Marlborough first & Middle school in relation to literature Appendix 5: Current citizenship Policy at Marlborough School Appendix 6: Anti bullying policy. Appendix 7: support for professional standards for QTS Appendix 4 During ATSE citizenship was taught as part of PSE and through assemblies. Circle time was the only means of delivering both PSHE and citizenship, which, incidentally was rarely carried out. Teachers often used this time to catch up for the core subjects. However, this was partly due to time pressure and the individual teachers view of citizenship. Currently there was no citizenship policy in place and the scheme (Passport) used by the school lacked the key elements of citizenship education. The golden rules, the weekly assemblies and the introduction of the school council was deemed enough by the staff to think that the school was providing effective citizenship education ( see below) Having no exposure to "good "citizenship lesson, the scheme of work unit plans provided me with the knowledge and the understanding of what was required of citizenship education. ...read more.

Conclusion

Also, because citizenship is a lifelong process, young people's learning experiences should encourage them to be disposed to be active and responsible citizens both now and later in their lives. Clearly, Marlborough is attempting to actively involve children through the introduction school council; however the interpretation of citizenship education is very limited. There are opportunities for teachers to incorporate many aspects of citizenship into their existing teaching by extending and adapting what is already taught (to overcome time restriction in the timetable). However, the school urgently requires a scheme of work for citizenship which takes into consideration of the local community and would provide clear framework and consistency across school. This then needs to be communicated to teachers as I felt some clarification was required between PSHE and citizenship, as many classes (certainly both of the years 4) were not delivering the citizenship curriculum. This is consistent with finding of David Kerrs' report (1998), where 27% of primary schools were not addressing the theme of citizenship and was the area where the greatest difficulties were being experienced by schools. Anti- Bullying Policy at Marlborough The policy is out of date, and needs revising urgently. Generally when bullying did occur (if it was name calling) then it was dealt with the class teacher, however if there was physical harm then the Head teacher dealt with. I am not aware who was involved in writing this policy; however everyone concerned with the school, these include teachers, classroom assistant, kitchen staff, dinner and playground supervisors, caretakers, parents, and the local community members should be involved for the next revised policy. This shows the school's commitment to its principles and provides a reference point for children, staff and parents. While having policies is important, they will only have validity and credibility if they are implemented. For example the golden rules- are they applicable to everyone, or is there one set for children and another for teacher and other adults? (Klien 2001). 1 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Developmental Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Developmental Psychology essays

  1. Communication skills in a group interaction.

    For example, one of the children asked about what colour they should colour in their picture, so to show I was interested I asked them what their favourite colour was instead of saying ' any colour you want'. I think that this type of method was effective to children of

  2. I have decided to do my portfolio on Beaufort Park School, for several reasons. ...

    Parents are responsible for the children who arrive before the school bell goes. However, if a parent needs to get to work, she/he can arrange with the class teacher to drop off their child before this time. Also children cannot be picked up by anyone under the age of 14 years.

  1. A research project to look if bullying is spiralling out of control

    Another problem I may encounter is that as the children will be filling the answers in a different room to avoid interviewer bias, another child may be able to fill in the child's answers who it was intended for. Another method I plan to use are interviews.

  2. With reference to your experience in the classroom, discuss those factors that you consider ...

    It is through assessment, that the teacher has the opportunity to gain a good understanding of each child's prior knowledge of a subject and their favoured learning style, observation of play, general classroom behaviour and social interactions can also help the teacher understand each child's personality.

  1. Effects of violence on Childrens mental health.

    stressful situations put people at risk of psychological danger and harm. Such harm typically occurs when the stressors that individuals experience in their lives exceed their ability to cope with them in constructive ways... Individuals who experience stressors for extended periods of time are commonly referred to as 'vulnerable' or 'at risk'."

  2. To provide age/ability appropriate activities/experiences that will encourage the development of knowledge and understanding ...

    8. Computer game For this activity the children can sit at the computer and play an activity from "Molly's garden time" by using the cursor they can guess what vegetables there are in the vegetable patch, they can create their own vegetables and fruits using pieces of other vegetables and fruits.

  1. IWB in ICT

    you want to show children how to use a particular piece of software or discuss the findings of some data or even explain a particular process or theme. This proves to be an effective method of consolidating information with the whole class.

  2. Psychology Controversy essay, Nature Vs Nurture PY4

    g e n d e r   i s   e n t i r e l y   a   p r o d u c t   o f   u p b r i n g i n g   a n d   n o t

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work