This page lists what we actually have for AQA GCSE Citizenship Studies 8100. It is built from the live activities, so it is accurate on the day you read it.
The section about something that happened in your school
Citizenship has a feature that no other written GCSE quite shares. Paper 1, Section A asks candidates about a citizenship action they personally took part in: a campaign, a consultation, a piece of advocacy, planned and carried out and then evaluated.
A national revision site has never seen that action. It cannot supply the aim, the method, the obstacle in week three or the thing your students would do differently. Any resource claiming to revise Active Citizenship is either vague or wrong.
What can be prepared is the shape of the answer. Two activities go at that. One covers what the questions actually ask for: the sequence from research to planning to action to evaluation, and the vocabulary of impact and evidence. The other looks at the actions of other people, which is how a student learns to judge an action critically before turning that judgement on their own.
Use them before the write-up, not instead of it.
The institutions, which is where the set is strong
Four activities carry most of the weight, and they are the longest here.
Local and devolved government, at twenty-eight minutes and eighteen steps, is the largest single activity anywhere on this site. It covers what councils actually do, how devolution divides power differently in Scotland, Wales and Northern Ireland, and where public money comes from and goes.
Parliament and voting systems, also twenty-eight minutes, covers first past the post against the alternatives, what happens to a bill, and the difference between the Commons and the Lords in practice rather than in a diagram.
Government formation and the civil service covers the bit students find genuinely strange: that the government is not the same thing as Parliament, and that most of the state carries on regardless of who won.
The British constitution and democracy is the prerequisite for all three, and the one to set first.
Together they are the densest institutional coverage on this site, and institutions are where Citizenship answers fall apart: a student who calls the government "the MPs" has lost marks before writing a second sentence.
Content that dates, and how these handle it
Citizenship is the subject most exposed to time. Parties change, powers move, treaties are signed and left, and a case study that was current when it was written can be misleading three years later.
These activities lean on structures rather than on personalities and current holders of office, which slows the decay without stopping it. Rights and responsibilities is covered through Magna Carta to the Human Rights Act and through universal human rights, which are durable. The justice system and legal rights are covered as process.
Even so, this is a page to treat as needing a fresher look than the science ones. Our Edexcel GCSE Citizenship Studies page examines the same problem from the other board's side and is blunter still about how far its content has kept up.
Using them
The three activities embedded further down are playable here without an account.
The lists below group by classroom use, worked out from what each activity contains. For how each is meant to be run, see ready-to-run revision activities. To put several in front of one class in order, build a sprint and share one link. Everything else, by subject and board, is on the revision pages.
What this page does not do
Nothing for your students' own citizenship action beyond the frame for writing about it.
No current affairs. These teach the machinery, not this month's news, and a Citizenship class needs both.
It is not a scheme of work. For a shape to drop these into, see how to structure a GCSE revision programme.
It does not track anything, so there is no completion list to check.