1 Statements of Learning for Civics and Citizenship
2 ISBN-13: ISBN-10: X SCIS order number: Full bibliographic details are available from Curriculum Corporation. Published by Curriculum Corporation PO Box 177 Carlton South Vic 3053 Australia Tel: (03) Fax: (03) Website: Curriculum Corporation, 2006 on behalf of its members All rights reserved. The were managed by Australian Education Systems Officials Committee (AESOC) on behalf of the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), and developed by Curriculum Corporation. Acknowledgements National Consistency in Curriculum Outcomes Steering Committee Ken Smith (Chair) Director General Queensland Department of Education, Training and the Arts Gary Barnes (Executive Officer) Assistant Director General Queensland Department of Education, Training and the Arts John McIntyre Acting Manager of Curriculum Renewal Australian Capital Territory Department of Education and Training Lesley Lobel Deputy Director General New South Wales Department of Education and Training Debbie Efthymiades Director, Curriculum Northern Territory Department of Employment, Education and Training Terry Woolley Director, Learning Outcomes and Curriculum South Australian Department of Education and Children s Services David Hanlon Deputy Secretary, School Education Tasmanian Department of Education John Firth Chief Executive Officer Victorian Curriculum and Assessment Authority John Gougoulis Manager Curriculum Improvement Program/Professional Learning Western Australian Department of Education and Training Project management Joan Holt, Project Director Di Kerr, Project Manager Yvana Jones, Writer Manager Daniela Giorgi, Writer Nigel Brown, Writer Copying for educational purposes The Australian Copyright Act 1968 allows a maximum of one chapter or 10 per cent of this book, whichever is greater, to be copied by any educational institution for its educational purposes, provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions, contact CAL, 19/157 Liverpool St, Sydney NSW 2000, tel: (02) , fax: (02) , Copying for other purposes Except as permitted under the Act, for example fair dealing for the purposes of study, research, criticism or review, no part of this book may be reproduced in any form or by any means without the prior written permission of the publisher.
3 Contents Foreword... ii Introduction...1 Year Year Year Year Year 3 Professional Elaborations Civics and Citizenship...12 Year 5 Professional Elaborations Civics and Citizenship...14 Year 7 Professional Elaborations Civics and Citizenship...16 Year 9 Professional Elaborations Civics and Citizenship...18
4 Foreword At the July 2003 MCEETYA meeting, Ministers agreed to the development of Statements of Learning for Civics and Citizenship that define and deliver common curriculum outcomes to be used by jurisdictions to inform their own curriculum development. The development of the Statements is a response to concerns about the lack of consistency that exists in curriculums across the nation and the impact this is having on an increasingly mobile student population. The have been developed collaboratively by State, Territory and Australian education authorities. They provide a description of knowledge, skills, understandings and capacities that all students in Australia should have the opportunity to learn. The development of the Statements has involved identification of what is common amongst State and Territory curriculums as well as what is essential for all students to learn. For the many students and their families who move school within or across jurisdictions, greater consistency in learning opportunities for children at particular stages of schooling will assist in alleviating the educational and emotional impacts associated with such moves. In line with impacts being felt across all areas of Australian society, our students are increasingly operating in a national and global society and economy. It makes sense that education jurisdictions across Australia have worked collaboratively to identify the body of knowledge, skills, understanding and capacities which are essential for that context. Jurisdictions will need to consider how they integrate these elements into their own curriculums in a manner which suits the diversity of students needs and schools across the country. These statements represent significant collaboration between education authorities at a State, Territory and National level, and will inform future decisions by Education Ministers on the further work to be undertaken on English, Mathematics, Science, Civics and Citizenship, and Information and Communication Technologies. Ken Smith Chair, National Consistency of Curriculum Outcomes Steering Committee Australian Education Systems Officials Committee ii
5 Introduction This document,, is the result of collaborative work by Australian education jurisdictions to achieve greater consistency in curriculum. It sets out the knowledge, skills, understandings and capacities that students in Australia should have the opportunity to learn and develop in the Civics and Citizenship domain. is not a curriculum in itself. Instead, it contains a series of statements about essential opportunities to learn in this particular domain which education jurisdictions have agreed to implement in their own curriculum documents. As such, this document is primarily intended for curriculum developers. It is not the express intent that the document is promoted directly with teachers or the general community. is not a list of all possible opportunities to learn within the Civics and Citizenship domain. It contains only those opportunities which all education jurisdictions agree should be consistent across Australia. Jurisdictions own individual curriculum documents will likely include additional aspects of Civics and Citizenship. contains two critical elements: the Statements themselves and their professional elaborations, which work together as a package, with the Statements also represented in expanded form in the professional elaborations. The Statements are written in a plain English form which allows them to be engaged with by a broad audience if required. As the name suggests, the professional elaborations use the professional language of the Civics and Citizenship curriculum domain. Underpinning the Statements and professional elaborations package within the Statements of Learning for Civics and Citizenship is the idea of an opportunity to learn. The opportunities to learn set out in this document are those opportunities seen as reasonable, challenging and appropriate. Reasonable means it is realistic to expect that most students will have actually achieved the learning within a reasonable period of their first having the opportunity to learn. Up to two years can be considered reasonable for students. Challenging means that the opportunities will be a stretch and thus they represent somewhat more than a proficient student could be expected to learn initially. Appropriate means that the opportunities are suitable for the majority of young Australians to experience. The opportunities to learn in the Statements and professional elaborations sections have been developed for four year junctures the end of years 3, 5, 7 and 9. Most of the curriculum documents of Australian education jurisdictions are organised in bands, levels or stages rather than in year junctures and so the opportunities to learn in this document will most likely be included in jurisdictions curriculum documents in the band, level or stage where the year juncture falls.
