What is the difference between pshe and citizenship

By continuing to use this website you agree for cookies to be used. Close and Accept. Personal, social, health and economic education brings together personal, social and health education, work-related learning, careers, enterprise, and financial capability. There are two new non-statutory programmes of study at key stages 3 and 4: personal wellbeing,and economic wellbeing and financial capability. The programmes of study are based on the Every Child Matters outcomes and build on the existing frameworks and guidelines in these areas.

Education for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate.

Pupils learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy. They learn to take part in decision-making and different forms of action. This subject is taught mainly with various hands on activities, discussions, debates and circle time. We at Morningside aim to provide experiences that will have maximum impact on learning through developing confidence, encouraging an active role and developing good, respectful relationships.

Teaching methods are designed to encourage sharing ideas as part of a group and listening and respecting the views of others. PSHE and Citizenship. It is not hard to conceive of responsibility and community participation as essen- lessons that cover any of the above but in ways that are in tial foundations to developing political literacy direct contradiction to the very kernel of citizenship through successful engagement with the core dis- education as stated in the Crick report. QCA, 7, 8 education differs from personal, social and health educa- So that we might avoid such a situation, it is worthwhile tion and that these differences stem from the location of returning to the genesis of the present curricular situation the former as assisting in pupil decision-making and the where Citizenship Education is defined as latter as concerned with issues of public policy.

Although citizenship education has as its basis four forms of QCA, subject. For this to happen, there is a need to ensure that What this identifies is the need to ensure political literacy such forms of discourse are developed through social and through activities that utilise social and moral respon- moral questioning and involvement in and deliberation on sibility and community participation. As Holden states community participation.

With this in mind, the question 26, 27 , if we wish children to respect the rights of that now needs to be asked is 'How does this translate into others and exercise judgment and clarity of thought then practice? Indeed, this is fully endorsed by official documentation on intended teaching of citizenship education at key stages one and two.

As it stands however, elderly. The teacher has connections with the home and it is not good citizenship education. By considering these, it is relatively easy action.

He also feels that this might go some way to to both see why the above scenario is not of itself good alleviating some of the concerns elderly residents in the citizenship education and how it can be altered to so be. He has ideas that the pupils might want has not moved the children forward in their understanding to find out something about the history of the town from of public issues.

It has increased their knowledge of people who may have a long association with the area and society and the many different individuals and groups who may be able to shed some light on the history of the who together enrich the world in which we live, but at no town. In retum, he proposes that year six produce a dis- point has it enabled the children to contest and discuss play, and invite the residents to share the results of their issues of public policy, neither has it prepared them to work.

He intends that the pupils will develop some form enter into and engage with this arena. Community parti- of social event for the visitors as well. To support the work cipation might have been part of the activity, but any thing the teacher devises a series of questions to be asked before more than this has not occurred.

To highlight how this and after the children visit the centre. Who lives in Scenario 2 one? Why do you think they live in them? What is it local community, one of which is a local care home for the called? How many residents do they have? What do we ship' for the children to consider how this establishment is know about changes that have occurred in the town? He is also aware that con- How can we find out more information? He has ideas that the pupils -What do they think about the changes?

What changes might want to find out something about the history of the would they like to see take place? How shall display, and invite the residents to share the results of their we organise their visit to us? What things will we work.

He intends that the pupils will develop some form need to think about? At first glance this seems to be an extremely good In order that the pupils might engage with thinking about example of citizenship education for year six. It could be the issues of old age and contemporary society, he decides said to support part of statements 2a research, discuss and to undertake some preliminary work with the pupils. He debate topical He then draws attention to the periences and 2h to recognise the role of The children are pupils to consider how the elderly are perceived of and engaged in making a difference to members of the local included in today's society.

He uses local and national community and have created positive links with what sources to highlight some of the positive and negative might be described as a disadvantaged and marginalised aspects of aging. He draws attention to the fact that our group. The children's understanding of the locality should population is aging and that this means that the percentage have been increased and the teacher might well feel of the population who are retired is increasing.

He asks pleased that this work supports the development of his- the children to consider what this might mean to the local torical enquiry skills as well as geographical knowledge, town: shops, houses, public spaces, etc. Finally, he draws certainly if this location is contrasted with another.

It is the pupils' attention to the residential centre in question. How shall are and how they are resourced and managed. What things will we need to think about? After the visit, the teacher asks the children to reflect on the thoughts they had prior to visiting the centre. The chil- What is clear from this scenario is that the teacher is not dren revisit their work considering local, social issues as only enabling his pupils to engage with a local issue, but raised by the elderly and how the pupils' perceptions of the he is also enabling them to engage with discourse on elderly have altered, if at all.

He asks the pupils to identify public issues. Questions about how the elderly are viewed now how the town has altered in the past, how it might in society and how they s h o u M be viewed are ethical keep on changing if the population continues to age and questions about the way we want society to be, as are how this is both positive and negative. The children are questions that uncover changes the residents would like to also invited to consider how the different age groups see undertaken.

Questions concerning how the pupils within the locality contribute to its success and well-being.