Curriculum Mapping Template: Civics and Citizenship 5 and 6

Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. If you need help completing the template view the curriculum mapping instructions document.

Strand Government and Democracy Laws and Citizens Citizenship, Diversity and Identity
Discuss the values, Describe the roles and Identify and discuss the Identify the roles and Explain how Explain how and why laws Identify who can be an Identify different points Investigate how people Examine the concept of
principles and institutions responsibilities of the key features of the responsibilities of state/territory and are enforced and describe Australian citizen and of view on a with shared beliefs and global citizenship
that underpin Australia’s three levels of Australian electoral electors and federal laws are initiated the roles and describe the rights, contemporary issue values work together to (VCCCC017)
democratic forms of government, including process representatives in and passed through responsibilities of key responsibilities and shared relating to democracy achieve their goals and
Content government and explain shared roles and (VCCCG010) Australia's democracy parliament personnel in law values of Australian and citizenship plan for action
Descriptions how this system is responsibilities within (VCCCG011) (VCCCL012) enforcement, and in the citizenship and explore (VCCCC015) (VCCCC016)
influenced by the Australia's federal legal system ways citizens can
Westminster system system (VCCCL013) participate in society
(VCCCG008) (VCCCG009) (VCCCC014)

Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement
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Levels 5 and 6 Achievement Standard - Separated by line. Number in brackets, e.g. (3), can be
Levels 3 and 4 Achievement Standard Levels 7 and 8 Achievement Standard
used as an identifier in various parts of the template.
By the end of Level 4 By the end of Level 6 By the end of Level 8
 Students explain how decisions can be made democratically and the role of local government.  Students identify the values that underpin Australia’s democracy and explain the importance of the electoral  Atudents explain features of Australia’s system of government, and the purpose of the Constitution in
 They recognise the importance of rules and distinguish between rules and laws. process. (1) Australia’s representative democracy.
 They describe how people participate in their community as active citizens and factors that shape a  They describe the purpose of key institutions and levels of government in Australia’s democracy. (2)  They analyse features of Australian democracy, and explain features that enable active participation.
person’s identity and sense of belonging.  They explain the role of different people in Australia’s legal system and the role of parliaments in creating law. (3)  They explain how Australia’s legal system is based on the principle of justice, and describe the types of law
 They identify various ways people can participate effectively in groups to achieve shared goals. (4) and how laws are made.
 Students explain what it means to be an Australian citizen and how people can participate as global citizens. (5)  Students identify the importance of shared values, explain different points of view and explain the diverse
 They analyse contemporary issues and use evidence to support a point of view about civics and citizenship nature of Australian society.
issues. (6)  They analyse issues about national identity in Australia and the factors that contribute to people’s sense of
 They identify possible solutions to an issue as part of a plan for action. (7) belonging.
 They identify ways they can be active and informed citizens, and take action, in different contexts.

Assessments
Unit (Title) Assessment Achievement Standard/s Unit (Title) Assessment Achievement Standard/s

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