Education for citizenship and the teaching of democracy in schools

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Fig 1 Overview of essential elements to be reached by the end of compulsory schooling Key Concepts Values and Dispositions Skills and Aptitudes Knowledge and Understanding ■ democracy and autocracy ■ concern for the common ■ ability to make a reasoned ■ topical and contemporary ■ ■ ■ ■ ■ ■ ■ co-operation and conflict equality and diversity fairness, justice, the rule of law, rules, law and human rights freedom and order individual and community power and authority rights and responsibilities ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ good belief in human dignity and equality concern to resolve conflicts a disposition to work with and for others with sympathetic understanding proclivity to act responsibly: that is care for others and oneself; premeditation and calculation about the effect actions are likely to have on others; and acceptance of responsibility for unforeseen or unfortunate consequences practice of tolerance judging and acting by a moral code courage to defend a point of view willingness to be open to changing one’s opinions and attitudes in the light of discussion and evidence individual initiative and effort civility and respect for the rule of law ■ ■ ■ ■ ■ ■ ■ ■ argument both verbally and in writing ability to co-operate and work effectively with others ability to consider and appreciate the experience and perspective of others ability to tolerate other view points ability to develop a problem-solving approach ability to use modern media and technology critically to gather information a critical approach to evidence put before one and ability to look for fresh evidence ability to recognise forms of manipulation and persuasion ability to identify, respond to and influence social, moral and political challenges and situations ■ ■ ■ ■ ■ ■ ■ issues and events at local, national, EU, Commonwealth and international levels the nature of democratic communities, including how they function and change the interdependence of individuals and local and voluntary communities the nature of diversity, dissent and social conflict legal and moral rights and responsibilities of individuals and communities the nature of social, moral and political challenges faced by individuals and communities Britain’s parliamentary political and legal systems at local, national, European, Commonwealth and international level, including how they function and change the nature of political and voluntary action in communities ■ determination to act justly ■ the rights and ■ commitment to equal responsibilities of citizens as opportunities and gender consumers, employees, equality employers and family and ■ commitment to active community members citizenship ■ the economic system as it ■ commitment to voluntary service relates to individuals and communities ■ ■ concern for human rights concern for the environment ■ ■ human rights charters and issues sustainable development and environmental issues 44
Fig 2 Diagramatic representation This cube may help to reinforce the interrelationship of the essential elements and to confirm the need to approach them in a developmental and sequential way through the four key stages. This approach underpins the learning outcomes, as set out by key stage, that follow. VALUES AND DISPOSITIONS KEY CONCEPTS Democracy and Autocracy Co-operation and Conflict Equality and Diversity Fairness, Justice, The Rule of Law Rules, Law and Human Rights Freedom and Order Individual and Community Power and Authority Rights and Responsibilities KNOWLEDGE AND UNDERSTANDING KS1 KS2 KS3 KS4 SKILLS AND APTITUDES 45
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 and 26: equirement to deliver citizenship e
Page 27 and 28: proposed in section 4.4, stating th
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 further develops pupils’ lear
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

Education for citizenship and the teaching of democracy in schools

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