Education for citizenship and the teaching of democracy in schools

Education that we recommend in section 4.13. However, the positive
presence of these two dimensions should be a proper object of comment both
by OFSTED inspectors and the LEA on the performance of a school as a
whole, an added dimension pointing to a positive relationship between a
school and the surrounding community. We aim to plant a seed that will
grow. Therefore we have illustrated this report with some examples of
effective practice both inside and outside the school.
5.3.3 We believe that citizenship education will be strengthened and made more
effective where there is an active contribution from the local community and
where public bodies, including local councillors, MPs and MEPs, voluntary
bodies and community agencies such as the police and faith groups, are
involved in citizenship learning and activities.
5.3.4 It was suggested to us late in the consultation process that Community
Forums be set up in each locality to assist such involvement. The forums
would include all those with an interest in citizenship education: community
leaders, elected representatives, faith groups, the police, teachers, parents and
governors, among others, as well as young people. Their role and
responsibilities might include the sharing of experiences and areas of
expertise; the provision of opportunities for pupils to meet representatives
and participate in service learning and community involvement, and the
coordination and dissemination of materials. We recommend that further
consideration be given to the establishment of such Community Forums and
to a clearer definition of their role and responsibilities in citizenship
education.
5.3.5 Pupils should be encouraged to record learning from community activity and
service learning through the National Record of Achievement (NRA) process.
Pupils can then make use of this as evidence in the review and planning of
their learning and in careers guidance.
5.3.6 We draw attention to the relevance of our report to a number of initiatives
including the Millennium Volunteers, National Framework for Pupils’
Motivation, National Framework for Study Support, Education Action
Zones, School Effectiveness Programmes and Social Exclusion Programmes.
We recognise that as these initiatives develop they will interact with
citizenship teaching and learning.
At Bordesley Green Primary School, Birmingham, a Year 3 class decided to
write to the city council to complain about the state of their local park,
incongruously named the Ideal Park. They pointed out the litter, graffiti, dog
mess and broken play equipment and suggested how they would like to help to
put it right. The city council and the parks department met with the class and
before long both the pupils and council were working together to improve the
park dramatically. As a result a new residents’ association was set up which
took on regular responsibility for monitoring and helping to care for the park.
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