Citizenship Revision PDF

GCSE CITIZENSHIP STUDIES

For AQA, EDEXCEL and OCR GCSE Citizenship Studies Specifications

SAMPLE MATERIAL

1010_pupils flyer in pro 13/11/02 2:09 pm Page 1

Welcome!I am delighted to be able to offer you this sample section from Folens’ forthcoming new textbook, GCSE

Citizenship Studies. With the major exam boards developing new GCSE Short Course specifications for first

teaching in September this year, we at Folens are committed to offering you high-quality, stimulating and easy-

to-use materials with which you can deliver the course. I hope this sample gives you a good idea of our

approach, and that you will want to purchase the whole range of materials when published this summer.

Our author team believes that to help you make this new GCSE successful, our materials must be stimulating

and engaging for you to teach from, and for your students to use. With this in mind, GCSE Citizenship Studies

has the following key features that we are sure will appeal:

• material organised into 6 main themes that are central to all citizenship learning

• a case study approach, allowing students to develop citizenship skills and knowledge together, all in the

context of real issues and events

• a key question frames each case study

• clear aims for each case study, to ensure students know the issues and skills they will be developing

• a checklist to help students relate material in each case study to the examination assessment objectives

• a strong, colourful and engaging design to help keep students interested and focussed.

The author team has considerable experience of delivering citizenship in the classroom, and also includes

writers who bring experience from QCA and the Examination Board world. We are also pleased to

acknowledge the advice of The Citizenship Foundation in developing this textbook.

The result is a textbook that has a clear view of what citizenship means in schools and will help you deliver the

new Short Course. It has been written to allow use with any of the new GCSE Citizenship courses from the

main English Exam Boards. There is also an accompanying Teacher Resource File, Coursework Support Pack and

dedicated website available to combine with this textbook.

Peter Burton

Citizenship Publisher


GCSE CITIZENSHIP STUDIES Contents • page 3

Contents: GCSE Citizenship Studies

ContentsTheme 1: Belonging

Introduction

Case Study 1: Community & Identity - Whatmakes you a British Citizen?

Case Study 2: How successful is Multi-culturalBritain?

Case Study 3: What happens when communitiesand identities conflict?

Theme 2: Rights

Introduction

Case Study 1: What rights do British people haveas citizens?

Case Study 2: How should asylum seekers betreated?

Case Study 3: Is the Criminal Justice system tough enough?

Theme 3: A Stable Society

Introduction

Case Study 1: Why bother to vote?

Case Study 2: Politicians – what do they do andhow does it affect you?

Case Study 3: How does the global economywork?

Theme 4: Making a Change

Introduction

Case Study 1: How can you make a difference inyour local community?

Case Study 2: Animal rights – why do we need anational campaign for change?

Case Study 3: Global Eco-Warriors – are theysuccessful?

Theme 5: The Wider World

Introduction

Case Study 1: Why do people feel strongly aboutBritain’s relationship with Europe?

Case Study 2: Developing Countries – shouldricher nations help them?

Case Study 3: Why should British citizens beinvolved with world affairs?

Theme 6: The Media

Introduction

Case Study 1: How powerful and influential is the media?

Case Study 2: What should the limits be on thefreedom of the press?

Case Study 3: How can we live in an informationsociety?

Glossary of key terms, words and concepts


page 4 • Exam matching guide GCSE CITIZENSHIP STUDIES

Exam Matching Guide: GCSE Citizenship Studies

Our text has been written so that it supports any of theGCSE Short Course specifications from AQA, OCR andEDEXCEL. This guide shows you how our approach of

containing knowledge, skills & understanding in our casestudies and themes will help you deliver the contentrequirements of the Awarding Bodies’ specifications.

GCSE Citizenship Studies Exam Matching Guide

Theme & Case Study

Belonging 1 Community &Identity – What makes you aBritish Citizen?

Belonging 2 How successful isMulti-cultural Britain?

Belonging 3 What happens whencommunities and identites conflict?

