1. Citizenship Education in Northern Ireland – preparing the teachers
Una O’Connor & Alison Montgomery
UNESCO Centre, School of Education
University of Ulster

2. Overview Background Educational Context The projects Findings
Discussion

3. NI Education Context Society: political violence, segregation
Education segregated by:
Denomination (controlled, maintained, integrated);
Gender (boys, girls, co-educational);
Achievement (grammar, secondary)
Curricular and other initiatives

4. Citizenship – England & Ireland
Statutory since September 2002
Social and moral responsibility
Community involvement
Political literacy
Non-prescriptive delivery
At least 5% teaching time
Flexible teaching approach
Citizenship Education became a statutory subject at key stages 3 and 4 in September The definition of ‘effective education for citizenship’ was centred on three separate but interrelated strands: social and moral responsibility, community involvement and political literacy.
The Citizenship Order sets out the anticipated learning outcomes in relation to knowledge, understanding and skills of enquiry and participation. However, methods of delivery are not prescribed, and although schools are intended to devote five per cent of teaching time to citizenship, they may choose how to achieve this goal. For example, some may decide to timetable a citizenship lesson, some may incorporate it as a module within PSHE and others may teach it across a range of subjects.
At Key Stage 3, there is a requirement for an end of key stage assessment in Citizenship. Schemes of Work are provided for schools that include examples of activities to promote active, participatory assessment. Assessment in Citizenship should enable pupils to:
Review the progress they have made during the key stage in each strand of the Citizenship programme of study; Reflect on their experiences across the curriculum and in broader community activities, and Demonstrate some of the skills, knowledge and understanding they have acquired.

5. Citizenship – England & Ireland
Republic of Ireland
Civic, Social and Political Education statutory since 1997
4 units of study
7 core concepts
Timetabled class
Action project
Civic, Social and Political Education (CSPE) has been a part of the compulsory core curriculum in the ROI since CSPE has four units of study: The Individual and Citizenship; The Community; The State-Ireland; and Ireland and the World. Through the units of study students should come to understand how the seven core concepts- Human Dignity, Rights & Responsibilities, Democracy, Development, Law, Interdependence & Stewardship – clarify and inform the concept of citizenship. It is taught to pupils from Year 1 to Year 3 in all post-primary schools as a timetabled class period. A key element is the action project. The importance of the active participation is reflected in the assessment procedures, where 60% of the final grade is allocated to this area.

6. Citizenship in NI Statutory from 2007
Part of primary and post-primary curriculum
Inquiry based
Underpinned by Human Rights values
Experiential learning – action projects
Examples from local and global contexts

7. Citizenship – NI Curriculum
Local and Global Citizenship
Diversity & inclusion
Human rights & social responsibility
Equality and social justice
Democracy and active participation
Preparation of teachers
Initial Teacher Education
In-service Provision

8. Preparation of student and beginning teachers
Paper draws on findings from two projects:
Evaluation of local and global citizenship (NICCEA)
A values-based approach to teacher education (ESRC-TLRP)

9. Perceptions and understanding of citizenship
Definitions
Professional Motivations
Value-associated links
Conceptions of citizenship in practice

10. Initial experiences of citizenship education
Innovative Learning Approaches
Alternative teaching strategies and methodologies
Extenuating factors influencing classroom experience

11. Early Teaching Experiences
Different teaching styles
Classroom Management
Assessment
Limitations/Constraints in teaching citizenship

12. Issues for consideration
Role of personal biography
Motivation of citizenship teachers
Challenging nature of citizenship education
Skills development
Different educational contexts