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Citizenship education is currently part of the non statutory framework for PSHE and Citizenship. However, teachers may wish to consider how they might teach Citizenship education with Geography and History. What follows are some ideas that promote this approach.
This approach stimulates children’s curiosity to investigate the world and their place within it. Engaging children in questions about people and events in the past helps them understand the present and prepare for the future. Understanding people’s relationships with the physical and built environment helps them form ideas about how to live. They learn about the impact of their actions on the planet and understand the importance of developing a future that is sustainable. Through exploring cultures, beliefs, faiths, values, human rights and responsibilities, children develop a deeper understanding of themselves and others, and a sense of belonging.
Historical, geographical and social understanding encourages children to interpret the world around them, from the local to the global. They become aware of how communities are organised and shaped by people’s values and actions, and how communities can live and work together. They begin to understand how events that happened long ago or in other countries can affect our lives today and how we can help shape the future.
In these ways, children learn about similarities, differences, diversity and how we live in an interdependent world. They learn about right and wrong, fairness and unfairness, justice and injustice. Their growing understanding helps them make sense of the world and prepares them to play an active role as informed, responsible citizens.
Children should build secure knowledge of the following:
These are the skills that children need to learn to make progress:
1. This includes carrying out visits and fieldwork,using maps, films, and artefacts, and using digital information such as geographical information systems (GIS) and weather data, databases and the internet.
2. Including using ICT to consider viewpoints frompeople in remote locations.
a. The range of learning should encompass local, national and global contexts. In these contexts, children should learn about the ways people, communities, places and environments have changed over time, and how they are interconnected.
b. Through the study of people and communities, children should find out about the main political and social institutions that affect their lives. They should have opportunities to find out about issues and take action to improve things in their communities and make a positive contribution to society. They should engage with different representatives from the community3. Children should explore issues of justice, rights and responsibilities in their own contexts, as well as issues affecting the wider world.
c. Children should use fieldwork, first-hand experience and secondary sources4 to find out about a range of places and environments, including their own locality, a contrasting area in the UK and a different locality in another country. Children should explore views and opinions about local and global issues including sustainability, climate change, poverty, resource use and recycling. They should develop and extend local and global links through communications and collaboration tools5.
d. The study of the past should include aspects of local, British and world history. Children should have opportunities to study the past in outline and in depth, covering different societies and periods of history from ancient times to modern day. They should use dates and vocabulary concerned with the passing of time, placing events, people and changes within a broad chronological framework. Children should use a range of sources of information6 and visit historic buildings, museums, galleries and sites.
3. Including those in business, public and voluntary sectors.
4. Including maps, charts, globes, GIS and ICT, film, books and devices such as data logging.
5. Such as email, video conferencing and podcasting.
6. Such as documents, printed sources, pictures,photographs, artefacts, databases and ICT-based sources including using data handling software to collate and analyse data.
Children should have opportunities:
a. to develop and apply skills of literacy, numeracy and ICT, particularly through reading and analysing historical documents, using maps, charts and measurements in fieldwork, and interrogating databases of information about people and services
b. to extend their personal, emotional and social development, particularly by learning to work collaboratively with others in community activities to improve the environment and to carry out first-hand investigations in their locality
c. to enhance their historical, geographical and social understanding through making links to other areas of learning and to wider issues of interest and importance, particularly through linking studies of sustainability to the impact of choices in economic wellbeing, linking studies of the material impact of geographical process such as erosion to the study of forces and materials in science, and linking studies of laws and justice to notions of rights and fairness in personal wellbeing.
Uploaded : 26 November 2009
Filename : historical_geographical_and_social_understanding_final_aol0.doc ( 91 K )
Description : Describing how the three subjects might work together in Primary schooling.