Rights 1 What rights do Britishpeople have as citizens?

Rights 2 How should asylumseekers be treated?

Rights 3 Is the criminal justicesystem tough enough?

Change 1 How can you make adifference?

Change 2 Animal Rights – whydo we need a national campaignfor change?

Change 3 Global eco-warriors:are they successful?

EDEXCEL GCSE CitizenshipStudies

Theme 1 Communities &Identities



Theme 1 Roles, Rights &Responsibilities

Theme 1 Roles, Rights &Responsibilities

Theme 1 Criminal & CivilJusticeTheme 2 Power & Politics

Theme 2 Power & Politics

Theme 3 Environmental IssuesThe UK place in the World

Theme 3 Global Business

AQA GCSE CitizenshipStudies

Topic 1 School, Work and theLocal Community(c) Local community

Topic 1 School, Work and theLocal Community (c) Local community

Topic 3 Global Citizenship(a) International Relations

Topic 2 National and EuropeanCitizenship(b) Criminal and Civil Law


Topic 2 National and EuropeanCitizenship(b) Criminal and Civil Law



Topic 3 Global Citizenship(b) World Trade and Overseas Aid

OCR GCSE Citizenship Studies

Theme 1 Origins & implications ofdiverse groups in the UKTheme 1 Democracy & the ElectoralProcess

Theme 1 Origins & implications ofdiverse groups in the UK

Theme 1Origins & implications ofdiverse groups in the UK

Theme 1 Rights & responsibilitieswithin the legal & justice systemTheme 1 Rights & responsibilities ofconsumers, employers & employees

Theme 1 Rights & responsibilitieswithin the legal & justice systemOrigins & implications ofdiverse groups in the UK

Theme 1 Rights & responsibilitieswithin the legal & justice systemTheme 2 Making & shaping the Law

Theme 2 Democracy & the electoralprocessTheme 3 Opportunities forindividuals and groups to be involved

Theme 3 Opportunities forindividuals and groups to be involvedThe Global Community

Theme 3 The Global CommunityInternational Issues & individualaction


GCSE CITIZENSHIP STUDIES Exam matching guide • page 5

Exam Matching Guide: GCSE Citizenship Studies

Theme & Case Study

Stable Society 1 Why botherto vote?

Stable Society 2 What dopoliticians do & how does itaffect us?

Stable Society 3 How does theglobal economy work?

Wider World 1 Britain & herrelationship with Europe

Wider World 2 Why shouldricher nations help theDeveloping World?

Wider World 3 Why shouldBritain be involved in worldaffairs?

Media 1 How powerful is themedia?

Media 2 What limits shouldthere be on press freedom?

Media 3 How can we live in aninformation society?

EDEXCEL GCSE Citizenship Studies

Theme 2 Power &Politics

Theme 2 Power &Politics

Theme 3 GlobalBusiness

Theme 3 The UK placein the world



Theme 2 The Media

Theme 2 The Media

Theme 2 The Media

AQA GCSE CitizenshipStudies

Topic 2 National and EuropeanCitizenship(a) National and EuropeanGovernment

Topic 2 National and EuropeanCitizenship(a) National and EuropeanGovernment

Topic 1 School, Work and theLocal Community(b) WorkTopic 2 National and EuropeanCitizenship(a) National and EuropeanGovernment


Topic 3 Global Citizenship(b) World Trade and Overseas Aid

Topic 3 Global Citizenship(a) International Relations(b) World Trade and Overseas Aid

Topic 2 National and EuropeanCitizenship(c) The Media

Topic 2 National and EuropeanCitizenship(c) The Media

N/A

OCR GCSE Citizenship Studies

Theme 2 Democracy & the electoral process

Theme 2 Making & shaping the lawTheme 2 Government, decision-making &the economy

Theme 2 Government, decision-making &the economyTheme 3 The global community

Theme 2 UK relationship with the EU

Theme 3 International Issues & individualaction

Theme 2 UK relationship with the UNTheme 3 International Issues & individualaction

Theme 1 Rights within the legal systemImplications of diverse social groups in the UKTheme 2 Democracy & the electoral processGovernment & decision-makingTheme 3 The Global communityInternational Issues & individual action

Theme 1 Rights & responsibilities within thelegal systemTheme 2 Implications of diverse groups in the UK

Theme 1 Rights & responsibilities within thelegal systemTheme 2 Democracy & the electoral processTheme 3 International Issues


page 8 • RIGHTS

Asylum seekershow should they be treated?

