Discovering Democracy Units
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Getting Things Done

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 9 Statements of Learning relate to the Discovering Democracy unit, ‘Getting Things Done’.

Year 9

Government and law

  • Students explore principles, features and practices that characterise democracy in Australia (eg the powers and responsibilities of the federal legal system, including the High Court).

Citizenship in a democracy

  • Students understand the regional, global and environmental implications of being a citizen in a democracy (eg how changing attitudes to the environment influence governments).
  • Students analyse how media and information and communication technologies are used to exert influence (eg how individuals and groups use the media to shape opinion).

Australian Capital Territory

The Every chance to learn: Curriculum framework for ACT schools has essential content within the later adolescence band relevant to the Discovering Democracy unit, ‘Getting Things Done’.

Later adolescence band

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

Democratic features

  • 22.LA.3 The role of government in developing policy and formulating legislation.

Active citizenship

  • 22.LA.12 Ways in which citizens can influence government.

General

  • 22.LA.14 Reflect on their rights and responsibilities as young adults and consider ways in which people individually and collectively make decisions and contribute to the common good (eg take informed civic action on issues).

New South Wales

Learning outcomes within Stage 5 of the History 7–10 Syllabus are relevant to the Discovering Democracy unit, ‘Getting Things Done’.

Stage 5

History

Civics and Citizenship is a key focus of the syllabus (eg key features of the constitution; events and issues of political significance and their impact on the changing nature of civic institutions and civil society; what it means to be an active and informed citizen).

  • 5.1 Explains social, political and cultural developments and events and evaluates their impact on Australian life (eg environmental issues).

Northern Territory

Student learning outcomes within Band 5 and Beyond Band 5 of the Studies of Society and Environment Learning Area of the Northern Territory Curriculum Framework are relevant to the Discovering Democracy unit, ‘Getting Things Done’.

Band 5

Social Systems and Structures

Civics, Governance and Social Justice

  • Soc 5.3 Critically evaluate a range of political and legal systems and their impact on citizens; analyse the moral/ethical codes of organisations that promote and protect human rights (eg changing balance of power between the Commonwealth and the states and territories – Franklin dam).

Values, Beliefs and Cultural Diversity

  • Soc 5.4 Critically evaluate the cultural and social structures, values and beliefs of communities and groups that impact on and influence behaviour, attitudes and actions (eg the impact of the media in informing public opinion on an issue).

Beyond Band 5

Social Systems and Structures

Civics, Governance and Social Justice

  • Soc 5+.3 Critically evaluate how political and legal systems impact on civic actions and the implications for those who attempt political and legal reform; analyse and interpret the moral and ethical codes of organisations, individuals and societies in terms of social justice (eg the life and impact of individuals who have resisted government power or attempted political reform).

Queensland

Student learning outcomes within Level 6 and Beyond Level 6 of the Studies of Society and Environment Years 1 to 10 Syllabus are relevant to the Discovering Democracy unit, ‘Getting Things Done’.

Level 6

Time, Continuity and Change

  • TCC 6.3 Students collaboratively identify the values underlying contributions by diverse individuals and groups in Australia.
  • TCC 6.4 Students produce a corroborated argument concerning causes of a change or continuity in environments, media or gender roles.

Beyond Level 6

Time, Continuity and Change

  • D.6.4 Students evaluate the effectiveness of progressive actions from the past to recommend particular actions for the future.

South Australia

Standards 4 and 5 in Society and Environment of the South Australian Curriculum Standards and Accountability Framework are relevant to the Discovering Democracy unit, ‘Getting Things Done’.

Standard 4

Place, space and environment

  • 4.6 Identifies and describes ways that places and natural environments are valued or threatened, and discusses strategies related to ecological sustainability (eg influence on change of diverse lobby groups).

