Abstract
The curricular perspectives represented in primary Humanities (history, geography and the social sciences) are necessary keys to the social worlds in which children grow towards citizenship. This affects content, related to children's widening capacities, experience and imagination, starting outwards from home, family and locality. There is some recognition of this development in the present National Curriculum. As children grow older, content should become more systematic in place, time and concept, with suitable examples drawn from teachers' personal experience and enthusiasms and from a national databank. But preparation for active citizenship also depends on a democratic approach; active legitimation and sharing of personal experiences; growing toleration of others; cultivation of critical thinking skills. Teaching for such purposes involves risk-taking of several kinds, knowledge of subject-matter and of children's thinking and a clear formulation of personal values. This has implications for initial and further teacher education.
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