Information about 2014 awards
These two projects were successful in gaining funding in 2014.
1. Citizenship Education: Learning and Progression (CELP)
Countries involved
Northern Ireland
Scotland
Leads
Lee Jerome, Queen's University Belfast, Northern Ireland
Hamish Ross, University of Edinburgh, Scotland
Descriptor
There has been little work developed by teachers to identify a comprehensive model of what it is that CE teachers actually do in the classroom and what young people do (and should) learn in the subject. In other comparable subjects there have been teacher-led initiatives in the past such as the Humanities Curriculum Project (Stenhouse, 1983), and project CHATA (Lee & Ashby, 1987), which identify key concepts, skills, questions and areas of factual knowledge that together comprise the ‘subject lens’ that young people can apply to think about the world from a particular perspective. This project would begin to develop such a model for CE, focusing on what is distinctive about seeing the world as a citizen, and thus developing a clear model for how teachers structure their teaching and how young people learn in CE. This will facilitate a discussion about attainment and progression within the subject as a school subject, and help to further distinguish CE from citizenship, as a political construct.
This small project is intended to generate a working model to underpin a larger scale research project across the 5 nations, and as such we anticipate it will enable us to pilot a methodology and yield some initial working models for conceptual and skills progression.
This partnership will involve Moray House School of Education in Edinburgh and the School of Education in Queen’s University Belfast. Each university will involve two of their partner schools, one primary and one secondary to pilot resources and collect data for the initial analysis.
Northern Ireland
Scotland
Leads
Lee Jerome, Queen's University Belfast, Northern Ireland
Hamish Ross, University of Edinburgh, Scotland
Descriptor
There has been little work developed by teachers to identify a comprehensive model of what it is that CE teachers actually do in the classroom and what young people do (and should) learn in the subject. In other comparable subjects there have been teacher-led initiatives in the past such as the Humanities Curriculum Project (Stenhouse, 1983), and project CHATA (Lee & Ashby, 1987), which identify key concepts, skills, questions and areas of factual knowledge that together comprise the ‘subject lens’ that young people can apply to think about the world from a particular perspective. This project would begin to develop such a model for CE, focusing on what is distinctive about seeing the world as a citizen, and thus developing a clear model for how teachers structure their teaching and how young people learn in CE. This will facilitate a discussion about attainment and progression within the subject as a school subject, and help to further distinguish CE from citizenship, as a political construct.
This small project is intended to generate a working model to underpin a larger scale research project across the 5 nations, and as such we anticipate it will enable us to pilot a methodology and yield some initial working models for conceptual and skills progression.
This partnership will involve Moray House School of Education in Edinburgh and the School of Education in Queen’s University Belfast. Each university will involve two of their partner schools, one primary and one secondary to pilot resources and collect data for the initial analysis.
2. Citizenship Education: Learning and Progression (CELP)
This initiative mirrors the one above, with the intention that the paired projects can connect at key points in the process.
Countries involved
England
Wales
Leads
James Wright, London Metropolitan University, England
Ceri Pugh, University of South Wales, Wales
Descriptor
There has been little work developed by teachers to identify a comprehensive model of what it is that CE teachers actually do in the classroom and what young people do (and should) learn in the subject. In other comparable subjects there have been teacher-led initiatives in the past such as the Humanities Curriculum Project (Stenhouse, 1983), and project CHATA (Lee & Ashby, 1987), which identify key concepts, skills, questions and areas of factual knowledge that together comprise the ‘subject lens’ that young people can apply to think about the world from a particular perspective. This project would begin to develop such a model for CE, focusing on what is distinctive about seeing the world as a citizen, and thus developing a clear model for how teachers structure their teaching and how young people learn in CE. This will facilitate a discussion about attainment and progression within the subject as a school subject, and help to further distinguish CE from citizenship, as a political construct.
This small project is intended to generate a working model to underpin a larger scale research project across the 5 nations, and as such we anticipate it will enable us to pilot a methodology and yield some initial working models for conceptual and skills progression.
This partnership will involve the Faculty of Social Sciences and Humanities at London Metropolitan University and the Faculty of Life Sciences and Education at the University of South Wales. Each university will involve two of their partner schools, one primary and one secondary to pilot resources and collect data for the initial analysis.
Countries involved
England
Wales
Leads
James Wright, London Metropolitan University, England
Ceri Pugh, University of South Wales, Wales
Descriptor
There has been little work developed by teachers to identify a comprehensive model of what it is that CE teachers actually do in the classroom and what young people do (and should) learn in the subject. In other comparable subjects there have been teacher-led initiatives in the past such as the Humanities Curriculum Project (Stenhouse, 1983), and project CHATA (Lee & Ashby, 1987), which identify key concepts, skills, questions and areas of factual knowledge that together comprise the ‘subject lens’ that young people can apply to think about the world from a particular perspective. This project would begin to develop such a model for CE, focusing on what is distinctive about seeing the world as a citizen, and thus developing a clear model for how teachers structure their teaching and how young people learn in CE. This will facilitate a discussion about attainment and progression within the subject as a school subject, and help to further distinguish CE from citizenship, as a political construct.
This small project is intended to generate a working model to underpin a larger scale research project across the 5 nations, and as such we anticipate it will enable us to pilot a methodology and yield some initial working models for conceptual and skills progression.
This partnership will involve the Faculty of Social Sciences and Humanities at London Metropolitan University and the Faculty of Life Sciences and Education at the University of South Wales. Each university will involve two of their partner schools, one primary and one secondary to pilot resources and collect data for the initial analysis.