Asylum seeker?Refugee? IDP?An asylum seeker is a refugeewho is trying to get permissionto move to a new country. To begranted asylum, they mustprove that they are likely to beimprisoned or killed if theyreturn home. People who arelooking for a better life areclassed as ‘economic refugees’.This is not usually a reason tobe granted asylum.

A further term is InternallyDisplaced Persons (IDPs). Thesepeople have been forced to fleetheir homes, but have not reacheda neighbouring country. Therefore,unlike refugees or asylum seekers, they are not protected byinternational law or eligible to receive many types of aid.

AimYou will often read or see stories relating to‘asylum seekers’ or ‘refugees’ and it is easyto be confused with these two terms. Arefugee can be described as ‘a person whohas fled some danger or problem’. As youwork through this Case Study, you willdiscover that there can be many reasons forbeing a refugee such as:

• civil unrest • political persecution• war • famine and drought• forced relocation.

i Source A The growing refugee problem

gSource BMap showing routes of world refugeemovements. Many refugees come from war zonessuch as Palestine/Israel, Rwanda, Burundi, Eritrea,Sudan, Afghanistan, Bosnia, Iraq, Somalia, SierraLeone, China, Kosovo, Angola, Congo, Indonesia,Columbia and Sri Lanka.

More people than everbefore are fleeing from war,persecution or disaster.Worldwide, over 20 millionpeople are refugees and afurther 25 million are IDPs.When people flee theirown country and apply toanother country for‘asylum’, they are hopingto be recognised asgenuine refugees. This willalso give them legalprotection and help withfood, clothing and shelter.


TASKS1 In your opinion, what is the basic

difference between an ‘asylumseeker’ and a ‘refugee’? What isan IDP?

2 Describe in your own words whatthe UNHCR is and what it does.

3 Study the information set out in C& D. You have to write an articlefor a magazine’s ‘In My Opinion’column, examining why thenumber of refugees seeking asylumin European countries is small incomparison with the numbers ofrefugees that have to be dealt within other parts of the world.

What do you think the moredeveloped countries should be doingto help them?

RIGHTS • page 9

The work of the United Nations HighCommission for Refugees (UNHCR)The largest refugee organisation in the world is the United Nations HighCommission for Refugees. It was set up in 1951. Its headquarters are inGeneva, Switzerland, and it has offices in more than 120 countries. Itsmain purpose, often working with other agencies such as Oxfam andThe Refugee Council, is to protect refugees and try to find permanentsolutions to their problems.

UNHCR has four different jobs:• To make sure that refugees are not sent back to places where their

lives would be in danger.• To see that all governments treat refugees fairly.• To work with other organisations to make sure that aid reaches

refugees.• To solve refugees’ long-term problems.

UNHCR tries to help people return home if it becomes safe for them todo so. If this is impossible, it helps them to settle in a new country.

The UNHCR helps provide protection and assistance not only torefugees, but also to other types of displaced or needy persons. Theseinclude asylum seekers, refugees who have returned home but still needhelp in rebuilding their lives, local communities that are directly affectedby the movements of refugees and, perhaps most importantly, growingnumbers of internally displaced persons (IDPs).

