diff --git a/_posts/2012-02-22-primary-curriculum-subjects.md b/_posts/2012-02-22-primary-curriculum-subjects.md
index 160a732..e82695e 100644
--- a/_posts/2012-02-22-primary-curriculum-subjects.md
+++ b/_posts/2012-02-22-primary-curriculum-subjects.md
@@ -9,7 +9,7 @@ This area of the site contains the National Curriculum for England at Key Stages
 
 * [History](history)
 * [Geography](geography)
-* [Citizenship](citezenship)
+* [Citizenship](citizenship)
 * [Personal, social and health education (PSHE)](personal-social-and-health-education)
 * [Science](science)
 * [Physical education (PE)](physical-education)
diff --git a/primary-curriculum-subjects/_posts/2012-02-22-citizenship.md b/primary-curriculum-subjects/_posts/2012-02-22-citizenship.md
new file mode 100644
index 0000000..c5b39bb
--- /dev/null
+++ b/primary-curriculum-subjects/_posts/2012-02-22-citizenship.md
@@ -0,0 +1,338 @@
+---
+layout: page
+orig_url: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198824/citizenship
+---
+
+The non-statutory programme of study for citizenship at Key Stages 1 and 2, and the attainment target level descriptions are accessible from these pages.
+
+<h1 id="key-stage-1">Key Stage 1</h1>
+
+This programme is non-statutory and schools are not required to follow it. It is included so that schools can plan a whole curriculum.
+
+During Key Stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood.
+
+<h2 id="ks1-knowledge,-skills-and-understanding">Knowledge, skills and understanding</h2>
+
+<h3 id="ks1-developing-confidence-and-responsibility-and-making-the-most-of-their
+abilities">Developing confidence and responsibility and making the most of their
+abilities</h3>
+
+
+1. Pupils should be taught:
+
+
+    1. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
+
+
+    1. to share their opinions on things that matter to them and explain their views
+
+
+    1. to recognise, name and deal with their feelings in a positive way
+
+
+    1. to think about themselves, learn from their experiences and recognise what they are good at
+
+
+    1. how to set simple goals.
+
+<h3 id="ks1-preparing-to-play-an-active-role-as-citizens">Preparing to play an active role as citizens</h3>
+
+
+2. Pupils should be taught:
+
+
+    1. to take part in discussions with one other person and the whole class
+
+
+    1. to take part in a simple debate about topical issues
+
+
+    1. to recognise choices they can make, and recognise the difference between right and wrong
+
+
+    1. to agree and follow rules for their group and classroom, and understand how rules help them
+
+
+    1. to realise that people and other living things have needs, and that they have responsibilities to meet them
+
+
+    1. that they belong to various groups and communities, such as family and school
+
+
+    1. what improves and harms their local, natural and built environments and about some of the ways people look after them
+
+
+    1. to contribute to the life of the class and school
+
+
+    1. to realise that money comes from different sources and can be used for different purposes.
+
+<h3 id="ks1-developing-a-healthy,-safer-lifestyle">Developing a healthy, safer lifestyle</h3>
+
+
+3. Pupils should be taught:
+
+
+    1. how to make simple choices that improve their health and wellbeing
+
+
+    1. to maintain personal hygiene
+
+
+    1. how some diseases spread and can be controlled
+
+
+    1. about the process of growing from young to old and how people's needs change
+
+
+    1. the names of the main parts of the body
+
+
+    1. that all household products, including medicines, can be harmful if not used properly
+
+
+    1. rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.
+
+<h3 id="ks1-developing-good-relationships-and-respecting-the-differences-between-people">Developing good relationships and respecting the differences between people</h3>
+
+
+4. Pupils should be taught:
+
+
+    1. to recognise how their behaviour affects other people
+
+
+    1. to listen to other people, and play and work cooperatively
+
+
+    1. to identify and respect the differences and similarities between people
+
+
+    1. that family and friends should care for each other
+
+
+    1. that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.
+
+<h2 id="ks1-breadth-of-opportunities">Breadth of opportunities</h2>
+
+
+5. During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:
+
+
+    1. take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well]
+
+
+    1. feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves]
+
+
+    1. take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from']
+
+
+    1. make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly]
+
+
+    1. meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]
+
+
+    1. develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]
+
+
+    1. consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]
+
+
+    1. ask for help [for example, from family and friends, midday supervisors, older pupils, the police].
+
+<h1 id="key-stage-2" class="reset-numbering">Key Stage 2</h1>
+
+This programme is non-statutory and schools are not required to follow it. It is included so that schools can plan a whole curriculum.
+
+During Key Stage 2 pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.
+
+<h2 id="ks2-knowledge,-skills-and-understanding">Knowledge, skills and understanding</h2>
+
+<h3 id="ks2-developing-confidence-and-responsibility-and-making-the-most-of-their
+abilities">Developing confidence and responsibility and making the most of their
+abilities</h3>
+
+
+1. Pupils should be taught:
+
+
+    1. to talk and write about their opinions, and explain their views, on issues that affect themselves and society
+
+
+    1. to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals
+
+
+    1. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action
+
+
+    1. to recognise, as they approach puberty, how people's emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way
+
+
+    1. about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future
+
+
+    1. to look after their money and realise that future wants and needs may be met through saving.
