This booklet provides an overview and summary of the complete set of Tutor Induction Packs.

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.

This induction pack, by David Kerr (Principal Research Officer at NFER) provides: An introduction to and overview of research in citizenship education; A review of issues that research is addressing; A summary of what research tells us; A list of key references that tutors can access to inform their own research activities. There are 2 substantial appendices to the induction pack: Appendix A - Key Findings and Appendix B - Stimulus Exemplars

Goals - After you have read and thought about this unit, we hope that you will: Have a detailed understanding of some of the main issues in liaising with schools to provide a coherent PGCE training experience; Develop your understanding of how citizenship might differ from other subjects in quality assurance requirements; Identify some ideas for developing your partnership with schools to enhance your citizenship PGCE

This unit aims to: Discuss the attractions (and pitfalls) of applying for external funding; Provide tutors with information about some sources of funding for research and/or development projects; Suggest ways in which to prepare a research proposal including a budget.

(Now updated) The role of the subject coordinator is one that poses a significant number of challenges for a new teacher. For the Citizenship education teacher many of the issues facing her/him as a subject coordinator are intricately bound with the unique features of the subject itself. There are problems and issues that are common to all subject coordinators. The generic qualities and requirements of a subject coordinator will provide the context for this induction pack but the specific features and demands placed upon the Citizenship education coordinator will provide the backbone.

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.

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.

This teaching unit provides tutors with activities for introducing beginning teachers (BTs) to the concepts and ideas set out in the background article ‘Citizenship Education for Sustainable Development in Initial Teacher Training’. This article can also be found on the citizED website and tutors are strongly advised to read it before using this unit.

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.

The development of social and moral responsibility is an area of the citizenship programme of study which is likely to challenge trainees, involving the educating of pupils in fundamental ethical questions pertinent both to the lives of young people and to the moral fabric of society as a whole. It is important that trainees engage in this area of the citizenship curriculum and see themselves as role models to pupils. In doing this it can sometimes be helpful for trainees to consider the difference between their professional persona and their private persona, which may, explicitly or implicitly, promote different standards of social and moral responsibility. For many trainees the idea of an education in ethics and values, in developing notions of moral correctness, and in viewing their private lives as somewhat separate from the public moral statements, raises questions of moral authoritarianism and double standards. These are important issues which are likely to receive benefit from exploration and discussion within ITT courses.