Our work includes the development of citizenship resources, nationwide trainingprogrammes, national active learning projects for primary and secondary schoolsand community-based projects. The Citizenship Foundation also contributes topolicy debates and in 2002 was part of the cross-party movement thatsuccessfully advocated for the inclusion of citizenship as a statutory subject inthe secondary school curriculum. The Foundation continues to champion thevalue of citizenship education, and its constituent parts, by taking part indeveloping policy discussions and by working closely with policy-makers.
Response to specific call for evidence questions: Citizenship(section E)
Citizenship is currently a compulsory NC subject, with astatutory Programme of Study, at KS 3 and 4. In future, do youthink citizenship should continue to be a NC subject?
Yes. We are convinced that citizenship must remain a compulsory NationalCurriculum subject at key stages 3 and 4. Significant progress has been made inschools since its introduction. Citizenship should also be a compulsory NationalCurriculum subject at key stage 2.Citizenship is a unique subject combining academic knowledge of politics, lawand the economy with practical social action. No other subject addresses theseareas of knowledge or skills. Citizenship teaches students knowledge of democracy including political institutions, parliament and government; justiceincluding the operation of the justice system, the law and the courts; rights andresponsibilities including political, legal and human rights; identities and diversityincluding how British society is changing; how devolved government and politicswork; and the role of the UK internationally. This essential knowledge iscontextualised and brought to life through the critical exploration of contemporary local, national, European and international issues and examples.The National Curriculum should not only prepare students for further educationand employment, it must also equip them with the knowledge, understandingand skills they need to play an effective role in public life. As 2010’sIEA study of Civics and Citizenship (ICCS) shows how knowledge underpins participation:students with higher civic knowledge reported greater likelihood to participate inelections and in society now and in the future.
Citizenship knowledge istherefore essential to developing politically literate, responsible and activecitizens who can make a positive contribution to our economy, communities anddemocratic society.
The ICCS surveyed over 140,000 students in more than 5,300 schools from 38countries including Finland, Korea, Taipei, Sweden, Ireland, Norway, Spain and England.Student data were augmented by data from more than 62,000 teachers in those schools.ICCS published an International Report and a European Report in late November 2010.
ICCS 2009 International Report: Civic knowledge, attitudes andengagement among lower secondary school students in thirty-eight countries