An extended case study investigates the impact of the Nazi regime on people in Germany, 1933-39. Use the material and the activities that follow to research, investigate and discuss important issues connected with citizenship today. The following materials look at how the Nazis arrived at unique and destructive interpretations of the relationship between the individual and the state, political ideology and process, and ‘society' and ‘community'. What important lessons should we learn from this epoch of History? Read the material that follows, complete the activities, and think about the relevance of these issues to citizenship today.

The following extended case study investigates the impact of the Nazi regime on people in Germany, 1933-39. Use the material and the activities that follow to research, investigate and discuss important issues connected with citizenship today. The following materials look at how the Nazis arrived at unique and destructive interpretations of the relationship between the individual and the state, political ideology and process, and ‘society' and ‘community'. What important lessons should we learn from this epoch of History? Read the material that follows, complete the activities, and think about the relevance of these issues to citizenship today.

An updated '16 - 19 Citizenship: An Overview of Literature, Information and Resources' is published today under "Commissioned Research" within the Post-16 section. The overview hopes to provide information, references and links to help those seeking to develop an understanding of citizenship education within post-16 education and training. Readers of the overview who feel that important points of reference either have not been included, or have materialised since publication, are encouraged to contact the strand co-ordinators.

This paper has been written by Clare Giles, a school-based mentor in Kent, in which she reflects on her experiences teaching and co-ordinating the AQA AS Level Social Science Citizenship course at her school in Kent. The paper considers the challanges of teaching the course, but also its benefits to pupils. The paper also includes example units of work produced at the school, and activities which can be undertaken by student teachers and practitioners.

This paper, for use by ITT providers and trainee teachers, aims to provide information, references and links through which an understanding of citizenship within post-16 education and training can be developed. There has been significant work in this area which deserves the attention of those who are training to teach citizenship within our schools and colleges. The review does not attempt to describe fully, nor make evaluative comments, about the quality and usefulness of the information and resources highlighted. The purpose is to make reference to the organisations and individuals who actively involved in post-16 citizenship. Much of the material alluded to within this review is web-based, allowing easy access for tutors and trainees. The review is accompanied by a list of references, including key web-addresses.

The majority of those who undertake secondary Citizenship PGCE programmes will train, and eventually predominantly teach, in Key Stages 3 and 4. However, all student teachers need to understand the developments and progression of their subject within the key stages before, and crucially for this discussion, after, those in which they are training to teach. And so, as tutors, we must consider how we can best help our student teachers to develop their understanding of post-16 citizenship education. Presented here are some initial thoughts about the place of post-16 citizenship education within secondary Citizenship PGCE programmes. The discussion is centred both on the author’s own thoughts and the results of a questionnaire administered to current secondary Citizenship PGCE tutors (see Appendix One and below – pp. 5-6).

In recent years the provision of citizenship education has become a statutory requirement for key stages 3 and 4. The implementation of citizenship teaching and learning programmes, including the development of methods of assessment, has proven to be problematic. The contested notions of what citizenship is and with what citizenship education should be concerned are ongoing debates. To an extent progress in these areas is having to react to the experiences of those involved with the implementation of citizenship in schools. At the same, citizenship is also being developed in the diverse post-16 education and training sector. Although the attention received by pre-16 citizenship is merited, it is essential that the progress of post-16 citizenship is not overlooked.

This paper represents an attempt to highlight the nature of developments in this area, and to inform those with limited knowledge of post-16 citizenship of the good progress which is being made. Many of the aspects of post-16 citizenship education considered here are common to both the pre- and post-16 sectors, and it is hoped that the arguments will provoke thought concerning the future progress of post-16 citizenship and the implications for those involved in both the secondary and post-compulsory sector. A brief summary of the early developments and the nature of post-16 citizenship will be provided, before progressing to a consideration of approaches to teaching, learning and assessment.