ESH360 - AT1

Blog Post 1: Year 5 - Civics and Citizenship - Learning About Democracy 

(everydayfeminism, 2018).

What are we learning? 

This term year 5 students learn about civics and citizenship (CC), furthermore exploring Australian democracy. This unit enables students to become active and informed citizens (Australian Curriculum and Assessment Reporting Authority [ACARA], 2019). Students will learn about the importance of the key values of Australian democracy; freedom, equality, fairness and justice, (ACARA, 2019a), preparing them to understand a complex and changing world. Within this unit students develop their own opinions, beliefs and values. on a local and national scale.

(MCEETYA, 2008).

Why are we learning this? 

Civics and citizenship education (CCE) is about ensuring students have the skills and values to become active and informed citizens (Melbourne Declaration on Educational Goals for Young Australians, 2008). Students achieve this through general capabilities (GC) (figure 1) and cross-curriculum priorities (CCP) on ACARA; general capabilities are essential in preparing students to live and work successfully in the twenty-first century. GC’s are addressed through learning content areas, to add depth and richness, CCP’s present students with relevant contemporary and engaging content (ACARA, 2019b). Find out more by clicking here and here.

CCE seeks to promote students with knowledge and understanding of:

-       What democracy looks like in Australia.

-       The skills, attitudes, values and dispositions students need to fully participate as a citizen within their community and the overall nation (Education Services Australia, 2011).

Students work within a safe environment, free of judgement and relate issues to real-life concepts; creating a rich and engaging learning space (Gilbert and Hoepper, 2014).

Figure 1

(ACARA, 2019).

How are we learning this?

Prior to commencing, students’ knowledge was determined; involving discussions about: what a citizen is, law and rules, and human rights. As a class we brainstormed democratic language and constructed definitions (figure 2).

(ACARA, 2019). 

Figure 2

(ACARA, 2019).

Following, many discussions arose activating students’ prior knowledge. Students are asked:

-       Who are you?

-       Where are you from?

-       What are your rights?

Students work in groups answering questions; sharing time is allocated at the end, practically focusing on ‘their rights’. The class discusses ‘ways to show justice and fairness at school ‘and the importance of this.

The unit commences with an excursion to a local parliament house. Each class will be posed with a controversial issue they have learnt about; such as ‘is our justice system fair?’. Students debate against another class, leaving two classes to vote for which team posed the strongest arguments. During this activity students' are reminded to be respectful of others opinions and beliefs. This allows for all levels of learning, ensuring all students can participate and be engaged (March, Clarke & Pittaway, 2014).

(wordpress, 2017).

Parent involvement? 

Parents/carers are encouraged to discuss with their child at home, posing questions to your child will enabling deeper thinking (figure 3). Asking your child how they feel about topics they are interested in will begin to develop their own opinions and beliefs.  

An excursion to the local parliament: last Wednesday of Term (April 17th). Not only will it be great for parents/carers to come along and watch the students in action, we need parent help moving to and from the destination.

Figure 3

(ACARA, 2019).

References: 

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019a). Civics and Citizenship.  Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humani

ties-and-social-sciences/hass/?year=12101&strand=Inquiry+and+skills&strand=Knowledge+and+Understanding&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capab

ility=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Abor

iginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019b).

General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Education Services Australia. (2011). About Civics and Citizenship Education. Retrieved from: http://www.civicsandcitizenship.edu.au/cce/about_civics_and_citizenship_education,9625.html

Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in Australian Curriculum. South Melbourne, VIC: Cengage Learning Australia. 

Marsh, C., Clark, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.). Frenchs Forest, NSW: Pearson. 

Ministerial Council on Education, Employment, Training and Youth Affairs (2008). Melbourne Declaration on Education Goals for Young Australians.

http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_ausralians.pdf