Country of origin Main countries of asylum RefugeesAfghanistan Pakistan, Iran 3 580 400Burundi Tanzania 568 000Iraq Iran 512 800Sudan Uganda, Congo, Ethiopia, Kenya, Chad 490 400Bosnia-Herzegovina Yugoslavia, Croatia, USA,

Sweden, Netherlands, Denmark 478 300Somalia Kenya, Ethiopia, Yemen, Djibouti 447 800Angola Zambia, Congo, Namibia 432 700Sierra Leone Guinea, Liberia 400 800Eritrea Sudan 376 400Vietnam China, USA 370 300

gSource D Origin of major refugee populationsin 2000

iSource C Annual totals worldwide ofpersons of concern to UNHCR

The UNHCR definition of anasylum seeker is:‘persons who are outside their country andcannot return owing to a well-founded fear ofpersecution because of their race, religion,nationality, political opinion or membership ofa particular social group.’

Most countries are members of the UnitedNations, which was set up shortly after the endof the Second World War. Its aim is to promotepeace, justice and a better life for all thepeople of the world. In 1948 it produced theUniversal Declaration of Human Rights. Theright to seek refuge from persecution or war isone of the clear articles of the Declaration.

With international travel having been madeeasier and therefore more people seekingasylum, some countries have toughened theirasylum procedures. In Britain, asylum seekerscan only get residency if they can prove thatthey meet the conditions for asylum as laiddown by the UNHCR.

2Case Study

Case Study 2: Asylum seekers – how should they be treated?


page 10 • RIGHTS


Journey from Liberia – Marlboro’s story(Adapted from the BBC News World Road to Refuge)

Marlboro was a university graduate with a good job and his wholelife ahead of him when civil war broke out in Liberia. There was chaosas people were killed or tried to flee to neighbouring countries.

He escaped to the Ivory Coast by foot, and then made his way toLebanon. By this time, he learned that his mother and brother weredead. In Lebanon, he walked for three days across the mountains toSyria, where he met up with some men who, for £3500, agreed tosmuggle him to Germany.

Marlboro knew little about the people who drove him and threeother Africans to Europe with false papers. He never arrived inGermany. Instead, the smugglers abandoned the four men inSlovakia. By the time they realised they were not in Germany, thesmugglers had disappeared – along with their passports.

Marlboro took a philosophical attitude to his experience ofsmuggling, which he likened to a business deal. “They took mymoney, but I got to the promised land,” he said. “I was lucky. Others,they take their money, but they don’t go anywhere.”

In Slovakia, he obtained refugee status. His salary of £130 a month,however, was not enough to live on. In trying to fund a return trip toAfrica, he moved again – this time to an EU country. As he hadalready been given asylum in Slovakia, he was forced to enter as anillegal immigrant. The only job he could find was washing dishes.

Life as a refugeeThe richer nations of Europe and North America are increasinglyreluctant to take in refugees. Even countries like Tanzania, traditionallyhelpful towards refugees, are overwhelmed by the number of refugeescoming to them. Most of them are women and children and they arefleeing from war zones or natural disasters (see F). The cost ofsupporting so many refugees is high, since land, shelter, food and waterall have to be found.

Life in many of the refugee camps in these countries is grim. Therefugees live in slum areas. Very few of them have passports and almostnone of them have ID cards, without which they are often forbidden towork. What work they do find pays very poorly.

Even officially-recognised refugees sometimes do not receive adequateprotection and assistance. IDPs are in a worse situation because they do

1

2

4

5

3

1

2

3

4

5

Liberia

Ivory Coast

Lebanon

Syria

Slovakia

Source E Map tracingMarlboro’s route

Source FRefugees fleeing to Tanzania

If the law gave him freedom of movement inWestern Europe, he could be more usefullyemployed. But, despite the terribleproblems, he escaped from in Liberia, he hasbeen forced into an underground world. Asfor his future, every day he lives in fear ofbeing caught and possibly imprisoned.


TASKS1 Role-play a scene where a journalist interviews a person living in a

refugee camp. Before you begin, draw up a list of questions for thejournalist to ask. For example, What is life like in the camp? What aretheir hopes for the future?

2 ‘In cases where people are economic refugees rather than refugeesfrom political or religious persecution, it is right to return them totheir own country.’ Do you agree? Justify your answer.

