itt citiz ed Review of PGCE CITIZENSHIP courses Malcolm Lewis University of Bristol Graduate School of Education

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1 itt citiz ed Review of PGCE CITIZENSHIP courses Malcolm Lewis University of Bristol Graduate School of Education

2 Preface This review of PGCE Citizenship courses running in is one of several pieces of research commissioned by the itt citiz ed project. Just before Christmas 2002 ITT providers of PGCE secondary training in Citizenship were invited to contribute course documentation. The purpose was to put together something which summarises the approaches already emerging in Citizenship teacher education. Ten providers contributed material. In the event, nine courses are represented in this review. One provider s information offered too little information about the Citizenship components of the course (coupled to another subject) to include it. The form the review takes was dictated by the nature of the material that came in. It was important to decide on a way of presenting the courses so that the same kind of information would be available for all nine. This inevitably reduces each one to a mere map, (and at not a very large scale at that), and gives as little indication of what that course is really like as looking at the map of a country compared with experiencing it. The documentation varied enormously in, (particularly), the detail in which programme content was specified. This is reflected in the entries. I had hoped that features of school experience and general informing statements or philosophies about Citizenship as a course of professional training might be included, but almost none of the documentation says anything much about these; at least, not enough to give them their own spaces in the summaries. In view of the variations in levels of detail provided by the documentation, I have not attempted any fine-grain detailed comparative analysis as, for example, might have been presented in a matrix showing all courses and the incidence of various topics in each one. That might be worth doing in a follow-up study, but would need more information. I have, though, included the fullest possible details about Citizenship-specific assessed coursework requirements, anticipating that this is a particularly interesting arena for discussion among Citizenship teacher educators. Most courses couple Citizenship with history, but there are also three of the Citizenship standalone courses. I have attempted no commentary, but have tried to capture in the Points to note section one or two specific features which come through in the texts of the handbooks. As agreed with all contributors, the courses are presented anonymously. I have done everything possible to omit anything that would identify people, locations, or even whether the institution is a university or college. The generic HE term is used. Still, contributors will easily (I hope!) recognise their own course, and I would like to thank them all sincerely they know who they are! for contributing. I hope they will forgive, (or at least tolerate), any terrible manglings that I may have perpetrated. At a time when Citizenship teacher education is very much in its early formative stage, it is really valuable to have this sort of thumbnail portrait of a sample of courses. I hope it fuels professional debate. Malcolm Lewis University of Bristol June 2003

3 Course A History with Citizenship or RE with Citizenship HE element largely complete by mid-march. Content 1 Introduction to PGCE Citizenship course. Citizenship Education in schools. 2 Teaching and learning strategies appropriate to the values implied within Citizenship and the Skills of Enquiry, Participation and Responsible Action. 3 Legal and human rights and responsibilities underpinning society; basic aspects of the criminal justice system, and how both relate to young people. 4 Diversity of national, regional, religious and ethnic identities in UK and the need for mutual respect and understanding. 5 Significance of media in society. 6 Key characteristics of parliamentary and other forms of government. Electoral system and importance of voting and playing an active part in democratic process. Central and local government; the public services they offer; how they are financed, and the opportunities to contribute. 7 The importance of resolving conflict fairly. School as an embodiment of values in action. 8 The work of community-based, national and international voluntary groups. Opportunities for participating in the community/ school. 9 The world as a global community, and the political, economic, environmental and social implications of this. 10 The role of the EU, the Commonwealth and the UN. Assessment Citizenship Subject Assignment with two elements, (early May): 1 a) arguments for Citizenship in the secondary curriculum; b) issues faced by teachers and schools in successful integration. 2 2 KS3 lesson plans showing: a) Citizenship delivered as discrete lesson or part of series of lessons b) Citizenship delivered through one or more History or RE lessons. [Plus 2 x Main Subject; 2 x Foundation; 2 x ICT Assignments] Points to note Main subject two-thirds; Citizenship one-third. Visit to feeder primary school during school experience to include looking at Citizenship approaches in KS1/2. 3

