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Additional resources for Citizenship Through Secondary History (Citizenship in Secondary Schools)

Sample text

However, the advisory group made clear that citizenship education should be separate and distinct at Key Stages 3 and 4 because of the emphasis on the third strand in the definition – political literacy. The links were not restricted to PSHE. The Citizenship Advisory Group also stressed the considerable potential to cover environmental and sustainable development, as well as social and health issues, through the emphasis in the framework for schools on topical and contemporary issues. The values dimension in citizenship education also had close links with the SMSC initiative.

The latest attempt to redefine citizenship education, undertaken by the Citizenship Advisory Group, is no exception to this rule. The current debate about society has been triggered by the rapid pace of change in the modern world and its detrimental impact on social, political and economic structures. This has led intellectuals to ask whether a watershed has been reached, namely the end of modern, liberal democratic society and the onset of a less certain postmodern world. They have begun to redefine the concept of citizenship in this postmodern world.

This explains the considerable overlap between developments in teaching and learning in history over the past twenty years, as detailed in Chapter 2, and the approach of the framework for citizenship education in schools. A number of those involved with the sub-groups had a background in history and the humanities, which influenced their approach. The framework had a considerable emphasis on the use of evidence, processes of enquiry, the making of judgements and development of communication skills in order to take informed action.

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