The government has just announced that 'citizenship' classes will be made compulsory for secondary school pupils. Is this move a needless waste of an already crowded school timetable, or a way to boost participation? Education reporter Lyn Barton investigates.

MORE THAN 60 per cent of Bradford folk didn't care enough about how and by whom their city was run to turn out to vote ten days ago.

According to Bradford South MP Gerry Sutcliffe, this does not represent disillusionment with politics or even aversion to bad weather.

He feels it is simply down to the fact that people do not understand their rights, responsibility and, above all, powers as a member of a modern democracy.

Taking citizenship back to the blackboard would be the ideal solution, says Mr Sutcliffe.

"I speak to many young people who simply have no idea what an MP does or how their local council works or how the justice system works.

"I think low turn-out at elections is a symptom of this lack of knowledge."

Mr Sutcliffe believes it is vital for the future that young people appreciate the society in which they live and their role in ensuring that it is safe and prosperous.

"I have argued for a long time that citizenship should be taught in schools."

Education Secretary David Blunkett announced broad ideas on changing the curriculum last week.

The truly revolutionary part was the concept that, for the first time, citizenship should be taught in schools and take up as much as five per cent of the curriculum which he announced last Thursday.

A spokeswoman for Mr Blunkett's department said citizenship classes will involve pupils at Key Stage Three and above.

"It is about making young people understand their rights and responsibilities as citizens in a modern democracy," she said.

"They should understand the importance of playing a full role in their community.

"Part of it is also so that people can learn about the richness of their cultural history and the social and religious diversity that makes up Britain today."

Some of the elements that make up citizenship classes will include knowing about how Parliament and the legal system works. Subjects such as voting rights and systems could also be covered.

Mr Blunkett wants to reverse what ministers fear is a growing apathy among the young towards conventional politics.

To be phased in by 2002, the citizenship lessons are also aimed at giving younger people a greater sense of their own cultural identity and respect for others.

It was not, Mr Blunkett was keen to point out, about 'jingoistic nationalism' and would not mirror American schools, where children pledge allegiance to the Stars and Stripes each morning.

In Britain the lessons would teach children about the operation of political institutions, and the choices involved in resolving political arguments.

But there would also be a strong emphasis on practical involvement in community life, with active encouragement of volunteering.

Primary schools would also be encouraged to spend more time on the same topics, but lessons would not be compulsory.

Headteachers in Bradford were largely in favour of the classes, although many commented that citizenship 'in kind' was already a feature of the schools curriculum.

But five per cent of the curriculum is a hefty portion of time to find, said Simon Willis, head at Carlton Bolling College.

"That would represent a whole period a week and to be honest something will have to give to accommodate it.

"Somebody or some lesson will have to be given up to make room and what do you take it from maths? English? Science?

"If citizenship is not going to examinable, taking time from a subject that is will hardly raise achievement."

John Patterson, headteacher at Bingley Grammar School, supports citizenship classes which he feels give young people the solid foundation of knowledge on which to build their own opinions.

He thinks adapting the timetable would not be an issue.

But the difficulty could be making teachers accustomed to another big alteration in the curriculum.

"I think citizenship classes would be a very positive move. I think not all teachers would welcome another fundamental change in the curriculum, but most people would support the initiative."

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