Familiarisation and planning

Australian Curriculum v9.0: Civics and Citizenship — Years 7–10

240491-01
Acknowledgment of Country
QCAA acknowledges the Traditional Owners and
Traditional Custodians of the lands on which we
meet today.
We pay our respects to their Elders and their
descendants, who continue cultural and spiritual
connections to Country, and we extend that respect
to Aboriginal people and Torres Strait Islander people
here today.
We thank them for sharing their cultures and
spiritualities and recognise the important contribution
of this knowledge to our understanding of this place
we call home.
Artwork ‘Growth through Learning’ by Chern’ee, Brooke and Jesse Sutton, Kalkadoon.
Learning goal Success criteria
Understand the implications You will know you are successful if you:
of changes in the Years 7–10 • have more knowledge about the
Australian Curriculum from intent and structure of the Years 7–
v8.4 to v9.0: Civics and 10 Australian Curriculum v9.0: Civics
Citizenship for planning. and Citizenship
• can identify actions for planning in
your school.
Outline

Introduction to the Australian Curriculum v9.0: Civics

and Citizenship

Understand this learning area and subject

Curriculum elements

Formulating next steps

Outline

Introduction to the Australian Curriculum v9.0: Civics

and Citizenship

Understand this learning area and subject

Curriculum elements

Formulating next steps

HASS in the three-dimensional Australian Curriculum

Source: ACARA, www.v9.australiancurriculum.edu.au/help/website-tour

HASS in the three-dimensional Australian Curriculum

Source: ACARA, www.v9.australiancurriculum.edu.au/help/website-tour

HASS in the three-dimensional Australian Curriculum

Source: ACARA, www.v9.australiancurriculum.edu.au/help/website-tour

HASS in the three-dimensional Australian Curriculum

Source: ACARA, www.v9.australiancurriculum.edu.au/help/website-tour

Organisation of Learning areas and changes
Version 8.4 Version 9.0
Understand how the learning area Understand this learning area
works • Introduction
• Rationale • Rationale
• Aims • Aims
• Key ideas • Structure
• Structure • Key considerations
• Resources (learning area specific) • Key connections
• Resources
Learning area curriculum
• Year level description Curriculum elements
• Achievement standard • Level description
• Strands and sub-strands • Achievement standard
• Content descriptions • Strands and sub-strands
• Threads (learning area specific) • Content descriptions
• Content elaborations • Content elaborations
Organisation of HASS learning area and changes
Humanities and Social Civics and
Sciences (HASS) