Stages of learning in Civics and Citizenship
The VELS take account of the developmental stages of learning young people experience at school. While student learning is a continuum and different students develop at different rates, they broadly progress through three stages of learning. General statements about characteristics of learners in these three stages are available at Stages of learning.
The following statements describe ways in which these characteristics relate to learning experiences and standards in each of the three stages of learning in the Civics and Citizenship domain.
In Civics and Citizenship students progressively develop knowledge, skills and behaviours which support the development of active and informed citizens with an understanding and appreciation of Australia’s system of government and civic life, and the values which contribute to harmony in a diverse multicultural society. From Prep to Year 4, this learning takes place in familiar contexts; students learn about their society through engagement at school and in the local area. In Years 5 to 8 their learning takes place in broader contexts and they become increasingly aware of the complexities of society and able to link current issues and events to broad understandings, reflecting the development of more complex thinking. In Years 9 to 10 students are increasingly focused on the world beyond school and increasingly explore issues in depth, develop critical and evaluation skills, and accept responsibility for their learning.
Years Prep to 4 – Laying the foundations
Students in Prep to Year 4 develop their learning about civics and citizenship in familiar contexts – home and family, school and local community. They are introduced to relevant skills, values and knowledge by exploring and developing understanding of familiar environments.
The family is the first learning environment for students and provides them with a sense of belonging, basic social skills and experiences, and learning about values such as respect, fairness and care for others – values which underpin a community. Family is also where students first learn about rules and responsibilities. The school provides an environment for them to build on their learning about belonging – to the communities of the school, the local community and the nation.
Students develop their social skills and understanding of norms and values through learning with others. They begin to note the similarities and differences between individuals and groups in the classroom, school and community, and to appreciate that different cultural, language and religious groups make up the Australian nation. They learn about the reasons for rules in classrooms and school games and sport, and learn to observe these rules in their everyday activities.
They begin to learn about the history of Australians and the traditions underpinning their democratic society through classroom and school celebrations and commemorations of special days such as Anzac Day. In these contexts they also learn about the symbols of our nation, such as the flag, the national anthem, the colours green and gold, and the Commonwealth coat of arms. They are supported to consider the values and meaning associated with these symbols.
Students investigate the roles and contributions of various individuals and groups in the community and nation, and the ways that they can participate in a community. They reflect and act on appropriate issues, such as recycling in the school, to practise citizenship.
Years 5 to 8 – Building breadth and depth
Students in Years 5 to 8 progressively develop greater cognitive ability and skills and become more complex thinkers. They are introduced to broader understandings of Australian democracy, including the establishment of the Australian nation and the origins of our political and legal systems. They begin to understand the structure of government through the activities of government that they are familiar with – in local, state, national contexts. They become increasingly aware of the complexity and diversity of Australian society and the groups that make up that society. They reflect on the values that are important to a democratic, multicultural society.
Students are increasingly independent, flexible and self-motivated, and can organise their thinking and understand processes such as research, critical thinking and problem solving. They are supported to research issues that are important to them, learning to frame their own investigations, reflect on their findings and report their conclusions. They learn that diversity of opinions, a variety of perspectives, and debate about issues are signs of a healthy democracy. They become increasingly aware of national events, environmental, social and political issues, and international events and crises. Through these they evaluate the role of the Australian government as a global citizen.
Students practise democratic skills and behaviours through actively shaping and contributing to their learning, their classrooms and school events and governance. They are given opportunities to practise democracy through experience of leadership in groups, classrooms and school events. They assume responsibilities for class and school activities, and are supported to contribute to the school community.
Years 9 to 10 – Developing pathways
In these years students are more oriented to the future and aware of the world beyond school. They are beginning to think of themselves as adults. They are more independent as learners and able to assume greater responsibility for their learning.
Students are more focused on developing a critical understanding of contemporary Australian democracy through a study of democratic heritage, political and legal institutions. They use current political, legal, national and international issues as springboards for understanding and critical thinking about a range of concepts such as the rights and responsibilities of citizens, values that are important in a democracy, and the role of the Australian government as a global citizen. Students are increasingly attuned to the world beyond school, and local, national and international issues provide a means through which they understand and evaluate Australia’s democracy.
Students explore ideas and issues in depth through research on issues important to them, their community and their nation. Through active investigation, they learn about and practise the skills and values required for democratic participation – including working with others, organising, solving problems, respecting other points of view, defining areas for investigation, collecting evidence, analysing data, thinking critically, presenting points of view based on evidence and evaluating the effectiveness of their work.
Students also engage in school, local and community activities and events in which they practise responsibility, decision making, planning, problem solving, cooperation with others, social skills and leadership. These could include: school-wide activities and events, year-level and school governance, community service, environmental programs in the local community, enterprise learning and involvement in local responses to national and international issues.
National Statements of Learning
The Victorian Essential Learning Standards (VELS) incorporate the opportunities to learn covered in the national Statements of Learning (www.mceetya.edu.au/mceetya/statements_of_learning,22835.html). The Statements of Learning describe essential skills, knowledge, understandings and capacities that all young Australians should have the opportunity to learn by the end of Years 3, 5, 7 and 9 in English, Mathematics, Science, Civics and Citizenship and Information and Communication Technologies (ICT).
The Statements of Learning were developed as a means of achieving greater national consistency in curriculum outcomes across the eight Australian states and territories. It was proposed that they be used by state and territory departments or curriculum authorities (their primary audience) to guide the future development of relevant curriculum documents. They were agreed to by all states and territories in August 2006.
During 2007, the VCAA prepared a detailed map to show how the Statements of Learning are addressed and incorporated in the VELS. In the majority of cases, the VELS learning focus statements incorporate the Statements of Learning. Some Statements of Learning are covered in more than one domain. In some cases, VELS learning focus statements have been elaborated to address elements of the Statements of Learning not previously specified. These elaborations are noted at the end of each learning focus statement.
