1. Teaching Citizenship Leighton, R Teaching Citizenship Education Continuum: London

Our concern should not be about covering the curriculum but about uncovering it Not regarding it as something to be delivered but as something to be understood, engaged with, investigated, interrogated, interpreted and used as a tool to enable pupil learning and pupil development Leighton, R Teaching Citizenship Education Continuum: London

The National Curriculum aims to enable ‘young people to become successful learners, confident individuals and responsible citizens’. a) How feasible is this? b) What barriers exist i. in school? ii. out of school? c) What opportunities exist i. in school? ii. out of school? Leighton, R Teaching Citizenship Education Continuum: London

DescriptorCharacteristics CommitmentA belief in the underlying principles and content of the citizenship curriculum and a desire to ‘make a difference’. ConversionExperienced teachers interested in CE. Some seek the recruitment of specialist teachers to work with. ConvenienceTrain as CE teachers as a route into teaching their degree subjects, Possibly some sociology, law, politics, psychology graduates. Co-existenceSee a need for CE to prepare pupils for life after school in ways which other subjects do not address. Colonisation their Delivering ‘their version’ of CE, ignoring the National Curriculum. Often reflecting personal interests or areas of responsibility. ComplianceLess experienced colleagues who want to avoid upsetting anyone. Conflictopposed to the teaching of CE – by themselves or by anyone else CynicismNot about the subject but about its likely success. Perceive a lack of support from school leaders and from other colleagues, giving rise to a sense of isolation. Citizenship Teacher Typology Leighton, R Teaching Citizenship Education Continuum: London

Postman and Weingartner’s (adapted) Principles of Practice 1. A moratorium on the use of textbooks 9. Psychotherapy as part of in-service training 2. Teach outside your own specialism 10. Classify teachers by ability and make the lists public 3. Exchanges between primary and secondary teachers 11. Pupils test teachers on what pupils know 4. If you claim to know the subject – write a book 12. Make every subject optional, with teachers paid only if their next option is taken 5. Dissolve all subjects, courses, and course requirements 13. One year off in every four for teachers to work outside education 6. Limit each teacher to three declarative sentences and fifteen interrogatives per lesson 14. Requirement of evidence that a teacher has had a loving relationship with at least one other human being 7. Ban teachers from asking questions where they already know the answer 15. All graffiti from school toilets be reproduced on large paper and hung in school halls 8. A moratorium on tests and grades 16. Ban certain words and phrases Leighton, R Teaching Citizenship Education Continuum: London

Are there any particular words, phrases or concepts you would like banned from educational discourse and/or the staffroom? Which, and why? Write a paragraph which names and describes a Principle of Practice which you would like to see adopted by all teachers. Leighton, R Teaching Citizenship Education Continuum: London

Bernstein, J. L. (2010) ‘Citizenship-Oriented Approaches to the American Government Course’ in M. B. Smith, R. S. Nowacek and J. L. Bernstein (eds) Citizenship Across the Curriculum Bloomington: Indiana University Press, pp Leighton, R. (2011) Teaching Citizenship Education: A Radical Approach London: Continuum Postman, N. & Weingartner, C. (1976) Teaching as a Subversive Activity London: Penguin Qualifications and Curriculum Authority (2007) The National Curriculum: statutory requirements for Key Stages 2 and 3 London: DFCSF/QCA Bibliography Leighton, R Teaching Citizenship Education Continuum: London