1. Introducing Ethical Capability Focus on 7-10

2. Objectives  an overview of the Ethical Capability curriculum  introduction of an ethical issue planning tool

3. Aims The Ethical Capability curriculum aims to develop knowledge, understandings and skills to enable students to: Analyse and evaluate ethical issues, recognising areas of contestability Identify the bases of ethical principles and ethical reasoning Engage with the challenges of managing ethical decision making and action for individuals and groups Cultivate open-mindedness and reasonableness

4. Structure Understanding Concepts Decision Making and Actions Achievement standards The first achievement standard at Foundation to Level 2 and then at Levels 4, 6, 8 and 10 Strands - 2 strands

5. Key messages This is a new curriculum The content descriptions covering ethical concepts and decision making need to be explicitly taught and assessed to progress student learning Learn the terminology in the curriculum. It provides teachers and students with the vocabulary to ask questions and describe learning. A glossary can be downloaded from the Ethical Capability ‘Introduction’ page.

6. Key messages There is strong connection between the Ethical Capability and Critical and Creative Thinking curriculums. As this is a new curriculum, older students may need to begin their learning at lower levels. This will provide the necessary scaffolding and ultimately support progression of learning Whole-school planning is essential for schools to determine how and when the curriculum is taught

7. Ethical issues An ability to analyse and evaluate an ethical issue requires knowledge, skills drawn from: -Ethical capability -Critical and creative thinking -Other capabilities and learning areas as appropriate

8. Example knowledge and skills Is sharing resources equally the fairest and best thing to do? What do we mean by equal/fair/best/? Should we care about inequality? Where do our obligations lie and why? People should be treated as ends not means (Ethical Capability ) What is a resource? What is the data on living standards around the world? Why are the barriers and enablers to resolving inequalities? (Humanities) Is this view on sharing resources well reasoned? (Critical and creative thinking)

9. The Understanding Concepts strand Students progressively learn to analyse:  key concepts and ideas important to identifying ethical problems  concepts that have ethical significance such as good, wrong, tolerance, greed, freedom and courage  the nature and justifications of ethical principles

10. Understanding Concepts strand F-2 Explore the meaning of… concepts concerned with the outcomes of acts 3-4 Explore the contested meaning of concepts…and how they can seem to differ in different situations 5-6 Examine the contested meaning of concepts… and the extent to which these concepts are and should be valued 7-8 Explore the contested meaning of concepts… and the extent they are and should be valued by different individuals and groups 9-10 Investigate the connections and distinctions between and the relative value of concepts… Example progression

11. “Is sharing resources equally the fairest and best thing to do?” LevelExample focus F-2: Explore the meaning of… concepts concerned with the outcomes of acts ‘Is wanting to do ‘the best thing’ concerned with achieving a particular goal?’ 3-4: Explore the contested meaning of concepts…and how they can seem to differ in different situations ‘When sharing something fairly does it always mean sharing the same way in any situation?’ What are some examples? How are these examples similar or different to each other?’ 5-6: … and the extent to which these concepts are and should be valued ‘How important is: fairness, equality, achieving ‘the best’?’ How important should each be in this case?’ 7-8: …by different individuals and groups ‘Would/should individuals, business leaders and charity groups have different views on how resources should be shared and with whom? Why?’ 9-10: Investigate the connections and distinctions between and the relative value of concepts… ‘Are fairness and equality the same thing? If not, is one more important than the other (in this case)? Why?’ For example:

12. Decision-making and action strand Students progressively learn to analyse and evaluate:  ways to respond to ethical problems  factors that influence ethical decision making and action

13. Decision-making and action strand F-2 Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so 3-4 Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse 5-6 Explore the significance of ‘means versus ends’ by considering two ways to act when presented with a problem: one that privileges means and one ends 7-8 Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action 9-10 Discuss issues raised by thinking about consequences and duties, in approaches to decision-making and action, and arguments for and against these approaches Example progression:

14. “Is sharing resources equally the fairest and best thing to do?” LevelExample focus: F-2: Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so ‘Why is sharing equally often considered the right thing to do?’ 3-4: Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse ‘What are examples where sharing food, for example, might lead to a bad outcome?’ Why? 5-6: Explore the significance of ‘means versus ends’ by considering two ways to act when presented with a problem: one that privileges means and one ends ‘What would happen if food were shared equally, as a particular rule, regardless of the consequences?’ ‘How important is sticking to the rule?’ 7-8:Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action ‘Do people have a responsibility to share resources such as food? Why? What does this mean for Australia’s response to global population movements or world hunger?’ 9-10: Discuss issues raised by thinking about consequences and duties, in approaches to decision-making and action, and arguments for and against these approaches ‘Does a duty (or right) to maximise individual health and well-being conflict with a duty to share with others? Why?’ For example:

15. Assessment  Different students will be working towards achievement standards at different levels  Teaching and learning activities and assessment tasks can be differentiated to suit learning needs, including complexity of issues or contexts

16.  Curriculum Planning, Assessment and Reporting resources http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplan ning.aspx  Contact Monica Bini VCAA Curriculum Manager, Humanities and Social Sciences Email: bini.monica.m@edumail.vic.gov.aubini.monica.m@edumail.vic.gov.au Phone: 9032 1693 Contact and resources