A curriculum which acknowledges the social responsibilities of education must present situations where problems are relevant to the problems of living together, and where observation and information are calculated to develop social insight and interest.
Good schools see Citizenship as a means to raising attainment, not an add-on to be done after examination success has been achieved and a means to addressing statutory duties concerned with student voice, community cohesion and race equality.
A school should have one or several themes for continuing support of poorer communities and especially education in poorer communities, as for instance being a UNICEF partner school. The need for this requirement follows immediately from the right to education.
A school must implement an integration policy that offers an adequate level of integration to pupils with disabilities. The need for this requirement follows immediately from equal opportunity considerations.
It is vital that pupils are provided with structured opportunities to explore actively aspects, issues and events through school and community involvement, case studies and critical discussions that are challenging and relevant to their lives.
A school must offer schemes for codetermination on different levels, including the general public and parents whose children are not yet pupils of the school. The need for this requirement follows immediately from the right to public participation.
A school must offer schemes for codetermination through pupils that are both challenging and motivating for the pupils.
A school must offer at least a voluntary mentoring program that is monitored by qualified personnel and can make definite quality guarantees. The need for this requirement follows immediately from equal opportunity considerations.
A school should seek certification through certification organizations that make definite quality guarantees about the implementation of policies, curricular standards, qualification of personnel and the quality of living for pupils.