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Civics and Citizenship for years 5-6

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Presentation on theme: "Civics and Citizenship for years 5-6"— Presentation transcript:

1 Civics and Citizenship for years 5-6
Joy Schultz SEAQ secretary SCEAA committee member Educational Consultant

2 National Goals Goal 2: All young Australians should become:
Successful learners Confident and creative individuals Active and informed citizens Melbourne Declaration on Educational Goals for Young Australians (December 2008)

3 Active and informed citizens
Among other things …. ….. have an understanding of Australia’s system of government, history and culture Are committed to national values of democracy, equity and justice, and participate in Australia’s civic life Work for the common good, in particular sustaining and improving natural and social environments Are responsible global and local citizens

4 Definitions: Suzanne Mellor, in a Research Digest: Civics and Citizenship Education, prepared for the Queensland College of Teachers(No.8, September 2010) “(I)n the Assessment Domain developed for the National Assessment Program–Civics and Citizenship (NAP-CC) (MCEETYA, 2004)…… two sub-dimensions (known as the Key Performance Measures) were defined: ◗ Civics: Knowledge and Understandings of Civic Institutions and Processes ◗ Citizenship: Dispositions and Skills for Participation “

5 Mellor cont.: The most succinct description of the difference is that Civics is cognitive whereas Citizenship is dispositional in nature. Civics was defined … as the study of Australian democracy, its history, traditions, structures and processes; our democratic culture; the ways Australian society is managed, by whom and to what end. Citizenship is a more abstract concept … (that) involves the development of the skills, attitudes, beliefs and values that will predispose students to participate, to become and remain engaged and involved in that society/culture/democracy.

6 How much Civics do you know?
Try Civics Bingo Sources of Civics knowledge:

7 ACARA Curriculum in CCE
Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to become active and informed citizens; to question, understand and contribute to the world in which they live. The curriculum also offers opportunities for students to develop a wide range of general skills and capabilities, including an appreciation of diverse perspectives, empathy, collaboration, negotiation, self- awareness and intercultural understanding. (Rationale page 1.)

8 Achievement standards in CCE
The standards at each year level encompass: Understanding of particular concepts, information and generalisations related to study of Key Questions Inquiry based on questions posed by students Investigation into real-life issue/s Demonstration of an understanding of multiple perspectives related to an issue Presentation of evidence-based arguments and negotiated solutions Recognise ways they can take action on an issue

9 e.g. Year 6 Achievement Standard
By the end of Year 6, students explain ……. When researching, students develop questions and gather and analyse information from different sources to investigate the society in which they live. When planning for action, they identify different points of view and solutions to an issue. Students develop and present their ideas using appropriate texts and civics and citizenship terms and concepts. They identify the ways they can participate as citizens in the school.

10 Inquiry in CCE All of the requirements of the achievement standards in CCE can be met through the use of inquiry based learning. ‘Inquiry’ is different from ‘research’ CCE Inquiry can be the basis for purposeful integration

11 Purposefully connected curriculum
Dr. Jennifer Nayler has written a paper for the Queensland Curriculum and Assessment Authority entitled Making connections across the Australian Curriculum for quality learning -

12 Inquiry-based learning (Nayler)
There is a symbiotic relationship between integrated curriculum and inquiry-based learning. In an IBL approach, students are guided to pose and respond to questions related to real-life contexts while attending to the required curriculum. (page 12) Students will have opportunities to explore issues, problems or phenomena in ways that are meaningful and related to the real-world, with such opportunities drawn from the content descriptions of the contributing curricular areas (page 19)

13 The question of Inquiry – using a model that promotes metacognition
For educators, inquiry implies the emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that enable individuals to continue the quest for knowledge throughout life. (Adapted from What is inquiry–based learning?, the first part of a series of articles called Concept to Classroom on If inquiry is ever to become metacognitively understood and used by students, there should be very little difference in the steps of inquiry used across the social sciences, otherwise it will simply lead to confusion. Primary teachers will thank all disciplines for creating conformity here. (From a SEAQ submission to ACARA)

14 HaSS Inquiry models

15 model

16 A student-centred inquiry model
The benefits of TELSTAR: The use of simple words for each step The use of an acronym easily remembered by students It can be used with younger students It is adaptable to all social education disciplines It is a reflective, recursive model It promotes self-direction and metacognition in students

17 Essential Questions in integrated curriculum– Heidi Hayes Jacobs
If kids learn from a curriculum shaped by essential questions, they will be more likely to truly interact with the content. Instead of answering, "Stuff..." when asked what they learned, students will retain higher levels of knowledge. Essential questions are like mental Velcro; they give kids a "sticky" place to which their thoughts adhere. They also give students a sense of ownership of their curriculum from knowing what questions are directing their learning and why.