4 Content (Term 1. Term 3 concentrates on postmain school experience profesional development and extension). Assessment Points to note B Citizenship HE teaching in Terms 1 and 3. The penultimate week of Term 3 is an HE-based Subject Week permitting a variety of activities and special events, including field trips and extended presentations. 1 Induction; course outline; subject audit; first school placement; the local area and community. 2 The Real Game: active learning in Citizenship. Games and Simulations. 3 Classroom resources which support Citizenship. Books and other resources. Reading levels. Using resources. 4 Development of Citizenship. Crick Report. National Curriculum. Ofsted and DfES guidance. Different modes of interpretation. 5 Schemes of Work. KS3 schemes. How children learn: what is progress in Citizenship? KS4 and GCSE Citizenship courses. 6 Lesson Planning. Principles. Formats. Differentiation. Designing resources. Developing skills of participation and responsible action. Games and simulations for active learning. Incorporating ICT. 7 National Curriculum Citizenship: an example from one local school. Adaptation and integration. 8 ICT in Citizenship. 9 Classroom observations: reflection and review after visits. Styles and modes of teaching. Lessons for own practice. 10 Citizenship Education: an international perspective. 11 Literacy in Citizenship. National Literacy Strategy. 12 Classroom Management. 13 Citizenship qualifications and courses at KS4. Detailed review of sample courses. Assessment at KS4. 14 Games and Simulations. Reviewing existing materials. Designing games. Getting the best from the learning exercise. 15 Visiting local organisations which provide opportunities for citizenship Education. Sharing findings and resources from this. 16 Debriefing from first school experience. Individual tutorials and self-assessment. Personal target setting. 17 A Vision for Citizenship Education. A conceptual framework for Citizenship. Applying this in schools. 18 Spiritual, Moral, Social and Cultural development and Values Education. 19 Assessment strategies. Marking. Assessing progress in Citizenship. Target setting. 3 Subject Assignments (December, April, June) 1 a) Design game/simulation demonstrating active learning for aspect of Citizenship at KS3 or KS4. b) 2,500 word discussion of strategies to motivate/develop effective learning through experiential learning situations. 2 a) Plan/deliver sequence of lessons for which you have formulated an assessment strategy and evaluate. b) Portfolio of ICT work demonstrating personal ICT competence and understanding of uses of ICT in teaching/learning and personal professional use. 3 4,000 word report and evaluation of example of practical involvement in activity developing skills of participation and responsible action in a school environment. [Plus: 2 x Educational and Professional Studies Assignments] Conceptualisation of Citizenship (as subject discipline rather than simply a set of NC requirements): themes of Science and Society; Narrative and World Views; Human Relationships and Co-operation; Power, motivation and emancipation. Term 3: Emphasis on extending experience and developing expertise through HE workshops and school-based curriculum and personal professional development projects; includes whole week for flexibly timetabled subject activities and special events. 4

5 C Citizenship with History HE teaching mostly in Term 1 with weekly Citizenship days. Content 1 Introduction and course outline. Education biographies. Citizenship, human rights and cultural diversity. 2 Learning and Teaching. The Crick Report. 3 Citizenship National Curriculum. Exploring values and student specific needs. 4 Feedback from first school experience. School Councils. 5 Conceptualising levels of children s participation. 6 Visit to local heritage site with Geography and History students. 7 Citizenship and the media. 8 Sustainable development. 9 Race legislation. Rights and responsibilities. Convention on the Rights of the Child. 10 The Global Dimension. Implementing multidimensional Citizenship. 11 The social context of science. Children s participation in improving community health and well-being. 12 Circle time theory and practice. 13 Visit to House of Commons. 14 Assessment. 15 Activity theory and the teaching of history. Assessment 2 Subject Assignments: 1 2,500 words: discussion of Citizenship curriculum aspects that can be effectively overlaid on the teaching of a key 20 th century history KS4 topic (American Civil Rights movement). 2 Plan for 6-hour SoW on one of four themes: Waste; Local Journeys; Open nature spaces in towns and cities; Through our eyes and how would we like to be seen? (North/South worlds myths/truths/stereotypes). Points to note Extensive Readings booklet supporting HE teaching sessions. Assignment 2 closely linked to special timetable day in a local EAZ school involving video conferencing link with school in South Africa. 5

