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Questions responded to by Bart McGettrick List all contributors
Introduction
Q I.1: The paper argues that schools and pre-5 centres have key roles to play in educating young people for active and responsible citizenship. What is your view?
Section 1: What is citizenship and why is it important?
Q 1.1.1: A broad view of the meaning of citizenship is advocated. How far do you agree with this view?
Q 1.2.1: How far do you agree with the described ''key characteristics of effective, responsible citizenship''?
Section 2: What should education for citizenship seek to achieve?
Q 2.2.1: Education for citizenship should aim to develop capability for thoughtful and responsible participation in political, economic, social and cultural life. How far do you agree with this statement of the overall goal of education for citizenship?
Q 2.3.1: What are your views on the approach to defining and exemplifying knowledge and understanding associated with capable citizenship? (Note: more detailed statements & examples are in Annex A, see questionA)
Q 2.3.2: What are your views on the statements about the skills and competences required for capable citizenship? (Note: more detailed statements & examples are in Annex B, see questionB)
Q 2.3.3: What are your views about the statements on values and dispositions for citizenship?
Q 2.3.4: The Review Group concluded that creativity and enterprise are important aspects of capability for citizenship. What are your views about the description of these offered?
Section 3: Effective education for citizenship in practice
Q 3.1.1: What are your views about the idea that education for citizenship is an entitlement for every young person?
Q 3.2.1: What are your views on the description of four means by which education for citizenship can take place?
Q 3.2.2: What are the implications of an inclusive, participative ethos for teaching and learning and for educational establishments?
Q 3.3.1: This section sets out essential features of learning related to citizenship and proposes a set of key learning experiences that should be part of each young person's entitlement. How far do you agree that these features and experiences are essential to education for citizenship?
Q 3.4.1: What comments do you have on opportunities for education for citizenship within the 3-5 curriculum?
Q 3.4.2: What comments do you have on opportunities for education for citizenship within the 5-14 curriculum?
Q 3.4.3: An approach is proposed here to ensuring continued opportunity for learning related to citizenship post-14. What are your views on this approach?
Q 3.4.4: What are the implications of the suggested approach for curriculum design and management?
Q 3.5.1: Particular importance is placed on interactions between schools and their local communities as a way of providing effective education for citizenship. In your view, how might such interactions be fostered and used to greatest effect?
Section 4: Implications and next steps
Q 4.1.1: What are the longer term implications for the content and organisation of the curriculum?
Q 4.1.2: How does education for citizenship relate to other social and educational priorities, such as social inclusion and improving achievement?
Q 4.1.3: Should education for citizenship be assessed and accredited?
Q 4.1.4: What are the professional development implications for teachers and other practitioners?
Q 4.1.5: How can the enthusiasm and commitment of staff be fostered and supported?
Annex A: Areas of knowledge relevant to citizenship
Q A.1: Do you agree that these are the key areas of knowledge relevant to citizenship?
Annex B: Generic skills relevant to citizenship
Q B.1: Do you agree that these are the key skills relevant to citizenship?
 
       

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