Students’ experiences and understanding of citizenship is often patchy. They often refer to notions of citizenship as being a person who is 'good' and responsible in society such as someone who pays taxes and obeys the law. When the term 'citizenship is linked to the term 'active citizenship' there is still uncertainty. In schools there is uncertainty about the meaning and scope of citizenship and they often find it difficult to build up links between explicit citizenship learning in the classroom and what students can learn through participation in life.'Participation in life', although it sounds vague, is often the nearest way to describe active citizenship. In a social education setting 'Participation in life', by the nature of the term, should be illustrated rather than articulated as a taught subject. One way to make sense of it is to introduce elements of citizenship simulteneously, link them together and exploit them as a topic; for example, the use of the elements such as diversity, faith and background can be linked to charity and empathy. Even though the understanding of these elements is designed to lead to increased awareness of the issues, there are other elements such as law, current legal and moral issues that need to be considered and understood in order for active citizenship to become interpreted as a way to achieve change as well as to have participation in life. Students in HE, as part of their studies are encouraged to become both knowledgeable and active participants. It can be about a way of introducing students to their legal rights, responsibilities and the role of law in democratic society and linking it to something that happens outside the lecture theatre and in the community.