1 Introduction

1.1 These criteria define the subject-specific essentials for the GCSE (Short Course) in Citizenship Studies. Specifications must also meet the requirements of the national curriculum programme of study for Citizenship at key stage 4 in England and the regulatory authorities’ general requirements, including the Common and GCSE Criteria.

1.2 A specification that meets these criteria must use the title Citizenship Studies.

1.3 In their specifications, awarding bodies must state explicitly which elements are common to specifications for England, Wales and Northern Ireland, and which options meet particular criteria requirements for England, Wales or Northern Ireland. For Wales, this will include a statement on where the specification matches the national framework for Personal and Social Education (PSE).

1.4 Any specification that contains significant elements of citizenship studies must be consistent with the relevant parts of these criteria.

2 Aims

2.1 A specification must give candidates opportunities to:

• develop and apply knowledge and understanding about becoming informed citizens through and alongside the development of skills of enquiry, communication, participation and responsible action;
• explore local, national and international issues, problems and events of current interest;
• critically evaluate their participation within school and/or community activities.

3 Specification Content

3.1 A specification entitled Citizenship Studies must specify the content on which assessment will be based and be consistent with the knowledge, skills and understanding required in the national curriculum programme of study at key stage 4 for citizenship for England, and/or the Personal and Social Education Framework for Wales and/or the Northern Ireland curriculum. Specifications for use in Wales should focus on Wales and the curriculum Cymreig.

4 Key Skills

4.1 GCSE specifications in Citizenship Studies should provide opportunities for developing and generating evidence for assessing the key skills listed below. Where appropriate, these opportunities should be directly cross-referenced, at specified level(s), to the criteria listed in Part B of the key skills specifications:

• application of number
• communication
• information technology
• improving own learning and performance
• problem solving
• working with others

5 Assessment Objectives

5.1 A specification must require candidates to:

AO1 demonstrate their knowledge and understanding of events of current interest; roles, rights and responsibilities; communities and identities; democracy and government; and relate them appropriately to individual, local, national and global contexts

AO2 obtain, explain and interpret different kinds of information including from the media, in order to discuss,form and express an opinion formally, and in writing, and demonstrate their ability to analyse and present evidence on a variety of issues, problems and events;

AO3 plan and evaluate the citizenship activities in which they have participated and demonstrate an understanding of their own contribution to them as well as recognising the views, and experiences and contributions of others.

6 Schemes of Assessment and Assessment Techniques

6.1 The assessment objectives listed in 5.1 must be broadly equally weighted.

6.2 Each scheme of assessment much include a terminal, externally-assessed component weighted at 60% and an internally-assessed component weighted at 40%. Both components must address all of the assessment objectives

6.3 All assessment components must be targeted at the full range of GCSE grades.

7 Grade Descriptions

7.1 Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content specified by the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the assessment may be balanced by better performances in others.

Grade F

Candidates demonstrate elementary knowledge and understanding about rights and responsibilities, communities and identities, democracy and government and how these impact on societies, culture and the global community. They do this by using their knowledge to make simple connections between their understanding of citizenship issues in relation to their own and other people’s lives, and their communities. They take part in discussions take part in discussions and can express opinions with reasons. They provide evidence that they have taken part with others in school and/or community activities, and reflected on their participation.

Grade C

Candidates demonstrate sound knowledge and understanding about rights and responsibilities, communities and identities, democracy and government and the impact these have on societies, culture and the global community. They do this by describing and explaining the importance and influence of citizenship issues in relation to their own and other people’s lives , and their communities. They discuss, interpret and evaluate different responses to issues studied by presenting relevant evidence to support arguments.They demonstrate an appreciation of different points of view and use arguments to make reasoned judgements. They evaluate their participation in school and/or community activities providing evidence of their ability to work with others, and contributing effectively to group decision making and project outcomes.


Grade A

Candidates demonstrate in depth knowledge and understanding about rights and responsibilities, communities and identities, democracy and government and the impact these have on societies, culture and the global community. They do this by drawing on specific examples and explaining the meaning and importance of citizenship issues in relation to their own and other people’s lives and their communities. They discuss, interpret and evaluate a variety of different responses demonstrating an appreciation of other points of view. They recognise the complexity of issues studied, weighing up opinions and make judgements supported by a range of evidence and well-developed arguments. They critically evaluate their participation in school and/or community activities providing evidence of their ability to work with others; They show they can make a range of contributions to group decision making and assess the effects of their participation. They have negotiated their roles and responsibilities within project work groups, and facilitated the participation of others.