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Contribution to the School
The Department plays a significant part in the delivery of cross-curricular themes such as citizenship and economic and industrial understanding by identifying where they are located in the formal curriculum.

1. Citizenship
Curriculum Guidance, 8: Education for Citizenship NCC 1990 states that the theme is "of paramount importance in a democratic society and in a world undergoing rapid change". The department rationale has always recognised the role that history plays in preparing students for the world outside school. In History classes, students discuss different values and beliefs held by individuals and communities in the past, they are involved in debates and decision-making exercises.

Education for citizenship identifies eight essential components which are inter-related. Several of these can be delivered through the teaching of history in the National Curriculum:-

• Democracy in action: (e.g. When developing key concepts such as monarchy, government, parliament, democracy, dictatorship and communism, progressively from Year 7 onwards. By studying protest movements of the 19th Century, the formation of trades unions, the development of parliament and universal sufferage. Through mock elections - when studying Nazi Germany or Britain 1750-1900. Attempts to promote global co-operation, the formation of the UNO) For a more detailed list, see schemes of work.

• A pluralist society: (e.g. Through the study of history from different perspectives. By looking at the diversity of cultures in different societies in the past. Finding out about the origins and effects of racial prejudice, e.g. Anti-Semitism in Nazi Germany.) Again, see schemes of work.

• Being a citizen: (e.g. The concept of citizenship and how rights can be threatened - in Nazi Germany or other examples. The Universal Declaration of Human Rights, 1948.) See schemes of work.

• The citizen and the law: (e.g. The development of laws on health or working conditions in the 19th and 20th Centuries.

See schemes of work for further detail.

2. Economic and Industrial Understanding
Whilst this theme will obviously be delivered, in part, in other areas of the curriculum, the following components, as described in NCC Curriculum Guidance document 4, 1990, pages 31-34 are delivered through the teaching of history. The document suggests a case study and the curricular contexts in which aspects of EIU can be developed. Through the teaching of the core study unit Britain 1750-1900 students gain an understanding of:

• Economic concepts: - through investigating the effects of technological changes on people’s lives and on industrial production, 1750-1900.

• Business enterprise: - through finding out how British business expanded 1750-1900 (e.g. Josiah Wedgwood).

• Industry and work:- by studying 19th Century working conditions. This is studied in depth.

• Government and society: - looking at economic activities within the colonies, in particular the slave trade, and the foundations of the Industrial Revolution. No. 20 - through the study of public health issues in the 19th Century.
 
See schemes of work for further details.