+
+<h3 id="ks2-preparing-to-play-an-active-role-as-citizens">Preparing to play an active role as citizens</h3>
+
+
+2. Pupils should be taught:
+
+
+    1. to research, discuss and debate topical issues, problems and events
+
+
+    1. why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
+
+
+    1. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities
+
+
+    1. that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other
+
+
+    1. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences
+
+
+    1. to resolve differences by looking at alternatives, making decisions and explaining choices
+
+
+    1. what democracy is, and about the basic institutions that support it locally and nationally
+
+
+    1. to recognise the role of voluntary, community and pressure groups
+
+
+    1. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
+
+
+    1. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
+
+
+    1. to explore how the media present information.
+
+<h3 id="ks2-developing-a-healthy,-safer-lifestyle">Developing a healthy, safer lifestyle</h3>
+
+
+3. Pupils should be taught:
+
+
+    1. what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices
+
+
+    1. that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread
+
+
+    1. about how the body changes as they approach puberty
+
+
+    1. which commonly available substances and drugs are legal and illegal, their effects and risks
+
+
+    1. to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable
+
+
+    1. that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong
+
+
+    1. school rules about health and safety, basic emergency aid procedures and where to get help.
+
+<h3 id="ks2-developing-good-relationships-and-respecting-the-differences-between-people">Developing good relationships and respecting the differences between people</h3>
+
+
+4. Pupils should be taught:
+
+
+    1. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view
+
+
+    1. to think about the lives of people living in other places and times, and people with different values and customs
+
+
+    1. to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships
+
+
+    1. to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help
+
+
+    1. to recognise and challenge stereotypes
+
+
+    1. that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability
+
+
+    1. where individuals, families and groups can get help and support.
+
+<h2 id="ks2-breadth-of-opportunities">Breadth of opportunities</h2>
+
+
+5. During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:
+
+
+    1. take responsibility [for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school]
+
+
+    1. feel positive about themselves [for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take]
+
+
+    1. participate [for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting]
+
+
+    1. make real choices and decisions [for example, about issues affecting their health and wellbeing such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities]
+
+
+    1. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]
+
+
+    1. develop relationships through work and play [for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children in other countries by satellite, email or letters]
+
+
+    1. consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]
+
+
+    1. find information and advice [for example, through helplines; by understanding about welfare systems in society]
+
+
+    1. prepare for change [for example, transferring to secondary school].
+
+<h1 id="attainment-target-level-descriptions">Attainment target level descriptions</h1>
+
+At Key Stages 1 and 2 citizenship is part of the joint non-statutory framework for PSHE and citizenship. This framework does not include attainment targets. However, these level descriptions, which accompany the new secondary curriculum for citizenship, may provide a helpful guide to progression and attainment at Key Stages 1 and 2.
+
+<h2 id="level-1">Level 1</h2>
+
+Pupils can talk about citizenship issues that are suggested to them. They think of questions they would like to ask about these issues and identify who could help them answer these questions. They consider what their opinions are and share their ideas with others. They describe some of the groups and communities they belong to and recognise that people in their communities are different. They begin to describe how needs are different from wants. They take part in some of the decisions that affect them and their communities.
+
+<h2 id="level-2">Level 2</h2>
+
+Pupils begin to ask questions to find out more about the different groups and communities they belong to, and discuss with others the similarities and differences between them. They give opinions about the communities they belong to and their neighbourhood. They describe how things might be improved through the actions that they or others might take. They begin to recognise that all people have needs and wants and can identify the difference between the two. They begin to explore what is fair and unfair in different situations.
+
+<h2 id="level-3">Level 3</h2>
+
+Pupils recognise that issues affect people in their neighbourhood and wider communities in different ways. They investigate issues and find answers to questions using different sources of information provided for them. They present their ideas to others and begin to acknowledge different responses to their ideas. They discuss and describe some features of the different groups and communities they belong to. They identify different kinds of rights and understand that rights can conflict. They begin to recognise some features of democracy and know that people have a say in what happens locally and nationally. They identify what could be done to change things in communities and plan some action. They take part in decision-making activities with others on citizenship issues, in contexts that are familiar to them.
+
+<h2 id="level-4">Level 4</h2>
+
+Pupils explore a range of sources of information to engage with topical and controversial issues, including where rights compete and conflict. They identify different and opposing views and can explain their own opinion about what is fair and unfair in different situations. They develop research questions to explore issues and problems and begin to assess the impact of these for individuals and communities. They use what they find out to make informed contributions in debates. They appreciate that there are many diverse groups and communities in the UK and the wider world and use this understanding to explore the communities they belong to. They work together with others to plan and undertake a course of action to address significant citizenship issues. They begin to explain different ways in which people can participate in democracy through individual and collective actions and how they can change things in communities and wider society. They show understanding of democracy by making connections with their knowledge and experience of representation and taking action in the local community.
