This pack, written by Andrew Peterson (Canterbury Christchurch) is titled Community & Diverse Communities. The pack is intended to: begin a discussion regarding the place of “community” within modern Britain; Provide discussions and key questions which can be used to encourage student teachers to consider issues relating to “community”, “diversity within communities”, and their relationship to citizenship education; activities through which student teachers can be encouraged to consider and discuss teaching and learning about “diversity within the community” through classroom-based citizenship lessons using ICT.

The induction pack places tolerance in a context of ethical behaviour and ethical literacy to help PGCE citizenship students engage in debates about tolerance and ethics and manage that dimension of the National Curriculum and aims and objectives of citizenship which relates to these topics. If pupils are going to develop their political literacy the idea of tolerance will need to be extended beyond cultural or religious debates to include tolerance of political and ethical viewpoints which they disagree with. This would contribute towards constructive orderly debate and discussion without descending into arguments or disputes, and ensuring that pupils freedom of speech is balanced by their duty of respect for each other.

It is intended that this unit will provide tutors with: an introduction to the issues that relate to the establishment and development of school councils for the purposes of citizenship education; a series of statements that can be easily made into OHTs (or power point slides) that will allow for a presentation to be made to trainees about school councils and their connection with citizenship education; a series of activities that can be used by tutors as individuals or working as a member of a group of tutors or working with trainees for the purpose of allowing them to understand key issues and to practise some of the skills associated with the management of a council for the purpose of promoting citizenship education.

This induction pack will explore the following issues: I. democracy, tutor/trainee relationships and power; II. modelling good practice in citizenship education; III. some ways to engage citizenship trainee teachers in active participation and responsible action; IV. implications for all ITE subjects and courses

This pack is designed for those interested in issues of progression and transfer between KS2 (ages 7-11) and KS3 (ages 11-14) in Citizenship Education. We hope that it will help secondary teachers, tutors on PGCE Secondary courses, and trainees themselves know about and value what is done in primary schools. At the same time, we hope to help primary teachers and trainees prepare their pupils for citizenship education in the secondary sector.

It is intended that this unit will help tutors to: Become more familiar with the range of standards that apply to citizenship education for young people; Become more familiar with the range of standards that apply to initial teacher education; Develop a deeper understanding and critical appreciation of these standards; Prepare and teach sessions to citizenship trainees that highlight (both explicitly and implicitly) the standards and the key issues relating to them.

This pack in intended for tutors who are beginning to explore the possibilities of publishing their work. By the end of this pack it is intended that colleagues will have considered: the reasons for and against writing for publication; the potential audiences for your writing; the reactions that you are likely to receive and how to deal with them; key stages in the writing process; developing a book proposal.

This Induction Pack concerns academic and professional programmes relevant for PGCE citizenship tutors: supervising and being supervised. This pack of material has the following goals: Provide information about the availability of academic and professional programmes for citizenship education that are relevant to PGCE citizenship tutors; Discuss issues that will help colleagues consider the pros and cons of following such programmes (either as tutors/supervisors or as tutees/supervisees); Provide activities that will help colleagues to consider some of the common challenges faced during such programmes; Encourage consideration of undertaking small scale research based work beyond the confines of award bearing programmes.

Citizenship teachers in secondary schools are spoiled for choice when it comes to selecting resources to support the development of exciting and engaging Citizenship schemes of work. Inevitably, however, not all education support materials produced by charities, organisations, commercial publishers or special interest groups, which claim to offer off-the-shelf solutions for teachers seeking Citizenship lesson planning short cuts, are of the same high quality. Teachers need a route map to where the good material is. This induction paper aims to serve this function, particularly in relation to the needs of beginning Citizenship teachers and their mentors but also hopefully for a wider audience.

This induction pack demonstrates and discusses issues related to planning and preparation in the teaching of citizenship within higher education. It focuses on the development of sessions/lectures, and how evidence of such development may be documented. It will show how personal philosophies of teaching and learning, particularly in citizenship, can affect teaching strategies, and how the role of aims and objectives/learning outcomes relate to planning and teaching. The section will demonstrate that although there are generic approaches to teaching and learning, each discipline, and essentially citizenship, has its own identity, values and ethos, and as such impinges on perceptions and delivery of citizenship both within the discipline and as a subject in its own right. Of equal importance in this section is the discussion related to the challenges faced by lecturers when delivering to very large numbers of students. Planning and preparation become paramount in such situations, as do the knock-on effects, such as student access to tutors and marking timetables, all of which require planning and preparation.