6 Introduction The opportunities to learn in the Statements and professional elaborations sections are also structured around broadly defined aspects of Civics and Citizenship, known as conceptual organisers. They provide coherence and structure for this document. In implementing the opportunities to learn, jurisdictions will use whatever organisers suit their curriculum documents best Civics and Citizenship curriculums in Australia Civics and Citizenship is concerned with the development of students as informed and active citizens of Australia. The Statements of Learning and the professional elaborations have been written in the context of the following aims that guide the Civics and Citizenship aspects of curriculums in Australia, and seek to provide students with the opportunity to develop: an understanding of, and commitment to, Australia s democratic system of government, law and civic life the capacity to clarify and critically examine values and principles that underpin Australia s democracy and the ways in which these contribute to a fair and just society and a sustainable future the knowledge, skills and values that support active citizenship and the capacity to act as informed and responsible citizens an appreciation of the local, state, national, regional and global rights and responsibilities of citizenship and civic life an appreciation of the experiences and heritage of Australia s Aboriginal and Torres Strait Islander peoples and their influence on Australian civic identity and society an appreciation of the uniqueness and diversity of Australia as a multicultural society and a commitment to supporting intercultural understandings within the context of Australian democracy an understanding of the ways in which citizens and governments contribute to environmental sustainability in local to global contexts and a commitment to adopting values, behaviour and lifestyles required for a sustainable future an appreciation of the influence of media and information and communication technologies on the views and actions of citizens and governments an understanding of historical perspectives on Australia s development as a democratic nation an understanding of the ways in which governance structures from other countries are similar to or differ from democracy in Australia. Features of and the professional elaborations The describe the knowledge, skills, understandings and capacities that all young Australians should have the opportunity to learn and develop. The professional elaborations build on the Statements of Learning by providing more specific detail and by making use of the professional language related to Civics and Citizenship. As systems over time will integrate the into their curriculum documents, teachers application of them will be through their own State or Territory curriculums.
7 Introduction The Statements of Learning and professional elaborations have been informed by the following: curriculum documentation from all jurisdictions the National Framework for Values Education in Australian Schools Key Performance Measures in Civics and Citizenship Education Whereas the People: Civics and Citizenship Education, Report of the Civics Expert Group Discovering Democracy program National Statement for Engaging Young Australians with Asia in Australian Schools Statement on Global Education International Association for the Evaluation of Educational Achievement, Citizenship and Democracy Students Knowledge and Beliefs the Future of the Past Final Report of the National Inquiry into School History Educating for a Sustainable Future: A National Environmental Education Statement for Australian Schools National Consumer and Financial Literacy Framework. The are organised in four year junctures and are structured around three broadly defined aspects of Civics and Citizenship curriculums that are considered essential and common. Government and Law explores institutions, principles and values underpinning Australia s representative democracy including the key features of the Australian Constitution; the role of democracy in building a socially cohesive and civil society; ways in which individuals, groups and governments make decisions; how governments and parliaments are elected and formed; levels and roles of government; concepts of power, leadership and community service; the purpose of laws; and the ways in which Australia s legal system contributes to democratic principles, rights and freedoms. Citizenship in a Democracy explores the rights and responsibilities of citizens in a democratic society and the civic knowledge, skills and values required to participate as informed and active citizens in local, state, national, regional and global contexts. Australia s cultural diversity and place in the Asia Pacific region and in the world are explored. Issues of environmental sustainability are examined as well as opportunities to learn to make decisions that build a capacity for futures-oriented thinking. The ways in which the media and information and communication technologies (ICT) are used by individuals and governments to exert influence and the influence that media and ICT have on civic debate and citizen engagement are examined. Opportunities to practise democratic values and processes in classrooms, schools and communities are included. Historical Perspectives explores the impact of the past on Australian civil society. The impact of British colonisation on Aboriginal and Torres Strait Islander peoples and their pursuit of citizenship rights are examined. The ways in which individuals, events and popular movements have influenced the development of democracy in Australia and the influence of past societies on Australian democracy are explored. The influence of local, state, national, regional and global events, issues and perspectives on Australia s changing national identities and the impact of government policy on the development of Australia as a culturally diverse nation are examined.
8 Introduction Reading the Statements of Learning and the professional elaborations The have been designed to describe progressions of learning that are accessible and challenging at four year junctures of years 3, 5, 7 and 9. Each Statement of Learning and professional elaboration subsumes the knowledge, skills, understanding and capacities of the Statements and professional elaborations that precede it. It is important for curriculum writers to consider the Statements of Learning and the professional elaborations as a whole, in conjunction with the Introduction. As noted above, the professional elaborations expand upon and provide more specific detail that clarifies the intent of the Statements of Learning by making use of the professional language of Civics and Citizenship. The do not attempt to address pedagogical issues. Learning experiences may include a variety of strategies to support the learners. In a number of instances, examples have been incorporated to assist curriculum writers to clearly identify the intended depth and breadth. Whenever examples are included they are for the purpose of clarification only and should not be taken as prescriptive. The knowledge, skills, understandings and capacities described in the Statements of Learning and professional elaborations are intended to be embedded within the rich contexts and perspectives of the curriculum documentation of the States and Territories of Australia. They are not intended to be restrictive, rather to be used in the range of contexts appropriate to the needs of individual jurisdictions. The make some reference to the use of ICT. It is envisaged that States and Territories will encourage significant use of a wide range of technologies to support Civics and Citizenship education in ways that are suited to local contexts and priorities.
