Citizenship Education in England, France and Scotland. 2009 A ...

1 AIMS AND ISSUESWhat do schools want to achievethrough citizenship education?The concept of citizenshipEducation for Citizenship is set in the context of national Aims and Values as set out in the Curriculum(The National Curriculum for primary/secondary teachers QCA 1999 www.nc.uk.net).The Curriculum and its aims and values have recently been reviewed by the QCA. They are that the curriculumshould develop young people who are successful learners, confident individuals, and responsible citizens.www.qca.org.uk/curriculumOn the whole, the aim is to preparepupils to participate in the best possibleway in democratic life, to be aware oftheir rights and duties as citizens andalso to live together in society.Ministerial guidelines refer to citizenshipeducation but also to teaching pupilshow to behave responsibly, demonstratejudgement and awareness of individualand collective responsibilities.Responsible behaviour education is amore recent development. Expectationsare outlined more clearly and henceevaluation should be made easier.Citizenship education has evolved toinclude actions.The common core of knowledge andskills integrates these key areas.Citizenship gives pupils the knowledge, skills and understanding to play an effective role insociety at local, national and international levels. It helps them to become informed, thoughtfuland responsible citizens who are aware of their duties and rights. It encourages pupils to playa part in the life of their schools, neighbourhoods, communities and the wider world. It alsoteaches them about our economy, and democratic institutions and values: encourages respectfor different national, religious and ethnic identities; and develops pupils’ ability to reflect onissues and take part in discussions.Education forcitizenshipaims to developcapability forthoughtful andresponsibleparticipationin political,economic,social andcultural life.EnglandFranceIt contributes tothe aspiration,as defined inCurriculum for Excellence, thatall young people leave schoolequipped to be:• Successful learners• Confident individuals• Effective contributors• Responsible citizensScotland2 Citizenship Education in England / France / Scotland - 2009

1 AIMS AND ISSUESPrevention and protectionWhat areas are covered?The training of future citizens includes health-related issues:preventing obesity, addictive behaviour, ill-treatment, sexualviolence, excessive risk-taking (on the roads, for example).More generally, there is a focus on prevention: preventing violence,racism, sexism, homophobia, all forms of discrimination and allaspects that contribute of child protection.FrancePSHE (Personal, Social and Health Education),including personal and community safety,environmental effects on health, personalrelationships and conflictresolution.Mental, physical and socialwell-being.Anti-bullying and antiracism.Schools in Scotland wereset the target of becominga health promoting schoolby 2007. This involves awhole school approach topromoting the physical,social, spiritual, mentaland emotional well-beingof all pupils and staff TheNational Health PromotingSchools Website hasinformation and resourcesto help schools takepositive steps towardsbetter health and well-being.A non-statutory framework for personal,socialand health education helps pupils to leadconfident, healthy and responsible livesas individuals and members of society.Specifically it helps them develop confidenceand responsibility and make the most of theirabilities; develop healthy safer lifestyles;develop good relationships and respect thedifferences between people.Since September 2008 PSHE : PersonalWellbeing includes the key concepts ofpersonal identities, healthy lifestyles,relationships, and diversity whilstdeveloping the key processes of criticalreflection, decision making and managingrisk, and developing relationships andworking with others.The National Healthy Schools Programmehelps to support children and young peoplein developing healthy behaviours; raise pupilachievement, reduce health inequalities;promote social inclusion.This also contributes to the achievement ofthe behaviour strategy and to the social andEmotional Aspects to Learning (SEAL) whichhas been implemented in primary schools andis currently being developed for secondaryschools.EnglandSchools (Health Promotion and Nutrition, Scotland)Bill, 2007 places a duty on local authorities to ensurethat schools are health promoting.http://www.scottish.parliament.uk/business/bills/68-SchoolsHN/index.htmScotland4 Citizenship Education in England / France / Scotland - 2009

