Education for citizenship and the teaching of democracy in schools

Recommendations

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ecommendations should not be at the expense of other subjects nor lead to any narrowing of the curriculum; 4.13 because of the novelty of the venture and its political sensitivity, there should be a standing Commission on Citizenship Education to monitor its progress and when necessary to recommend amendments to the entitlements, learning outcomes, methods of inspection and teacher training, as appropriate. This Commission should be appointed by the Secretary of State, with a quasi-autonomous relationship to both DfEE and QCA. Its composition should be wider than ourselves, to include cross-party representation. (See section 5.11 for detailed recommendations). 5 The way forward We now set out in a very practical way what we believe needs to happen to ensure that our essential recommendations lead to the successful delivery of effective citizenship education in schools. 5.1 Learning outcomes for Citizenship Education 5.1.1 In section 4.2 above, we recommend that the statutory entitlement to citizenship education in the curriculum should be established by setting out specific learning outcomes for each key stage. These detailed learning outcomes are set out fully in section 6 as part of a curriculum framework for citizenship and the teaching of democracy in schools. 5.1.2 A word about how this framework and these learning outcomes were drawn up. We established two sub-groups, one for primary (Key Stages 1 and 2) and one for secondary (Key Stages 3 and 4) of experienced teachers and practitioners, under the chairmanship of David Kerr, our Professional Officer (see Appendix D for details of membership). These sub-groups met jointly in the first instance, taking as their starting-point past initiatives such as Curriculum Guidance 8: Education for Citizenship and the Speaker’s Commission report, Encouraging Citizenship, several models or frameworks for citizenship education from other countries, notably the Republic of Ireland, Scotland and Australia, as well as ongoing developments in LEAs and schools supported by a number of citizenship bodies and community-based organisations. The sub-groups drew on and adapted some content, ideas and language from all these sources to construct a framework for citizenship education suitable to English conditions. The two groups then used this framework as a common basis to draw up the learning outcomes for the four key stages. These learning outcomes have been communicated to the National Advisory Group on Personal, Social and Health Education (PSHE), the National Advisory Committee on Creativity and Cultural Education, the Development Awareness Working Group, the Sustainable Development Panel and the Calouste Gulbenkian Foundation Passport Project. 5.2 Phasing in the statutory Order for Citizenship Education. 5.2.1 Our initial report put the case for a phasing in of the proposed new Order over time. We now recommend that the statutory citizenship Order which we 24
proposed in section 4.4, stating the general aims of education for citizenship and democracy, should be of immediate effect when the other revisions to the National Curriculum come into force to begin in September 2000; but that the specific learning outcomes recommended in section 4.2 and set out in section 6 may be phased in as follows. 5.2.2 Schools and colleges should begin teaching in September 2000 Citizenship courses in the general spirit and intention of the Order set out in section 4.4, in a manner best suited to their existing resources and with whatever combinations with other subjects seem appropriate (see our advice in section 7), moving towards the allocation of time implied in sections 4.5 and 4.6. 5.2.3 For Key Stage 1, the new requirements including the learning outcomes would come into force in 2001 and for Key Stage 2, in 2002. We believe that there is so much overlap with existing programmes in primary schools, especially with PSE or PSHE, that the additional matter in Key Stage 2 can be accommodated relatively easily. 5.2.4 For Key Stage 3, the new requirements would come into force in 2002 and for Key Stage 4, in 2004. Our intention is to give schools time (in terms of both resources and training) to work towards the full implementation of this report’s recommendations. 5.2.5 From September 2000, schools and colleges should be able to demonstrate how they are using resources and time to implement a coherent programme of citizenship education. This programme should reflect the themes and priorities set out in this report, involving a gradual familiarisation with the learning outcomes. The programme should be designed in a manner best suited to existing resources, and with whatever combination of other subjects seems appropriate. 5.3 Active citizenship both inside the school and relating to the community 5.3.1 ‘Active citizenship’ is our aim throughout. Part One of this report states the case for positive relationships with the local community, local and national voluntary bodies, whether concerned with local, national or international affairs. Also it is obvious that all formal preparation for citizenship in adult life can be helped or hindered by the ethos and organisation of a school, whether pupils are given opportunities for exercising responsibilities and initiatives or not; and also whether they are consulted realistically on matters where their opinions can prove relevant both to the efficient running of a school and to their general motivation for learning. In some schools these are already common practices, while in others absent or only occasional. 5.3.2 We also discussed whether service learning or community involvement initiated by schools should be part of a new statutory Order for citizenship education, and whether proposals for school organisation should be included; for example, that school councils should be compulsory. However, we have concluded not to ask for their inclusion in a statutory Order at this time, mainly for fear of overburdening schools and teachers. But this question should be kept under review by the Commission on Citizenship 25
Page 1 and 2: Education for citizenship and the t
Page 3 and 4: Contents Page Foreword by Rt Hon Be
Page 5 and 6: Foreword The Speaker Speaker’s Ho
Page 7 and 8: Membership of the Advisory Group Pa
Page 9 and 10: Part One Introduction 1 Preface 1.1
Page 11 and 12: with those involved in PSHE and in
Page 13 and 14: 2.7 So a working definition must be
Page 15 and 16: (c) Thirdly, pupils learning about
Page 17 and 18: connections between the civil and t
Page 19 and 20: Citizenship Education Revisited, co
Page 21 and 22: ‘The curriculum should address is
Page 23 and 24: Key Stages 3 and 4 and dedicated re
Page 25: equirement to deliver citizenship e
Page 29 and 30: 5.4 The teaching of controversial i
Page 31 and 32: 5.6.2 We support assessment and rep
Page 33 and 34: (d) initial teacher training provid
Page 35 and 36: available, if necessary contracting
Page 37 and 38: Part Three Spelling it out 6 Framew
Page 39 and 40: Fair Oak Junior School, Eastleigh,
Page 41 and 42: Ashley Special School, Widnes, has
Page 43 and 44: 6.7.3 Political literacy Pupils lea
Page 45 and 46: and further develops pupils’ lear
Page 47 and 48: Fig 2 Diagramatic representation Th
Page 49 and 50: ■ ■ ■ ■ ■ 6.12 Key Stage
Page 51 and 52: The learning outcomes for Key Stage
Page 53 and 54: ■ ■ ■ ■ ■ use imagination
Page 55 and 56: pupils to discuss and reach informe
Page 57 and 58: more effectively. The teaching and
Page 59 and 60: their relationship and justificatio
Page 61 and 62: 10.11 The most effective way to add
Page 63 and 64: (c) Good practice will usually take
Page 65 and 66: One of these was Education for Citi
Page 67 and 68: sexual morality and behaviour, and
Page 69 and 70: Appendix B New information and comm
Page 71 and 72: Your Say forum (to be found at ) se
Page 73 and 74: ■ ■ some Internet users and, mo
Page 75 and 76: statutory entitlement - participant
Page 77 and 78:
phased introduction and implementat
Page 79 and 80:
adequate resources. Fourteen respon
Page 81 and 82:
Also with the quality of teaching a
Page 83 and 84:
Redditch. Lipson Community College,
Page 85:
Children’s Bureau, London. Nation
Page 88:
Ref: QCA/98/245 Qualifications and
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Education for citizenship and the teaching of democracy in schools

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