9 Year 3 Statements of Learning for Civics and Citizenship Year 3 Government and law Students explore how and why people make decisions. They identify significant places where people come together to discuss issues and make decisions and understand that there are situations where people make decisions for themselves and situations where decisions are made on their behalf. They know that voting is a key method for group decision making in a democracy. They investigate why we have leaders, what leaders do and consider the qualities of an effective leader. They identify examples of people working together to provide government services within familiar contexts. Students understand that rules have a key purpose in protecting people s rights and ensuring they fulfil their responsibilities in supporting the values that help communities live and work together. They consider the concept of fair and unfair rules, identify consequences when people break rules and explore ways in which people can make amends. Year 3 Citizenship in a democracy Students develop an understanding of personal rights and responsibilities in familiar contexts. They explore reasons why people cooperate in groups and consider values that communities share to help them live and work together. They develop skills to make decisions in groups to achieve common goals. They explore the use of narratives, such as Dreaming stories, to teach community values and appropriate behaviours. They appreciate the contributions of diverse groups of people to their community and contribute to intercultural understandings through participation in appropriate events. Students explore ways in which Australians, including young people, are connected to other people and places. They understand why it is important to conserve resources and protect the environment and participate in positive civic or environmental action. Students explore how and why people s views and ideas are communicated through media and information and communication technologies. They investigate the ways in which the media conveys messages to influence people s opinions. Year 3 Historical perspectives Students explore perspectives on Australia s civic past through symbols, events and personal and group stories. They understand that Australia s history pre-dates British colonisation and can recognise Aboriginal and Torres Strait Islander influences on the valuing and naming of Australian places. They explore Australia s cultural diversity through personal and local histories and discuss stories of significant events and individuals that have helped shape Australia s democracy. They identify and consider the values reflected in Australian national symbols. They examine the influence of different types of rule on people s lives.
10 Year 5 Statements of Learning for Civics and Citizenship Year 5 Government and law Students understand that Australia is a democracy based on a constitution, shared values and specific civic features. They reflect on and engage with values that are fundamental to a healthy democracy including freedom of speech. They understand the role and purpose of elections, parliament, government, political parties and civic participation in Australia s democratic system. They know that there are three levels of government. They understand the role of elected representatives and explore concepts of power, leadership and community service. Students consider the purpose of laws within a democracy. They recognise some rules and laws that relate to young people and consider whether laws and likely sanctions are fair and appropriate for all people in all situations. They know that the legal process plays an important role in protecting people s rights and can identify key personnel within the legal system. They understand that when Australians travel overseas the laws of other countries apply to them. Year 5 Citizenship in a democracy Students develop an understanding of their rights and responsibilities and engage with these within their school and community. They investigate the range of ways in which people work together to contribute to civil society and discuss values that can help people resolve differences and achieve consensus. They appreciate the right of others to be different, within the rule of law, and participate in activities that celebrate diversity and support social cohesion. They develop skills to contribute effectively to representative groups in familiar contexts. Students understand ways in which Australian citizens are influenced by and can influence local, state, national, regional and global decisions, events and movements, including issues of sustainability. They investigate the social and political links between Australia and other countries in the Asia Pacific region and explore global developments and their potential impact on Australia. They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change. Students explore different ways in which media and information and communication technologies can portray an event or story and how these can influence citizens beliefs and actions. They evaluate the range of media and information and communication technologies that active and informed citizens can access.
11 Year 5 Year 5 Historical perspectives Students explore ways in which Australian identities have changed over time. They explore the social organisation of Australia s Aboriginal peoples prior to They investigate why Australia was colonised by Britain and how Australia was governed from colonisation to federation. They understand that some important concepts and civic terms in Australian democracy are legacies of past societies. They investigate the influence of significant individuals and events on the development of democracy in Australia. They examine the histories of cultural groups within their community and investigate ways in which cultural diversity has influenced Australian identity over time.
12 Year 7 Statements of Learning for Civics and Citizenship Year 7 Government and law Students investigate principles and institutions that underpin Australia s representative democracy such as free and fair elections and political parties. They explore the purpose of a democratic civil society and discuss ways in which such a society can be achieved. They understand the purpose of the Australian Constitution and recognise the roles of each level of government. They are familiar with the general process of elections and how governments are formed and consider ways in which elected representatives serve their constituents. They understand the difference between parliaments and governments, explore how governments make decisions and consider how these decisions impact on people. They compare non-democratic systems of government with democracies such as Australia. Students understand ways in which laws and courts protect democratic rights and freedoms. They consider how laws impact on people and can change to reflect community values. They recognise the role of courts in Australian democracy. They consider the influence of international agreements on Australian law. Year 7 Citizenship in a democracy Students explore the civic values and rights and responsibilities of citizens in a democratic society. They discuss and engage with the rights and responsibilities of Australian citizens. They investigate ways in which individuals and non-government organisations can contribute to a civil society and influence representative bodies including government. They explore values that underpin a diverse and cohesive society and examine these within the local community. They recognise the ways in which people s attitudes and actions influence the social cohesion of a community. They develop skills to become involved in or influence representative groups in the school or community. Students examine the ways in which Australians are connected to other people in the Asia Pacific region and around the world. They explore the responsibilities of global citizenship for individuals, organisations and governments and the roles and responsibilities of companies, producers and consumers in relation to sustainability. They explore ways in which countries work together to protect the environment. They participate in raising awareness about environmental issues. Students explore how media and information and communication technologies can influence public opinion. They analyse media portrayal of issues to identify viewpoints, bias and stereotypes and investigate ways in which the media and ICT are used to influence citizens views.
13 Year 7 Year 7 Historical perspectives Students explore the impact of people, events and movements of the past on Australian identities and democracy. They consider the importance of country to Australia s Aboriginal and Torres Strait Islander peoples and investigate how their lives were affected by British colonisation. They investigate key events and ideas in the development of Australian self-government and democracy. They consider the changing values reflected in national celebrations and examine what these have meant to Australians over time. They investigate the contributions of people who have helped achieve civil and political rights in Australia and around the world. They compare the governance of some ancient societies to that of Australia today.