FRAMEWORKWhat frameworks, measures, institutions and bodies,contribute to achieving the objectives?2Legal frameworkMany statutory texts on health and safety andother areas include references to citizenshipeducation.Some originate from the French Ministry ofEducation, e.g.:July, 2006• Combating violence, Official Bulletin No. 31, 31August, 2006• Teaching responsible behaviour within theschool context, Official Bulletin No. 33, 14September, 2006.• Standards in Scotland’s Schools Act 2000 Values andCitizenship Act, 2000• Race Relations Act, 2000• Disability Discrimination Act, 1995• UN Convention on the Rights ofthe Child ratified in 1991 by the UKGovernment.• 1998 Circular on health education• 5-year Strategic Plan on prevention and healtheducation (December 2003)• Guideline Act and Programme Law on theFuture of Education (23 April, 2005)• Executive Order of 11 July, 2006 on thecommon core of knowledge and skills (“keycompetencies”)• Safety education, Official Bulletin No. 30, 27Others are Acts of Parliament, e.g.:• Sex and relationships education (Act onabortion, 2001)• Preventing addictive behaviours (Public HealthAct, August 2004)• First aid education (Modernisation ofEmergency Response Services Act,13 August, 2004).France• Curriculum for ExcellenceOne of the 4 capacities of Curriculum forExcellence, the new 3-18 curriculum inScotland formally launched on 2 April2009, is «to enable all young people tobecome responsible citizens, with respectfor others and commitment to participateresponsibly in political, economic, socialand cultural life.»Scotland• National Curriculum. Citizenship EducationStatutory 11-16 years (Statutory Order)• PSHE Education non-statutory programme ofstudy 11-16 (Sex and relationships education,drugs education and careers education,statutory within this framework) comprising ofPersonal Well-being and Economic Well-beingand financial capability (from September 2008).• The PSHE and Citizenship non-statutoryframework in 5-11 will be reviewed as part ofthe ongoing review of the primary curriculumin England.EnglandCitizenship Education in England / France / Scotland - 2009 5

FRAMEWORK2Some examples:• Pupil Councils.• Parent Councils.• Scottish Youth Parliament.• LTS Young People’s Advisory Group.ScotlandRepresentativeand consultative bodiesThere are different officialcouncils where pupils canexercise their citizenship:• Representative bodies wherepupils are elected by theirpeers, such as class councilsand school councils that existat school, académie andnational levels.• Some of the class delegatesthen participate in meetingsof the school governing bodyas pupil representatives. Atclass level, pupils elected asclass delegates representtheir class mates in meetingsof class councils with parents,teachers and the headteacher.Some examples:• Association for Citizenship Teaching,ACT.www.teachingcitizenship.org.uk• The majority of primary and secondaryschools have school/pupil councils.• Many local authorities also have YouthParliaments and subscribe to Hear byRight (National Youth Agency) whichsets standards for consultation withyoung people.• The UK Youth Parliament is now verywell established as a forum for electedyoung people to meet from across theUnited Kingdom.There is specific training forclass delegates and pupilrepresentatives. The success ofthese councils depends on localpolitical will.FranceEnglandCitizenship Education in England / France / Scotland - 2009 7

2 FRAMEWORKThe school curriculum is non-statutory.Each young person’s entitlement toeducation for citizenship can be securedthrough combinations of learningexperiences set in the daily life of theschool, discrete areas of the curriculum,cross-curricular experiences and activitiesinvolving links with the local community..Out of school hours learning and StudySupport Programmes.The main aim of the Study SupportProgramme (SSP) is to help all pupils reachhigher standards of achievement andattainment, but together with other outof-schoolhours learning (OSHL) activities,it also addresses social inclusion andtargets pupils’ health and physical activity.The range of activities that can fall withinstudy support and OSHL has broadenedand the distinction between SSP and otherforms of OSHL activities has diminished.In short, SSP/ OSHL has evolved to reflectwider priorities (see section on legalframework) rather than concentrating onacademic attainment (althoughthis still remains an importantdimension).Currently, the most commonlyprovided forms of SSP/OSHL are support for specificsubject/course work, followedby a spectrum of activitiesfocusing on study skills andthen programmes that includephysical activity as well asother activities aimed atpromoting social and culturaldevelopment e.g. developingspecific interests, communityservice, mentoring, personaldevelopment etc.Guidance staff within schools.ScotlandArrangements during andafter schoolThe way in which school life is structured contributes topupils’ well-being. Pupils have the space and freedom toexpress themselves and take initiatives both in and out ofschool hours and during school holidays.The involvement of pupils in the drafting of school rulesand charters on school life are important opportunitiesfor developing and understanding school regulations andpolicies.• During school time and after school:- in class: a period devoted to debate- after school: a study support programme is beingimplemented after school and during the holidaysto help pupils in specific subject/course work,followed by a spectrum of activities focusing onstudy skills and then programmes that includephysical activity as well as other activities likemodern foreign languages aimed to promotingsocial and cultural development. Special-interestclubs, or sports clubs where pupils learn to takeon collective responsibilities for the first time(by organising competitions or training as youngreferees).• Outside school, special contracts with regionalauthorities, such as « local education contracts »(contrats éducatifs locaux) or schemes for educationalachievement.• During school holidays: there are family learningopportunities for both children and parents through the«Open school» initiative.The extent to which these intiatives are implemented isoften determined by external factors such as the availibiltyof school transport but alsothe policy of the school.Citizenship is a statutory compulsorysubject between the ages of 11 and 16years with statutory assessment at theage of 14.There are many opportunities in schoolfor citizenship to be developed outsideof the formal curriculum, across andbeyond the school.School and Student Councils allowpupils to be represented.FranceEngland8 Citizenship Education in England / France / Scotland - 2009

