Citizenship in Schools
IMPORTANCE OF CITIZENSHIP EDUCATION AND HOW IT IS IMPLEMENTED IN THE SCHOOLIntroduction........................................................................... 2Background............................................................................ 3Methodology - Pupils' Questionnaire............................................ 7Methodology - Course Director's Questionnaire................................. 11Results and Analysis - Pupils' Questionnaires................................. 15Results and Analysis - Course Director's Questionnaire.................... 20Conclusions........................................................................... 24Bibliography........................................................................... 25Appendix A : Graphs of results of pupils' questionnairesAppendix B : Pupils' questionnaires and answersAppendix C : Course director's questionnaire and answersAs from September of this year, Citizenship Education became a statutory entitlement at Key Stages 3 and 4. T
BackgroundAfter a number of non-governmental initiatives were deemed to have failed to promote the importance of Citizenship as a subject in schools, the White Paper Excellence in Schools, by the then Secretary of State for Education, David Blunkett, appeared in July1997. How this was mutually beneficial to both pupil and society was quantified thus: "A modern democratic society depends on the informed and active involvement of all its citizens. Instead of writing, the pupils said, they had debates. Learning through practical activities in the community is most of all what differentiates Citizenship from other subjects. 16 said they had covered war or elections in History, 1 in German, though 5 of these said that learning took place at their primary schools. Question 11: As the course director says, the pupils generally like the discussions. But Marshall saw citizenship as passive, dependent on a fully-functioning liberal democrat welfare state. The use of the word "only" implies that perhaps this is not the case, however this is speculation and we must merely concede that the question has not been fully answered. Question 5: The main differences between Citizenship and other lessons were the lack of homework, writing and "hard work" in Citizenship. Course Director's Questionnaire - Methodology The course director at the school was asked eleven set questions which are concerned with the school's implementation of the Citizenship Education programme: what has been done, what is happening now and what direction the programme will take. Pupils are expected to develop an understanding of the workings of democratic systems, including issues such as taxation and elections, and the skills and values required of them to participate in their own democracy. If the trend continues throughout the Citizenship programme, then we must ask whether all pupils are benefiting equally from the lessons, or whether only the minority who join in the discussions are gaining advantage from the open debate of the Citizenship classroom. Question 8: Equally, if the school is using the same staff as the PSHE/PSE programme to teach Citizenship, it is important to find out whether they have received any additional training to teach the subject properly. Pupils' Questionnaire - Results and AnalysisQuestion 1: 29 out of 30 pupils said that they had covered the topic of war so far this term (1 pupil left this question blank).
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