14 Year 9 Statements of Learning for Civics and Citizenship Year 9 Government and law Students develop an understanding of principles and features of democracy in Australia including the common good, separation of powers, government accountability and parliamentary elections. They understand that the Australian Constitution is the legal framework for Australia s system of law and government. They explore the role of government in developing policy and formulating legislation. They understand the role of political parties in Australian democracy and explore concepts of power, responsibility and influence in relation to political leaders and elected representatives. They compare Australia s democracy with other democracies. Students explore concepts of justice and law including independence of the judiciary, equality before the law, presumption of innocence, the right of appeal and restorative justice. They recognise that there are different types of law such as statute and common law that protect people s rights. They evaluate the role that international organisations play in protecting human rights Year 9 Citizenship in a democracy Students engage with and reflect on the rights and responsibilities associated with being a young adult in Australia and consider ways in which people can contribute to the common good. They assess how majority rule is balanced with respect for minorities in the exercise of democratic power and civic decision making. They investigate and participate in ways to prevent and counter acts of racism, prejudice and discrimination. They develop skills in making collective decisions and take opportunities for informed civic action on important issues. Students understand the regional, global and environmental implications of being a citizen in a democracy. They explore Australia s relationship with other nations and examine the influence of global events and issues on these relationships. They examine how people s views on the environment influence government policy and non-government organisations and the ways in which governments attempt to address issues of development and sustainability. They investigate ways in which citizens can influence government and consider opportunities to take civic action on issues, including the environment. Students explore the ways in which media and information and communication technologies are used by individuals, groups and governments to exert influence, shape opinion and manage controversy. 10
15 Year 9 Year 9 Historical perspectives Students explore how and why civic and political rights, government policies and national identity have changed over time in Australia. They develop an understanding of Aboriginal and Torres Islander people s pursuit of citizenship rights and examine the effects of government policies on Australia s Aboriginal people. They investigate the development of multiculturalism in Australia and evaluate changes in government policies on issues, including immigration. They consider the development of Australian citizenship over time and reasons why people choose to become Australian citizens. They have an understanding of Australia s development as a self-governing nation from colonisation to the present and the achievement of civil and political rights in Australia. They reflect on the influence of past international events on governments in Australia. 11
16 Year 3 Professional Elaborations Civics and Citizenship Year 3 Government and law Students explore how and why people make community decisions. understand that there are special places where people come together to discuss issues and make decisions discuss why there are situations where people have a direct say and situations where others make decisions on their behalf recognise that voting is a way that groups make decisions consider some of the responsibilities and qualities of leadership and the role of leaders within a community explore familiar examples of government services. Students understand that rules have a key purpose in supporting community values, protecting people s rights and outlining their responsibilities. discuss the purpose of rules in a variety of contexts explore the concept of fair and unfair rules from a range of perspectives identify consequences when people break rules and consider how people can make amends. Year 3 Citizenship in a democracy Students explore rights, responsibilities and participation in a democracy. define and exercise personal rights and responsibilities within a variety of contexts explore reasons why people form groups and cooperate and identify shared community values that help people live and work together explore how people use narratives, including Dreaming stories, to shape community values and behaviour recognise the contributions of diverse groups in the local community develop skills to make decisions in groups to achieve common goals participate in events that support intercultural understandings. Students explore ways in which Australians are connected to other people and environments. explore ways in which Australians are connected to other regional and global communities examine reasons why people care for the local environment and consider how people can sustain use of local resources participate in positive, local environmental or other civic action. 12
17 Year 3 Professional Elaborations Civics and Citizenship Students explore ways in which media and information and communication technologies can help people share ideas and information. consider why and how views and ideas are communicated through the media and ICT explore the ways in which the media communicates messages to influence people. Year 3 Historical perspectives Students explore perspectives on the past through symbols, events and personal and group stories and reflect on how people were governed in the past. understand that Australia had a long Aboriginal and Torres Strait Islander history before the arrival of Europeans recognise Aboriginal and Torres Strait Islander influences on the valuing and naming of places in Australia and the local community identify some of the cultural groups which comprise the Australian nation through exploring their own and others family histories within their local community identify and reflect on what key Australian symbols represent (eg flags, emblems, national anthem) explore the stories of some key events and individuals in their national history reflect on ways in which people s lives can be different under different types of rule (eg absolute rule, democracy). 13