6 D Citizenship HE teaching mainly in Term 1 (14 days); but also in Term 2 (9 days). Content 1 Introduction to Citizenship studies. Sharing personal experience of what it means to be a citizen. Subject Knowledge audit. 2 Aims of teaching Citizenship in the secondary school. Education a) about, b) for, c) through Citizenship. 3 The Citizenship National Curriculum and using ICT in Citizenship Education. 4 Individual tutorials. Subject self-assessment and preparation of individual learning plans for rest of course. 5 Subject Knowledge base in Citizenship Education. Learning styles, Critical thinking skills, emotional learning, multiple intelligence. 6 Strategies for effective learning. Exposition, presentation, role-play, drama, group work, decision-making, problem-solving, preparation for display, use of computers, discussion, debate, etc. 7 Teaching controversial issues. Eg Northern Ireland, sexism and the curriculum, Third World issues, poverty, war. 8 Ethical Citizenship. Virtues, values, principles and their implications for Citizenship Education. 9 Assessment for learning. Purposes and principles of assessment. Assessment for feedback and evaluation, and planning. 10 Micro-teaching in Citizenship. Practical sessions organised by groups of students. 11 Citizenship and the Humanities. 12 Citizenship and cross-curricular dimensions. 13 Differentiation and ensuring progression in the teaching of Citizenship. Meeting the needs of all learners. 14 Political literacy. Social systems and structures; decision-making; power; change; conflict. 15 Citizenship in the School Curriculum. Why certificate progress and achievement in Citizenship? 16 Ensuring Inclusion in Citizenship. Citizenship for a multi-cultural society. Equal opportunity issues. Gender issues. Literacy and numeracy in Citizenship. 17 Community involvement and experiential learning. Planning and implementing a community project. 18 Teaching democratic themes in Citizenship. School Council models. Participative practices in schools. The ethos of schools. 19 Community and co-operative learning planned by students. Assessment An extensive and wide range of HE- and school-based tasks and activities. From week 2 of the course, students are in school at least part of the week, and tasks are set for students to complete in school and/or present in HE sessions. One example, drawn from a total of over 30, illustrates the style: Task 23: Thinking about the purposes of assessment. Discuss the reasons for assessing progression and achievement in Citizenship Education. Are they all valid? Do you agree with all of the reasons given? Do you disagree with some? Prioritise the 3 most important reasons for assessing Citizenship. Compare your choices with others. Discuss the similarities and the differences between your choices. Does everyone agree that it is necessary to assess Citizenship? Why / Why not? Points to note Co-ordination of HE-based sessions with school-based tasks and activities. Course reading and resources lists. 6

7 Content Assessment Points to note E Citizenship (with History) HE teaching mainly in Term 1, but also 4 weeks entirely HE-based in middle of Term 2. Term 3 school-based except final week. Specialist Citizenship sessions, with some sessions jointly with History. (Numbers indicate teaching weeks, and the topics included. Some weeks include school-based days and address fewer topics. Many topics (eg assessment, ICT) are developed over several weeks). 1 Citizenship. National Curriculum programmes of study. The language of Citizenship. Displays and games as learning tools. 2 Citizenship across the curriculum. ICT and Citizenship. Lesson planning. Geography and Citizenship. 3 Literacy/Numeracy Strategies and Citizenship. Classroom management. PSHE and Citizenship. 4 Citizenship skills: participation and community involvement. 5 Education for democracy. Local democracy. Healthy schools initiative. English and Citizenship. 6 Inclusive education. Citizenship/history and Literacy. 7 Assessment. Drama and Citizenship. Citizenship and RE. How do we ensure rigour in Citizenship education? 8 English as an Additional Language. Teaching controversial issues. Global issues. 9 Cultural diversity. Evaluating learning. 10 Planning across a sequence of lessons. 11 European awareness. GCSE assessment. Use of sources. Making a Change curriculum project. Curriculum models for C. 12 Progression in Citizenship. Role of Citizenship Co-ordinator. Holocaust Conference Day. 13 Fieldwork: the Magistrates Court. Citizenship at KS5. GNVQ DAy. Assessment: using national data to inform planning. 14 Curriculum Development presentations. Teaching economic awareness. Planning for independent learners. 4 Subject Assignments (end Oct, March, March, June): 1 2,000 words: The nature and place of Citizenship in the school curriculum. 2 3,000 words: addressing three QTS Standards; (a) compulsory, plus two from (b), (c), (d) and (e): a) 1.7: improve own teaching learning from others and evidence taking responsibility for own prof. development. b) 2.7/3.3.9: strategies for good behaviour purposeful environment high expectations c) 3.3.3: structured lessons which interest and motivate pupils interactive teaching methods d) 3.3.4/3.3.6: differentiation; e) 3.2.2: Monitoring and assessment feedback to support pupils as they learn pupils improving their own performance minute presentation on 4-6 week curriculum development project (resources, plan, etc) focusing on one of: a) legal and human rights and responsibilities, inc. criminal justice system; b) parliamentary and other forms of government, and role in making laws; c) electoral system and voting; d) European Union and/or United Nations. 4 3,000 words: An analysis of pupil progression in Citizenship. Programme structure: extensive articulation with specific QTS standards and whole course GPS agenda in weekly teaching programme within overall 8-phase conceptualisation of PGCE year. 7