2 FRAMEWORK« Citizenship education is not only aboutacquiring knowledge, but also aboutputting behaviours into practice, to helppupils learn about active citizenshipand living together. Young people canput citizenship to work through tangibleactions. They can put responsiblebehaviours into practice mostly throughnational awareness campaigns, anumber of which are included in thecivic education pathway.By participating in theseevents throughout theschool year, pupils havethe opportunity to widentheir horizons by gettingtheir first experience incollective responsibility.They can achieve abetter understandingof their environment,engage in remembranceactivities whosepurpose is educational,and even participatein active citizenshipprojects where they geta chance to put theirknowledge into practice ».Some examples are a competition oncivics and defence, or an army and youthprize.An annual circular presents all actionslinked to citizenship that schools canimplement throughout the school.The committee for health and citizenshipeducation builds an education projectwhich includes actions to be implementedat school or with external governmentalor non-governmental partners. Theseactions are part of the wider school plan.For these actions to be efficient, theyneed to be implemented at primary leveland continued in lower secondary school;they should also be planned throughoutthe pupils’ school career.To improve the quality of teaching and learning in schools:• The Citizenship Continuing Professional Development programme, organised through HigherEducation, has been introduced.• There is also a Manifesto for Learning Outside of the Classroom«http://www.teachernet.gov.uk» which recognises the experiences and opportunities thatare provided to schools by a range of statutory, voluntary, charities, and NGOs that contributeto citizenship learning. These experiences can take place in the school grounds; local naturereserves and wild places; city farms and parks; streetscapes; field study centres; farms and thecountryside; remote wild and adventurous places; heritage and cultural sites; zoos and botanicgardens; places of worship; museums, theatres, galleries and music.• Youth Parliaments.Hansard Society’s ‘MSPs (elected Members ofthe Scottish Parliament) in Schools’ pack.ECO Schools programme.National initiatives to develop enterpriseat school include Determined to Succeed(the Enterprise in Education strategy) andAchievers International, an organisationwhich encourages Scottish schools to forminternational business partnerships.Fair-trade groups.The Children’s Parliament.Local theatres and museums, links with localcommunities, volunteering etc.Glasgow schools’ Inspiring Enquiring Mindsproject.ScotlandEnglandInitiatives at nationaland local levelFrance10 Citizenship Education in England / France / Scotland - 2009

3 PLAYERsPastoral care, librariansSchool libraries should provide appropriate resources/ICTfor both teachers and pupils that meet their needs andalso support work on inclusion, race and diversity.Form tutors who have pastoral responsibility for theirpupils may be, in some cases, responsible for theteaching of citizenship. Most will also have someresponsibility for organising class councils.EnglandSome staff have a wider role thatincludes pastoral care, as is the case forthe conseiller principal d’éducation andthe assistants d’éducation (educationguidance providers and assistants).Librarians work closely with othermembers of staff to support citizenshipeducation and ICT and provideresponsible access to resources with a view todeveloping their autonomy.FranceLibrarians are responsible forsourcing and supporting schoolswith appropriate resources tosupport Education for Citizenshipe.g. assisting with ICT- drivenmethodologies.ScotlandThere are different officialcouncils where pupils canexercise their citizenship rights:• representative bodieswhere pupils are electedby their peers, such asclass and school councils atschool, local, académie andnational level.• consultative bodies suchas the board of governorsor the class councils wherethe elected pupils representtheir peers and othercommittees that may existat school level.Training for class and schoolrepresentatives is availablebut the effectiveness of thistraining depends on localpolitical will.FrancePupilsPupils participate in decisionmaking,engagement with thecurriculum and extra curricularactivities through pupil councilsand other less formal means.Nearly all schools in Scotlandnow have pupil councils orother means of consultingwith pupils which reflectsthe impact of internationalagreements and recent ScottishAngleterrelegislation i.e. Article 12 and Standardsin Scotland’s Schools Act 2000. Schoolsare encouraged to consult young peopleon all issues from accommodation issuesapproaches to teaching and learning.ScotlandPupils need to know and understandwhat citizenship is about and toparticipate and engage in thoseopportunities provided by the schoolacross and beyond the curriculum.Pupils are encouraged to have avoice in the school and schools canmake use of the guidance ‘WorkingTogether, Giving Children and YoungPeople a Voice’, and to involvepupils in decision-making whereverpossible.12 Citizenship Education in England / France / Scotland - 2009

