Discovering Democracy Units
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Joining In

National, state and territory curriculum links

National | ACT | NSW | NT | QLD | SA | TAS | VIC | WA

National

The nationally developed Statements of Learning for Civics and Citizenship includes three ‘Aspects’ that are defined at four levels of schooling (ie Year 3, 5, 7 and 9). The Year 3 and Year 5 Statements of Learning relate to the Discovering Democracy unit, ‘Joining In’.

Year 3

Citizenship in a democracy

  • Students explore rights, responsibilities and participation in a democracy (eg recognise the contributions of diverse groups; develop the skills needed to make decisions in groups; participate in events that support intercultural understanding).
  • Students explore ways in which Australians are connected to other people and environments (eg participate in positive, local, environmental or other civic action).

Year 5

Government and law

  • Students understand that Australia is a democracy based on a constitution, shared values and specific civic features (eg concepts of community service; government services).

Citizenship in a democracy

  • Students understand and practise personal rights and responsibilities within their school and community (eg how people work together in communities; effective contribution to representative groups; how people collaborate to protect the environment; participation in civic or environmental action).

Historical perspectives

  • Students explore how Australian identities and civil society have changed over time (eg histories of cultural groups in their school or community).

Australian Capital Territory

The Every chance to learn: Curriculum framework for ACT schools has essential content within the later childhood band relevant to the Discovering Democracy unit, ‘Joining In’.

Later childhood band

ELA 21 The student understands about Australia and Australians.

Contemporary society

  • 21.LC.6 Cultural groups within Australian communities, including some features of their histories, customs and beliefs.

ELA 22 The student understands and values what it means to be a citizen within a democracy

Democratic principles

  • 22.LC.8 The concepts of community service, power and leadership.

Active citizenship

  • 22.LC.13 Ways in which people work together to form civil society.
  • 22.LC.14 Ways in which citizens are influenced by and can influence decisions, events and movements, considering local, state, regional or global examples.
  • 22.LC.16 Participate in activities that celebrate diversity and support social cohesion.
  • 22.LC.17 Contribute effectively to representative groups in familiar contexts (eg student representative council).

New South Wales

Learning outcomes within Stage 2 of the Human Society & Its Environment K–6 Syllabus are relevant to the Discovering Democracy unit, ‘Joining In’.

Stage 2

Cultures

Identities

  • CUS2.3 Explains how shared customs, practices, symbols, language and traditions in communities contribute to Australian and community identities (eg community groups that people can belong to).

Social Systems and Structures

Roles, Rights and Responsibilities

  • Investigates rights, responsibilities and decision-making processes in the school and community, and demonstrates how participation can contribute to the quality of school and community life (eg processes involved in civic action; contributions of community organisations; contributes to decision-making processes in the school).

Northern Territory

Student learning outcomes within bands 1 and 2 of the Studies of Society and Environment Learning Area of the Northern Territory Curriculum Framework are relevant to the Discovering Democracy unit, ‘Joining In’.

Band 1

Social Systems and Structures

Enterprise

  • Soc 1.5 Examine ways the local community facilitates the meeting of needs and wants (eg disability services).

Environments

Environmental Awareness and Care

  • Env 1.2 Identify problems and cooperate to plan activities that care for places within their local community (eg how people cooperate to care for places; addressing a problem in the local environment through personal and group action).

Band 2

Social Systems and Structures

Indigenous Studies

  • Soc 2.2 Describe the diversity among Indigenous people and their traditional and contemporary cultures (eg functions of local Indigenous groups).

Civics, Governance and Social Justice

  • Soc 2.3 Make informed decisions and choices about immediate local issues and define social justice and its relevance to societies (eg purpose, roles, relationships and decision-making in groups; roles and responsibilities of local government).

Values, Beliefs and Cultural Diversity

  • Soc 2.4 Identify the processes used to pass on cultural customs and other value-based information within familiar social groups (eg identify range of local community groups).

Enterprise

  • Soc 2.5 Compare shared interests and common needs that see individuals form groups and communities.

Environmental Awareness and Care

  • Env 2.2 Identify issues to do with value and care of places, and collaboratively participate in an action project to address local community issues (eg local organisations that care for the environment; developing solutions to school or community issues).

Queensland

Student learning outcomes within Levels 2 and 3 of the Studies of Society and Environment Years 1 to 10 Syllabus are relevant to the Discovering Democracy unit, ‘Joining In’.

Level 2

Culture and Identity

  • CI D2.8 Students describe how to appropriately participate in particular home, school and community events.

Level 3

Culture and Identity

  • CI D3.6 Students investigate the services provided and groups targeted by organisations that offer support to the community.

