Transcript Presentation title Date or subhead

Civics and Citizenship Curriculum
The Australian Experience
Professor Murray Print
University of Sydney
Chulalongkorn University, Bangkok
July, 2013
The curriculum challenges for
Australia
We require:
• World-class curriculum
• 21st century curriculum for global citizens
• National curriculum
• Consensus amongst jurisdictions [context]
Australian context
Australia is a federal, not unitary state.
Education is the constitutional responsibility
of the six states and two territories
There has been two previous attempts at a
national curriculum – both failed – political
Schooling and curricula across the
Australian states are similar.
Why a national curriculum?
• Consistency for student - population movement
is 20% annually (interstate; international;..)
• Resource savings – common materials
• University entry – based on same content
• Standards raised across country [lift weaker]
• Similarities between existing state curricula
• National and global citizens (National Goals)
• National unity enhanced in global context
• Political ideology (Labor Government)
Who? ACARA
• A Commonwealth statutory authority;
accountable to the Ministerial Council
• Operational since May 2009. Its tasks:
– Developing a national curriculum (F-12)
– Managing a nation-wide testing program (National
Assessment Program – Literacy and Numeracy)
– Reporting information on schools through the My
School website
Curriculum development support
ACARA has responsibility for developing the
Australian Curriculum. All Australian
Governments [9] agreed to a national
curriculum.
ACARA has the resources to support
development:
1. Staff with expertise in curriculum development.
2. Contracting lead writers of content areas
3. Contracting advisory groups for each area.
4. Website with facilities for public comments.
Curriculum Development Process
The ACARA curriculum development process
involves four phases:
Phase 1:
Curriculum Shaping
Phase 2:
Curriculum Writing
Phase 3:
Implementation
Phase 4:
Curriculum Evaluation and Review
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Curriculum considerations for ACARA
• Teachers, when planning their teaching, will consider
current levels of learning of individual students and the
different rates at which students develop
• Schools are best able to decide how to deliver the
curriculum
• Scope for education authorities and/or schools to offer
additional learning opportunities [40%] beyond those
provided by the Australian Curriculum [60%]
• Teachers will use a range of different assessment
strategies to ascertain what each student has learnt
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Phase One: Curriculum Shaping
Initial Advice
Research
Position
Paper
Draft Shape
Paper
Shape
Paper
Lead writer and advisors: Civics and
Citizenship Curriculum
Professor Murray Print
University of Sydney
Advisors:
David Brown, Education Services Australia
Professor Peta Goldburg, Australian Catholic University
Pat Hincks, Victorian Curriculum and Assessment Authority
Dr Harry Phillips, Parliament of Western Australia
Professor Alan Reid, University of South Australia
Dr Libby Tudball, Monash University
Civics and Citizenship background
• Civics and citizenship education has been
recognised as an important aspect of
Australian education over many years
• Discovering Democracy 1997-2004
• Statements of Learning 2003
• National Assessment Program 2003+
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Civics and Citizenship: goals
• Civics and citizenship was identified in the Melbourne Declaration
(2008) as a curriculum area to be developed within the Australian
Curriculum, as part of the Humanities and Social Sciences learning
area
• It states that by the end of secondary schooling: All young
Australians become successful learners, confident and creative
individuals, and active and informed citizens.
• The important attributes of ‘active and informed citizens’, include
that students:
-appreciate Australia’s social, cultural, linguistic and religious diversity
-understand Australia’s system of government, history and culture
-are committed to national values of democracy, equity and justice
-participate in Australia’s civic life and are responsible global citizens
Initial Advice paper for ACARA
Consists of:
• Context
• Rationale and aims
• Key principles
• Organisation and structure
• Proposed knowledge, understanding and skills
• Phases of schooling
• General capabilities and cross-curriculum priorities as
they relate to Civics and Citizenship Curriculum
Consultation
The initial advice paper sought advice from
interested people and key stakeholders
(educational systems; teacher subject
associations; parents; academics;
students; universities; etc)
A national conference was held by ACARA
to obtain feedback.
The paper was revised from this feedback
Shape Paper
The revised initial advice paper was reviewed by
education authorities at state and national level.
A shape paper was prepared from the revised
advice paper and feedback.
