The Curriculum Place
  • General Curriculum
    • Curriculum in Cairns
    • National Goals
    • Cross Curricular
    • General Capabilities
    • EYLF and the AC
  • Assessment and Reporting
    • Using Data
    • Diocesan Policies and Procedures
    • Assessment For, Of and As Learning
    • NAPLAN Analysis
    • Reporting to Parents
  • Pedagogical Practices
    • Contemporary Learning
    • Differentiation
    • Explicit Instruction
    • Feedback that Makes Learning Visible
    • Higher Order Thinking
    • Inquiry Learning
  • Learning Tools
    • Ethical Use of Technology
    • Mobile Devices >
      • i-Devices
      • Recommended Apps
    • Google Apps for Education >
      • Google Chromebooks
      • Hapara - Teacher Dashboard
    • Digital Citizenship
    • Professional Learning
  • Planning
    • Teacher Planning
    • Backward Design
    • Time Allocations
    • Sample Timetables
    • Personalised Learning Plans
    • Templates
    • CARA
  • English
    • Learning Area Plans
    • Assessment
    • Units of work
    • Support Materials >
      • Sequence and Scope
      • English Blocks
      • Reading >
        • Guided Reading
        • Home Reading
        • Inferential Comprehension
        • Running Records
        • Texts to Support Australian Curriculum
      • Writing >
        • Teaching Spelling
      • Grammar
  • Maths
    • Learning Area Plans
    • Assessment >
      • Annotated Samples
    • Units of work
    • Support Materials >
      • Sequence and Scope
      • FISH >
        • FISH thinking strategies
      • MAGs >
        • Prep
        • Year 1
        • Year 2
        • Year 3
        • Year 4
        • Year 5
        • Year 6
      • Mandalany
      • Explicit Teaching Project Numeracy
      • Two Step Problem Solving
      • Professional Learning
  • Science
    • Learning Area Plans
    • Assessment
    • Units of work
    • Support Materials >
      • Sequence and Scope
      • Professional Learning
      • Resources
  • Humanities and Social Sciences
    • History >
      • Learning Area Plans
      • Assessment >
        • Annotated Samples
      • Units of work
      • Support Materials >
        • Sequence and Scope
        • Professional Learning
        • Resources
    • Geography >
      • Learning Area Plans
      • Assessment
      • Units of work
      • Support Materials >
        • Sequence and Scope
        • Professional Learning
        • Resources
    • Civics & Citizenship >
      • Learning Area Plans
      • Assessment
      • Units of Work
      • Support Materials >
        • Sequence and Scope
        • Professional Learning
        • Resources
  • Health & Physical Education
    • Learning Area Plans
    • Assessment
    • Units of Work
    • Support Materials >
      • Sequence and Scope
      • Professional Learning
      • Resources
  • The Arts
    • Units of work
  • Technology
    • Learning Area Plans
    • Assessment
    • Units of work
  • Languages
    • Learning Area Plans
    • Assessment
    • Units of Work
    • Support Materials

Civics and Citizenship - Rationale

Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society.

Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to be active and informed citizens; to question, understand and contribute to the world in which they live. The curriculum also offers opportunities for students to develop a wide range of general skills and capabilities, including an appreciation of diverse perspectives, empathy, collaboration, negotiation, self-awareness and intercultural understanding.

The Civics and Citizenship curriculum aims to reinforce students’ appreciation and understanding of what it means to be a citizen. It explores ways in which students can actively shape their lives, value their belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation.


Learning Area Plans

Assessment

Units of Work

Support Materials


Picture