Standard 5

Time, continuity and change

  • 5.3 Explains and justifies a position on continuing and changing aspects of societies, including their underlying values, ways to influence the future, and how these are connected to responsible decision-making and action (eg the power of the media in forming and changing attitudes; people who speak out against popular opinion, and the processes and skills necessary for this).

Place, space and environment

  • 5.4 Analyses and justifies personal views about similarities and differences between regions, in Australia and globally.

Social systems

  • 5.11 Critically analyses ways in which change can be achieved through political and legal systems and processes (eg strategies and impact on decision-making of corporate lobby groups, environmental groups and the media).

Tasmania

Strands and performance criteria at Standard 5 in the Society and History Syllabus of The Tasmanian Curriculum are relevant to the Discovering Democracy unit, ‘Getting Things Done’.

Standard 5

Strand 2 Democratic values and processes

  • Students understand democratic values and processes in society, government and the law (eg how the Australian constitution establishes the powers and responsibilities of the national parliament and the federal legal system; how groups and communities make decisions and take informed civic action about significant issues).

Strand 3 Interactions with the environment

  • Students understand relationships between people, resources and places (eg the ecologically sustainable use of resources).

Strand 4 Interconnections between systems

  • Students understand social, economic and political systems and the connections between them (eg the powers of the national parliament and the federal legal system, including the High Court, in comparison to the responsibilities of the states; the effectiveness of international conventions and treaties).

Strand 5 Responsible citizenship

  • Students understand how individuals and groups take action to positively influence change (eg how citizens and groups influence government decision making; the involvement of environmental groups in public debate).

Strand 6 Historical inquiry

  • Students undertake historical inquiries in relation to continuity and change in society (eg consider evidence from multiple perspectives about an event or issue from the past; assess conflicting sources of evidence for relevance, authenticity, reliability and purpose; evaluate multiple sources to find value judgements and underlying assumptions).

Strand 8 Communication

  • Students acquire, critically examine and communicate information (eg how individuals, groups and governments use the media to shape popular opinion and manage controversy; why ideas, events and issues are represented in different ways in alternate information sources; how language is used to represent values, attitudes and beliefs).

Victoria

A Standard in the domains of Civics and Citizenship within the Victorian Essential Learning Standards is relevant to the Discovering Democracy unit, ‘Getting Things Done’.

Level 6

Civics and Citizenship

Civic knowledge and understanding

  • Students explain how citizens influence government policy participation in political parties, elections and membership of interest groups (eg how people’s views on the environment influence government policy). They explain the roles and responsibilities of courts at state and federal levels and evaluate a change in the law (eg the role of the High Court of Australia; case studies of changes in the law such as the Franklin dam case. Also the role of the media in a democratic society).

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, ‘Getting Things Done’.

Year 9

Place and Space

Care of Places

  • That people’s values determine how they care for a place (eg different perspectives on the conservation of significant natural and built features).


Natural and Social Systems

Natural Systems

  • The elements and interrelationships in natural systems (eg people’s views on sustainability may change over time and influence political, government and non-government organisations).

Political and Legal Systems

  • The elements and processes of government and governance (eg formal processes of democracy have political legal and civic components; decision-making processes of government are influenced by a range of individuals and groups).

Year 10

Place and Space

Care of Places

  • That people’s values determine how they care for a place (eg people’s views on the significance of places change over time and are shaped by their circumstances).


Resources

Use of Resources

  • That resources are used to satisfy needs and wants and vary in availability and distribution (eg there are different world views about how resources should be used).


Natural and Social Systems

Natural Systems

  • The elements and interrelationships in natural systems (eg local, regional and global challenges to sustainability).

Political and Legal Systems

  • The elements and processes of government and governance (eg the constitution is open to interpretation – conflicts between state and federal government and the role of the High Court; political and legal systems are influenced by groups representing changing attitudes in society).
  • The elements and processes of law making and law enforcement (eg active and informed citizens are important in a democracy; law-making processes in Australia have become more representative over time; laws can be challenged in appropriate ways).
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