Civics and

Citizenship
Planning
Document
Primary
University of
Notre Dame
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:
AUSTRALIAN CURRICULUM HISTORY
General Capabilities:
Literacy Numeracy ICT x Critical and creative Ethical Behaviour x Personal and social Intercultural
x thinking x Competence x Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS
OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N Historical Historical
Skills (include learner diversity)
Knowledge &
Understanding
Week Locate and To collect, analyse Checklist for Students to be shown a copy of the census that was What is a Various
collect completed in 2016. census?
6 relevant and interpret primary student Students in teams of 4 are to come up with census questions representations
information data contributions to they would like to ask the school. Need to have at least 10 Why do we have of the 2016
and data from class discussion questions. Questions will be related to the kind of questions censuses? census.
primary used the Australian census.
sources and s To develop an Bring work to mat and share questions as a class. Class to What do you
econdary understanding of the vote on which questions will be included in the Wilson Census. want to find out?
sources (ACH Each team will then be allocated a classroom that they will
ASSI123 difference between oversee collecting and analysing the data of. Need to run by How can we
Organise and primary and secondary other classroom teachers to ensure we dont interrupt. present it?
represent dat data
a in a range of
formats
including
tables, graphs
and large-
and small-
scale maps,
using
discipline-
 appropriate co
nventions (AC
HASSI124

Week The key Demonstrate their Summative Test on Westminster system, citizenship and where laws come What is the Test to be created.
institutions of knowledge of Australian assessment in the from. Assessment to be a combination of cloze, Westminster
7 Australias Government and form of a scored comprehension and short answer. Sky will be tested orally if system?
democratic s government systems test. Test is on work needed to ensure the assessment meets her education needs Where do laws
ystem of to date and is fair. come from?
government How are laws
and how it is Students who score made?
based on the greater than 80% What is a
Westminster will be offered to political party?
system (ACH join a breakaway
ASSK143 group completing a
The roles and mock trial.
responsibilitie
s of
Australias
three levels
of
government (
ACHASSK14
4
Week Develop Engage in discussion to Anecdotal notes will In groups, students are to discuss local, national What persuasive A3 paper for
appropriate compare ideas and be taken on the techniques can brainstorms
8 provide relevant understandings that and international issues, and share their opinions
The key questions to you use?
institutions of guide an arguments to support each group on issues such as the environment, education, jobs
ideas demonstrates relating and infrastructure (issue to be decided during the
Australias inquiry about to persuasive What are the
democratic s people, reasoning and course of the unit based on students interests). values of your
ystem of events, persuasive Each group is a political party and they are to political party?
government developments techniques.
and how it is , places,
Students will demonstrate come up with their partys policies. Each group will Why is
their prior knowledge of
based on the systems and persuasive techniques in Brainstorms will be nominate a party leader. parliament
Westminster challenges (A their brainstorm. collected at the end of important?
unit of work and used
system (ACH CHASSI122 Students, in their groups, to think of how they will
Work collaboratively in a as part of the HAAS
ASSK143
The group by demonstrating assessment. persuade the rest of the class that their party has
active listening and the best policies.
responsibilitie teamwork skills within a Anecdotal notes will
s group setting. also be kept on
of electors an students behaviour in
groups. During the lesson, students will brainstorm their
d
representativ policy and think of ways that they can persuade the
es in opposition that their policy is the best. Teacher to
Australias de question groups as they work and take anecdotal
mocracy (AC notes on what persuasive techniques students
HASSK145
already know about.

(ACELT1618) Students to begin drafting an outline of their policy

(ACELY1709 and what they will say when asked to speak about
it.

Week Present ideas, Checklist on student Arrange the classroom into a U shape to reflect parliament. What persuasive http://www.peo.go
The key findings, participation. Students in their groups from the previous lesson to debate techniques can v.au/learning/parli
9 institutions of viewpoints Enough room in policy. you use? ament-
Australias and checklist to record now/parliamentary
democratic s conclusions in anecdotes. What are the -
ystem of a range of Divide the class into government, opposition, values of your statistics/compositi
government texts and Potentially film the minor parties and Independents. Refer political party? on-of-the-house-
and how it is modes that session. to Parliament Now for the current numbers in of-
based on the incorporate so Why is representatives.ht
Westminster urce materials the chambers. Use these to work out the parliament ml
system (ACH , digital and proportions for parliament. important?
ASSK143 non-digital
The representation
responsibilitie s and Teacher is Speaker this is a non-debating
s discipline- role and is generally someone from the
of electors an specific terms government who can exercise authority in the
d and conventio
representativ ns(ACHASSI1 room.
es in 33
Australias de Elect party leaders the government elects
mocracy (AC
 HASSK145
the Prime Minister and the opposition elects
the Leader of the Opposition.

Select a minister to introduce the bill one

who has a responsibility (portfolio) relevant to
the bill.

Select a shadow minister.

Choose party whips (managers) to count the

vote at the end of the debate.

Explain and follow procedure for the start of a

parliamentary session.

Students will have an initial debate and then

parliament will be adjourned. This is the point
where alliances are formed and persuasive
skills really come into play.

There are strict rules about talking over the top

of each other. 3 strikes and you are out.

Debrief and questions and answer on

parliamentary process.

Week Where ideas Present ideas, Develop a case Students Need to get approval from administration to have a Why do we Crime scenario
for new laws findings, theory and use it to involved in the lawyer (Peter Kakulas, director of Kakulas Legal) have trials?
10 can come viewpoints
from and how and structure an mock trial will be to make a short presentation about the law. Peter A3 paper
they conclusions in argument marked against will also judge the mock trial that more advanced how can you
become law ( a range of either a rubric or students have been working on in a breakaway make sure a
ACHASSK14 texts and Develop questions assessment group. Presentation will include a brief description trial is fair?
6 modes that
incorporate so
that help support criteria. of the different areas of law, the day in the life of a
urce materials the teams case lawyer and a very brief summary of evidence and why is
, digital and theory Checklist for trial law. someone
non-digital audience presumed
representation behaviour. Class to be set up as close as possible to a innocent until
s and
discipline- courtroom. proven
specific terms Potentially film guilty?
and conventio the session 12 students will be chosen from the class to act as
ns(ACHASSI1
33 the jury. If there is even a hint of bias based on what does
friendship jury to be sourced from another beyond a
If lesson B classroom. reasonable
Review written doubt mean?
answers Backup lesson
If the extension activity falls through I will run the What is a jury
following. and why do
Source short video of a trial/parts of a trial. we have
them?
Students in groups to discuss the following
-how can you make sure a trial is fair?
-why is someone presumed innocent until proven
guilty?
-what does beyond a reasonable doubt mean?
-What is a jury and why do we have them?

Students to share their main points with the class

and teacher to fill in the knowledge gaps.

Students to be given a scenario and make a

decision about whether they think the person is
innocent or guilty. Why do they think this? If they
believe guilty can they truly say they have no
doubt? Students to write their answers and then
discuss.