18

19 TUNE IN - Inquiry into an issue
Turtles think that plastic bags are jelly fish and then choke Problems of plastic packaging and simple solution Plastic is a global environmental problem – huge ocean garbage swirls What is a good Key Question to inquire into?

20 Appropriate for Year 5 content descriptions:
Civics and Citizenship: Why people work in groups to achieve their aims, and how they can express their shared beliefs and values and exercise influence. Geography: Influences people have on the environmental characteristics of Australian places. Economics and Business: Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices. Science: Chemical sciences – Solids, liquids and gases have different observable properties and behave in different ways. Science: Science as a Human Endeavour – Scientific knowledge is used to inform personal and community decisions.

21 EXPLORE - What will be your sticky ‘Velcro’ questions?
Who? (Who else?) When? (When else?) Where? (Where else?) What systems? - economic? - environmental/ecological? - social? - political?

22 LOOK/SORT - What social science/ General Capability skills may be involved?
General research skills in information search, including literacy, numeracy and ICT skills Mapping skills Economics – decision-making/numeracy Personal and social skills in collaboration and negotiation, and ethical decision-making CCE – recognition of levels of government and community and volunteer organisations; use of civics concepts and terminology (democracy, rights, responsibilities, rule of law, fairness, common good, legislation) and skills of meeting procedure, negotiation, role-playing, survey taking …………

23 SORT – understand concepts; critical thinking; analysis - strategies
Concepts - concept map; T-chart (e.g. looks like/sounds like) Critical thinking – check the researched information (is it up-to-date; from a reliable source; does it take a particular perspective; what values are represented; what should we trust – on what evidence ….) Analysis – what are the perspectives presented (categorise); what connections (flow charts), consequences (consequences wheel, futures ‘What if? scenarios, letter from the future); what strategies are used elsewhere ………

24 TEST – Have we answered our question
TEST – Have we answered our question? Decision-making or problem-solving

25 ACT – how can we respond to improve the common good?
DIFFERENT TYPES OF ACTION    Action to inform others (presentations, displays) – Informative action Action to encourage others to take part (letters, debate, articles in newsletters) – Stimulative action Action to direct change by those in power (letters to the editor; a petition; contact a politician) – Directive action Action to become personally involved in community activities (volunteer time; help raise money; join an action group) – Operative action Action to change one’s own behaviour (use less water, plant more trees, learn conflict resolution techniques) – Transformative action

26 REFLECT – Achievement standards; attitude change; how can our learning be improved?
CCE Achievement standard Year 5: … students identify the values that underpin Australian democracy….. They identify various ways people can participate effectively in groups to achieve shared goals. Students develop questions and use information from different sources to investigate ….. They identify possible solutions to an issue as part of a plan for action. Students develop and present civics and citizenship ideas and viewpoints using civics and citizenship terms and concepts. Attitude change – a good way to ascertain attitude change is to do a pre- and post- inquiry attitude continuum. Students stand where they think their attitude lies (totally agree, totally disagree, neutral) and give reasons for their position. They should note somewhere where they stood at the beginning of the inquiry in order to compare their later change of attitude (if any). Reflection - Encourage metacognition by asking the class how they think the inquiry could have been improved and what skills each person needs to improve.

27 Alternative - Using a role play
The website of the federal Parliamentary Education Office (PEO) has a number of role plays with scripts and seating arrangements For example, another way of conducting this inquiry could have been to use the Committee Role Play, which involves groups investigating different perspectives on the issue and presenting those to a Parliamentary Inquiry:

28 International Review of Curriculum and Assessment Frameworks Active Citizenship: Definitions, Goals and Practices Background Paper National Foundation for Educational Research (UK), Nelson, J and Kerr D (2005) Quote from the Crick report of 2000: Young adults will only be able to realise their potential as active and effective members of society at large, and of all kinds of public and voluntary bodies, if those responsible for their education, training, employment and other forms of development provide the necessary models and learning environments for active and participative citizenship.

29 (Murray Print, Curriculum Corporation 1996)

30 A Final Word There is a danger of C&C becoming submerged by other disciplines because of the paucity of time allocated, when in fact it should be the centre of a vibrant school life and interdisciplinary learning, where students learn how our society is organised and learn to practice the skills for engaging in society at a local and global level as full and effective citizens. We believe that it is possible for schools to creatively choose a variety of organisational options, beginning with an audit of what is currently done in the name of citizenship and expanding on that. Hopefully, this might include making C&C compulsory for all students to the end of Year 10.


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