Introduction to teaching Citizenship: Part 1

About this event

Join us for this first session of a three-part CPD series that will support teachers who are new to Citizenship – this includes experienced teachers from other subject areas. Each session is stand alone and participants are not required to attend all sessions in the series. So, whether you can come to just one or attend every session, you will still benefit.

In this first of three sessions, we will investigate how teachers can use case studies as a learning tool and how they can enrich the teaching of the curriculum in a variety of ways. Through case studies, participants will explore the pedagogy of citizenship and learn how they can be used to provide new learning opportunities in the classroom. Participants will also learn the benefits that case studies produce for students when developing critical thinking skills.

Who is it for?

Teachers new to Citizenship, and those looking to develop their understanding of how to teach the subject.

Why attend?

By attending this course you will

• Learn the different forms of case studies that are available to teachers 
• Develop your pedagogy to effectively use case studies in your lessons

Additional information

This workshop will support the ITTECF Standard 3 by: 

• Providing secure subject knowledge helps teachers to motivate pupils and teach effectively
• Anticipating common misconceptions within particular subjects is also an important aspect of curricular knowledge; working closely with colleagues to develop an understanding of likely misconceptions is valuable
• Supporting pupils to build increasingly complex mental models, by:
• Discussing and analysing with expert colleagues the rationale for curriculum choices, the process for arriving at current curriculum choices and how the school’s curriculum materials inform lesson preparation
• Drawing explicit links between new content and the core concepts and principles in the subject

This workshop will support the ITTECF Standard 4 by providing examples of how: 

• Effective teaching can transform pupils’ knowledge, capabilities and beliefs about learning.
• Effective teachers introduce new material in steps, explicitly linking new ideas to what has been previously studied and learned.
• High quality classroom talk (sometimes referred to as oracy), can support pupils to articulate key ideas, consolidate understanding and extend their vocabulary

It will make good use of expositions, by:

• Starting expositions at the point of current pupil understanding.
• Combining a verbal explanation with a relevant graphical representation of the same concept or process, where appropriate.
• Using concrete representation of abstract ideas (e.g. making use of analogies, metaphors, manipulatives for counting, examples and nonexamples)

By attending the complete course participants will learn that:

• Effective professional development is likely to be sustained over time, building knowledge, motivating staff, developing teaching techniques, and embedding practice.
• Reflective practice, supported by feedback from and observation of experienced colleagues, professional debate, and learning from educational research, is also likely to support improvement.
• Teachers can make valuable contributions to the wider life of the school in a broad range of ways, including by supporting and developing effective professional relationships with colleagues

By attending the complete course participants will learn that develop as a professional, by: 

• Engaging in professional development focused on developing an area of practice with clear intentions for impact on pupil outcomes, sustained over time with built-in opportunities for practice
• Strengthening pedagogical and subject knowledge by participating in wider networks and as part of the lesson preparation process.
• Seeking challenge, feedback and critique from mentors and other colleagues in an open and trusting working environment.
• Engaging with research evidence by accessing reliable sources, seeking support for how findings can inform practice, and monitoring the impact of applications.
• Reflecting on progress made, recognising strengths and weaknesses and identifying next steps for further improvement.