By Gearon
Perfect for college kids and NQTs, this functional and available workbook is designed to improve easy educating abilities, and bring up lecturers’ wisdom and figuring out of educating citizenship. packed with functional actions and fabrics to inspire clients to investigate their very own studying and function and underpinned with learn findings, this own workbook might be written in on to supply an invaluable list of development. it is usually case reviews, examples of present reliable perform and various tried-and-tested suggestions for concept and assistance. 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 e-book.
Read Online or Download A Practicial Guide to Teaching Citizenship in the Secondary School (Routledge Teaching Guides) PDF
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Extra info for A Practicial Guide to Teaching Citizenship in the Secondary School (Routledge Teaching Guides)
Example text
And West, E. info Davies, I. (2002) ‘What subject knowledge is needed to teach citizenship education and how can it be promoted? info 47 Chapter 5 Lesson Planning SANDIE LLEWELLIN INTRODUCTION This chapter provides an introduction to the process of planning for citizenship learning by bringing together guidance from available publications. Effective lesson planning involves making choices and taking decisions and can only have impact on learners when based on a full understanding of wider aims and context for teaching and learning.
AN INTRODUCTION TO THE LANGUAGE OF PLANNING: WHAT IS PLANNING? A plan is a method of doing something that is worked out usually in some detail before it is begun and that may be written down in some form. As adults we plan every aspect of our individual lives on a daily, weekly and longer-term basis mostly effectively, without writing things down and almost without thinking. Planning for teaching is an essential and structured activity that operates continually at a range of different levels to meet a complex set of requirements (DfES, 2002).
When you have done this, consider: • • • • How similar are the GCSE syllabi of the exam boards that you have chosen? What is distinct about each one? Can you see clear signs of progression at key stage 5 – post-16? What are the implications of this for your subject knowledge? 3 Subject knowledge audit Now that you are clear about the content of what you will be expected to teach, you can audit what you already know, and where the gaps in your knowledge are, against the same areas of expertise. Use the audit tool that is shown below to begin this process of mapping your knowledge.