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National and State Curriculum Links
National – Statement of Learning Civics and Citizenship
National
The nationally developed Statements of Learning for Civics and Citizenship include three ‘Aspects’ that are defined at four levels of schooling (ie year 3, 5, 7 and 9). The year 5 and year 7 Statements of Learning relate to the Discovering Democracy unit, ‘People Power’.
Year 5
Citizenship in a Democracy
Students understand and practise personal rights and responsibilities within their school and community (eg recognise that citizens can individually and collectively influence decision making).
Year 7
Citizenship in a Democracy
Students explore the civic values and rights and responsibilities of citizens in a democratic society (eg how non-government organisations can influence government decisions).
Students examine the ways in which Australians are connected to other people around the world and explore the responsibilities of global citizenship (eg participate in a campaign to raise awareness about a significant issue).
Historical Perspectives
Students explore the impact of people events and movements of the past on Australian identities and democracy (eg individuals who have campaigned for expanded human rights and democracy).
National Statements of Learning for Civics and Citizenship Education
Australian Capital Territory
The Every chance to learn: Curriculum framework for ACT schools has essential content within the early adolescence band relevant to the Discovering Democracy unit, ‘People Power’.
Early Adolescence Band
ELA 21 The student understands about Australia and Australians.
History
21.EA.4 Past and contemporary people, movements, events and ideas which shaped Australia as a nation with a sense of Australian identity (eg role of women; 1967 Referendum).
General
21.EA.10 Sequence key historical events to create a narrative of a key period in Australian history.
21.EA.11 Find out about, discuss and evaluate historical events using appropriate genres, sources and evidence.
21.EA.12 Identify and suggest reasons for different perspectives in accounts of history and contemporary society.
ELA 22 The student understands and values what it means to be a citizen within a democracy.
Active Citizenship
22.EA.12 Ways in which individuals and non-government organisations can contribute to and influence representative bodies, including government.
22.EA.14 Investigate the contributions of people and groups who have helped achieve civil and political rights in Australia through historical and contemporary examples.
Curriculum Framework for ACT Schools
New South Wales
Learning outcomes within Stage 3 of the Human Society & Its Environment K–6 Syllabus are relevant to the Discovering Democracy unit, ‘People Power’.
Stage 3
Change and Continuity
Time and Change
CCS3.2 Explains the development of the principles of Australian democracy (eg events and issues that have influenced democratic practices in Australia such as women’s suffrage and the 1967 Referendum; exclusion from citizenship of Aboriginal peoples; contribution of groups and movements to the development of fairness, social justice and human rights in Australia).
Social Systems and Structures
Roles, Rights and Responsibilities
SSS3.8 Explains the structures, roles, responsibilities and decision-making processes of state and federal governments (eg how civic action has improved national communities; ways citizens influence the decisions and actions of their governments; contributions of groups and movements to fairness and social justice in Australia).
Northern Territory
Student learning outcomes within Band 3 of the Studies of Society and Environment Learning Area of the Northern Territory Curriculum Framework are relevant to the Discovering Democracy unit, ‘People Power’.
Band 3
Social Systems and Structures
Time, Continuity and Change
Soc 3.1 Investigate the past and how events have impacted on individuals and groups.
NT Department of Education and Training
Queensland
Student learning outcomes within Levels 3 and 4 of the Studies of Society and Environment Years 1 to 10 Syllabus are relevant to the Discovering Democracy unit, ‘People Power’.
Level 3
Time, Continuity and Change
TCC 3.2 Students create sequences and timelines about specific Australian changes and continuities.
TCC 3.4 Students organise information about the causes and effects of specific historical events.
Level 4
Time, Continuity and Change
QLD Department of Education and Training
South Australia
Standards 3 and 4 in Society and Environment of the South Australian Curriculum Standards and Accountability Framework are relevant to the Discovering Democracy unit, ‘People Power’.
