Lord Cormack
To ask Her Majesty’s Government what plans they have to increase the emphasis on citizenship studies in the school curriculum.
The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
My Lords, I am delighted to be able to say that this Government have retained citizenship education as part of the new national curriculum. From September this year it includes an improved programme of study for citizenship education at key stages 3 and 4. This new programme of study will equip young people with the skills and knowledge to explore a range of issues and help them to take their place in society as responsible citizens.
Lord Cormack (Con)
My Lords, I am grateful for that reply. Can my noble friend assure me that citizenship will have a central place in the curriculum, particularly in the last two or three years before children leave school? Will he ensure that, whether it is busking or otherwise, they have the opportunity for community service during that period? Will he give further thought to the idea that I have put to him on many occasions that there should be a citizenship ceremony when pupils leave school so that they can acknowledge publicly their responsibilities as well as their rights?
Lord Nash
I absolutely agree with the noble Lord that citizenship is important and I know that he is a passionate supporter of it. Many schools have ceremonies for awards and the new citizenship programme of study requires active participation. I would certainly encourage schools to consider adopting the noble Lord’s idea if they do not already reward good citizenship. Certainly it will help them demonstrate that they are promoting British values. However, it is not this Government’s style to mandate such a thing. In addition, the Government’s National Citizen Service for 16 and 17 year-olds gives young people a chance to develop skills such as volunteering and social action projects. I was delighted to see that the IPPR report published at the weekend was so supportive of the National Citizen Service and that we seem to have achieved cross-party support for it.
Baroness Lister of Burtersett (Lab)
My Lords, does the Minister agree that a good way of consolidating citizenship education would be to extend to young people at the age of 16 the right to vote so that they can apply at the ballot box what they have learnt and, it is to be hoped, get into the habit of voting?
Lord Flight (Con)
My Lords, do citizenship classes include the proper teaching and understanding of not only how Westminster works but how local government, the United Nations and the EU work? In my time at school that was a part of it.
Lord Singh of Wimbledon (CB)
My Lords, citizenship generally suggests teaching conforming behaviour, which is important. However, does the Minister agree that the teaching of conforming behaviour is not quite the same and needs to include the teaching of ethical values of right, wrong and responsibility, which can sometimes— and sometimes should—challenge conforming behaviour?
Baroness Royall of Blaisdon (Lab)
My Lords, too many of our young people do not vote, which is understandable when they are not taught about our political system and our system of governance. The Minister mentioned citizenship lessons but the fact of the matter is that they are not compulsory. As the noble Lord, Lord Cormack, said, they should be a compulsory element in all schools including academies and free schools. What plans does the Minister have to ensure that there is a fully qualified citizenship teacher in every school?
Lord Nash
I am a little confused about the Labour Party’s attitude on compulsory subjects in the national curriculum. I thought that its study group had proposed that all schools should be free not to teach the national curriculum, but I will not attempt to keep up with this flip-flopping. We do not agree that it should be mandatory. A lot of people want to have subjects made mandatory in the curriculum but there is not room. Schools must teach citizenship at key stages 3 and 4. They must also teach about spiritual, moral, cultural and social responsibility and British values. The curriculum includes all the institutions to which the noble Baroness referred.
Lord Phillips of Sudbury (LD)
My Lords, I declare an interest as the founder and president of the Citizenship Foundation. I say to my noble friend that while he paints a very rosy picture of citizenship, at the moment less than 2% of pupils take citizenship education at GCSE. The free schools and academies do not have to teach it at all and Ofsted does not extend to citizenship in schools, while the Government have withdrawn bursaries for young teacher trainers to teach citizenship education. In the light of the statistics and the general sense of gloom in the citizenship community at the moment, will my noble friend please go back to his Minister and seek to do something about what has happened to citizenship education over the past two or three years?
Lord Nash
Ofsted reported last year that it found that in primary schools citizenship was “thriving” and that in secondary schools the quality of citizenship education was stronger than in its 2010 survey. It also found that head teachers recognised the rich contribution the subject makes to pupils’ learning, their personal development and the ethos of the school. We have substantially improved the citizenship curriculum from the previous, rather issues-based, syllabus and we are now enhancing the requirement to teach about British institutions and values.
Lord Elton (Con)
Will my noble friend take into account the enormous change that has come over our society since the middle of the last century, at which stage the lifeblood of the country flowed through the churches, cathedrals, mosques, meeting houses, temples and synagogues? The actual morality that was the underpinning fabric of good citizenship could not escape people because it was put before their eyes every week. Now that that has gone, will my noble friend talk to his colleagues in other departments to ensure that there is a link between citizenship and practical experience of the teaching of all-faith religious knowledge? That way, people will understand what it is we want them to do.
Baroness Howe of Idlicote (CB)
My Lords, does the Minister agree that one area that could be encouraged is parenting? I do not just mean good relationships with your own parents but what your future children are going to need, by way of skills, to be good parents themselves.
Lord Nash
I agree entirely with the noble Baroness. Parenting skills in this country are, in many cases, sadly lacking but it is not easy to dictate to parents, even young parents, how to do that. However, all good schools certainly seek to engage with their parents not just about their children’s education but, bluntly, to improve the education of the parents themselves.
Baroness Farrington of Ribbleton (Lab)
My Lords, in making rather sweeping asides about the Labour Party’s policy, will the Minister please accept that there is a world of difference between laying down what children ought to learn as part of the curriculum and getting into the dangerous area of politicians deciding which books to teach the curriculum from?
Lord Harris of Haringey (Lab)
My Lords, is not one of the most important forms of citizenship being able to save your fellow citizens’ lives? Why, then, do only 21% of schools provide training in first aid—it is even fewer in CPR techniques—given that there are 60,000 events of cardiac arrest around the country as a whole? Why not include that in the national curriculum both to encourage the better health of individuals and to give the young people concerned greater reliance and greater confidence?