PLAYERs 3Opportunities for statutory and non statutorybodies to be involved e.g. police, magistrates,etc.No specific role,but involved moregenerally in providingintegrated children’sservices.ScotlandEnglandMedical and social workersThe Education Ministry recruits its own physicians,nurses and social workers whose missions, as definedin statutory texts, are mainly educational.In the longer term, there should be one referal nurseper lower secondary school.FranceCitizenship Education in England / France / Scotland - 2009 13

3 PLAYERsA circular from the Ministry of Educationreasserts the educational role and status ofparents in school life (OfficialBulletin No. 31, August 31,2006).This cultural shift towardssharing responsibility foreducation with parents isgradually being implemented.There is also some parentallearning and support.Parents are represented in councils such asthe board of governors and class councils,and they are elected by their peers.Guides are available for primary school andsecondary school parents.They can be downloaded at www.education.gouv.fr/pid20364/espace-parentsParentsLeaflets about citizenship are available for parents andgovernors.Parents are made aware of the importance ofcitizenship in the school and the widercommunity through the school prospectus.EnglandPartnership with parents and parental support is encouraged.Parental involvement is encouraged at all levels e.g. Determined to Succeed businesspartnerships with schools.ScotlandFrancePartnersTo a large extent, responsibility is shared with externalpartners: other government agencies, regional governments,NGOs and other community-based education groups. For thisreason, it is important that roles andguiding principles are clearly definedin statutory texts.FranceCommunity links of most kinds are encouraged e.g.police, Non-Governmental Organisations (NGOs),supporting charities, community groups and localbusinesses.Voluntary work in the community.To have opportunities to contribute to citizenship across and beyond the schoolOpportunities for statutory and non statutory bodies to be involvede.g. police, magistrates, etc.EnglandScotland14 Citizenship Education in England / France / Scotland - 2009

SUPPORT 4What mechanisms exist to motivate,support and assist citizenship education?LegalframeworkA new financial law (LOLF) providesa framework for public sector activityand defines and structures publicexpenditure. In particular, it requiresannual reports to Parliament on theeffectiveness and efficiency of actionsundertaken. Within this context, targetshave been defined for citizenshipeducation; these are set out within theprogramme entitled « Vie de l’élève ».Statutory ministerial texts provideguidelines for action at all levels,i.e. académie and regional, local andschool level. These guidelines are thenimplemented by head-teachers andinspectors as part of an académiewideplan steered by the recteur of theacadémie. The Recteur represents theMinister for Education and as such isresponsible for education policies frominfant school to university.FranceStandards in Scotland’s SchoolsAct 2000.Education for Citizenship inScotland, Learning and TeachingScotland 2002.Statutory subject.School Self-evaluation (SEF).ScotlandEvery Child Matters legislation.EnglandCitizenship Education in England / France / Scotland - 2009 15

4 SUPPORTInstitutionsLearning and Teaching Scotland.Tertiary education institutionse.g. further education collegesand universities.Local Authorities.Various institutions/bodies within civil societye.g. Churches, Unions,Associations, Interest groupsetc.ScotlandHigher Education involvement in the initial andcontinuous training of teachers.http://www.citized.org.ukThe Qualifications and Curriculum Authority hasan important role to play not only in definingthe citizenship curriculum but also in providingexamples of experiences and learning to which allpupils should have access.http://www.qca.org.uk/curriculumThe Learning Skills network (LSN) provide supportfor citizenship through the Post-16 CitizenshipSupport Programme.http://www.post16citizenship.orgPriorities in respect of citizenship educationare generally determined at académie level,and implemented at regional, local andschool level. The importancegiven to this area of work isEnglanddependent on priorities definedin the académie-wide actionplan.Examples:at académie level, thereis a steering group for thecommittees for health andcitizenship education, a steeringgroup for first aid trainingand a steering group forenvironmental education.These steering groups definethe académie’s policy oncitizenship education andassess its impact. They areincreasingly working withpartners outside the Ministry ofEducation.There are also bodies which includerepresentatives from different governmentalbodies.E.g.: a steering group in for responsiblebehaviour, which has close links withthe regional representative of the state(préfet), and includes experts in education,citizenship, health, emergency services,occupational health and safety; the aim isto ensure a coherent approach for initiativesinvolving schools and pupils. (Official BulletinNo. 33, September,14, 2006).France16 Citizenship Education in England / France / Scotland - 2009

