Civics and citizenship

What is it & why teach it?

              In a world with easy access to news on current international and local affairs we (educators, parents, family and community) have a duty to prepare children for the part they will play in society. Civics and Citizenship Education (CCE) promotes and encourages students to become informed and active citizens (MCEETYA, 2008). CCE does this by equipping them with:

Knowledge of…	Skills	Values
Democracy Environment Community Political and legal systems Law	Analyse information Question Consider multiple perspectives Form evidence based opinions	Freedom                    Equality Tolerance                  Justice Respect                      Rights Inclusion                    Fairness Responsibility

                The development of some of these skills, values and knowledge begin from birth with children’s experiences within communities of families and early childhood settings (DEEWR, 2009). When we create a setting in which children can experience caring and respectful relationships with people and the environment, children will respond accordingly (DEEWR, 2009). 

Figure 1: Outcome 2, Early Years Learning Framework (EYLF) (DEEWR, 2008)

Although the EYLF is aimed at children aged 0-5 and civics and citizenship is not specifically introduced until grade 3 in the Australian curriculum, we are working to strengthen and develop the students’ knowledge, skills and values for their own lives now and in the future.

How does it look in our classroom?

The grade one students discussed what would ensure the safety and wellbeing of everyone in the class. Students identified the need for ‘rules’ be established. Students justified their ideas with the great importance on values (fairness and respect) and feelings.

“It’s not fair when people push in.” – Tom

“It makes me feel sad when people say I can’t play with them” – Rachael

To establish our top 5, we used the ideas we all agreed to be important and made a democratic decision through a class vote. This not only involves students making decisions and forming opinions (Gilbert & Hoepper, 2014) but understanding the elements of democracy, being part of a majority or minority.

We are lucky to have Toby’s Dad, a local police officer, visiting to talk to the students about how acting with respect and being thoughtful of others is important in our community. This understanding contributes to children’s ability to act with moral and ethical integrity (MCEETYA, 2008).

How can we support their learning?

           
            During this year we have excursions planned within our local community. This will include a visit to the local history museum and performing at the nearby aged care facility. These are fantastic opportunities for students to make a difference in other people’s lives, develop self-esteem and a sense of community (Gilbert & Hoepper, 2015). I encourage you to come along to support the students’ learning and to reinforce ‘Our respectful agreement’ out in the community. As the students developed the agreement, they came to a general consensus that these ideas applied ‘all the time’. As we all aim for students to become knowledgeable, reasonable and caring citizens (Marsh, Clarke & Pittaway, 2014) at school, home and in the community, I have plenty of copies of ‘Our respectful agreement’ in our classroom. Please feel free to take one to support the development of the students’ knowledge, skills and values in all of their day-to-day environments.

References.

                Civics and citizenship education Retrieved from: http://www.civicsandcitizenship.edu.au/cce/about_civics_and_citizenship_education,9625.html

Australian Curriculum Assessment and Reporting Authority (ACARA) (2017). The Australian Curriculum: Humanities and Social Sciences. Retrieved from: 

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/structure

Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments (DEEWR) (2009). Belonging being & becoming. The Early Years Learning Framework for Australia. Barton, ACT: Author.

Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum. (5^th ed.). South Melbourne, VIC; Cengage Learning Australia

Marsh. C., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6^th ed.). Frenchs Forest, NSW: Pearson

Ministry council on education, employment, training and youth affairs (MCEETYA). (2008). Melbourne declaration on education goals for young Australians. Retrieved from: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

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