Civics and Citizenship education (CCE) aims to provide
young Australian’s with the knowledge, skills and values needed to actively and
effectively participate in democratic societies (Gilbert & Hoepper, 2014). CCE
is important because it educates for open minds, and an understanding of the
changing world we live in. Gilbert & Hoepper (2014) state that CCE
is important because it validates contemporary issues in the classroom and aims
to give students a chance to engage with issues that interest them. For students to be active citizens, they must
learn through purposeful investigations of issues in local and global
contexts (ACARA: 2015).
The Australian curriculum: Civics and Citizenship is organised
into two strands – Knowledge and understanding, and Skills. The
curriculum covers from grade 3 – 10 (ACARA: 2015). Although the curriculum
bypasses F-2, it is still important that these students are exposed in some way
to CCE concepts in other learning areas (Gilbert & Hoepper, 2014).
CCE is important
in primary schools, and earlier years, because it begins to develop
justice, equality, responsibility, rights and fairness in students (Gilbert
& Hoepper, 2014). CCE in primary
years lays important foundations for citizenship involvement. In the early
years CCE is about socialisation and developing an understanding in children
about what it means to contribute to their wider community (Gilbert &
Hoepper, 2014).
Tudball
& Brett (2014), suggest that where citizenship education is built into
school programs in meaningful ways, it can potentially develop young people’s
knowledge and understanding, their rights and responsibilities, and their
capacity to engage with local communities. This can all begin in the early
years of schooling, and sits nicely with the Early Years Learning
Framework (EYLF).
A
CCE program has been developed for use in an early years setting, with use of the EYLF. This program teaches children about active citizenship through
simple curriculum activities and by allowing them to make choices and take
responsibility.
The program has a main focus on outcome 2.1 of the EYLF
(Figure 1). This outcome suggests that educators can promote learning to meet
this outcome by providing opportunities for children to investigate ideas, concepts
and ethical issues that are relevant to their lives and their local communities
(DEEWR, 2009). This can be done through activities, such as reading stories
about fair and unfair situations, or through puppet play and exploring issues
of right and wrong through characters (Tudball & Brett, 2014).
 |
| Figure 1: Outcome 2.1 Early Years Learning Framework (DEEWR, 2009). |
Outcome 2.1
(Figure 1) also suggests that children begin to
contribute to fair decision-making about matters that affect them (DEEWR,
2009). This could be seen through making choices in the education setting, for
example; choosing a play partner, selecting materials for an activity, or
voting on a group issue. These are all important parts of becoming an active
citizen in their environment (Gilbert & Hoepper, 2014).
Cassie Mayer has written
a citizenship series of books about following rules, being honest, being a good
citizen, being fair and being a leader. These books are a great starting point
for developing citizenship skills in young children and can be used in this
program, or at home.
References
Arthur,
L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood
settings (4th Ed.). South Melbourne, VIC: Cengage.
Australian
Curriculum, Assessment and Reporting Authority [ACARA] (2015) F – 2 The Australian Curriculum (Version
8.2). Retrieved from: http://www.australiancurriculum.edu.au/
Department
of Education, Employment and workplace relations (DEEWR). (2009). Belonging,
Being and Becoming. The Early Years Learning Framework for Australia.
Canberra, ACT: DEEWR
Gilbert,
R. & Hoepper, B. (2014). Teaching Humanities and Social Sciences:
History, geography, economics & citizenship (5th ed.). South Melbourne,
Vic: Cengage Learning Australia Pty. Ltd.
Tudball,
L. & Brett, P. (2014). What matters and what’s next for civics and
citizenship education in Australia? The
social Educator, 32 (2) 4-15
Hi Tiffany,
ReplyDeleteExcellent post, great use of literature to support your ideas. I particularly like paragraph three, these are elements I did not consider for the Early years and Citizenship learning. Well done.
Expanding on what the students will be doing, would be useful. You could add a picture of what the program involves, perhaps a picture book that teaches the concept?
Great work,
Phoenix
Hi Tiffany,
ReplyDeleteI enjoyed reading your blog and you have given some great reasons why CCE is important with supporting literature. The way you have shown the link from the EYLF and the Australia Curriculum shows how and why, teaching and learning in this area starts at a young age.
The examples you have given in regards to teaching the subject, such as puppet shows and pictures books are good activities and if you went in to more detail about what the book was, would give the parents reading this blog a deper understanding of what it looks like in your classroom. The figure from the EYLF give some good example you could expand on including role play - creating characters and relationships between those characters.
The point you make about CCE validating contemporary issues and students engaging in issues that interest them, is a great opening to give examples of these issues. This would also be beneficial for the parents if they are unaware of a topic their children are passionate about and give them an opportunity to support further learning at home.
Look forward to reading your next blog.
Sarah
Hi Tiffany,
ReplyDeleteYou've done a great job with your first blog. I like the use of literature to explain why we should be teaching civics and citizenship. It shows parents why this is an important subject to teach their children and it shows that as a teacher you have done your research.
Could you perhaps talk about how parents might be able to help their children to further their understanding of the subject? For example, getting children involved in their community. Could you also perhaps elaborate on what the activities that you have planned within the program to show parents what their children will be doing?
I also like how you have told parents that the subject is inclusive (could you also elaborate on this?) and I think the way that you have presented your outcome links is a nice touch. Ensuring that parents get a visual of what the outcomes are whilst not writing it in too many words.
Good job on your first blog