1. Creating a Culture of Civics and Citizenship at a Prep -Two Level
Emma Williams and Anna Grace Hopkins,
Classroom Teachers, Spensley Street Primary School

2. WHY
HOW
WHAT

3. MISSION STATEMENT ‘Spensley Street Primary School empowers and supports students to be knowledgeable and caring young people who become successful lifelong learners and engaged, thoughtful citizens.’
Why?
Civics and Citizenship content understandings align with school philosophy

4. SCHOOL ENVIRONMENT SCHOOL PHILOSOPHY ‘multi-ageing
flexible learning environment
responsive to students stages of development, interests and personalities - not just their age’
‘open, democratic governance …
everyone in community participates in decision-making ‘
SCHOOL PHILOSOPHY
‘students develop a strong sense of social justice, and to acquire the knowledge, skills and confidence to think critically about their world.’

5. Traits of a Successful Learner
RESPECTFUL open-minded, accepting, understanding people who value differences;
PRINCIPLED ethical, honest, responsible, fair, independent people with integrity;
CARING empathetic, compassionate, kind people who are concerned about the feelings of otherss, able to get along with other, to understand and appreciate their own cultures and open to the perspectives, values and traditions of other individuals, communities and cultures;
KNOWLEDGEABLE people who demonstrate expertise, understandings and skills confidently and appropriately, willing to explore concepts, ideas and issues that have a local and global significance;
Why?
Civics and Citizenship content understandings align with school philosophy
Traits of a Successful Learner

6. Why?
Civics and Citizenship content understandings align with school philosophy
Traits of a Successful Learner
Assessment indicates student readiness

7. READINESS FOR CIVICS AND CITIZENSHIP AT P-2?
Predominantly politically and socially engaged community
Parents level of education
Multi-age - exposed to ideas of older students
Get to know group over 3 years, build on previous understandings
Children learn a lot at kinder – Early Years Learning Framework
Begin year with experiences that provide opportunities for formative assessment – more about this later
Grab every chance!
Don’t underestimate what young children might know and/or can understand

8. ‘Do slaves get 8 hours too?’
LABOUR DAY
‘Do slaves get 8 hours too?’

9. HOW

10. How do we address Civics and Citizenship in P-2 ?
Practice
Pedagogical approach – democratic [student choice/voice], flexible and values-based
Personal Work Time
Content
Explicit teaching of aspects of the Civics and Citizenship curriculum

12. Personal Work Time (PWT)
In Prep – Two, child-centered approach to curriculum delivery
developmental play/PBL/personal inquiry hybrid
2- 3 hours per week
student choice - democratic in nature
Teachers can be responsive and help kids follow lines of interest/inquiry

15. Planning/setting goals
Reflections / self assessment
Planning/setting goals

16. How do we address Civics and Citizenship in P-2 ?
Practice
Pedagogical approach – democratic [student choice/voice], flexible and values-based
Personal Work Time
Explicit teaching of social skills and values
Content
Explicit teaching of aspects of the Civics and Citizenship curriculum

17. Social and emotional learning
Explicit teaching of social skills P- 6
Restorative Practices (David Vinegrad)
Circle Time
Class agreement
Class elections/ ‘leadership’
Traits of a successful learner
Changes (sexuality education)
Safe Schools/ ‘Respectful Relationships’
Start of the year – use as assessment for Civics and Citizenship content understandings

19. Explicit teaching
Formative assessment

20. Formative assessment

21. How do we address Civics and Citizenship in P-2 ?
Practice
Pedagogical approach – democratic [student choice/voice], flexible and values-based
Personal Work Time
Explicit teaching of social skills and values
Content
Explicit teaching of aspects of the Civics and Citizenship curriculum
Intentionally embed C & C understandings in other areas
Teach it responsively according to need

22. Embedded in other curriculum areas

23. ‘Who lives here?’ ‘Caring for Ourselves, Caring for Others’
Personal and Social, Ethical and Intercultural Capabilty
Why are rules important, how do they keep us and others safe? (Class Agreement)
Develop culture of respect, inclusion, civility, responsibility, compassion, equality
Opportunities to explore equality and equity – gender/ race discrimination
‘Who lives here?’
Biology (Animal Habitats)
Aboriginal Australians –
relationship with Country
What does the Government do to keep nature safe?
(local/national policies and laws)
What rules do WE need to follow? (school/elsewhere)
Community participation– volunteers, interest groups, activists

25. Formative assessment

26. Pre-assessment

27. Responsive teaching A social issue in the school community/class
a school event that is an opportunity for teaching e.g. Welcome to Country smoking ceremony
a prominent news story that students are discussing
a special event or day e.g. Anzac Day, World Autism Day, Refugee Week
something raised by a student who is interested

28. Direct response to issue/CURRENT EVENT

29. Formative assessment
Student responses will indicate the differing levels of sophistication in understanding of the issues

30. We have students for 3 years so you get to anticipate what their level of understanding is likely to be

31. Teacher support needed to:
Explore different points-of-view re issue
Link to personal experience and class agreement: how does it feel when YOU …?
Scaffold for P-2 as appropriate
Link to books, stories, characters
Link to history - Marngrook
Protect vulnerable class members eg. ATSIC students,
other children of colour, Rainbow Families
Find authentic voices on the issue -‘lived experience’
Model genre of response if necessary
Communicate with parents/get support from school

32. link local to global Junior School Council election
(all classes elect 2 reps to student consultative body)
‘What if the girls in this class weren’t allowed to vote?’
What is democracy?
Elections in Australia: process
Link to local upcoming by-elections
1967 referendum
Discuss women’s suffrage and global issues affecting girls
International Women’s Day
link local to global

34. Teacher support to: STUDENT INTEREST Can happen because…
Help child discover who in Government would be responsible (Minister for Racing)
Extend argument and get child to consider role of Government in supporting owners
Share letter + new knowledge with class
Can happen because…
PWT = TIME to respond

35. How do we address Civics and Citizenship in P-2 ?
Practice
Pedagogical approach – democratic [student choice/voice], flexible and values-based
Personal Work Time
Explicit teaching of social skills and values
Content
Explicit teaching of aspects of the Civics and Citizenship curriculum
Intentionally embed C & C understandings in other areas
Teach it responsively according to need

36. A ‘TWIN TRACK’ APPROACH
use the content of the Civics and Citizenship curriculum to respond
Vulnerable individual
improve the broader class environment in parallel
better the situation of the single member

37. WHAT (it looks like)

38. Year 2 response to Emma’s talk with both classes after US Election 2016

39. ‘Two Mummies
in Love’
(Prep)

44. Provide democratic learning experiences
Teach values and social skills explicitly
Teach responsively
Embed in all curriculum areas