In this Chapter, we provide the framework criteria we propose to adopt in order to translate our pedagogical approach into concrete curriculum design and didactic planning. As a premise, in the first two Sections we critically discuss framework initiatives aimed at strengthening citizenship education policies both in global international cooperation and within the European Union. We critically discuss inconsistencies and ideological biases in the light of the theoretical criteria we discussed in previous Chapters. The next three Sections provide operational tools for practical orientation of teachers and educators actions in all contexts. The first one is a sound conceptual frame that can better help understand, in our view, the meaning of citizenship education inside school and education curricula at all levels. Subsequently, we illustrate the overall goals of an experimental demonstrative curriculum for citizenship education we are currently developing through research and practice to provide the European Education Area with a reference pedagogical framework designed to enable European public education to consistently revitalise critical democratic education. The last Section deals with the assessment and evaluation issue in citizenship education: it discusses its momentous role for the hidden curriculum and suggests transformative practices that can make it a reinforcing, rather than a hindering, aspect of teachers’ educational action.