18 Year 5 Professional Elaborations Civics and Citizenship Year 5 Government and law Students understand that Australia is a democracy based on a constitution, shared values and specific civic features. engage with values that are important to Australian democracy explore concepts of power, leadership and community service understand that Australia is a democracy with key civic features including elections, parliaments, political parties, a constitution, freedom of speech and citizen participation recognise that a constitution is an agreed set of rules or guidelines for an organisation understand that there are three levels of government explore the role of government in making decisions, collecting revenue and providing community services understand that the role of parliament is to represent people, make laws and publicly debate issues understand the purpose of elections and the role of elected representatives. Students consider the purpose of laws within a democracy. explore why society has laws and examine what happens when people break laws discuss rules and laws that affect young people and assess these according to fairness and appropriateness explore whether punishment is always the most appropriate consequence when a rule or law is broken and consider other ways in which people can make amends identify key personnel within the legal system who help to protect people s rights recognise that the laws of other countries apply to Australians when they travel overseas. Year 5 Citizenship in a democracy Students understand and practise personal rights and responsibilities within their school and community. define and exercise personal and shared rights and responsibilities within local contexts identify ways that people can work together in communities and explore how shared values can help resolve conflict or achieve consensus between diverse views recognise that citizens can individually and collectively influence decision making promote social cohesion and celebrate diversity by recognising the right of others to be different within the rule of law develop skills to contribute effectively to representative groups in familiar contexts. 14
19 Year 5 Professional Elaborations Civics and Citizenship Students understand that Australian citizens are influenced by and can influence regional and global events including issues of environmental sustainability. explore links between Australia and other countries in the Asia Pacific region including social and political connections recognise ways in which current and future global issues may impact on Australians and other people in the Asia Pacific region explore ways in which groups of people work together to protect the environment and examine how consumers can take responsibility for environmental sustainability participate in civic or environmental action to effect positive change. Students explore ways in which the media and information and communication technologies are used to influence citizens views. compare the ways that an issue or event can be portrayed in the media and how this can influence peoples views and actions investigate the range of ICT and media that citizens can use to communicate viewpoints on civic issues and consider their effectiveness. Year 5 Historical perspectives Students explore how Australian identities and civil society have changed over time. They have the opportunity to: explore the influence of cultural diversity, including Aboriginal and Torres Strait Islander cultures, on national identity and community life in Australia and examine how this has changed over time explore Aboriginal and Torres Strait Islander peoples social organisation prior to 1788 investigate why Australia was colonised by Great Britain and consider changes in the ways in which Australia has been governed from colonisation to federation investigate the role of significant people and events in the development of democracy in Australia understand that key civic terms used in Australia (eg democracy, citizen, government and parliament) have been inherited from other times and places reflect on the histories of cultural groups within their school and communities. 15
20 Year 7 Professional Elaborations Civics and Citizenship Year 7 Government and law Students explore the principles underpinning democracy and civil society in Australia, the purpose of the Australian Constitution and the roles of each level of government. consider the purpose of a democratic civil society and discuss how it can be achieved examine the role of key institutions and principles of Australian representative democracy (eg parliament, head of state, political parties, free and fair elections, secret ballot, universal adult suffrage) understand that Australia has a constitution that describes the key features of the federal system of government and can be amended by referendum describe the general processes involved in elections and how governments are formed explore functions of and services provided by each of the three levels of government identify how governments make decisions and explore ways in which these decisions impact on people compare democracies such as Australia s to countries with other forms of government. Students understand that the law exists to protect rights and freedoms in a democracy. reflect on ways in which changing values can influence the law recognise the role of courts in upholding the law and democratic rights recognise that Australia is a signatory to a range of international agreements that influence Australian law. Year 7 Citizenship in a democracy Students explore the civic values and rights and responsibilities of citizens in a democratic society. define and exercise rights and responsibilities associated with being a citizen in Australia identify values that support social cohesion and consider the ways in which this can be undermined or strengthened by individual and collective action investigate ways in which non-government organisations can contribute to communities and influence government decisions develop skills to become involved in or influence representative groups in the school or community. Students examine the ways in which Australians are connected to other people around the world and explore the responsibilities of global citizenship. consider the economic, social and cultural connections of Australian people to other people in the Asia Pacific region analyse how individuals, organisations and governments can be global citizens 16
21 Year 7 Professional Elaborations Civics and Citizenship investigate ways in which countries cooperate to protect the environment analyse the roles and responsibilities of companies, producers and consumers in relation to sustainability participate in a campaign to raise awareness about a significant issue. Students explore how media and information and communication technologies are used to present issues and influence opinion. analyse media portrayal of current issues to explore viewpoints, bias and stereotypes investigate ways in which the media and ICT are used to influence citizens views. Year 7 Historical perspectives Students explore the impact of people, events and movements of the past on Australian identities and democracy and consider ways in which people were governed in ancient times. recognise the centrality of country in shaping Aboriginal and Torres Strait Islander identities investigate how British colonisation of Australia affected the lives of Aboriginal and Torres Strait Islander peoples investigate key events and ideas in the development of Australian self-government and democracy examine values reflected in national celebrations and commemorations, what these represent to diverse people and groups, and how these have changed over time investigate individuals who have campaigned for expanded human rights and democracy reflect on ways in which people in ancient societies were governed and compare these to Australia today. 17
