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2.2.3 Citizenship Education
2.2.3.1 The Hidden Curriculum
Children learn citizenship through both the explicit and the hidden curriculum. This
learning is “determined in the first instance by the school ethos” and is delivered through a
positive school atmosphere as well as through the relevant curriculum areas (Department of
Education and Science 1999a). Brooker and Broadbent (2007) maintain that the hidden
curriculum teaches children what behaviour and attitudes fit the school ethos, and it
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includes the accumulation of values passed on in school through words and deeds
(Dickerson 2007).
Strategies for establishing a positive school climate include “enhancing self-esteem”,
“fostering respect for diversity” and “fostering inclusive and respectful language”
(Department of Education and Science 1999b, p.23). Based on the children’s needs and
taking their environment into account, the curriculum aims to establish in the child a set of
attitudes, values and concepts relevant to civic issues (Department of Education and
Science 1999b). The language used in the school should be one that cherishes both children
and adults, and respects individual differences while promoting inclusiveness (Department
of Education and Science 1999b).
2.2.3.2 Citizenship in the Primary School Curriculum
The Primary School Curriculum (Department of Education and Science 1999a) positions
content relating to citizenship primarily within the subject Social, Personal and Health
Education (SPHE) and this is complemented by the Geography curriculum which “fosters
the child’s sense of local, regional, national, European and global citizenship” (Department
of Education and Science 1999c). The curriculum acknowledges the importance of being
aware of the diversity of people and their cultures, and aims to promote tolerance and
respect for others.
The SPHE curriculum uses a spiral approach, and content covered with younger age groups
is revisited later when children are at a different stage of development. The curriculum is
split into three strands: Myself, Myself and others, and Myself and the wider world. Each
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strand is sub-dived into a number of strand units, many of which deal with some aspect of
citizenship.
The strand ‘Myself’ focuses on self-awareness and it includes the strand unit Self-identity
which helps children to view themselves as unique individuals with different strengths and
able to make a useful contribution to life. The strand ‘Myself and others’ is primarily
concerned with learning to care and respect others, and its objectives include learning to
treat others with dignity and respect, developing communication and interpersonal skills,
developing empathy and learning to explore from different perspectives.
The strand ‘Myself and the wider world’ aims to develop respect for cultural and human
diversity and an appreciation for the democratic process. It includes the strand unit
‘Developing Citizenship’, which encourages children to explore their own culture and
traditions and compare them with other traditions and cultures. It also includes learning
about rights and responsibilities starting within the school and local community. The strand
also explores aspects of European and wider communities and helps children to appreciate
the interdependent nature of the world. The strand ‘Myself and the wider world’ includes
the strand unit ‘Media’ which helps children become aware of the cultural bias presented in
various media.
The SPHE curriculum expects children to be engaged in activity-based learning and
recommends that tasks reflect the variety of intelligences. The curriculum advises that
SPHE assessment could include observing the child’s interest, the application to the task in
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hand, and cover a range of intelligences. It suggests that portfolios with the children’s work
and projects undertaken by individual children or small groups could be examined to assess
their understanding of a topic.
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