SUPPORT 4Working groupsCitizenship Education in England resulted from the Advisory Group on Citizenshipchaired by Prof’ Sir Bernard Crick in 1998.A Citizenship Education Working Party provided support for the implementation ofcitizenship in schools.The Department for Children, Schools and Families Key Partners Grouprepresenting QCA, LSN, Teacher Development Agency, OFSTED meets regularly.QCA working groups have provided schemes of work and advised onexaminations and assessment, and the recent revisions to the secondarycurriculum.EnglandVarious LTS (Learningand Teaching Scotland)led groups e.g.Education forCitizenship Advisorygroup, YoungPeople’s Advisorygroup and SocialSubjects CitizenshipLiaison Group.Health PromotingSchools Network forlocal authorities andhealth boards.ScotlandWorking groupsimplement thepolicies defined bythe steering groups.Working groupsinvolve membersfrom differentprofessionalbackgrounds andrepresentatives fromboth primary andsecondary schoolsas well as otherpartners.Training andprofessional developmentFranceDifferent training programmes are onoffer at national, regional, local andschool level. However, availibility willdepend on whether on not they areidentified as a priority.Initial training programmes forheadteachers and inspectorsintegrate modules that help schoolleaders respond to education issuesincluding citizenship and healtheducation.France• Post Graduate Certificate in Citizenship Education• Certificate for the teaching of Citizenship• Self-evaluation Tools• Continuing Professional Development Handbook: Making Sense of Citizenshippublished by Hodder Murray• Citizenship modules and units in Initial TeacherEducation (ITE) courses, specifically GlasgowUniversity’s Education for Global Citizenship Unit,who currently offers specialist training in citizenshipeducation for student teachers (undergraduate andpostgraduate) and for experienced teachers. Theyhave Masters level modules in citizenship educationthat are being prepared for online delivery. They alsosupervise PhD students in the field of citizenshipeducation.• Through continuing professional development andthrough the Chartered Teacher programme.ScotlandEnglandCitizenship Education in England / France / Scotland - 2009 17

SUPPORT 4Educational resource centres at national,regional and local levels provide a wide rangeof material for teachers or pupils.Each school has its own resource andinformation centre.The Ministry of Education has a website oncitizenship and health education :http://eduscol.education.fr/D0090/CITOYACCFranceLearning and Teaching ScotlandAudit materials.HMIE How Good is Our School?‘Education for Citizenship’ - Thisguide is used by schools to selfevaluatethe quality of education forcitizenship in their school. It showshow they can select a cluster ofquality indicators (adapted from themain ‘How Good Is Our School?’Evaluation toolkit) that focus on keyfeatures which have a significantimpact on the achievement andexperience of pupils. It can beaccessed at :http://www.HMIE.gov.uk/documents/publication/hgiosefc.pdf•The School Self-Evaluation Tool forCitizenship Education (secondary).•The School Self-evaluation Tool forPSHE and Citizenship in PrimarySchools, published by ACTwww.teachingcitizenship.org.uk• Making Sense of Citizenshipa continuing professionaldevelopment handbook.• Every Child Matters legislation 5Learning outcomes;- stay safe,- be healthy,- enjoy and achieve,- making a positive contribution,- economic well-being.HMIE - a portrait of current practicein Scottish schools -http://www.HMIE.gov.uk/documents/publication/efcpcp1.html.ScotlandDocumentaryresourcesEnglandCitizenship Education in England / France / Scotland - 2009 19