2Case Study

RIGHTS • page 11


not even get the same rights asrefugees. In a country where there isa civil war, there may not be any

well-organised camps toreceive IDPs. Basic servicesmay have been destroyed,and fighting may make itdifficult for aid

organisations to provide relief.

The reality is that the poor countriesof the world provide protection tomost refugees. Only a smallpercentage of ‘displaced’ people ask

for asylum in the UK. In 2000,10 000 asylum seekers were givenrefugee status in the UK but over40 000 people applied for asylum.Almost every week, storiesconcerning asylum seekers appear inthe press, often revealing thedesperate lengths some refugees goto in the hope of starting a new lifein another country.

Source GRefugees can be any age

Asylum in the UKThe 1999 Immigration and AsylumAct covers issues such as:

• entry into the UK• the detention of asylum seekers

and their dispersal around the country

• provision of financial support• handling of their cases

Many human rights organisationsbelieve that the Government’s newsystem for dealing with applicationsmay be faster but is unlikely to befairer. One argument for this is that, ifan application comes from a countrythe UK describes as ‘safe’, it willautomatically be refused.

Media coverage on asylum seekers canoften be ill-informed and can be usedto turn public opinion against them.Certain racist groups like the BNP andthe National Front are quick to usemedia reports for their own purposes.They want to stir up hatred againstethnic minority groups, as you will seein the Myths & Realities section.

Source HJuly 2001 saw the city of Bradford torn apart byracial and religious protest. Trouble began after aNational Front protest march against ‘attacks onwhites by immigrants’ was allowed to proceed.


page 12 • RIGHTS


Myths and realities

It is mainly the world’spoorest countries suchas Iran, Pakistan and Tanzania that bear thegreatest ‘asylum strain’. The vast majority ofrefugees go to neighbouring countries. If youcompare numbers of refugees with the hostcountry’s national wealth (GDP), the UK ranksseventy-eighth in the world, and only eighth inEurope. Very restrictive immigration andasylum policies make it almost impossible forrefugees to enter the UK legally, so many areforced into the hands of criminal traffickers.

The majority ofrefugees come fromcountries where there have been seriousconflicts and/or abuse of human rights. Somesupposedly ‘safe’ European countries may notbe as safe as we think because they all havedifferent interpretations of who should begiven refugee status. For example, France has arecord of returning many Algerians home andGermany has returned Tamils to Sri Lanka.

The UK has to ensure that no one is forciblyreturned to any country where their life orfreedom may be in danger. Official figures show that around half of allasylum seekers need protection and are granted refugee status. Some,however, appear to be rejected unfairly: they may be turned down forentering the UK with false papers, despite the fact that this may havebeen the only way to escape persecution in their home country.

The UK gives asylum seekers less financialsupport than other European countries. The1999 Act replaced cash benefits with avoucher scheme which was worth between70–80% of income support levels. After

much criticism, in October 2001, the Home Secretary announced thatthis scheme would be phased out. Asylum seekers are amongst thepoorest and most vulnerable groups in the UK.

The costs of looking after asylumseekers are met by centralgovernment and not throughcouncil tax. Some local authoritieswith large numbers of asylumseekers argue that the extra costs of health, education and socialcare are not fully met by government. A major reason why supportfor asylum seekers is proving expensive is because cases take solong to process. In 2002, there was a backlog of 60 000 caseswaiting for appeal decisions.

Britain is a softtouch and takesmore than itsfair share of

refugees.

Most asylumseekers come

from safecountries.

Asylum seekersget massive state

handouts.

Only a tiny proportionof refugees are genuineand the rest are ‘bogus’.

Council tax isgoing up to fundasylum seekers.


TASKSUnfortunately, not all of the dailymedia coverage is balanced ortruthful.

Read the following claims A–C andthen look carefully at theinformation given to you on thesepages. Under the title ‘Nailing pressmyths about refugees’ set out yourresponses to each headline.

