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reflect, probe their emotions and feel empowered. At its best, circle time helps children to
celebrate their personal identity.
Teachers create the atmosphere of circle time events by setting up an open circle of
chairs or cushions for everyone to sit on, so that there are no barriers between pupils. One
common activity is for an object (such as a toy or familiar object) to be passed around the
circle with only the person holding it being allowed to speak about the topic at any time.
Adults also sit within the circle and may participate as a member of the group or act as a
facilitator. Most pupils enjoy circle time, as it gives them an opportunity to talk about
themselves and one another, but rules have to be established and enforced if the time is to
be effectively spent. The rules may include only one person to speak at any one time; that
no one is obliged to contribute; and that comments must be temperate, free from personal
slights. The rules help the children to feel secure so that they can express themselves
freely and without fear of rebuke.
Topics for sharing or discussion during circle time depend on the age of the children
and the existing relationship within the group. Many teachers of younger children use the
opportunity to celebrate special occasions, share ideas and hobbies and even commiserate
with a child who has undergone a miserable experience. Naturally, teachers have to be
extremely sensitive that circle time does not become too intense or a time-filling activity.
Some teachers use the time to select children who take it in turns to be special for the
day and receive small privileges as a result.
Further reading
Collins, M. (2003) Enhancing Circle Time for the Very Young, London: Lucky Duck/Paul
Chapman.
Taylor, M. (2003) Going Round in Circles: Implementing and learning from circle time, Slough:
National Foundation for Educational Research.
A-Z 29
CITIZENSHIP
Citizenship education in primary schools offers pupils opportunities to grapple with
difficult life issues and dilemmas through discussion, collaborative activities and
problem solving. In most schools attention is given to ways in which pupils can make a
difference in the world (locally or globally) and they are encouraged to take an active role
in fund raising for poor communities, befriending the elderly and recycling materials. The
principle underlying social action is to ensure deeper and lasting change in pupils for the
benefit of everyone.
In the UK the development of citizenship for pupils of primary age is non-statutory
but is nonetheless followed by every primary school in one form or another. The
Qualifications and Curriculum Authority (QCA) provides a scheme based on twelve
individual units, including topics such as choices , people who help us and local
democracy for young citizens . Under the banner of PSHE (Personal, Social and Health
Education) and citizenship, the national non-statutory guidelines provide a framework
under two main headings of (1) knowledge, skills and understanding and (2) breadth of
study. The first category focuses on developing confidence and responsibility, helping
pupils to make the most of their abilities, preparing them to undertake an active role as
citizens, developing a healthy, safer lifestyle, securing good relationships and respecting
the differences between people. Aspects of citizenship are frequently introduced and
promoted during occasions such as a whole-school or class assembly to share and discuss
ideas about appropriate personal conduct and ways to be a responsible member of
society, especially at local neighbourhood level.
Citizenship education is a means through which teachers help pupils to orientate
towards a world in which there is a surfeit of information, yet little wisdom about its use
or guidance about making sound choices. The successful preparation of children as
responsible citizens depends to an extent on the moral lead that teachers are willing and
able to provide for them, not only through formal citizenship lessons but in the way they
behave and put their words into action.
Further reading
Bloomfield, P. (2003) Local, national and global citizenship , Education 3 13, 31, 3, pp. 59 67.
Bottery, M. (2000) Values education , in R. Bailey (ed.) Teaching Values and Citizenship Across
the Curriculum, pp. 3 13, London: Kogan Page.
CITIZED: http://www.citized.info/
Farrer, F. (2000) A Quiet Revolution: Encouraging positive values in our children, London: Rider.
Hicks, D. (2001) Citizenship for the Future: A practical classroom guide, Godalming: World
Wildlife Fund.
Wilkins, C. (2000) Citizenship education , in R. Bailey (ed.) Teaching Values and Citizenship
Across the Curriculum, pp. 14 27, London: Kogan Page.
Primary education 30
CLASS SIZE
Class size has always been an important issue for teachers. Numbers of children in infant
(Key Stage 1) classes have been reduced over recent years and are normally fewer than
thirty; numbers in junior classes (Key Stage 2) have changed little for a generation.
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