+
+<h2 id="level-5">Level 5</h2>
+
+Pupils discuss and debate topical and controversial issues including those where rights are in conflict and need to be balanced. They consider what is fair and unfair to different groups involved and make reference to relevant national, European and international dimensions of the issues. They use different methods of enquiry and sources of information to investigate issues and explore a range of viewpoints, drawing some conclusions. They communicate their arguments clearly, giving reasons for their opinion and recognising the range of ideas involved. They identify the contributions of different cultures and communities to society and describe ways in which the UK is interconnected with the wider world. They work collaboratively with others from the wider community, to negotiate, plan and carry out action aimed at making a difference to the&nbsp_place_holder; lives of others and explain the impact of actions taken. They show some knowledge of the operation of the political and justice systems in the UK, by describing the key features of democratic processes and the work of government in the UK. They participate effectively in activities involving representation, voting and campaigning on issues they have explored.
+
+<h2 id="level-6">Level 6</h2>
+
+Pupils are aware of the diversity of opinions on topical and controversial issues and describe some of the influences that shape those opinions. They decide on appropriate research strategies and develop questions to investigate issues. They explore and interpret different sources of information and begin to assess these for validity and bias. They develop informed arguments, taking account of diverse viewpoints, and challenge assumptions or ideas as they explore them. They use their findings to present a persuasive case for a particular course of action, giving reasons for their view. They negotiate their role, and plan and undertake courses of action with others. They reflect on the extent of their success in achieving an improvement or influence in the community and suggest what they might do next. They show understanding of the complexity of identities and diversity in groups and communities, and explain the impact of some of the changes in UK society and the global community. They consider a range of scenarios (from local to global) where there are inequalities and explain how different kinds of rights need to be protected, supported and balanced. They begin to make comparisons between the UK system of democratic parliamentary government and those systems in different parts of the world. They show understanding of interdependence, describing interconnections between people and their actions in the UK, Europe and the wider world.
+
+<h2 id="level-7">Level 7</h2>
+
+Pupils explore the origins of a range of opinions, including their own, on topical and controversial issues. They question assumptions and their own views as a result of informed debate and examination of relevant evidence. They argue persuasively and represent the views of others including those they do not agree with. They weigh up and assess the implications of situations where an individual's or group's rights and obligations are contested. They use a range of research strategies and sources of information with confidence. They work with others to initiate, negotiate, plan and carry out appropriate courses of action in the local and wider community to bring about change. They analyse the reasons for diversity in the make-up of UK society and explain how it changes over time. They begin to evaluate the roles citizens can take in shaping decisions and the extent to which they can influence the operation of political and legal systems. They compare the role of citizens in the UK with those in other parts of the world to illustrate the strengths and weaknesses of different forms of government.
+
+<h2 id="level-8">Level 8</h2>
+
+Pupils use and apply their detailed knowledge of citizenship issues, problems and events to analyse how these affect groups and communities in different parts of the world. They make connections between information derived from different sources and their own experience in order to make perceptive observations. They have a detailed understanding of the key citizenship concepts of democracy, justice, rights and responsibilities, identities and diversity, including how these can change over time. They carry out different types of research and hypothesise alternative courses of action, exploring the different implications of each. They put some of these courses of action to the test in their communities and analyse and draw conclusions about the impact and limitations of these. They understand how citizens participate in bringing about change in society through democratic processes and different kinds of action. They ask challenging questions to explore the ways in which justice, laws and governments operate in different places and the roles citizens can take in shaping society.
+
+<h2 id="exceptional-performance">Exceptional performance</h2>
+
+Pupils use and apply what they have learnt about the origins and substance of different viewpoints to present coherent, perceptive and compelling arguments on a wide range of citizenship issues. They research complex issues, selecting appropriate methodologies and drawing on their own and others' experience of taking action. They assess and evaluate the validity of a wide range of viewpoints and evidence, synthesising them to draw clear conclusions. They take an overview of the key citizenship concepts of democracy, justice, rights and responsibilities, identities and diversity and make sophisticated observations relating to the connections between them. They take a leading role in defining, negotiating and undertaking courses of action with others to address citizenship issues and problems. They apply this practical understanding to analyse approaches citizens can take to improve society through individual and collective actions and democratic processes. They evaluate the impact and limitations of policies on communities (local to global) now and in the future and suggest alternatives. They debate challenging questions about the relationship between the UK and the wider world and the kind of society they as citizens would like to live in.
\ No newline at end of file
diff --git a/utils/page.template b/utils/page.template
new file mode 100644
index 0000000..e14ba1f
--- /dev/null
+++ b/utils/page.template
@@ -0,0 +1,10 @@
+---
+layout: page
+orig_url: 
+---
+
+<h1 id="key-stage-1">Key Stage 1</h1>
+
+<h1 id="key-stage-2" class="reset-numbering">Key Stage 2</h1>
+
+<h1 id="attainment-target-level-descriptions">Attainment target level descriptions</h1>
\ No newline at end of file