Introducing Civics and Citizenship: Levels 3 - 10

Outline of this session FAQs The rationale and aims of the curriculum The structure of the curriculum Approaches to teaching Civics and Citizenship Resources

Do I have to teach Civics and Citizenship (CC) as a discrete subject in the curriculum? No – the content of CC may be taught in a range of ways including integrated with other Humanities curriculum, other Learning areas, or as part of themed units. The requirement is that the content of the curriculum be taught and be part of the school’s learning program. You may have other questions about CC but these are some common ones……

How often do I have to report against the Civics and Citizenship achievement standards? Schools should report on student achievement in the course of each two year band of school – in accordance with the whole-school teaching and learning plan See: Victorian Curriculum F-10, Revised curriculum planning and reporting guidelines. http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx

What is the place of active citizenship in the Civics and Citizenship curriculum? Active citizenship focuses on the actions that citizens can take to contribute to and improve their community. The curriculum encourages students to consider the ways they can participate in school, local, state, national and global communities. They are also asked to consider options and arguments in relation to issues of community concern and develop action plans to address these. The nature of active citizenship will differ between schools.   Community’ may refer to the school community, the local community, the state, the nation or the global community.  Active participation may be as small as improving a classroom recycling program or include large school-community social service programs, student leadership programs, volunteer programs and partnership programs with local councils or groups outside the school.

Where is Civics and Citizenship placed? The Civics and Citizenship curriculum is written for Levels 3 - 10. The Humanities include four disciplines The Humanities Civics and Citizenship Economics and Business Geography History All of the Humanities curriculum is written in two year bands in the Victorian Curriculum. This is to enable teaching and learning flexibility over two years

Rationale Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society. They gain the knowledge and skills necessary to question, understand and contribute to the world in which they live. When looking at the curriculum, I know it’s tempting to go straight to the content descriptions – the what do they want me to teach? – but it’s a good idea to start with a bird’s eye view. This is the first paragraph of the rationale – and you can see that CC is very clearly linked to student identity, empowerment, contribution. – and this of course is the notion that the curriculum provides students with knowledge, skills and understandings to make a critical difference to their society….. CC affects the way we live.

Aims … students develop: a lifelong sense of belonging to, and engagement with, civic life as an active and informed citizen in the context of Australia as a secular democratic nation with a dynamic, multicultural and multi-faith society knowledge, understanding and appreciation of the values, principles, institutions and practices of Australia’s system of democratic government and law, and the role of the citizen in Australian government and society skills necessary to investigate contemporary civics and citizenship issues, and foster responsible participation in Australia’s democracy the capacities and dispositions to participate in the civic life of their nation at a local, regional and global level. Developing a civic identity within a diverse society Knowledge and understanding Skills for critical understanding and participation in Australian democracy

Structure of each two year band Curriculum structure: Bands 3 & 4, 5 & 6, 7 & 8, 9 & 10 1. Band description with key focus questions 2. Content descriptions in three strands: Government and democracy Laws and Citizens Citizenship, Diversity and Identity ( Elaborations for each content description) 3. Achievement standards

Band descriptions: an overview of the learning in a two year band Key questions: key questions which are the focus of teaching and learning Content descriptions – in three strands – define essential content in this band Achievement standards – what students should know/ be able to do – as a result of learning in this band and are the basis of reporting student achievement.

Elaborations Each content description has elaborations. These are ways of unpacking the key knowledge and provide illustrations of what you might do to teach the key knowledge. For example: the eleborations above unpack the first content description for government and democracy in outlining the features of government under the Australian Constitution.

Achievement standards Band descriptions advisory Content descriptions what teachers are expected to teach and students are expected to learn Elaborations Achievement standards what students are able to understand and do, and are the basis for reporting student achievement. Status of curriculum elements advisory What is the status of each of these curriculum elements?

Strand: Government and Democracy Government and Democracy involves the study of: Australian democracy principles and values which underpin Australia’s democratic institutions key institutions, processes and roles people play in Australia’s system of government.

Strand: Laws and Citizens Laws and Citizens involves the understanding of: Australia’s legal system principles and values which underpin the Australian legal system the process of creation of laws the rights and legal obligations of Australian citizens.

Strand: Citizenship, Diversity and Identity Citizenship, Diversity and Identity explores the: shared values of Australian citizenship the diversity of Australia as a multicultural and multi-faith society factors that shape identity and belonging in Australia the nature of citizenship in a diverse society

A3 Scope and Sequence Speak to: Progression of understanding Achievement standards at two-level-bands

Approaches – all strands use of contemporary events and issues to teach the content and develop critical understanding evaluate democratic principles and values e.g. the ‘fairness’ of laws, how ‘representative’ of the community are our politicians inquiry skills e.g. Australian government responsibilities at a global level examine the ways that citizens participate (e.g. volunteers, interest groups, social media groups) and consider how they might act individually and in groups. Daily issues/ democratic processes in the newspapers can be used e.g. the recent election

2016 Election 3 - 4 how and why decisions are made democratically 5 - 6 values, principles and institutions that underpin Australia’s democratic forms of government and explain how this system is influenced by the Westminster system key features of the Australian electoral process roles and responsibilities of electors and representatives in Australia's democracy explore ways citizens can participate in society 7 - 8 freedoms that enable active participation in Australia's democracy….. how citizens can participate in Australia's democracy, including the use of the electoral system, contact with their elected representatives 9 - 10 the role of political parties and independent representatives in Australia’s system of government, including the formation of governments how citizens’ political choices are shaped, including the influence of the media

Issues Contemporary Issues Types of questions Sky rail Great barrier reef Greyhound racing Local parks Homelessness Asylum seekers Wind farms Global terrorism Social media abuse Types of questions Level of government involved? Laws which apply to the issue? New laws needed? Interest groups are involved? How can citizens participate? What are the arguments for and against (and what is the evidence)? What actions can citizens take? How are decisions made in a democracy?

Resources http://victoriancurriculum.vcaa.vic.edu.au/ Show curriculum View of curriculum Consecutively down the page In columns across the page With elaborations http://victoriancurriculum.vcaa.vic.edu.au/ http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/viccurr-resources.aspx

Resources Parliamentary Education Office ( PEO) http://www.peo.gov.au/ Key resource for teaching CC and learning about CC to teach students From Menu: LEARNING: parliament now, fact sheets, Closer look ( Governing Australia: three levels of law-making) TEACHING: Links for Australian Curriculum – Year 8 Unit. Parliamentary Lesson Plans MULTIMEDIA: List of videos/ list of images QUICK ANSWERS RESOURCES

Resources Australian Electoral Commission (AEC) http://education.aec.gov.au/ She them: Get voting – How to run an election for your school – can order a kit free from AEC

Resources Civics and Citizenship Education http://www.civicsandcitizenship.edu.au/cce/

Resources Department of Immigration and Border Protection: https://www.border.gov.au/Trav/Citi/Curr/Even/Australian-citizenship-day/Schools

Resources Victorian Electoral Commission, Passport to democracy: http://passport.vec.vic.gov.au/

Contact Pat Hincks, Curriculum Manager: History and Civics Telephone: 61 3 9032 1694 e-mail: hincks.patricia.m@edumail.vic.gov.au