Excellent for college kids and NQTs, this functional and available workbook is designed to advance uncomplicated instructing abilities, and raise academics’ wisdom and figuring out of educating citizenship. choked with functional actions and fabrics to inspire clients to research their very own studying and function and underpinned with examine findings, this own workbook should be written in on to offer an invaluable checklist of growth. additionally it is case reviews, examples of present strong perform and more than a few tried-and-tested thoughts for thought and tips. Complementing studying to educate Citizenship within the Secondary university, this workbook can be utilized as a part of an built-in direction or independently as a standalone self-study booklet.
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Extra info for A Practicial Guide to Teaching Citizenship in the Secondary School (Routledge Teaching Guides)
The exciting opportunity that CE trainee teachers face is the chance to help shape and form this community. 30 Chapter 4 Developing subject knowledge LIZ WEST INTRODUCTION Subject knowledge underpins effective teaching and learning. If a teacher is deficient in subject knowledge then lesson planning, evaluation of teaching resources and activities and assessment of pupil learning are deeply flawed. Lesson planning and teaching will be poorly rooted as there is little understanding of how this lesson fits into the ‘bigger picture’.
It is amazing how quickly new routines, new faces and places become so familiar. In my case, the School of Education, no. 6 University Road, Leicester began as a pixel on my home computer screen, and ended as a place that I associate with friendship. Given that the people who began the course with me were all strangers initially, it is incredible that those nine short months have led to such intense friendships. What has this got to do with the development of subject knowledge? The point is this: the fears (or at least concerns) that many of us had in relation to new challenges were overcome with comparative ease.
You should include any notes on recognising how to handle sensitive and controversial issues, such as acknowledging the age appropriateness of a resource or case study. You may want to include this in the relevant section on the medium-term plan that you started in the first part of this chapter. The above activities started to develop your subject knowledge about specific topical debates but the National Curriculum also demands that citizenship teachers support pupils’ exploration of these issues through oral debate (QCA/DfEE 1999: 14–15).
A Practicial Guide to Teaching Citizenship in the Secondary School (Routledge Teaching Guides) by Gearon