ABSTRACT
In the wake of the announcement that citizenship was to be made a statutory subject many teachers were enthusiastic-but cautious about the additional demands on their time. During the conferences and consultations that took place around the introduction of the Order, teachers expressed particular concern over five issues:
1. the perceived tension between the standards agenda (driven by league tables and cash) and the values agenda (driven by no such imperatives) (see Chapter 13, under The benefits of a whole-school strategy: The contribution of citizenship education to standards);
2. the struggle to find space in the curriculum and time for the teachers to tackle the new subject, particularly community involvement (see Chapter 14, The curriculum: Creating learning experiences);
3. the matter of assessment and accreditation-whether pupils can fail citizenship (see Chapter 14, under The curriculum: Assessment);
4. increasing democratic student involvement (see Chapter 14, under The curriculum: Involving students in school);
5. sufficient training, resources and support for citizenship education (see Chapter 14, under Professional development; Management; and Context).
These concerns continue to dominate staffroom discussions up and down the land and are explored in the chapters that follow. These chal-lenges require
