Civics and Citizenship
Introduction
The Civics and Citizenship domain provides students with knowledge, skills and opportunities to understand and practise what it means to be a citizen in a democracy. Citizens require knowledge and understanding of civic institutions and the skills and willingness to actively participate in society. They need knowledge of political and legal systems and processes and the history that underpins them in order to achieve civic understanding. They need to understand their rights and responsibilities as citizens, and democratic values and principles such as democratic decision making, representative and accountable government, freedom of speech, equality before the law, social justice and equality. This domain facilitates the practice of citizenship skills, the exploration and development of values and dispositions to support citizenship and the empowerment of informed decision making. Teaching of civics engages students in active interaction with the community.
In a world where people, environments, economics and politics are inextricably linked, and where dislocation and change is accelerating, a strong sense of personal identity developed through participation in communities is a sound basis from which to connect with the world. Civics and Citizenship education strengthens understanding and valuing of the self. It teaches why citizens need a sense of personal identity within their own community and how they can contribute to local, national and global communities. Through Civics and Citizenship, students develop an appreciation for the uniqueness and diversity of Australia’s multicultural society and the efforts of individuals and groups to achieve political rights and equality. They value what it means to be an Australian and explore Australia’s role in the global community. They consider human rights and social justice issues at local, national and global levels.
In Civics and Citizenship, students investigate how, in a democratic tradition, informed and diverse contributions and participation by citizens are important. They learn about, contest and enact the values that are important to be an engaged citizen within a community. They are provided with opportunities to investigate and participate in activities that support sustainable practices, social justice and underpin the future wellbeing of societies from a local to a global level. Civics and Citizenship provides a vehicle for students to challenge their own and others’ views about Australian society and to formally participate in and practise activities and behaviours which involve democratic decision making.
Structure of the domain
The Civics and Citizenship domain is organised into six sections, one for each level of achievement from Level 1 to Level 6. Each level includes a learning focus statement and, from Level 3, a set of standards organised by dimension.
Learning focus
Learning focus statements are written for each level. These outline the learning that students need to focus on if they are to progress in the domain and achieve the standards at the levels where they apply. They suggest appropriate learning experiences from which teachers can draw to develop relevant teaching and learning activities.
Standards
Standards define what students should know and be able to do at different levels and are written for each dimension. In Civics and Citizenship, standards for assessing and reporting on student achievement apply from Level 3.
Dimensions
Standards in the Civics and Citizenship domain are organised in two dimensions:
- Civic knowledge and understanding
- Community engagement.
Civic knowledge and understanding
The Civic knowledge and understanding dimension focuses on the principles and practices that underpin civic institutions and civic life in communities and societies. Students explore concepts of democracy and the key features of Australian and other democracies. They develop knowledge and understanding of the origins and key features of the Australian political, government and legal systems. They develop understanding of the origins, uniqueness and diversity of Australia’s multicultural society. They learn about the principles and values which underpin Australian democracy, such as equality before the law, freedom of speech, democratic representation, accountability of government, social justice and respect for others. They explore the elements of sustainability in local, national and global contexts. They learn about the contribution democracy has made to Australia’s history and national identity and Australia’s place in the world.
Community engagement
The Community engagement dimension focuses on the development of skills and behaviours students need to interact with the community and to engage with organisations and groups. Students participate in processes associated with citizenship such as decision making, voting and leadership, using their knowledge of rules and laws of governance, and concepts such as human rights and social justice. They think critically about their own values, rights and responsibilities and those of organisations and groups across a range of settings, and explore the diversity in society.
Students explore and consider different perspectives and articulate and justify their own opinions on local, national and global issues. They refine their own opinions, values and allegiances. They apply their knowledge and skills in a range of community-based activities.
Stages of learning
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.
Pathways to VCE, VCE VET and VCAL
As students approach the end of the compulsory years of schooling they begin to make choices about their preferred areas of and pathways for learning. Students choose studies from the Victorian Certificate of Education (VCE) or recognised vocational training through either a Vocational Education Training (VET) program or the Victorian Certificate of Applied Learning (VCAL).
The Civics and Citizenship domain provides students with the knowledge, skills and attributes to be informed and active citizens in a democracy. As such, it provides knowledge and skills which prepare students for a range of VCE, VCE VET and VCAL studies.
Civics and Citizenship provides students with knowledge and understanding of political and legal institutions and their processes, as well as understanding about the rights and responsibilities of citizens. Civics and Citizenship also provides students with an understanding of, and the opportunity to put into practice the values that support social cohesion in a pluralistic multicultural society.
In Civics and Citizenship, students also have opportunities to engage with their community and develop learning and skills in real contexts. Students participate in processes associated with citizenship, such as decision making, voting and leadership. In connecting with their community, students develop identity as a member of that community.
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Pathway |
Options |
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VCE Studies |
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VET Studies |
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VCAL Studies |
Personal Development skills (civil and civic responsibility)
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More information about VCE (www.vcaa.vic.edu.au/vce)
More information about VET (www.vcaa.vic.edu.au/vet)
More information about VCAL (www.vcaa.vic.edu.au/vcal)
Downloads
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Civics and Citizenship booklet (
PDF - 123KB)
This booklet includes an introduction to this domain, a description of the structure of the domain, and the learning focus statements and standards at each level.
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Civics and Citizenship standards table (Doc - 40KB)
This document provides the standards in this domain in table format to enable quick teacher reference. It includes descriptions of the dimensions and the standards from Levels 1 to 6. It does not include learning focus statements.
- Victorian Essential Learning Standards by Level
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Level 1 ( PDF - 702KB)
Level 2 ( PDF - 591KB)
Level 3 ( PDF - 649KB)
Level 4 ( PDF - 751KB)
Level 5 ( PDF - 755KB)
Level 6 ( PDF - 788KB)
These booklets include the information for every domain at the relevant level. Each level publication includes:- the relevant stage of learning statement
- the relevant level statement
- introductions to each of the three strands
- introductions to every domain
- learning focus statements and standards for every domain.