Systems, Resources and Power

  • SRP 3.3 Students employ the principles of democratic decision making in cooperative projects.

South Australia

Standard 2 in Society and Environment of the South Australian Curriculum Standards and Accountability Framework is relevant to the Discovering Democracy unit, ‘Joining In’.

Standard 2

Place, Space and Environment

  • 2.6 Understands that people cause changes in natural, built and social environments, and that they can act together to ensure ecological sustainability.

Social Systems

  • 2.11 Identifies and critically examines the work, paid and unpaid, of people who provide goods or services for a community (eg community organisations).
  • 2.12 Describes and participates in decision-making processes and interprets the effects of decisions on people (eg how school or community decisions are made; the effectiveness of processes within groups).

Tasmania

Strands and performance criteria at Standard 2 in the Society and History Syllabus of The Tasmanian Curriculum are relevant to the Discovering Democracy unit, ‘Joining In’.

Standard 2

Strand 1 Identity, relationships and culture

  • Students understand how culture and community shape identity and relationships (eg Stage 4: the value of relationships in groups; Stage 5: how there are shared gains from being in groups; Stage 6: how some groups help others).

Strand 2 Democratic values and processes

  • Students understand democratic values and processes in society, government and law (eg Stage 4: participate in democratic processes; Stage 5: why democratic processes are valued; Stage 6: how democratic outcomes can favour some groups).

Strand 3 Interactions with the environment

  • Students understand relationships between people, resources and places (eg Stage 4: how communities and groups care for places; Stage 5: how groups have an interest in particular places).

Strand 4 Interconnections between systems

  • Students understand particular social, economic and political systems and the connections between them (eg role and purpose of local prominent social and service groups).

Strand 5 Responsible citizenship

  • Students understand how individuals and groups take action to positively influence change (eg Stage 4: how people help others in the community; Stage 5: characteristics and roles of effective groups; Stage 6: common goals of community groups).

Strand 8 Communication

  • Students acquire, critically examine and communicate information.

Victoria

Standards in the domain of Civics and Citizenship and in the Humanities within the Victorian Essential Learning Standards are relevant to the Discovering Democracy unit, ‘Joining In’.

Level 3
Civics and Citizenship

Community engagement

  • Students describe some of the roles and purposes of groups in the community. They work with other students to identify a local issue and plan possible actions to achieve a desired outcome.

Western Australia

The K–10 Society and Environment Syllabus (2007) is consistent with other Department of Education and Curriculum Council frameworks and progress maps. There are developmental progressions of broad understandings in a number of strands relevant to the Discovering Democracy unit, ‘Joining In’.

Early childhood Year 3

Investigation, Communication and Participation

Planning

  • Reflect on current understandings and background knowledge.

Culture

Cohesion and Diversity

  • Understand that cultural groups are cohesive and diverse and change over time (eg groups have different beliefs, values and practices).

Personal, Group and Cultural Identity

  • Understand that cultural practices influence identity (eg roles and responsibilities within groups).

Place and Space

Care of Places

  • That people’s views on the care of places change over time and that environments can be managed sustainably.

Resources

Management and Enterprise

  • That resources are to be managed effectively, through decisions made about production and workplace practices, financial management and enterprise and the sustainability of resources (eg community groups responsible for managing resources).

Natural and Social Systems

Political and Legal Systems

  • The elements and processes of government and governance (eg responsibilities and qualities of leadership and the role of leaders within a community; places where people come together to discuss ideas and make decisions).

Active Citizenship

  • In the context of cultural understandings, children should demonstrate active citizenship in the school environment by behaving in accordance with principles and values associated with the democratic process, social justice and sustainability (eg class and/or junior council, class and/or school elections; participating in environmental groups at a school level).

Year 4 and 5

Place and Space

People and Places

  • That people’s views affect their use of places (eg how groups collaborate to protect the environment).
  • That people’s views on the care of places change over time and that environments can be managed sustainably.

Culture

Beliefs and Culture

  • That cultural groups have particular values, beliefs, characteristics and influences (eg reasons why people join groups; beliefs, values and practices of groups).

Active Citizenship

  • Students demonstrate active citizenship in the school environment by behaving in accordance with principles and values associated with the democratic process, social justice and sustainability.

Year 5 (and 6)

Place and Space

People and Places

  • That people’s views on the care of places change over time and that environments can be managed sustainably.

Active Citizenship

  • Students demonstrate active citizenship in the school environment by behaving in accordance with principles and values associated with the democratic process, social justice and sustainability. They use the principles and ideas of Social Justice and Democratic Process to evaluate social situations, decisions and change (eg they value and participate in community life).
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