Public consultation of Shape Paper – three months
on the ACARA website for comment.
Comments reviewed and integrated.
Final Shape Paper presented to education
authorities. Once approved it was ready for
phase two - the writing phase.
Phase Two: Curriculum Writing
Appointment
of Writers and
Advisory group
Writing
Consultation
and Trialling
Curriculum considerations for writing
the CCC
Curriculum
The Australian Curriculum details
what students should learn
(content descriptions) and
describes the quality of learning
expected (achievement standards)
Organisation of learning /
pedagogy
Schools and teachers are
best placed to decide how to
organise learning, taking account of
the needs and interests of students
and school context
Assessment
The Australian Curriculum does
not specify how teachers /
schools / curriculum authorities
will assess student learning
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Dimensions of the Australian
Curriculum
Learning areas
The Australian Curriculum will be designed
to ensure that students develop the
knowledge, understanding and skills on
which major disciplines are based;
reflecting ways in which knowledge has
and will continue to be developed and
codified.
Cross-curriculum priorities
Special attention to three
contemporary issues.
General capabilities
In a world where knowledge is
constantly growing and evolving
students need to develop skills,
behaviours and dispositions that
apply across subject areas; equip
students to be lifelong learners.
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Dimensions of the Australian
Curriculum
Learning areas
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English
Mathematics
Science
Humanities and social sciences – history, geography,
business and economics, civics and citizenship
Arts
Languages
Health and physical education
Technologies
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General capabilities
Cross-curriculum priorities
• Aboriginal and Torres Strait Islander
histories and cultures
• Asia and Australia’s engagement with
Asia
• Sustainability
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Literacy
Numeracy
ICT capability
Critical and creative thinking
Ethical behaviour
Personal and social capability
Intercultural understanding
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The curriculum: F–12 [Initially F-10]
Content descriptions
• A core of knowledge, skills and understandings – i.e.
what students will be taught in CCC
Achievement standards
• The expected standard or quality; challenging, but
achievable – i.e. the quality of student learning as a
result of what they are taught in CCC
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Curriculum content for a world class CCC?
Three interconnected components:
• Knowledge
• Skills
• Values, attitudes, dispositions
What knowledge for world class CCC?
Knowledge of:
• Democracy
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Human rights
Environmental
sustainability
Government
Global citizens
Active citizenship
Multiculturalism
Legal system
Rule of law
Skills for CCC
What core skills are needed for an active,
democratic citizen?
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Questioning and research
Analysis, synthesis and interpretation
Problem-solving and decision-making
Communication and reflection
Values integrated within CCC
• Liberal democratic values: freedoms, civic
responsibility, government by the people
• Rule of law & common good
• Diversity, difference, social justice, civil
behaviour, identity [multiple].
• Disposition to participate – civically and
politically
Curriculum organization
The scope and sequence of the CCC was
based on three themes that included the
knowledge, skills and values above spread
over the years F-10 [Years 11 and 12 may
be integrated later].
1. Government and democracy
2. Law and citizens
3. Citizenship, diversity and identity.
Phases 3 and 4
2013 – trials of English, History, Maths,
Science
2014 – trials of other subjects including CCC
- implementation of other subjects
2015+ – implementation of remaining
subjects including CCC [ dependent on
states]
DCE in UK
• Based from 1997 report and well funded
by Labour Govt.
• DCE curriculum for all schools
• Content emphasizes citizenship
• Specially funded teacher education
• Resources produced
• Foundations e.g. Citizenship Foundation
Europe
All countries have some form of DCE –
influence of WWII- usually civics.
DCE has become central rather than civics
in last decade, emphasis on active citizens
Knowledge base of democracy and history
Variable according to country- unity Vs
federations e.g. France – Germany
Asia
Japan has a national education system
dominated by the bureaucracy in Tokyo.
Similar – Singapore, Taiwan, Korea,…
Civics and Moral Education [CME] is
emphasized with a strong component of
building moral [‘good’] citizens.
Selective history in support of CME
USA
USA is a federation with education
controlled by 50 states and 15,000 school
districts [local control].
Civics is a core subject in elementary and
secondary schools along with history.
Content – democracy, rights, legal system