On 8th May, were it not for fighting the outbreak of Covid - 19, many people would be marking the 75th Anniversary of VE day. School assemblies would be held and classrooms would remind students of what VE Day was and why it is important to remember. Instead, we find teachers setting work from home.
These resources were developed during 2020 by ACT to support the teaching of media literacy through citizenship.
1: Teaching Media Literacy - Covid-19
Put together by experienced secondary citizenship teachers, this first learning activity is designed for use with pupils in key stages 3 and 4. Pupils are introduced to basic media literacy concepts and terms and encouraged to develop their knowledge, source analysis and critical thinking in relation to the different types of information they encounter.
The Council of Europe invites European teachers at all levels of education to register for piloting the Portfolio of Competences for Democratic Culture.
The resources in this Deliberative Classroom pack focus on the topic of Democracy, Protest and Change. The pack begins with a briefing paper to help teachers think about the depth of conceptual knowledge students need as they learn about democracy and its key characteristics and the different ways citizens can influence change.
ACT is delighted to support a campaign launched by the Council of Europe, 'Free to Speak, Safe to Learn', which encouarges all schools to become 'Democratic Schools'.
Youthquake: Young People and the Future of Democracy
National Teacher Conference for Citizenship, SMSC, British Values, Politics
Saturday 7 July 2018, City Hall, London
This Summary provides an overview of the knowledge and understanding about democracy that should be developed through the subject of Citizenship. Democracy is a key overaching concept that brings together many themes and dimensions of the subject.
The resources in this Deliberative Classroom pack focus on the topic of Religious Freedom. The pack begins with a briefing paper to help teachers think about the depth of conceptual knowledge students need as they learn about freedom and religious freedom. Additional reading and resources are also suggested.
Following the devastating terrorist attack in Manchester, many schools will be dealing with questions and concerns from pupils about what happened and why. It is important for teachers to provide curriculum space to talk about questions and concerns, and challenge misconceptions but not be rushed into a reactive response, particularly while information is still emerging.
This 