Research On Citizenship Education Curriculum Of England’s Primary And Secondary School

With the development of society, the link between the world become more close, the global shows integration trend. Therefore, all countries set their citizens a higher quality requirement. In recent years, China has restored the importance of civic education. In order to train citizens to adapt to today’s development, China should absorb the experience and lessons of other countries’. Today many countries have opened a special citizenship education curriculum in schools, England is among them. In 1998, The “Crick report” made specific implementation framework of British citizenship education for primary and secondary schools. And in 2002, citizenship education was included in the scope of statuary courses in secondary schools. Because England started citizenship education curriculum for a long time and accumulated a lot of experience. So this paper selects British Primary and Secondary citizenship education curriculum as reference, focusing on the content, objectives, implementation methods and characteristics of the UK primary and secondary schools’ citizenship education curriculum, hoping to draw some inspiration to civic education to our country’s primary and secondary schools’ citizenship education.This article describes the content as the following four parts: The first part specifically describes the status of the British Primary and Secondary citizenship education curriculum. The overall objective of the current British citizenship education course is to teach students useful knowledge and skills, develop their awareness of right and responsibility and bring them into the national and global citizens; the citizenship education curriculum contents are mainly around three major themes, that is relationship among human beings, human and society, human and nature, while teaching civic knowledge, skills and values; the implementation of ways and means include special citizenship education courses, disciplines penetration, participation in school and community activities, and online media. The second part analyzes the characteristics and Problems of British citizenship education curriculum in primary and secondary schools. These features include paying attention to personal ethics and responsibility, emphasizing the development of active citizens and stressing the social and school’s support. However, there are problems in the existing evaluation system for citizenship education courses, the faculty, course content and curriculum allocation. The third part states the main trends in future British citizenship education curriculum. Future citizenship education curriculum will focus on the issues on diversity and unity in British society; will pay more attention to the European dimension and the Englishness education and citizenship behavior. Section four presents the illumination to Chinese citizenship education curriculum of primary and secondary schools, which mainly contain the government playing a leading role to promote the development of citizenship education; promoting schools and families to pay attention to citizenship education curriculum; making clear the orientation of citizenship education curriculum organizing various forms of practice; keeping national identity while developing global citizens. The conclusion makes a brief summary for the whole paper.