Claim A “ We resent the scroungers,beggars and crooks who areprepared to cross every country inEurope to reach our generousbenefits system.” (From The Sun,7/3/01)

Claim B “Many will haveundoubtedly been hoping to endup in Britain, the number onedestination for asylum-seekers.”(From The Daily Telegraph,19/2/01)

Claim C “Thousands have already[come to Britain], bringing terrorand violence to the streets ofmany English towns.” (From TheSunday People, 4/3/01)

2Case Study

RIGHTS • page 13


On several occasions,the Press ComplaintsCommission haswarned newspapereditors about ‘thedanger thatinaccurate and misleading reporting maygenerate an atmosphere of fear and hostilitywhich is not borne out by the facts’.

Begging has increased over the lastfew years but this is not because of refugees. Some turn to beggingbecause of the low level of state support and the lack of jobopportunities. A report recently confirmed that there is no evidence thatrefugees/asylum seekers are responsible for the increase in crime rates.In fact, they are often the victims of crime: there have been numerousattacks on asylum seekers around Britain.

Asylum seekers are often housed in ‘hard to let’accommodation that people on council waiting lists

do not want. Evidence is growing that asylumseekers are also being exploited by private landlords.

Refugees are legally unable to work for the first six months whileawaiting the outcome of their applications. Even when they can work, itis difficult for them to find anything suitable, due to language problems,lack of training, and no transport.

Britain has signed the 1951 UN Convention onRefugees, which means that anyone has the legalright to come here and claim asylum. Themajority of asylum seekers are granted temporaryadmission pending an outcome of their claim.

The fact that asylum seekers are held in a network of centres appears tobe a breach of international human rights law. In addition, since January2002, all new asylum seekers were issued with ID cards, which includesphotograph and fingerprint data. Initial applicants are placed ininduction centres near Heathrow and Croydon. Some will then beplaced in accommodation centres. Those dispersed or who continue tolive in London will be required to go regularly to a reporting centre sothat the authorities can keep track of them.

Refugees arebegging

aggressively andturning to crime.

Asylum seekers are takingour housing and UK jobs.

Asylum seekers should all belocked up and sent back home.

The press aresimply reporting

the facts.


page 14 • RIGHTS


The man who fell to earthThe woman who first found him assumed hewas a drunk who had tumbled over the railingsand fallen asleep while staggering home. Asshe edged over for a closer look, she noticedthat his limbs were grotesquely misshapen,and the pool of lumpy liquid in which he waslying was not vomit, but the man’s brains.

The area was quickly screened off and policelaunched an immediate murder investigation. Itsoon emerged that a witness had seen thedead man a few minutes before his body wasfound. A workman at nearby Heathrow airporthad glanced upwards to see him falling fromthe sky like a stone. The police soon pieced

together the details of Mohammed Ayaz’slong journey from a remote village inNorthwest Pakistan to his final, sorry endin the car park of a DIY superstore in

Richmond.

The day before, at Bahrain airport, the 21 yearold had broken through a security cordon andclimbed into the wheelbay of a Boeing 777.The undercarriage compartment had nooxygen, no heating, no pressure and no wayout. Ten minutes after take-off the wheelbaytemperature was freezing. At 18 000 feet hewould have begun to hallucinate from lack ofoxygen. At 30 000 feet, the temperature wasminus 56 degrees.

Ayaz was as good as dead from the momenthis feet left the runway. As the planeapproached Heathrow, the wheels werelowered, and the frozen body was tipped outinto the early morning sky.

Source IStowaway Ayaz thought he was safe in the wheelbay ofthe jet, but it was probably only when the wheels left theground that he realised how much trouble he was in.

New British laws are designed to block the

arrival of desperate asylum seekers. Estimates

of the number of ‘illegal immigrants’ are

difficult to establish but, almost certainly, the

figures have shown a steady rise – up from

14 000 in 1997 to over 25 000 today.

Despite the fact that those allowed to remain

receive very limited state handouts and few

comforts, some refugees are now taking great

risks to enter a country illegally.


