Background to the VELS − Civics and Citizenship domain
Standards in the Civics and Citizenship domain were developed following a detailed analysis of the Curriculum and Standards Framework (CSF) II, the previous curriculum guidelines for Victorian schools. The VELS focus on the essential learning students need. Further information about the general relationships between the two curriculum frameworks is provided in tables for each level.
Introduction | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6 | Show All
Introduction
Civics and Citizenship is a cross-curricular area in the CSF II, where relevant learning outcomes are identified by a symbol. While many such outcomes are found in the Studies of Society and Enviroment (SOSE) key learning area, other key learning areas containing Civics and Citizenship learning outcomes are Health and Physical Education at all levels, where it includes issues of community health; English at Level 6 where it includes analysis of contemporary issues; and LOTE, where the Curriculum focus statements include intercultural understanding.
The VELS contain a stronger emphasis on Civics and Citizenship than the CSF II. While knowledge and understanding of political and legal systems and processes, and the history that underpins them, is important, as is the exploration of values reflected in Australian democracy and the development of dispositions that support active participation in that democracy. The dimension of Community engagement emphasises the practice of citizenship. In this dimension there is a strong focus on contemporary events and issues and on providing students with opportunities to acquire and practise citizenship skills in classrooms, schools and the community.
Level 1
Standards are not defined at Level 1 for Civics and Citizenship. Comparison of the domain with the CSF II learning outcomes in the table below is made through the domain’s learning focus statement. While the CSF II covers the dimension of Civic knowledge and understanding, the dimension of Community engagement, in which students practise the behaviours and skills of participation in the community, is not covered.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Learning focus As students work towards the achievement of Level 3 standards in Civics and Citizenship, they begin to develop a sense of belonging to the school community. They are introduced to the idea of the classroom being a community and they learn about respect and concern for others and being fair. They learn about classroom rules and why they are needed. They begin to compare classroom and family rules and other rules that they know about such as those for games and sport. Students explore their responsibilities and rights and those of others in familiar contexts such as the family, the classroom, the school playground and local recreation areas. Students learn about and celebrate special cultural, local, community and national days; for example, school sporting events and Clean Up Australia Day. They engage in school and cultural events in a responsible and active way.
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Studies of Society and Enviroment Society and Environment 1.1 Describe aspects of the student’s life in familiar environments 1.2 Explain why families and other groups have rules, and how these rules are applied. Health and Physical Education Health of Individuals and populations 1.2 Identify the range of people, services and products that help us stay healthy and safe. Self and relationships 1.1 Describe self in personal, family and community terms.
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Level 2
Standards are not defined at Level 2 for Civics and Citizenship. Comparison of the domain with the CSF II learning outcomes in the table below is made with the domain’s learning focus statement. While the CSF II covers much of the Civic knowledge and understanding dimension, there is stronger emphasis on groups which make up the Australian nation and on the important shared values which underpin communities. The dimension of Community engagement, in which students participate in a range of class and community activities and practise the behaviours and skills of participation in the community, is not covered in the CSF II.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Learning focus As students work towards the achievement of Level 3 standards in Civics and Citizenship, they identify the range of groups to which they, their family members and their class belong. They begin to appreciate the similarities and differences between individuals and groups, including the language, cultural and religious groups which make up the Australian nation. They explore the roles, rights and responsibilities of various family and community members. They discover why groups and communities have rules, begin to question rules which they believe are unfair, and make suggestions about improving the rules within the community. They begin to appreciate the common values important to groups and individuals; for example, fairness, tolerance, understanding and respect. Students begin to participate in a range of class and school activities such as recycling, taking responsibility for class resources, and marking local and national celebrations and commemorations. They explore the purpose and benefits of school, community and national events. Students investigate the ways individuals, families, groups and communities can work to improve their environment.
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Studies of Society and Enviroment Society and Environment 2.2 Explain what it means to be an active member of school and other groups within the community. Health and Physical Education Health of individuals and populations 2.1 Describe how the places where people live, work and play influence health and safety. Self and relationships 2.2 Identify why there are different rules and expectations in different situations. |
Level 3
At Level 3, most of the standards in the Civic knowledge and understanding dimension are included in the CSF II, although there is a stronger emphasis in the VELS on values which underpin a democracy. The Community engagement standards, in which students develop understanding of community through looking at a local issue and planning action, are not covered in the CSF II.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Civic knowledge and understanding At Level 3, students demonstrate understanding of the contribution of people from the many culturally diverse groups that make up the Australian community. They sequence and describe some key events in Australia’s democratic history. They describe symbols and emblems of national life in Australia and identify values related to symbols and national celebrations and commemorations. They describe the purpose of government, some familiar government services and the roles of some leaders and representatives. They explain the difference between rules and laws and describe the qualities of a good law. They explain why protection and care for the natural and built environment is important. Community engagement At Level 3, students contribute to the development and support of class rules and participate in school celebrations and commemorations of important events. They 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. They describe the benefits of action at the local level and the democratic aspects of the process. They participate in activities to protect and care for the natural and built environment.
