Implementing Citizenship into the English Secondary School Curriculum

This article represents a snapshot of ten state secondary schools in the north of England immediately prior to the implementation of the statutory inclusion of citizenship in the revised National Curriculum. It includes data from interviews with the citizenship coordinator of each school and offers a range of responses by schools to the change. The two authors respectively, bring to the study their experience of Educational Management and Humanities and offer two different perspectives on the management of change, curriculum planning and implementation. Practical issues of status of the subject, resources, structures and staff development sit alongside contested issues of philosophy, content, pedagogy and outcomes.
Whilst recognizing the qualities and the commitment of the citizenship coordinators, a number of issues are raised that might give cause for concern at the medium to long-term future of this curriculum development.