TASKS1 Do you agree with tougher

controls for all asylum seekers?Should asylum seekers always beentitled to the right of appeal iftheir application to live in acountry is turned down? Givereasons for your views.

2 Should asylum seekers be allowedto work as soon as they arrive inthe UK, or should they wait untiltheir cases are heard? Give reasonsfor your views.

3 Study the information in this unit.What do you learn about:a why people become refugees?b what life is like for refugees?

4 a What problems do you think arefugee would have to face inBritain?

b Why do you think over 80% ofrefugees are women andchildren?

2Case Study

RIGHTS • page 15


This sad story reflects the extraordinary efforts of one person to escapethe problems he was facing in his home country. Often we read storiesof similar acts of desperation:

• a young Kosovan asylum seeker drowned after throwing himselffrom a cross-Channel ferry to avoid being sent back to Europe

• people caught hiding underneath the carriages of the ChannelTunnel trains

• in June 2000, the dead bodies of 58 Chinese asylum seekers werefound by shocked Customs officials in the back of a truck arrivingby cross-Channel ferry at Dover.

• In another incident in 2001, hundreds of illegal immigrants tried tobreak out of an asylum centre at Sangatte, France, to boardChannel Tunnel trains into Britain.

In 2001, as Europe’s refugee crisis became more unmanageable, theBritish Home Secretary promised tougher controls at Channel ports andfresh international efforts to curb asylum seekers.

Despite the truth, UK media coverage of asylum seekers often paints apicture of ‘scroungers’ coming to live on benefits and beg on thestreets. The reality is that people are forced to leave their homes andfamilies in fear for their lives, travelling to the UK in search of safety anddignity. What they often find on arrival is punishment for theirmisfortune, through government policy and media prejudice.

Source JThe lorrry in which Customs Officers found 58 dead Chinese asylum seekers,hidden behind a cargo of tomatoes.


F R E E S A M P L E M A T E R I A L

GCSECitizenship Studies

Student Text Book

Dear Head of PSHE,WelcomeI am delighted to be able to offer you this sample section from Folens forthcoming

new textbook, GCSE Citizenship Studies. With the major exam boards

developing new GCSE Short Course specifications for first teaching in September

this year, we at Folens are committed to offering you high quality, stimulating and

easy-to-use materials with which you can deliver the course.

As you would expect, Folens have put together an author team of considerable

experience to produce this essential resource.

I hope this sample gives you a good idea of our approach, and that you will want

to purchase the whole range of materials when published this summer.

Yours Faithfully,

Peter Burton

Citizenship Publisher

I N C L U D E D I N T H I S S A M P L E

• How Folens GCSE Citizenship Studies course works

• A complete case study from the book

• GCSE Citizenship Studies Exam Matching Guide

Covers AQA,Edexcel & OCR

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page 18 • Case study 2 RIGHTS

For AQA, EDEXCEL and OCR GCSE Citizenship Studies Specifications

Our author team believes that to help you make this new GCSE successful, our materialsmust be stimulating and engaging for you to teach from, and for your students to use.With this in mind, GCSE Citizenship Studies has the following key features that we aresure will appeal:

• material organised into 6 main themes that are central to all citizenship learning

• a case study approach, allowing students to develop citizenship skills andknowledge together, all in the context of real issues and events

• a key question frames each case study

• clear aims for each case study, to ensure students know the issues and skills theywill be developing

• checklist to help students relate material in each case study to the examinationassessment objectives

• a strong, colourful and engaging design to help keep students interested andfocussed.

The author team has considerable experience of delivering citizenship in the classroom,and also includes writers who bring experience from QCA and the Examination Boardworld. We are also pleased to acknowledge the advice of The Citizenship Foundation indeveloping this textbook.

The result is a textbook that has a clear of what citizenship means in schools and willhelp you deliver the new Short Course. It has been written to allow use with any of thenew GCSE Citizenship courses from the main English Exam Boards. There is also anaccompanying Teacher Resource File, Coursework Support Pack and dedicated websiteavailable to combine with this textbook.


Documents

Citizenship Revision PDF