Citizenship & RE

Tim PintoAssociate Lecturer

Sheffield Hallam University

History of Citizenship Education

http://bit.ly/eMvFfN

Influence of Crick

1962 – Published ‘In Defence of Politics’http://bit.ly/goC29C

1997 – Headed the commission for teaching citizenship in schools.

Crick’s Greatest Influence...

Influence of Crick

Crick was Professor of Politics at Sheffield University and was a major influence on a young David Blunkett who was a student at the university.

1998 Crick Report

http://bit.ly/hwNLpi

2002 Citizenship – National Curriculum

• Not a discrete subject.• Specialist PGCE introduced after the subject

was launched.• 5% curriculum time.• No specific assessment criteria.• GCSE qualifications not launched until

2004/05• Major training needs/initiative fatigue

Task – Your experience of Citizenship

• What was your experience of citizenship education at school? What sort of things did you learn/discuss? Do you think that it was effective in providing you with relevant knowledge and skills to be 'politically aware and effective'?

• To what extent can schools ‘teach citizenship’? If you could redesign the curriculum, what sort of activities and tasks would you require school children to undertake?

Model

• Through discrete Citizenship lessons.• Integrated with PHSEE/Careers.• Through combined ‘foundation’ subjects e.g.

history, geography, RE.• Collapsed timetable events.• Integrated through national curriculum

subjects• Specific collapsed week events

Who teaches Citizenship?

• Specific Citizenship teaches.• Form tutors.• Humanities teachers including RE teachers.• Non-specialist staff.• Staff from outside agencies

Linking RE with Citizenship

• From your experience, are there any similarities with Citizenship & Religious Education?

• Methodology• Curriculum Content• Teaching and Learning

Where are the links with RE?

• TASK• Look at the Citizenship content description for

Key Stage 3 and 4.• Highlight any content which you think can link

in with RE.

Brainstorm The Following

Liberation Theology

Abortion

Community Cohesion

Euthanasia

Conscientious Objectors

Gay Adoption

Connections…

• Diversity – Cultural aspects of British society.• Identity – What makes us British?• Human Rights• Civil Rights• The Environment• The Media• The Economy – Poverty & Wealth

Community Cohesion

• Teaching, learning and curriculumHelping pupils to learn to understand others, to value diversity whilst also promoting shared values, to promote awareness of human rights and to apply and defend them, and to develop the skills of participation and responsible action.

Community Cohesion

• Equity and excellence• To ensure equal opportunities for all to

succeed at the highest level possible, striving to remove barriers to access and participation in learning and wider activities and working to eliminate variations in outcomes for different groups.

Community Cohesion

• Engagement and extended servicesTo provide reasonable means for children, young people, their friends and families to interact with people from different backgrounds and build positive relations: including links with different schools and communities and the provision of extended services with opportunities for pupils, families and the wider community to take part in activities and receive services which build positive interaction and achievement for all groups.

RE silience

• Give teachers the ability to address controversial issues in the classroom

• Address the issues of extremism and violence• In particular, it assists in being able to support

the teacher in dealing with belief based extremism e.g. Anti-gay, pro suicide etc

• Skills based work – similar to Citizenship

http://www.re-silience.org.uk/

“Prevent Strategy”• The Government’s “Prevent” strategy recognises the importance of working with

children and young people to build resilience to violent extremism if we are to make a difference in the longer term.

• Education can be a powerful weapon against this, equipping all young people with the knowledge and skills to think for themselves, challenge and debate. It will also give young people the opportunity to learn about different cultures and faiths, building mutual trust and respect.

• It is rare for young people of school age to become involved in criminal extremist activity. However, young people can be exposed to extremism or prejudiced views, including via the internet, from an early age. Schools can work with families and other local partners to support vulnerable pupils who may be susceptible to violent extremism as part of their wider safeguarding responsibilities.

• Local authorities, the police and other partners can also be a source of support and advice for schools and colleges on issues concerning all forms of extremism and encourage engagement with local community organisations.

Multicultural Teaching

• Look at the video and decide how you could use aspects of RE & Citizenship to assist pupils understanding of diversity in the UK

Citizenship Links

• http://www.citizenshipfoundation.org.uk/• http://www.citized.info/• http://www.teachernet.gov.uk/wholeschool/

communitycohesion/community_cohesion_guidance/

• http://www.idea.gov.uk/idk/core/page.do?pageId=8969355