22 Year 9 Professional Elaborations Civics and Citizenship Year 9 Government and law Students explore principles, features and practices that characterise democracy in Australia. explore significant features and principles of democracy in Australia including the common good, separation of powers, government accountability and parliamentary elections recognise that the Australian Constitution establishes the powers and responsibilities of the national parliament and the federal legal system including the High Court consider the role of government in developing policy and formulating legislation understand the role of political parties in Australian democracy evaluate the power, responsibilities and influence exercised by political leaders and elected representatives understand how Australia s system of government is similar to and different from other democracies. Students explore concepts of justice and law and the ways in which legal institutions and processes uphold people s rights in a democracy. recognise that there are different types of law explore principles of justice including independence of the judiciary, equality before the law, presumption of innocence, the right of appeal and restorative justice evaluate the effectiveness of international organisations in protecting human rights. Year 9 Citizenship in a democracy Students evaluate Australia s pluralist society and explore the responsibilities of young adults in contributing to a socially cohesive, democratic community. define, exercise and evaluate rights and responsibilities associated with being a young adult including the concept of working together for the common good evaluate Australian society s effectiveness in balancing majority rule and respect for minorities in civic decision making recognise that acts of racism and prejudice constitute discrimination and participate in appropriate ways to prevent or counter these develop skills in collective decision making and informed civic action. Students understand the regional, global and environmental implications of being a citizen in a democracy. explore ways in which international events and developments can affect Australia s relationships within the Asia Pacific and other regions 18
23 Year 9 Professional Elaborations Civics and Citizenship examine ways in which changing attitudes towards the environment influence politics, governments and non-government organisations evaluate ways in which Australian governments address issues of sustainability investigate how citizens influence governments on issues including the environment and consider opportunities to take appropriate civic action. Students analyse how media and information and communication technologies are used to exert influence. evaluate ways in which individuals, groups and governments use the media and ICT to shape opinion and manage controversy. Year 9 Historical perspectives Students explore how and why civic and political rights, government policies and national identity have changed over time in Australia. recognise Aboriginal and Torres Strait Islander peoples pursuit of citizenship rights including democratic representation examine the development of multiculturalism in Australia and explore ways in which government policies, including immigration and Aboriginal policies, have changed over time discuss changes in Australian citizenship and examine reasons why people become Australian citizens investigate people, movements and events that have enhanced civil and political rights for specific groups of Australians consider the influence of key events and ideas in Australia s development as an independent, selfgoverning democracy from colonisation to the present identify ways in which Australian governments have been influenced by and have responded to regional and global movements and events. 19
Legal Studies Stage 6 Syllabus Original published version updated: April 2000 Board Bulletin/Offical Notices Vol 9 No 2 (BOS 13/00) October 2009 Assessment and Reporting information updated The Board of
National Assessment Program Civics and Citizenship Year 10 School Assessment 2013 NATIONAL ASSESSMENT PROGRAM Civics and Citizenship Year 10 School Assessment 2013 Australian Curriculum, Assessment and
WHS General Construction Induction (White Card) (CPCCOHS1001A Work safely in the Construction Industry) This course aims to familiarise participants with the basic principles of health and safety in the
Questionnaire to Governments The report of the 13 th Session of the UN Permanent Forum on Indigenous Issues provides a number of recommendations within its mandated areas, some of which are addressed to
The NSW Aboriginal Land Council s Submission: Australian Constitutional reform to recognise Aboriginal and Torres Strait Islander peoples September 2011 1 Overview: The NSW Aboriginal Land Council (NSWALC)
The Federation of Australia: 1901 Activate Prior Knowledge: The birth of the Commonwealth of Australia in 1901: The reasons for Federation. Lesson Focus: A celebration for the European Settlers: Exclusion
Social Studies What s the Big Idea? Beginning with the Program Rationale and Philosophy on page one of the program of studies, the first ten pages of the document provide an overview of the foundations
Via e-mail: Copy to: AAbecassis@ohchr.org Mairi.email@example.com firstname.lastname@example.org 30 October 2012 Dear CEDAW Committee Supplementary response to the NGOs Follow-up Report to the CEDAW
FEDERAL PLATFORM The Federal Platform of the Liberal Party of Australia Adopted by Federal Council, April 2002. The Platform and policies of the Liberal Party are the mainsprings of its creative thinking.
Canberra 2017 Camp Proposal Accommodation IBIS Styles Canberra, Eaglehawk Students will have their own block of dormitory style rooms. With access to a conference room for night time activities. Itinerary
Community Cohesion and Preventing Extremism and Version: 10.0 Approval Status: Approved Document Owner: Graham Feek Classification: External Review Date: 01/04/2017 Effective from: September 2015 Table
TEACHERS RESOURCES RECOMMENDED FOR Upper primary and lower secondary CONTENTS Book summary 1 About the author 2 Study topics 2 Further reading 6 Worksheets 7 Order form 14 KEY CURRICULUM AREAS Learning
RECONCILIATION ACTION PLAN COMMITTEE TERMS OF REFERENCE Contents 1 ESTABLISHMENT... 1 2 FUNCTIONS AND RESPONSIBILITIES... 1 3 REFERRAL OF MATTERS... 2 4 SUB-COMMITTEES... 2 5 MEMBERSHIP AND TERMS OF OFFICE...
Please select one box only: Are you a potential employee, contractor/consultant or volunteer? Are you an existing employee, contractor/consultant or volunteer undertaking a renewal check? SECTION 1: PERSONAL
