Blog Post #1 Civics and Citizenship- Learning about democracy
Hello Parents and Carers,
Specific Civics and Citizenship Education (CCE) is new for the Year 3s this year, so I have decided to give you some information about this Democracy unit.
INTRODUCTION TO CCE
CCE allows students to explore contemporary issues and have opportunities to create change (Gordon & Tudball, 2017).
Throughout these tasks, students will be working towards the achievement standard below.
Democracy is a valued concept in
Australia and education; therefore, it is important that it is embodied within
the classroom (Bigelow, 2015).
When having democratic discussions, it is so important that students are considerate of other’s opinions (Commonwealth of Australia, 2005). Positive and respectful discussions will be prioritised to create a safe learning environment.
THE UNIT OF LEARNING
UNDERSTANDING DEMOCRACY
Miss Harrison
Throughout these tasks, students will be working towards the achievement standard below.
ABOUT
DEMOCRACY
CCE has a long-lasting effect, so understanding
democracy helps students to develop into active and informed citizens (Leighton,
2012).
Through understanding democracy and
making democratic decisions at schools, students can apply their understandings
to the wider communities (Bigelow, 2015).
When having democratic discussions, it is so important that students are considerate of other’s opinions (Commonwealth of Australia, 2005). Positive and respectful discussions will be prioritised to create a safe learning environment.
THE UNIT OF LEARNING
The first lesson will begin with the
students put into 2 situations, one in which they are not allowed to have their
say and one where they can contribute, demonstrating democratic decisions.
Students will reflect by identifying the differences in the 2 situations and which they consider fair.
This leads into an introduction of democracy through the beginning of this video:
ACTIVE CITIZENSHIP PROJECT
Peterson and Bentley define active
citizenship as, students learning through the experience of community or
school-wide projects (2017).
The project will begin through
discussion of school issues, prompted by:
What decisions could be made more democratically at school? and What would you like to help change?
Responses could include:
- Canteen Food
- Play Equipment/Areas
In groups,
students will break down a chosen idea using a brainstorming sheet. Democratic
decision making will require all members to contribute and consider the ideas
of others (Gilbert, 2017).
Once this has been completed, the group
will democratically decide on what they are going to change and how. This will begin
their active project with students talking to people around the school and
trying to achieve their change solution. Students will also make frequent
reflections on their project development, contributing to strong active
citizenship (Leighton, 2012).
YOUR SUPPORT
Your child is encouraged to talk to
you about their chosen topics and ideas for change. I encourage you to give
them your point of view.
For further information about CCE, please
contact me or visit the CCE website https://www.civicsandcitizenship.edu.au/cce/for_parents,22590.html
I am so excited to see these young
people become active citizens!
Miss Harrison
References
Australian Curriculum, Assessment and Reporting Authority.
(ACARA). (2019). HASS. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/hass
Australian Human Rights Commission. (2018 August 26). What is Democracy?
[Video] Retrieved from https://www.youtube.com/watch?v=8Eu6G5YrBt4
Bigelow, B.
(2015). As cited in Gilbert, R., & Hoepper, B. (Eds.). (2017). Teaching Humanities and Social Sciences:
History, Geography, Economics and Citizenship (6th edn.). Southbank, VIC:
Cengage Learning.
Commonwealth of Australia. (2005). Nine Values for Australian Schooling.
As cited on https://www.civicsandcitizenship.edu.au/cce/living_in_a_democratic_society,22586.html
Gilbert, R. (2017). Values, Ethical Understanding and Controversial Issues.
In Gilbert,
R., & Hoepper, B. (Eds.). (2017). Teaching
Humanities and Social Sciences: History, Geography, Economics and Citizenship
(6th edn.). Southbank, VIC: Cengage Learning.
Gordon, K.,
& Tudball, L. (2017). Teaching for Active and Informed Citizenship. In Gilbert,
R., & Hoepper, B. (Eds.). (2017). Teaching
Humanities and Social Sciences: History, Geography, Economics and Citizenship
(6th edn.). Southbank, VIC: Cengage Learning.
Leighton, R.
(2012). As cited in Gilbert, R., & Hoepper, B. (Eds.). (2017). Teaching Humanities and Social Sciences:
History, Geography, Economics and Citizenship (6th edn.). Southbank, VIC:
Cengage Learning.
Ministerial
Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008).
Melbourne Declaration on Educational Goals for Young Australians. Melbourne, Victoria.
Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Peterson, A. & Bentley, B. (2017) A case for cautious optimism?
Active citizenship and the Australian civics and citizenship curriculum, Asia
Pacific Journal of Education, 37:1, 42-54, DOI:
10.1080/02188791.2016.1142424
Images retrieved from:
Pixabay.com
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