Activities Designed To Develop Some Of These Skills Have Included A Task To

Activities designed to develop some of these skills have included a task to investigate the types of crimes committed in a local area, involving interviews with police and magistrates, collecting statistics, researching local newspaper articles and learning to analyse, evaluate and present findings. Another task was to research the effects of smoking on health through collaborative work in groups, building on skills previously acquired (Campbell and Craft, 2004).
Many commentators have pointed out that the process of planning or reviewing the school curriculum for citizenship and PHSE must take account of students' needs and priorities together with those of the community (Parsons, 1999; Helsby, 1999; Hayton, 1999; Cowie et al, 2004). These include not only the views of students themselves, their parents, school staff and governors but also factors specific to the local community such as local crime statistics, health and safety issues such as teenage pregnancy and drug misuse and the school's own data on racial harassment, bullying and behaviour.
Arthur et al (2000) and Docking (2000) acknowledge the general consensus for this broader based agenda for schooling to foster social and political literacy in students but also raise questions about precisely how this is able to be delivered through the curriculum and by teaching staff. Arthur and colleagues, for example, point out that the National Curriculum remains dominated by cognate subject areas without any real attempt to articulate the values and beliefs which they help form in young people (2000, p.9). Docking (2000), also, suggests that without a rationale underpinning and linking different elements in the curriculum, and making values and beliefs explicit, the overarching statements and objectives articulated by the QCA, other governmental documentation and the school may well be ignored by teaching staff. As Arthur observes, since the school is the social setting within which students learn their social literacy, the values and beliefs embedded in the school need to be made visible (2000, p.9). Arthur et al (2000) go on to cite research by Holden (1999) which has thrown doubt on the preparedness of teachers for these new social education demands.
Campbell and Craft (2004) highlight the importance of support and training for teachers in the areas of citizenship and PSHE. They suggest that training should address key issues such as ways of establishing ground rules for pupil discussion and negotiation, responding to issues raised spontaneously by pupils, managing discussion of controversial and sensitive issues and challenging discriminatory behaviour and language.