There is now broad agreement that citizenship should form an important part of the curriculum. And that, broadly, is where the agreement ends. What it is that pupils should learn, how and why they should learn it, and how that learning should be assessed are all contentious issues. Such questions provide the opportunity for interesting theoretical debate - yet, at the same time, busy practitioners have to teach citizenship effectively NOW. This book is based on the assumption that theory needs to be related to practice - and that there is already much good practice from which we can learn.