1. Civics and Citizenship Curriculum The Australian Experience Professor Murray Print University of Sydney Chulalongkorn University, Bangkok July, 2013

2. The curriculum challenges for Australia We require: World-class curriculum 21 st century curriculum for global citizens National curriculum Consensus amongst jurisdictions [context]

3. Australian context Australia is a federal, not unitary state. Education is the constitutional responsibility of the six states and two territories There has been two previous attempts at a national curriculum – both failed – political Schooling and curricula across the Australian states are similar.

4. Why a national curriculum? Consistency for student - population movement is 20% annually (interstate; international;..) Resource savings – common materials University entry – based on same content Standards raised across country [lift weaker] Similarities between existing state curricula National and global citizens (National Goals) National unity enhanced in global context Political ideology (Labor Government)

5. Who? ACARA A Commonwealth statutory authority; accountable to the Ministerial Council Operational since May 2009. Its tasks: –Developing a national curriculum (F-12) –Managing a nation-wide testing program (National Assessment Program – Literacy and Numeracy) –Reporting information on schools through the My School website

6. Curriculum development support ACARA has responsibility for developing the Australian Curriculum. All Australian Governments [9] agreed to a national curriculum. ACARA has the resources to support development: 1.Staff with expertise in curriculum development. 2.Contracting lead writers of content areas 3.Contracting advisory groups for each area. 4.Website with facilities for public comments.

7. Curriculum Development Process The ACARA curriculum development process involves four phases: Phase 1:Curriculum Shaping Phase 2:Curriculum Writing Phase 3:Implementation Phase 4:Curriculum Evaluation and Review 7

8. Curriculum considerations for ACARA Teachers, when planning their teaching, will consider current levels of learning of individual students and the different rates at which students develop Schools are best able to decide how to deliver the curriculum Scope for education authorities and/or schools to offer additional learning opportunities [40%] beyond those provided by the Australian Curriculum [60%] Teachers will use a range of different assessment strategies to ascertain what each student has learnt 8

9. Phase One: Curriculum Shaping Research Position Paper Initial Advice Draft Shape Paper Shape Paper

10. Lead writer and advisors: Civics and Citizenship Curriculum Professor Murray Print University of Sydney Advisors: David Brown, Education Services Australia Professor Peta Goldburg, Australian Catholic University Pat Hincks, Victorian Curriculum and Assessment Authority Dr Harry Phillips, Parliament of Western Australia Professor Alan Reid, University of South Australia Dr Libby Tudball, Monash University

11. Civics and Citizenship background Civics and citizenship education has been recognised as an important aspect of Australian education over many years Discovering Democracy 1997-2004 Statements of Learning 2003 National Assessment Program 2003+ 11

12. Civics and Citizenship: goals Civics and citizenship was identified in the Melbourne Declaration (2008) as a curriculum area to be developed within the Australian Curriculum, as part of the Humanities and Social Sciences learning area It states that by the end of secondary schooling: All young Australians become successful learners, confident and creative individuals, and active and informed citizens. The important attributes of ‘active and informed citizens’, include that students: - appreciate Australia’s social, cultural, linguistic and religious diversity -understand Australia’s system of government, history and culture -are committed to national values of democracy, equity and justice -participate in Australia’s civic life and are responsible global citizens

13. Initial Advice paper for ACARA Consists of: Context Rationale and aims Key principles Organisation and structure Proposed knowledge, understanding and skills Phases of schooling General capabilities and cross-curriculum priorities as they relate to Civics and Citizenship Curriculum

14. Consultation The initial advice paper sought advice from interested people and key stakeholders (educational systems; teacher subject associations; parents; academics; students; universities; etc) A national conference was held by ACARA to obtain feedback. The paper was revised from this feedback

15. Shape Paper The revised initial advice paper was reviewed by education authorities at state and national level. A shape paper was prepared from the revised advice paper and feedback. Public consultation of Shape Paper – three months on the ACARA website for comment. Comments reviewed and integrated. Final Shape Paper presented to education authorities. Once approved it was ready for phase two - the writing phase.

16. Phase Two: Curriculum Writing Appointment of Writers and Advisory group Writing Consultation and Trialling

17. Assessment The Australian Curriculum does not specify how teachers / schools / curriculum authorities will assess student learning Curriculum The Australian Curriculum details what students should learn (content descriptions) and describes the quality of learning expected (achievement standards) Organisation of learning / pedagogy Schools and teachers are best placed to decide how to organise learning, taking account of the needs and interests of students and school context Curriculum considerations for writing the CCC 17

18. General capabilities In a world where knowledge is constantly growing and evolving students need to develop skills, behaviours and dispositions that apply across subject areas; equip students to be lifelong learners. Learning areas The Australian Curriculum will be designed to ensure that students develop the knowledge, understanding and skills on which major disciplines are based; reflecting ways in which knowledge has and will continue to be developed and codified. Cross-curriculum priorities Special attention to three contemporary issues. Dimensions of the Australian Curriculum 18

19. General capabilities Literacy Numeracy ICT capability Critical and creative thinking Ethical behaviour Personal and social capability Intercultural understanding Learning areas English Mathematics Science Humanities and social sciences – history, geography, business and economics, civics and citizenship Arts Languages Health and physical education Technologies Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability Dimensions of the Australian Curriculum 19

20. The curriculum: F–12 [Initially F-10] Content descriptions A core of knowledge, skills and understandings – i.e. what students will be taught in CCC Achievement standards The expected standard or quality; challenging, but achievable – i.e. the quality of student learning as a result of what they are taught in CCC 20

21. Curriculum content for a world class CCC? Three interconnected components: Knowledge Skills Values, attitudes, dispositions

22. What knowledge for world class CCC? Knowledge of:Human rights DemocracyEnvironmental sustainability GovernmentGlobal citizens Active citizenshipMulticulturalism Legal system Rule of law

23. Skills for CCC What core skills are needed for an active, democratic citizen? Questioning and research Analysis, synthesis and interpretation Problem-solving and decision-making Communication and reflection

24. Values integrated within CCC Liberal democratic values: freedoms, civic responsibility, government by the people Rule of law & common good Diversity, difference, social justice, civil behaviour, identity [multiple]. Disposition to participate – civically and politically

25. Curriculum organization The scope and sequence of the CCC was based on three themes that included the knowledge, skills and values above spread over the years F-10 [Years 11 and 12 may be integrated later]. 1.Government and democracy 2.Law and citizens 3.Citizenship, diversity and identity.

26. Phases 3 and 4 2013 – trials of English, History, Maths, Science 2014 – trials of other subjects including CCC - implementation of other subjects 2015+ – implementation of remaining subjects including CCC [ dependent on states]

27. DCE in UK Based from 1997 report and well funded by Labour Govt. DCE curriculum for all schools Content emphasizes citizenship Specially funded teacher education Resources produced Foundations e.g. Citizenship Foundation

28. Europe All countries have some form of DCE – influence of WWII- usually civics. DCE has become central rather than civics in last decade, emphasis on active citizens Knowledge base of democracy and history Variable according to country- unity Vs federations e.g. France – Germany

29. Asia Japan has a national education system dominated by the bureaucracy in Tokyo. Similar – Singapore, Taiwan, Korea,… Civics and Moral Education [CME] is emphasized with a strong component of building moral [‘good’] citizens. Selective history in support of CME

30. USA USA is a federation with education controlled by 50 states and 15,000 school districts [local control]. Civics is a core subject in elementary and secondary schools along with history. Content – democracy, rights, legal system