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Kerr David, Lopes Joana & Nelson Julie et al. (2007). Vision versus Pragmatism : Citizenship in the Secondary School Curriculum in England. London : Department for education and skills (DfES), National Fondation for Educational Researche (NFER), n° 845. En ligne : <http://www.education.go ... ationdetail/page1/RR845>. 
Added by: Agnès Cavet (07 Jun 2007 13:48:25 Europe/Paris)   Last edited by: Laure Endrizzi (28 Jan 2011 17:03:08 Europe/Paris)
Resource type: Government Report/Documentation
BibTeX citation key: Kerr2007a
Categories: General
Keywords: Ă©ducation civique, Grande Bretagne
Creators: Benton, Cleaver, Kerr, Lopes, Nelson, White
Publisher: Department for education and skills (DfES) (London)
Views: 1370/4093
Views index: 28%
Popularity index: 7%
URLs     http://www.educati ... detail/page1/RR845
Abstract     
"The Citizenship Education Longitudinal Study began in 2001 and is tracking a cohort of young people from age 11 to 18 who entered secondary in 2002 and became the first pupils to have a statutory entitlement to citizenship education. The findings from the fifth annual report are based on survey responses from 212 schools and 43 colleges and visits to 12 case study schools.

Key findings from the report:
- Schools and colleges adopted a range of different models for delivering citizenship education. The largest group of schools (over a third) were attempting to provide a citizenship-rich school experience which involved developing citizenship through the curriculum as well as promoting opportunities for pupils to participate and make a difference within and beyond school.
- Citizenship was most likely to be delivered through PSHE (used in almost two thirds of schools). Other methods included use of a discrete timetable slot (around a third of schools), and/or through a cross-curricular approach involving a range of subjects as well as tutorials and assemblies (almost half of schools).
- While certain elements of citizenship infrastructure were clearly improving such as better assessment planning, less reliance on textbooks, growing staff teaching expertise and increasing whole-school approaches, there was at the same time found to be a decline in its status, credibility and visibility particularly in relation to whole-school policy initiatives.
- Teaching citizenship as a discrete subject was found to increase the status and visibility of the subject and encouraged the use of specialist teachers to teach it. This form of delivery was also favoured by pupils as it provided more opportunities for interactive teaching and learning including discussion, debate and group work. Teachers’ and pupils’ least favoured approach to teaching citizenship was through a cross-curricular approach which tended to lead to uneven and inconsistent delivery.
- The survey found over half the teachers teaching citizenship had still not received any citizenship-related training. This lack of training impacted on their levels of confidence in relation to assessment and reporting, teaching methods and subject knowledge.
- There was some correlation between topics teachers felt least confident in teaching e.g. the European Union and voting and elections, and those topics pupils felt were least relevant to their lives and interests. Similarly there was some correlation between topics teachers were most confident in teaching such as rights and responsibilities and those topics pupils reported as being most relevant to their lives."
Added by: Agnès Cavet  Last edited by: Laure Endrizzi
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