The National Foundation for Educational Research (NFER) is carrying out a nine year evaluation of citizenship education in England on behalf of the Department for Education and Skills (DfES). The Citizenship Education Longitudinal Study (hereafter, the Study) began in 2001 and is tracking a cohort of young people from age 11 to 18, who entered secondary school in September 2002 and became the first students to have a statutory entitlement to citizenship education. This report addresses five research questions: (1) What are the main models of delivery of citizenship education and the factors which underpin these delivery models? (2) How far is the delivery process developing and changing as citizenship education becomes more embedded in the curriculum? (3) What are practitioners' views on citizenship education (its implementation, staffing and delivery) and on related training (its availability, quality and applicability)? (4) What are the models or strands of delivery which appear to be most effective? (5) How far can the delivery of citizenship education contribute to the wider educational policy agenda (e.g. participation and personalized learning)? This report contains nine sections. Following an introduction to the study and the wider policy context within which citizenship education operates in schools, Section 2 reintroduces and updates the typology of school approaches to citizenship education first outlined in the second annual report of the study (Kerr et al. 2004). Section 3 reviews the approaches adopted by schools to the delivery of citizenship and their evolution between 2004 and 2006. Section 4 uses the data from case-study schools, to explore the extent to which schools currently follow the Key Stage 3 and 4 programs of study for citizenship and balance the elements of knowledge and understanding, skills development and opportunities for active citizenship. Section 5 considers how citizenship education is staffed in schools. Section 6 investigates a further strand of delivery: teaching and learning approaches in schools between 2004 and 2006. The seventh section takes this analysis further by addressing the range of resources available to teachers and students to support citizenship teaching and learning and how they are used. Section 8 addresses school leader, teacher and student views on assessment in relation to citizenship education. Finally, Section 9 revisits the key research questions in the light of the analysis presented. The conclusions are set within the context of the current policy agenda, and particularly refer to the recommendations of three key reports: OFSTED's "Towards Consensus?; the report of the Diversity and Citizenship Curriculum Review and the report of the Education and Skills Select Committee on Citizenship," in order to produce recommendations, based on the most up-to-date evidence, that are realizable and useful to policy-makers and practitioners. Supporting appendices provide details of references, methodology, study structure and study outcomes to date. (Contains 7 tables and 6 figures.) [This report was produced by the Department of Education and Skills.