Standard 3
Time, Continuity and Change
Societies and Cultures
Social Systems
Standard 4
Time, Continuity and Change
Societies and Cultures
South Australian Curriculum Standards and Accountability Framework
Tasmania
Strands and performance criteria at Standard 3 in the Society and History Syllabus of The Tasmanian Curriculum are relevant to the Discovering Democracy unit, ‘People Power’.
Standard 3
Strand 1 Identity, relationships and culture
Strand 2 Democratic values and processes
Strand 4 Interconnections between systems
Strand 5 Responsible citizenship
Strand 8 Communication
Department of Education Tasmania
Victoria
Standards in the domain of Civics and Citizenship and in the Humanities – History within the Victorian Essential Learning Standards are relevant to the Discovering Democracy unit, ‘People Power’.
Level 4
Civics and Citizenship
Civic Knowledge and Understanding
Community Engagement
The Humanities – History
Historical Knowledge and Understanding
Historical Reasoning and Interpretation
Victorian Essential Learning Standards
Western Australia
The K–10 Society and Environment Syllabus (2007) is consistent with other Department of Education and Curriculum Council frameworks and progress maps. There are developmental progressions of broad understandings in a number of strands relevant to the Discovering Democracy unit, ‘People Power’.
Years 6 and 7
Time, Continuity and Change
Understanding the Past
Continuity and Change
Natural and Social Systems
Political and Legal Systems
Department of Education Western Australia
TCC D4.8 Students communicate how an individual or group was crucial to a political development that promoted a value.
Systems, Resources and Power
SRP 4.5 Students classify values that underpin campaigns and organisations associated with human or environmental rights.
3.1 Identifies and explains sequences of change that have occurred in Australia over time, and recognises various perspectives on events.
3.2 Researches and discuses the importance of understanding events and ways of life of some past periods, using primary and secondary sources (eg power, democracy and colonisation; different perspectives on an issue in various sources).
3.7 Considers factors which contribute to personal and group identity and social cohesion (eg injustices to be overcome).
3.8 Learns from rural and urban Aboriginal peoples and other minorities about their histories and present-day experiences, and acts to counter prejudice (common themes in the histories, cultures and concerns of Aboriginal and other minority peoples; events in Aboriginal people’s lives resulting from government policies).
3.10 Discusses examples of forms and structures of Australian and other governments over time.
4.3 Interprets people’s motives and actions from perspectives of power, and relates this to future possibilities, using a historical or contemporary event or issue.
4.10 Analyses differences between political, legal and social systems and people’s rights and responsibilities.
Students understand how culture and community shape identity and relationships (eg how individuals and cultural and ethnic groups have made/can make a positive contribution to society).
Students understand democratic values and processes in society, government and law (eg key people and events that have helped shape women’s rights, equal pay – Stage 8: how democratic values influence group action).
Students understand social, economic and political systems and the connections between them (eg how people can individually or collectively influence political decision making through protest and petitions).
Students understand how individuals and groups take action to positively influence change (eg why and how people participate in civic or environmental action to effect positive change).
Students acquire, critically examine and communicate information.
Students describe the nature of Australia’s democracy that developed as a result of Federation (eg the rights of different groups of people such as Aboriginal and Torres Strait Islander peoples and women).
Students present a point of view on a significant current issue or issues and include recommendations about the actions that individuals can take to resolve issues.
Students demonstrate their knowledge and understanding of significant events in Australian history.
Students use a range of primary and secondary sources to investigate the past. They comprehend and question sources and make judgements about the views being expressed, the completeness of the evidence, and the values represented. They use historical language and concepts to develop historical explanations. They present their understandings in a range of forms.
About the interrelationship between people, events and ideas (eg how past experiences can impact on people’s beliefs, values and actions).
That continuity and heritage are features of all societies (eg significant people and events such as Charles Perkins and the Freedom Rides).
The elements and processes of government and governance (eg development and evolution of the principles of democracy; ways in which citizens can influence decision-making processes).
