Vision Versus Pragmatism: Citizenship in the Secondary School Curriculum in England

Key Findings

• In 36 per cent of schools our survey records high levels of student efficacy, student participation and a well defined and implemented approach to citizenship within the curriculum. But what does citizenship as a curriculum subject look like in such schools and how might more schools strive to become ‘citizenship-rich’?
• Schools ultimately balance vision and pragmatism to adopt a model of delivery for the citizenship curriculum that best suits their particular strengths, weaknesses and circumstances: a one-size fits all approach is unrealistic and impracticable. Yet, given the right circumstances, resources and support, the current variation in delivery models need not undermine the quality, breadth and depth of citizenship education provision in schools.
• Any model of delivery, whether it be in a discrete timetable slot, through PSHE modules or cross-curricular, is likely to be effective if a number of factors are present:- a small, dedicated teaching team- strong and clear leadership and direction- support for the teaching team through up-to-date, accessible lesson plans and resources
• The onus to turn this into reality cannot simply be placed on schools. Unless a number of structural challenges are addressed at the policy level, it seems unlikely that more schools will become ‘citizenship-rich’ as citizenship becomes more embedded in the curriculum over time. Challenges highlighted in the report include:- the general lack of status and visibility of citizenship education- the lack of trained specialist staff- competing policy priorities

Related Titles

Vision versus pragmatism , Vision versus pragmatism , Vision versus pragmatism , Citizenship Educational Longitudinal Study 6th report 2008 , Embedding citizenship education in secondary schools in England (2002-08) , Citizenship education in England 2001-2010: young people's practices and prospects for the future

Sponsor Details

DfE