Units 3 and 4: Global Politics 2016 2017 This revised curriculum for VCE Global Politics Units 3 and 4 replaces the units within the Australian and Global Politics Study Design 2012 2017. VCAA July 2015
CHAPTER 2 The Australian parliamentary system This chapter explores the structure of the Australian parliamentary system. In order to understand this structure, it is necessary to reflect on the historical
Downloadable Reproducible ebooks Sample Pages These sample pages from this ebook are provided for evaluation purposes. The entire ebook is available for purchase at www.socialstudies.com or www.writingco.com.
Pearson Australia (a division of Pearson Australia Group Pty Ltd) 20 Thackray Road, Port Melbourne, Victoria 3207 PO Box 460, Port Melbourne, Victoria 3207 www.pearson.com.au Copyright Pearson Australia
Preventing Radicalisation Policy SAFEGUARDING PUPILS/STUDENTS WHO ARE VULNERABLE TO EXTREMISM. November 2015 Background This Preventing Radicalisation Policy is part of our commitment to keeping children
Washington State K-12 Social Studies Learning Standards Version 1.2 January 2013 Washington State K-12 Social Studies Learning Standards Version 1.2 provides updates to Version 1, published in 2008. The
In partnership with CAPA International Education Australian Government and Politics in the Pacific Rim Context COURSE DESIGNATOR SDNY 3011 NUMBER OF CREDITS 3 LANGUAGE OF INSTUCTION English COURSE DESCRIPTION
Compass Research to policy and practice Issue 08 December 2016 Promoting community-led responses to violence against immigrant and refugee women in metropolitan and regional Australia. The ASPIRE Project:
SAMPLE OF CONSTITUTIONAL & LEGISLATIVE PROVISIONS THAT MAY BE USEFUL FOR CONSIDERATION RECOMMENDED BY IDEA The State is committed to ensuring that women are adequately represented in all governmental decision-making
Source 1.1: Five Basic Principles The Victorian Aborigines Advancement League was founded in 1957 and built on the work of previous organisations. In 1958, the League united with other State-based groups
Charter of Operations Contents 1. Primary Function... 2 2. Role of Individual Council Members... 2 3. Membership... 2 4. Role of Chair... 3 5. Council Operations... 4 5.1 Council Sub-Committees... 4 5.2
Have Your Say Access to Information Last updated: July 2013 These Fact Sheets are a guide only and are no substitute for legal advice. To request free initial legal advice on an environmental or planning
The State Education Department The University of the State of New York New York State K-8 Social Studies Framework Revised August 2014 Contents Grades K 4... 3 Social Studies Practices: Vertical Articulation
Standing Committee on Law and Justice The prohibition on the publication of names of children involved in criminal proceedings Ordered to be printed according to Standing Order 231 Report 35 - April 2008
0 0 1 E V I T I S PO S E POLICI LABOR WILL PROTECT MEDICARE Access to healthcare should rely on your Medicare card not your credit card. Malcolm Turnbull wants to privatise Medicare services. Privatising
APPLICATION FOR GRANT OF AN AUSTRALIAN PRACTISING CERTIFICATE AS A VOLUNTEER SOLICITOR AND MEMBERSHIP OF THE LAW SOCIETY OF NEW SOUTH WALES THIS IS AN APPLICATION FOR THE GRANT OF AN AUSTRALIAN PRACTISING
28 October 2005 DGIV/DC-FARO (2005) 8 final M I N I S T E R I A L C O N F E R E N C E Intercultural Dialogue: The Way Ahead Closing Conference of the 50 th Anniversary of the European Cultural Convention
Ankermoor Primary Academy Preventing Extremism & Radicalisation Safeguarding Policy Adopted: Sep 2015(in-line with July updates) Review: Sep 2017 1 Introduction Ankermoor Primary School is committed to
WORLD PROGRAMME FOR HUMAN RIGHTS EDUCATION Third Phase Plan of Action United Nations Cultural Organization WORLD PROGRAMME FOR HUMAN RIGHTS EDUCATION Third Phase Plan of Action New York and Geneva, 2017
Pacific Indigenous Peoples Preparatory meeting for the World Conference on Indigenous Peoples 19-21 March 2013, Sydney Australia Agenda Item: Justice Paper submitted by the Indigenous Peoples Organisation
Prevent Briefings What is Prevent? The Government s National Prevent Strategy s aim is to: Stop people becoming terrorists or supporting terrorism This is supported by three specific objectives: 1. Respond
New South Wales Children (Protection and Parental Responsibility) Act 1997 No 78 Contents Part 1 Preliminary 1 Name of Act 2 Commencement 3 Definitions 4 Operation of Act 5 Notes Page Part 2 Parental responsibility
The Council of the Federation 2018 Literacy Award Nomination Information What is the Council of the Federation? The Council of the Federation (COF) was established in 2003. Its membership consists of the
SOUTH AUSTRALIA: NUNGA COURT II- ABORIGINAL SENTENCING CONFERENCES Dr Andrew Cannon 1 Background The Nunga Court was initiated by Chris Vass SM in South Australia and has been copied with variations to
Evolving ideologies of the intercultural in Australian multicultural and language education policy Anthony J. Liddicoat School of International Studies, University of South Australia, Australia Australia
MAIN FINDINGS 15 Main findings of the joint EC/OECD seminar on Naturalisation and the Socio-economic Integration of Immigrants and their Children Introduction Thomas Liebig, OECD Main findings of the joint
Standards Correlated to Teaching through Text Sets: Citizenship and Government 20194 New York Core Curriculum Grade 5 Social Studies NY.1. History of the United States and New York: Students will use a
Submission WHITE RIBBON AUSTRALIA RESPONSE TO THE GOVERNMENT OF SOUTH AUSTRALIA S DISCUSSION PAPER ON DOMESTIC VIOLENCE September 2016 Response to Topic 8: Fostering Supportive Environments 1. Introduction
Standing for office in 2017 Analysis of feedback from candidates standing for election to the Northern Ireland Assembly, Scottish council and UK Parliament November 2017 Other formats For information on
Future of Work Temporary Overseas Worker Policy 1. The ACTU believes that the current and future skills needs of Australia can be best met through a strategic approach to: a) skill development, including
Stoke Park Junior School Recruitment of full-time permanent Deputy Head teacher Information for Candidates Details about the post: Full-time permanent Deputy Head teacher Grade: Leadership Scale Type of
12 th Grade U.S. Government Curriculum Map FL Literacy Standards (See final pages) Grading Standard Description Unit/Chapter Pacing Chapter Vocab/Resources Period 1 SS 912.C13 SS 912.C4.1 SS912.C2.8 SS912.C2.7
NSW strategy for business migration & attracting international students Supporting the State s economic development march 2012 www.trade.nsw.gov.au SUPPORTING THE STATE S ECONOMIC DEVELOPMENT Executive
Ms. Bas Director of the Division for Social Policy and Development Secretariat of the Permanent Forum on Indigenous Issues Division for Social Policy and Development Department of Economic and Social Affairs
Role of the Legal Profession for Social Justice, Legal Aid and Pro Bono Work Speech delivered by Fiona McLeod SC, President of the Law Council of Australia, at the 2017 Presidents of Law Associations of
