6. Establishing a Citizenship Curriculum
6.1 Identifying Target Groups
6.2 Methodology
6.3 Developing a “Toolbox
6.4 Training the Trainers
Establishing a Citizenship Curriculum
6. Establishing a Citizenship Curriculum
6.1 Identifying Target Groups
6.2 Methodology
6.3 Developing a “Toolbox
6.4 Training the Trainers
Establishing a Citizenship Curriculum
4. IDENTIFYING GOOD PRACTICE
4.1Criteria used to identify good practice
4.2 Examples of Good Practice: Case Studies
4.3 Examples of Good Practice: Teaching Resources
4.4 Examples of Good Practice: Website links
3. DEFINITIONS-an understanding of terms within the SOCCER project
3.1 Evidencing
3.1.1.What do we mean by evidencing?
3.1.2.Why gather evidence?
3.1.3.Examples of evidence
3.2.Measuring
3.2.1.What do we mean by measuring learning?
3.2.2.Why measure social skills and citizenship competence?
3.2.3.Examples of measuring tools
3.3 Recognising Achievement
3.3.1.How can we recognise and celebrate achievement?
3.3.2.Benefits of recognising achievement
3.3.3.Examples of recognising achievement
DEFINITIONS -an understanding of terms within the SOCCER project
A partnership between Marseilles’Second Chance
Link to the objectives of the Soccer project :
What was set up?
In order to fulfil the above objective, we decide to set up a partnership with a primary school close to
To enable 10 of our trainees help with their homework and their learning difficulties, 10 primary school children.Duration: October 2007, End of June 2008
Profiles:
- Our trainees: aged 18 to 25, commonly labelled as drop outs.
- The primary school children: aged 6 to 11, not doing “very well” at school and already labelled as drop outs to be.
The implementation:
Following a meeting with the primary school’s director, it was agreed that every Wednesday from 14h45 and 16h45, and except during the school holidays, these 10 children will benefit from some support from 10 of our trainees as regard their homework but above all as regards various notions they did not comprehend in Mathematics, French and English.
The teaching is individualised and answers the various points of improvement primary school teachers’ previously highlighted.During these “support classes”, two of our second chance schools teachers are present but do not “interfere”. This project has also an intergenerational aspect which is a concrete link to active citizenship. As primary school children parents come to
Some links on e-portfolio www.dokeos.com (free, documentation)
www.eportfolio.org www.icto.ic.uva.nl (look at : links) www.icto.be/index
www.edublogs.nl/wiki (look also : www.imsglobal.org/ep/index.html)
www.social-return.net (multidisciplenary reintegration approach for disadvantaged unemployed people)
www.pellea.org (digital portfolio development
www.pace-leonardo.org (partial certification development)
On this page you find some interesting thoughts on e-portfolio and selfevaluation in citizenship education.
Report on citizenship in the Soccer project:
Education for democratic citizenship in Soccer partner countries
Beneficiariesncharacterization and trainers profile
Learning objectives - social and citizenship competences and indicators for measurement