Campaigning and public policy
Democratic Life is a coalition of individuals and organisations that campaigns for high quality citizenship education, set up in 2010 in response to indications that the UK government intended to drop citizenship from the National Curricum. In 2013, its efforts were vindicated by the retention of citizenship in the new curriculum.
In 2013, we submitted our own response to the UK Government's final consultation on its new national curriculum.
In 2011, we published research for CfBT Education Trust on the new duty to teach community cohesion in schools. We published two reports: a background to the duty, with insights from schools and pointers for future policy development, and a more detailed guide for teachers and school leaders.
In 2008, we developed the citizenship manifesto: a public document that proclaims the rights and responsibilities of a school's students.
In July 2008, the UK government's 'Back on Track' white paper looked at reforming Pupil Referral Units (PRUs) and other alternative education provision. Our response looks specifically at the minimum core curriculum entitlement that young people in PRUs should have access to.
In January 2007, the Citizenship Foundation submitted this response to the Commission on Integration and Cohesion. It focuses on young people and on the role of schools in integration and cohesion.
In 2006, the Education and Skills Select Committee held an inquiry into citizenship education. Here you can read responses from the Citizenship Foundation, the Association for Citizenship Teaching (ACT),CSV Education and the National Foundation for Education Research (NFER).
In October 2006, the University of Cambridge and the Esmée Fairbairn Foundation launched a review of Primary education, to which the Citizenship Foundation has submitted evidence.
In 2005 and 2006, the Hooper Lecture was the Citizenship Foundation's major public event to promote awareness and debate of critical issues in effective citizenship.
In 2003, new regulations allowed school governing bodies to appoint pupils as members of governing body committees. This research from 2004 encourages exploitation of those regulations for the benefit of greater pupil involvement in the running of schools.