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Studies of Society and Enviroment Australia’s people and places 3.1 Explain the contribution of different cultures to the growth of Australia’s diverse society. 3.2 Examine the rights and responsibilities of individuals and groups within the Australian community. Heath and Physical Education Health of individuals and populations 3.2 Identify influences on people when they are selecting services, products and information to meet their health and safety needs. |
Level 4
At Level 4, the foundation knowledge to meet the standards in Civic knowledge and understanding is from history and there are strong links to the CSF II. However, the VELS require that students are able to describe the three levels of government and can identify key democratic principles and values. These aspects are not covered in the CSF II. The Community engagement dimension, with the expectation that students will practise democracy in the classroom and school community, is new.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Civic knowledge and understanding At Level 4, students describe the nature of Australia’s democracy that developed as a result of Federation. They describe the three levels of government and some of the key functions of each level. They explain the basic elements of Australia’s federal parliamentary system and identify key democratic principles and values such as freedom of speech and equality before the law. They explain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres Strait Islander communities, to Australian identity. They demonstrate understanding of the process of making and changing laws. Community engagement At Level 4, students demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities. They present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues. They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making.
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Studies of Society and Enviroment History 4.1 Demonstrate knowledge about how the organisation and lifestyle of Aboriginal and Torres Strait Islander communities have changed over time. 4.2 Explain significant events and people in Australia’s history for the period 1788–1918. Economy and Society 4.2 Explain how and why local rules and laws are made and changed. Health and Physical Education Self and relationships 4.3 Explain how taking on different roles within groups affects relationships and behaviour. |
Level 5
CSF II learning outcomes in SOSE: Economy and Society contain particularly strong links to the Level 5 standards which contain a focus on the Australian political system. The origins of this system are largely covered in SOSE: History in the CSF II. The Community engagement dimension is a new feature of the VELS and encompass student participation in events in the school community and the development of skills through active research.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Civic knowledge and understanding At Level 5, students explain the origins and features of representative government. They identify significant developments in the governance and achievement of political rights in Australia. They explain key features of Australian Government including the responsibilities of the levels of government, the houses of parliament, political parties and the ways that citizens are represented, using some contemporary examples in their explanations. They describe the purposes of laws and the processes of creating and changing them. They identify and question the features and values of Australia’s political and legal systems. They identify and discuss the qualities of leadership through historical and contemporary examples. Community engagement At Level 5, students present points of view on contemporary issues and events using appropriate supporting evidence. They explain the different perspectives on some contemporary issues and propose possible solutions to problems. They use democratic processes when working in groups on class and community projects. They participate in school and community events and participate in activities to contribute to environmental sustainability or action on other community issues. |
Studies of Society and Enviroment History 5.3 Analyse the ways in which ancient and medieval societies were governed. 5.4 Compare the main features of daily life in ancient and medieval societies with those of people in the modern world. Economy and Society 5.1 Analyse key features of Australia’s political system at local, state and federal levels. 5.2 Examine the origin of Australia’s legal system and how Australian laws are made. Health and Physical Education Health of individuals and populations 5.2 Describe health resources, products and services available to individuals and groups in Australia and consider how they could be used to improve health. Self and relationships 5.2 Describe the effect of family and community expectations on the development of personal identity and values.
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Level 6
The Level 6 standards contain a strong emphasis on developing understanding and critical perspectives on the Australian political system and the ways that citizens can work for change in a democracy through a range of activities. The standards also include global perspectives and consideration of global citizenship. The CSF II learning outcomes cover only some aspects of the VELS. The Community engagement dimension is not covered in the CSF II, although some of the CSF II English learning outcomes support the development of critical thinking about issues. There is an expectation in the VELS that students will develop critical understanding of key contemporary local, national and global issues and will participate in a range of citizenship activities.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Civic knowledge and understanding At Level 6, students describe the origins and nature of Australia’s federal political system and present a considered point of view on an issue about change in the political system and the law. They explain how the Australian Constitution affects their lives, and human rights issues, both national and international. They explain how citizens influence government policy through participation in political parties, elections and membership of interest groups. They explain the development of a multicultural society and the values necessary to sustain it. They describe the election processes in Australia and how to vote. They explain the roles and responsibilities of courts at state and federal levels and evaluate a change in the law. They analyse how well democratic values are reflected in aspects of the Australian political system. They take a global perspective when analysing an issue, and describe the role of global organisations in responding to international issues. Community engagement At Level 6, students draw on a range of resources, including the mass media to articulate and defend their own opinions about political, social and environmental issues in national and global contexts. They contest, where appropriate, the opinions of others. They develop an action plan which demonstrates their knowledge of a social or environmental issue and suggest strategies to raise community awareness of it. They participate in a range of citizenship activities including those with a national or global perspective, at school and in the local community. |
Studies of Society and Enviroment History 6.1 Describe the reasons for the colonisation of Australia. 6.3 Analyse the movement of Aboriginal and Torres Strait Islander communities for civil and political rights. Health and Physical Education Health of individuals and populations 6.1 Analyse the positive and negative health outcomes of a range of personal behaviours and community actions. 6.2 Analyse services and products associated with government and non-government bodies and how these can be used to support the health needs of young people. English: Speaking and Listening 6.1 Listen to and produce a range of spoken texts to examine different perspectives on complex themes and issues. 6.2 Compare and contrast the use of language in spoken texts that present different perspectives on complex themes and issues. English: Reading 6.5 Read a range of texts and use them to discuss different perspectives on complex themes and issues. 6.6 Explain how texts are shaped by the time, place and cultural setting in which they are created. English: Writing 6.9 Use a range of text types to convey detailed information and discuss different perspectives on complex themes and issues in writing.
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