5 EVALUATIONHow is the impact of citizenshipeducation evaluated?A new 8 level scale for monitoring progress has been introduced along side the attainment targets for KeyStages 1-4 for use from September 2008.Statutory assessment at end of key Stage 3 (Year 9/14 years) of pupils learning. Assessment for learning.To improve pupil attainment and achievement.What is evaluated?There is no formal assessment of pupils,that is to say not for pupil/ studentcertification and assessment purposes butthere is local and national accountability.Provision is evaluated through schoolself-assessment and external qualityassurance visits to schools by LA and HMIE,looking in both cases at the seven areasof ‘How Good Is Our School?’(HGIOS?) - 33 indicatorsunder the following headings:- Curriculum; Attainment;Learning & Teaching; Supportfor Pupils; Ethos; Resourcesand Management, leadershipand quality assurance.Raise standards generally.Citizenship evaluated as part of SEF.See http://www.HMIE.gov.uk/documents/publication/hgios.html for more details.Citizenship inspected by OfSTED.Impact of Citizenship Education being undertaken as a longitudinal study by the National Foundation forEducational Research (David Kerr) www.nfer.ac.ukScotlandAssessment for learning to improve pupil attainment and achievement.EnglandFrancePupil evaluation: knowledge, skills and behaviour. This isbecoming increasingly important as there is a requirementto verify whether pupils have acquired the expected keycompetencies such as citizenship-related skills by the endof the compulsory schooling.A personal record book to record achievement and monitorprogress at primary and at lower secondary school iscurrently being implemented.Evaluation of the school environment: an improvedschool environment is a reflection of the effectivenessof citizenship and health education initiatives. Schoolsthemselves need to evaluate the impact.Evaluation of resources to deliver citizenship education:subsidies, initiatives, training programmes…With the new funding law (LOLF), evaluation is nowoutcome-based rather than input-based. Programmes areassessed against national objectives and indicators whichare set out in an annual performance plan.20 Citizenship Education in England / France / Scotland - 2009

EVALUATION 5Who are the results for?HMIE reports are available for parents and the widercommunity.The school will use audits and self-evaluation to planfuture developments.ScotlandEvaluation increases self-awareness among pupils and provides formal recognition of theirachievements.For the school, it contributes to defining the key objectives of the educational project, or toimprove the way policies are implemented.For other governmental bodies (Ministry of the Interior), evaluation provides data onviolence or truancy.For Parliament, national indicators are set out in the national annual performance planrelating to pupil life (Vie de l’élève). The académies must report on outcomes.FranceAssessment reported to parents.The Office for Standards in Education(OfSTED) reports in public domain andare reported to parents, governors,community and noted by LocalAuthorities and Department for ChildrenSchools and Families.Annual reports from NationalFoundation for EducationalResearch to Department forChildren Schools and Families.EnglandCitizenship Education in England / France / Scotland - 2009 21

5 EVALUATIONPupils’ evaluation: civic and social skillscan only be evaluated in broad or complexsituations. Some certificates exist suchas the certificate for first-aid educationor road safety. But evaluation shouldalso include what is taught in the variousdisciplines. A working group is currentlyaddressing this issue in relation tocross-curricular themes.Evaluation of the school actionplan: secondary schools havescore-cards.National indicators (SIVIS) areused to measure the level ofviolence in a sample of schools.Some districts (départements) andacadémies have also introducedindicators to measure truancy.ApproachShort course GCSE Citizenship Studiesexamination are available from 3 exam boards.Over 75,000 pupils passed in July 2007 It is nowa full GCSE (2009).New A level Citizenship Studies awardingbodies were developed forfirst teaching in September 2008.EnglandOn-going self evaluationthroughout the school.ScotlandA school environment scorecard canmeasure the well-being of pupils and theirengagement in the life of the school,the dynamism of the school and the impactof their actions.France22 Citizenship Education in England / France / Scotland - 2009

EVALUATION 5When?Pupils receive accreditation for theircontribution to «school life » (notede vie scolaire). (Official BulletinNo. 22, June 1, 2006). This is one ofthe elements taken into account forthe end of lower secondary schoolqualification, the national « Brevet ».Pupils’ engagement in the life of theirschool, attendance, respect for schoolrules and other indicators are takeninto account.Pupils’ engagement in the life of theirschool, attendance, respectfor school rules and othercertificates are taken intoaccount.Annual reporting to parents in July.FranceGovernors meetings throughout year.Parents meetings to discuss pupils’ progress at leastonce a year.Evaluation is on-going andembedded systematicallyin teaching and learningmethodologies.Assessment results are used forlearning purposes.ScotlandEnglandCitizenship Education in England / France / Scotland - 2009 23

critical thinkinrespectteacherséquipes éducativescurriculumfor excellencePasseport citoyenneté – santémocratiquesleursknowland unsocle communde connaissanceset de compétencespartenariatsdemocratpupil vsantéParentsPartnershipsleeductements responsables

déVaélèvesACCOMPAGNEMENTsuccessful learnersparticipationedge, skillsderstandingparentsic valuesoiceCitizenshipin actionresponsible citizensdéveloppement durabationcomporCitoyenneté en actesgéducation