content descriptor
The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)
year level description
The Year 6 curriculum provides a study of the key institutions of Australia’s democratic government, including state/territory and federal parliaments, and the court system. Students learn how state/territory and federal laws are made in a parliamentary system. Students examine Australian citizenship and reflect on the rights and responsibilities that being a citizen entails. They explore the obligations that people may have as global citizens.
The civics and citizenship content at this year level involves two strands: Civics and Citizenship Knowledge and Understanding, and Civics and Citizenship Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key questions
A framework for developing students’ civics and citizenship knowledge, understanding and skills at this year level is provided by the following key questions:
The civics and citizenship content at this year level involves two strands: Civics and Citizenship Knowledge and Understanding, and Civics and Citizenship Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key questions
A framework for developing students’ civics and citizenship knowledge, understanding and skills at this year level is provided by the following key questions:
- What are the roles and responsibilities of the different levels of government in Australia?
- How are laws developed in Australia?
- What does it mean to be an Australian citizen?
year level achievement standard
Civics and Citizenship
By the end of Year 6, students explain the purpose of key institutions and levels of government in Australia’s democracy. They describe the role of parliaments in creating law. Students explain what it means to be an Australian citizen and how people can participate as global citizens.
When researching, students develop questions and gather and analyse information from different sources to investigate the society in which they live. When planning for action, they identify different points of view and solutions to an issue. Students develop and present their ideas and viewpoints using appropriate texts and civics and citizenship terms and concepts. They identify the ways they can participate as citizens in the school.
Geography
By the end of Year 6, students explain the characteristics of diverse places in different locations at different scales from local to global. They describe the interconnections between people and places, identify factors that influence these interconnections and describe how they change places and affect people. They describe the location of selected countries in absolute and relative terms and identify and compare spatial distributions and patterns among phenomena. They identify and describe alternative views on how to respond to a geographical challenge and propose a response.
Students develop geographical questions to frame an inquiry. They locate relevant information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Students interpret data and other information to identify and compare spatial distributions, patterns and trends, infer relationships and draw conclusions. They present findings and ideas using geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge and describe the expected effects of their proposal.
By the end of Year 6, students explain the purpose of key institutions and levels of government in Australia’s democracy. They describe the role of parliaments in creating law. Students explain what it means to be an Australian citizen and how people can participate as global citizens.
When researching, students develop questions and gather and analyse information from different sources to investigate the society in which they live. When planning for action, they identify different points of view and solutions to an issue. Students develop and present their ideas and viewpoints using appropriate texts and civics and citizenship terms and concepts. They identify the ways they can participate as citizens in the school.
Geography
By the end of Year 6, students explain the characteristics of diverse places in different locations at different scales from local to global. They describe the interconnections between people and places, identify factors that influence these interconnections and describe how they change places and affect people. They describe the location of selected countries in absolute and relative terms and identify and compare spatial distributions and patterns among phenomena. They identify and describe alternative views on how to respond to a geographical challenge and propose a response.
Students develop geographical questions to frame an inquiry. They locate relevant information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Students interpret data and other information to identify and compare spatial distributions, patterns and trends, infer relationships and draw conclusions. They present findings and ideas using geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge and describe the expected effects of their proposal.
general capabilities
Many General Capabilities are included in this unit;
By including these General Capabilities into the unit students are able to "become successful learners, confident and creative individuals, and active and informed citizens" (MCEETYA, 2008).
- Literacy: reading, writing, listening skills are evident in all assessment pieces as well as during each lesson in the unit
- Numeracy: students will be interpreting numbers and statistics when researching their country and the effects of climate change
- ICT Capability: multiple ICT devices will be used throughout the unit for research and assessment
- Critical & Creative Thinking: students will have to 'think outside the box' in order to devise an action plan to combat climate change
- Personal & Social Capability: when researching their character and hearing about other characters' stories, students are able to empathise with each other and understand how climate change affects everyone. Students will also have to work in teams and collaborate in order to achieve the same goal.
By including these General Capabilities into the unit students are able to "become successful learners, confident and creative individuals, and active and informed citizens" (MCEETYA, 2008).
cross - curriculum priorities
The three cross - curriculum priorities have been embedded throughout this unit.
These include:
Having the priorities included addresses and integrates contemporary issues faced in our globalised world.
These include:
- Aboriginal and Torres Strait Islander histories and cultures
- Asia and Australia’s engagement with Asia
- Sustainability.
Having the priorities included addresses and integrates contemporary issues faced in our globalised world.
prior knowledge
Students arrive at this unit of work with an understanding of a number of civics and citizenship skills. Students understand how to:
Before engaging in this unit students have already developed a basic understanding of how they can work collaboratively to achieve goals and that shared views and beliefs can influence society on many levels.
With respect to geographical knowledge and understanding, students understand the influence of the environments on human characteristics of a place, as well as the mistreatment of environments and the repercussions on people animals. Students arrive at this unit with a solid understanding of the location of various countries throughout the Asian, South American, European and North American Regions.
- Use information to develop a point of view
- Distinguish facts from opinions in relation to issues of civics and citizenship
- Interact with others with respect, share views and recognise different points of view
- Work in groups to identify issues, possible solutions and plan for action
Before engaging in this unit students have already developed a basic understanding of how they can work collaboratively to achieve goals and that shared views and beliefs can influence society on many levels.
With respect to geographical knowledge and understanding, students understand the influence of the environments on human characteristics of a place, as well as the mistreatment of environments and the repercussions on people animals. Students arrive at this unit with a solid understanding of the location of various countries throughout the Asian, South American, European and North American Regions.