Delivering citizenship objectives through Ireland?
Despite the degree of confusion about how 'citizenship' should be delivered, IiS materials are often used to address ‘the essential elements’ of education for citizenship
For example, Bernie Carroll & Bill Lockwood of Quality Learning Services, Staffordshire, have used the following IiS study units in citizenship training at Key Stages 3 & 4.*
A further study unit on the Tudor conquest of Ireland, for Year 8, leads students to consider the nature of political power and responsibility, and issues of racial conflict and stereotyping.
It thus offers a stimulus for work on Citizenship (NC objectives 1b, 2b, 2c), looking at situations, such as recent conflicts, invasions and , where there is a need for mutual respect and understanding, particularly in relation to diversity and issues of human rights.massacres
At Key Stage 2, Hilary Claire's 'Raising the Profile of Irish History' is designed for student teachers/trainees preparing to teach Victorian Britain'.
It uses the Irish Famine and migration to help them consider how, starting with an historical event, to approach issues in the contemporary world such as
* Workshop: Citizenship at Key Stages 3 & 4
Delivering citizenship objectives through Ireland
Led by Bernie Carroll & Bill Lockwood
22 October 2002
Some citizenship objectives identifed in the workshop
Year 7 research unit: 4 Kids, 3 Cows, 2 Cats, 1 Witch (maybe)
|1b the diversity of the national, regional, religious and ethnic identities in the UK and the need for mutual respect and understanding. |
1h (‘g’ at KS4) the importance of the media (free press) in society, including the internet, in providing information and affecting opinion.
2a think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-based sources.
2b justify orally and in writing a personal opinion about such issues, problems or events.
Fighting for whom? 1916: the Easter Rising & the Western Front
|1b (the origins and implications of) the diversity of national, regional, religious and ethnic identities in the UK and the need for mutual respect and understanding. |
2a (research) think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its (different) sources, including ICT- based sources (showing an awareness of the use and abuse of statistics).
2b (express) justify (and defend) orally and in writing a personal opinion about such issues, problems or events.
2c contribute to group and exploratory class discussions and take part in (formal) debates.
3a use their imagination to consider other people’s experiences and be able to think about, express, explain (and critically evaluate) views that are not their own.