此外，公民教育的改善，现在有更好的培训机会，但在约25%的学校检查在2005 / 06的规定被认为是不够的。这个百分比已减少到10%时检查。许多学校还没有实行全面计划，公民在关键阶段3和4，什么应该被包括在公民教育存在的误解（Ofsted 2005-2006年）。其他方面要考虑的是教育公民教育的资源，学校已经给予的资源，但他们并不总是使用他们非常好。作为教育标准局（2006，P）规定：“公民有许多好的资源，但他们往往是没有用的。Ofsted发现小学被判定为21出23所学校获得良好或优秀很强。即使公民在小学是非法定的，他们仍然教好。 本节将讨论公民教育的论点，包括：一个事实，即儿童可以了解如何成为良好的社会公民。辩论的另一方可以提高对当地社会的认识；更大的宽容；以及对孩子作出决定的能力的贡献。而反对公民教育的论点则是：学校和工作人员将为这一主题计划额外的工作。也有一些教师没有足够的知识在这方面提供给儿童。因此，他们将需要进行培训，以发展他们的公民技能。将有关于实施公民教育的辩论，你将如何教公民，因为，课程超载和其他科目可能会下降，以腾出时间来这节课。围绕这一问题的主要辩论将是谁将在学校教授这门学科。此外，（2010 p.18-19）表明，在公民教育的缺点包括在教师的学科知识薄弱；缺乏计划，误解的公民课程中的地方”。报告中发现的另一个弱点是：“薄弱的学科知识，使用不当的教学方法”。另一个影响公民教育的因素是“缺乏理解和信心教公民”。
Furthermore the teaching of citizenship is improving, and there are now better opportunities for training, but in around 25% of schools inspected in 2005/06 the provision was found to be inadequate. This percentage has reduced to 10% when inspected. Many schools had not yet implemented full programme of citizenship across key stages 3 and 4, and that misconceptions remain about what should be included in citizenship education (Ofsted 2005-2006). Other aspects to consider are the resources are available for teaching citizenship education, schools have been given the resources but they do not always use them very well. As Ofsted (2006, p.37) states: ‘citizenship has good resources in abundance, but often they are not used’. Ofsted found that Primary schools were judged as very strong with 21 out of 23 schools getting good or outstanding. Even though citizenship is non statutory in primary schools they still teach it well.
This section will discuss the arguments for citizenship education including: the fact that the children can gain knowledge of how to be good citizens in society. The other plus side of the debate can be increased awareness of the local community; greater tolerance; and a contribution to children’s ability to make decisions. Whereas the arguments against citizenship education are that: it will be extra work for the school and staff to plan for the subject. Also some teachers do not have enough knowledge in this area to deliver to children. So they will need to be trained to develop their skills on citizenship. There will be debates on implementation of citizenship education, how you are going to teach citizenship because, the curriculum is overloaded and other subjects may be dropped to make time for this lesson. The main debate surrounding this will be who is going to teach the subject in schools. Ofsted (2010 p.18-19) suggests that the weaknesses in citizenship education include ‘weakness in teacher subject knowledge; poor planning, misunderstanding about the place of citizenship in the curriculum’. Another weakness found in the report is: ‘weak subject knowledge; use of inappropriate teaching methods’. Another factor that affects citizenship education was the ‘lack of understanding and confidence to teach citizenship’.
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