8 F History and Citizenship Term 1: HE-based (3 days) and school-based (2 days). Term 2/3: school-based to early May. Term 3: HE-based in May; HE-based (2 days) and school-based (3 days) in June. History and History/Citizenship groups mostly taught together, with some sessions for each group on its own. Content 1 Subject teaching and the ITE Standards documents 2 Preparation for Term 1 school placement. 3 What is history? National Curriculum history. 4 Lesson planning. 5 Developing teaching skills. A level history. 6 Developing standards of literacy what can the history teacher offer? 7 Electronic resources. 8 Reviewing teaching materials. 9 Planning educational visits for pupils. 10 What is Citizenship? Examining some of the debates. National Curriculum. 11 GCSE history. 12 The history teacher and museums: workshop day with Education Officer at local museum. 13 Teaching historical significance. Handling controversial issues in the classroom. 14 Community involvement: key issues and strategies in this area of National Curriculum Citizenship. 15 ICT in the classroom. Citizenship through a range of subjects. 16 Teaching interpretations of history. 17 Differentiation. Political literacy. 18 Whole school initiatives for Citizenship. 19 Assessment. 20 Subject Knowledge: student presentations on issues. 21 A level history workshop day with local school students. 22 Schemes of work and progression. Assessment 5 Assessment Tasks with curriculum focus: a) Review of curriculum materials (end Nov) b) Lesson Observation Schedule (Dec, accumulated over Term 1 school experience) c) Production and Evaluation of Teaching Resources made/used in Term 2 school experience (March) d) 3,000 words: In-depth study of a chosen aspect of subject teaching e) ICT Profile (June, portfolio covering whole year) [Plus Assessment Task 6: Whole School Issues Special Study (end May)] Points to note Term 3: Emphasis on extending experience and developing expertise through HE workshops and school-based curriculum and personal professional development projects. 8

9 Content G Citizenship HE-based teaching mainly in Term 1. Then three HE-based periods between phases of school experience in: Dec/early Jan; mid- Feb; late May/early June. (As with course E, some of the following are weekly teaching outlines) 1 Citizenship as subject. Personal experience of Citizenship education. Children and Citizenship. National Curriculum. Human rights and responsibilities. 2 Political literacy. Democracy. Electoral process. Central and Local government. PSHE and Citizenship in primary schools. 3 PSHE: drugs and sex education. Community partners in Citizenship. ICT. Criminal justice system. 4 Diversity: bilingual learners, migration, refugees. Globalisation and identity. Race and the law. Challenging racism in schools. Planning literacy and Citizenship activities. 5 Issues in teaching, lesson planning, ICT and the National Curriculum in geography. Citizenship through geography. Integrating fieldwork into lessons. 6 Economic awareness. Poverty and development. World trade. Trading Game and other resources. Designing a game for Citizenship. 7 Global Citizenship. Role play and drama in Citizenship. Aid and development. Local initiatives against social exclusion. 8 The world of work. Careers Education in schools. Connexions. 9 Assessment issues in Citizenship. 10 Women in the economy. Ourselves as consumers. Co-ordinating Citizenship in a secondary school. Teaching history unit Citizenship. Extracurricular Citizenship ( eg. assemblies, events, School Council). Parental involvement in Citizenship education. 12 The RE curriculum and Citizenship. 13 Conflct and co-operation key concepts. Bullying in schools. Local and international conflict. 14 Environmental sustainability. The Green school. Global warming, deforestation. 15 The media in society. Social studies and integrated humanities in schools. Citizenship as cross-curricular issue. 16 Science in society. Citizenship and the expressive arts. Citizenship and English and drama. 17 Concepts of community. Young people as active citizens. Bringing about change. [Assessment continued on next page] 9

10 Assessment G (continued) 3 Elements: 1 Project 1 (end Feb): Assignment on a given or agreed area of subject knowledge applied to the school curriculum, including: a) 2,000 word account of teaching about a topic, including relevant principles/debates; reference to literature, approaches observed in school placement 1; NC requirements; classroom observations; interviews with teachers/pupils. Topic options: Human rights concepts --- democracy and autocracy --- role of central and local government in UK --- identity, diversity and equality --- the world of work --- consumers rights --- environmental sustainability --- the media in society. b) Sequence of at least 4 lesson plans; c) 1,000 word evaluation of teaching trials with whole classes or small groups. 2 Professional Practice Portfolio (end May), including: a) Subject Knowledge: audit and account of how development needs have been addressed; b) Lesson Planning, Observation and Evaluation documentation; c) SEN experience documentation; d) Language: including language biography, and 2 or 3 lesson plans and materials designed to meet needs of bilingual pupils; e) ICT: examples of materials, lesson plans and evaluations, pupils work; f) Assessment: examples of involvement in assessment of pupils and NC levels reached for 3 pupils plus commentary; g) Contextual notes/accounts about school and departmental organisation and policies; involvement in pastoral roles, PSHE, whole school events, printouts of TTA Skills Tests results; and overall reflective evaluation of whole portfolio. 3 Project 2 (end June): 3,000 4,000 words: An investigative project based on a given or agreed question on a current educational issue relevant to the curriculum subject. Topic options: Aims of Citizenship education: different approaches and ideologies --- Teaching controversial issues --- Whole school ethos and Citizenship Education --- Parental involvement in Citizenship Education initiatives --- The management of Citizenship Education as a cross-curricular subject --- or an individually negotiated topic. Points to note Professional Practice Portfolio (the above outline does not do justice to its multi-dimensionality and scope). 10

