ABSTRACT
This chapter tells the story of how citizenship came into the secondary school curriculum in England, and considers some of the issues involved. This story cannot, however, be separated from the consideration given to personal, social and health education (PSHE) at the same time. During the course of these developments, issues about the nature and role of citizenship within the curriculum and the whole school inevitably arose. How they were resolved has shaped the final curriculum orders and the nature of the support and other mechanisms put in place to help schools teach citizenship. Aspects of these support mechanisms are described here, and issues for further discussion are raised.
