ABSTRACT
In this chapter, we have tried to set out how citizenship has now to be viewed as different from the rest of PSHE and the implications that has for schools and co-ordinators, particularly in the secondary phase. At the same time, it should be evident that the advice given in other chapters – about organising, planning, teaching and learning, the roles of head teachers, parents and pupils, and about assessing, monitoring and evaluating – are as equally valid to citizenship as they are to the rest of the PSHE curriculum.
