Two contrasting interpretations of the aims of citizenship education (CE), introduced as a compulsory component of the National Curriculum at key stages 3 and 4 in September 2002 , are possible. In this essay, I will argue that while one is highly complementary, the other is potentially in deep conflict with recent conceptions of the ‘employability' agenda that is also being promoted in schools.

Two assignments from students on the PGCE at Bristol University who were asked to write a persuasive article for an educational journal that would convince teachers of the value and contribution of citizenship education.

This paper seeks to critically explore and lay out numerous factors, which could be contributing to Islamophobic attitudes entailing non-differentiated views of Muslims in relation to what today is referred to as “terrorism”, “radicalism” and “the war against terror”. With respect to community, the main objective of this enquiry is to point out the high level of significance this type of Islamophobia can have for both Muslim and Non-Muslim members of society, and what lack of understanding thereof could be establishing within the framework of education. By being the target of xenophobic attitudes, the Muslim youth may be well be placed unwillingly before a loyalty-conflict between Muslim identity and British identity, which is currently the cause of much debate in Britain and questions of community belongingness. There is an urgent need for educators and policy makers to be aware of the complexity of the whole situation whilst adopting a constructive no-blame-approach and of recognizing potential victims of such alienation and discrimination, which is often undetected and has a major impact on lastly everyone in society.

“Assessment is currently a weak aspect of Citizenship.” (Ofsted,2003). This judgement by Her Majesty’s Inspectors suggests that those who wish to deliver effective Citizenship Education need to have a better understanding of the role that assessment has in Citizenship. More specifically, providers of Citizenship education should be aware of the rationale behind assessment, the benefits and pitfalls of assessment, the various methods of conducting assessment and ultimately, they should be able to identify and address the current problems within Citizenship assessment. By conducting a literature review on assessment and then examining my own assessment techniques, through a case study from my first placement, I hope to achieve a greater understanding of assessment principles and also develop and improve my methods of assessment for future practice.

This paper explores the concept of participation in Citizenship education. Specifically, it demonstrates the crucial role of democratic school structures, such as school councils, in developing young people’s sense of agency, which is a necessary precursor to their participation in public life in adulthood. While acknowledging the limitations of school democracy, the essay argues that it represents a paragon necessary to ensure every child has the opportunity to participate at school in an effective manner. To this end legislation for statutory school councils is called for.

Citizenship education aims to produce individuals with the knowledge and skills to participate in democracy. Those involved with Citizenship delivery are therefore faced with the inherent tension of developing skills of participation in the context of a hierarchical and autocratic school system. This essay acknowledges this tension, and recognizes it as a challenge for schools and teachers. However, there are ever increasing opportunities for student participation throughout their school experience. A model is presented that provides a framework for thinking about these opportunities for students’ to develop their skills of democratic participation.

Introduction The final report of the Advisory Group on Citizenship (1998) unanimously and strongly advised the Secretary of State, that Citizenship must be made a statutory part of the National Curriculum, in order to change the political culture of the country. They stated that 'unless we become a nation of engaged citizens, our democracy is not secure' (Ibid:8). Despite many positive aspects of an education for citizenship, there has been, and continues to be, heavy criticism of its nature and purpose. For example, Garratt (2000) identifies the possibility of indoctrination, specifically in relation to political values. Indeed, I was initially very concerned about this possibility, after hearing about its proposed introduction during my degree in 2002.

Abstract A theoretical examination of ethical principles underlying key perspectives on economic globalisation is used to justify an approach to teaching the subject as an ethical issue. In the light of this, theories of moral development and approaches to moral education are considered and related to statutory requirements on teaching political issues and the guidelines of the Crick Report (1998). A developmental approach to teaching strategies is suggested. Practical issues in teaching a unit of work on economic globalisation are discussed, and implications for professional development are outlined. Recommendations are made for further research in this area.