11 Content Assessment Points to note H History with Citizenship Anticipates students devoting 20% of time to Citizenship teaching and related activities on school placements. HE-based teaching of Citizenship one afternoon weekly continuous from September to March. (Weekly topics) 1 Introduction to course and National Curriculum, Resources review. 2 Teaching Citizenship. Community Project. Resources feedback. 3 Preparation for Phase 1 of Community Project. 4 School visit. 5 Schools Council UK visiting speaker. 6 Presentations on Citizenship. 7 Preparation for field trip. Field trip to Court. Scheme of work based on Court visit. 8 The Media. 9 Active Citizenship. Setting up a School Project. 10 Assessing Citizenship. GCSE Citizenship. 11 Preparation for Phase 2 of Community Project. 12 School visit. 13 Global awareness. Development issues. Sustainable development. 14 Holocaust Day. 15 The role of the Citizenship Co-ordinator. 16 Preparation for Phase 3 of Community Project. 17 School visit. 18 Preparation for Citizenship Day. Course evaluation. 19 Preparation for main school experience. 3 Subject Assignments (2 x History, 1 x Citizenship), Enquiry Tasks, School experience audit. Citizenship Assignment (Feb): 3,000 words: Plan and deliver a unit of work and related resource material for Citizenship at KS3. Explain its rationale with reference to the philosophy of Citizenship and analyse its effectiveness. Extended Enquiry Tasks: a) The Citizenship Culture: 10 minute presentation on the standing of Citizenship in placement school. b) Citizenship in the School: audit of school Citizenship organisation for teaching file. c) Resource Audit: teaching and learning resources in school available for Citizenship for teaching file. School experience audit: Record of Citizenship experience in both school placements, countersigned by mentors. Main emphasis on training for history teaching, and on using Citizenship expertise to develop and extend approaches to the history curriculum and to contribute to the teaching of Citizenship as a discrete subject. 11

12 Content Assessment Points to note I Citizenship with History HE-based teaching mostly in Term 1 in parallel with first school experience. Specific Citizenship sessions on two half days per week in Term 1 for Citizenship with history group. (Summary outline of Citizenship components/themes only). 1 What is Citizenship? What s going on out there? What isn t Citizenship? 2 Mapping the curriculum making it happen. 3 How can history help with Citizenship? 4 The work of NGOs. 5 Community care. 6 Current affairs. 7 Nobody wants to teach. the difficult subjects. 8 The media. 9 Single issue groups how they operate. 10 Creating resources. 11 Adulthood. 12 This is what happens in school. 13 Contentious issues. 14 So now I have to teach it! Coursework File compiled over the year comprising a number of elements, each with a specific deadline, including (word length guidance and deadline in brackets): a) What kind of history should we teach? (1000, mid Oct) b) Lesson Plan for one observed class (500, end Oct) c) Planning lesson and resources for observed or taught class developing pupils investigative skills and conceptual understanding (500, early Nov) d) Children s developing thinking in history, and relationships with Citizenship (1000, mid Nov) e) Assessing quality of three pupils history and Citizenship knowledge and understanding (1000, early Dec) f) Planning story for KS3 group of slow learners, plus lesson plan (500, early Dec) g) Review and selection of a GCSE syllabus, with reference to differentiation, progression, historical learning, content, rationale (1000, early March) h) Creation of Scheme of Work, including a simulation or drama and use of sources for Y7 or Y8 class combining history and Citizenship, and demonstrating links with cross-curricular issues, gender, ethnicity and class (1000, early April) I) Action Research report and presentation: a masterpiece of teaching (2500, mid June) These are archived and made available to future students. Integration of history and Citizenship with history groups. Intranet web resources. Coursework File assessment portfolio. 12