An Introduction to Australian Public Policy THEORY AND PRACTICE Second edition The public policy arena is a complex framework of actors, politics and instruments. An Introduction to Australian Public Policy
A New Progressive Agenda Jean Chrétien Immigration and Multiculturalism Jean Chrétien Lessons from Canada vol 2.2 progressive politics 23 A New Progressive Agenda Jean Chrétien Canada s cultural, ethnic
Table of Contents Foreword by Frances Fitzgerald T.D., Tánaiste and Minister for Justice and Equality Foreword by David Stanton T.D., Minister of State at the Department of Justice and Equality with special
Addendum to Listen to Children the Child Rights NGO Report for Australia Providing update material for the period May 2011 to May 2012 Child Rights Taskforce i This report to the United Nations Committee
Teachers Notes (Primary) by Peter Legge Who's Running This Country? by John Nicholson These notes may be reproduced free of charge for use and study within schools but they may not be reproduced (either
Tackling Extremism & Radicalisation Policy Document Title Lead Officer: Approving Body: Review Date: Edition and Date approved: Indicate whether the document is for public access or internal access only
SAFEGUARDING POLICY NS Policy Senior Manager Responsible Director of Residential Services Superseded Documents Safeguarding Policy Fe 2016 Review Date December 2017 Associated Documents Safeguarding Procedures
Contextualising Multilingualism Contextualising Multilingualism in Australia Today Robyn Cox, Australian Catholic University Abstract: This paper will begin by looking at globalisation, education and transnationalism
Lindens Primary School Preventing Extremism and Radicalisation Safeguarding Policy March 2015 Introduction Lindens Primary School is committed to providing a secure environment for pupils, where children
3 December 2014 Submission to the Joint Select Committee Constitutional recognition of Aboriginal and Torres Strait Islander people 1. Introduction Reconciliation Australia is the national organisation
G e n d e r Po s i t i o n Pa p e r NATIONAL TRAVELLER WOMENS FORUM Gender Issues in the Traveller Community The National Traveller Women s Forum (NTWF) is the national network of Traveller women and Traveller
Federalists v. Anti Federalists Overview In this lesson, students will explore the Articles of Confederation and the Articles influence in revising the Constitution of 1787. Students will experience the
20 th CENTURY UNITED STATES HISTORY CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. August, 2002 K-12 SOCIAL STUDIES PHILOSOPHY The primary purpose of social studies education is to prepare young people to make
New Zealand Residence Programme CABINET PAPER (October 2016) This document has been proactively released. Redactions made to the document have been made consistent with provisions of the Official Information
Upper Primary - Discovering Democracy Units (Organised by Theme) Theme Topic Key Performance Marker (KPM) Descriptor Year 6 Australian History The Law Rules (The qualities of good judicial process Earlier
REPORT ON THE Evaluations of the 41st General Election of May 2, 2011 Library and Archives Canada Cataloguing in Publication Elections Canada Report on the evaluations of the 41st general election of May
REFUGEE COUNCIL OF AUSTRALIA INCORPORATED IN A.C.T. - ABN 87 956 673 083 37-47 ST JOHNS RD, GLEBE, NSW, 2037 PO BOX 946, GLEBE, NSW, 2037 TELEPHONE: (02) 9660 5300 FAX: (02) 9660 5211 email@example.com
What do we mean by social cohesion in Australia? When I began working at the Scanlon Foundation a little over 2 years ago, the term social cohesion needed some degree of explanation whenever I used it.
Legal Studies Stage 6 Syllabus 2009 1 7 Content: Preliminary course Part I: The legal system 40% of course time Principal focus: Students develop an understanding of the nature and functions of law through
Migrant Services and Programs Statement by the Prime Minister From: Commonwealth of Australia Background to the Review of Post Arrival Programs and Services for Migrants Canberra, Commonwealth Government
30.4.2004 L 143/1 I (Acts whose publication is obligatory) DECISION No 803/2004/EC OF THE EUROPEAN PARLIAMT AND OF THE COUNCIL of 21 April 2004 adopting a programme of Community action (2004 to 2008) to
Original: English 18 November 2004 EIGHTY-EIGHTH SESSION THE IMAGE OF MIGRANTS IN SOCIETY Page 1 THE IMAGE OF MIGRANTS IN SOCIETY 1. What is the image of migrants in society today in both host and home
Position Paper: Overview of Indigenous Human Rights in Australia, 2012. Introduction This paper provides a background for viewing how Indigenous rights in the International arena have been adopted in the
Politics and Law Resource list ATAR Year 11 and Year 12 Copyright School Curriculum and Standards Authority, 2012 This document apart from any third party copyright material contained in it may be freely
UNTIL 00:01 AEDT, Monday November 20, 2017 News and Australian Children: How Young People Access, Perceive and are Affected by the News Tanya Notley, Michael Dezuanni, Hua Flora Zhong, Saffron Howden UNTIL
Changing policies Following the end of World War II, new immigration policies saw the number of migrants to Australia increase dramatically. The increased number of migrants meant a greater tolerance towards
Page 1 of 6 PART TWO DEMOCRATIC RIGHTS Article 29 Right of Thought, Opinion and Expression 1. Everyone has the right to hold opinions without interference. 2. Everyone has the right to freedom of expression
precise background services telstra employment pack 1 Introduction As part of the recruitment process, Telstra have appointed Precise Background Services to carry out a range of pre-employment checks on
A Correlation of Prentice Hall Magruder's American Government Florida Edition To the Florida Course Standards and Access Points for United States Government 2106310 CORRELATION FLORIDA DEPARTMENT OF EDUCATION
The UK Citizenship Test Process: Exploring Migrants Experiences Executive summary Authors: Leah Bassel, Pierre Monforte, David Bartram, Kamran Khan, Barbara Misztal School of Media, Communication and Sociology
Bulletin 139 MArch 2017 Youth justice in Australia 2015 16 Summary This bulletin examines the numbers and rates of young people who were under youth justice supervision in Australia during 2015 16 because
Curriculum Newtown Public Schools Newtown, Connecticut Adopted by the Board of Education June 2009 NEWTOWN SUCCESS-ORIENTED SCHOOL MODEL Quality education is possible if we all agree on a common purpose
National Youth Settlement Framework: Young people from migrant and refugee backgrounds Introduction This resource has been developed as a supplement to the MYAN Australia s National Youth Settlement Framework
THE KANDY PROGRAM OF ACTION : COOPERATION BETWEEN NATIONAL INSTITUTIONS AND NON- GOVERNMENTAL ORGANISATIONS Asia Pacific Forum of National Human Rights Institutions Workshop on National Institutions and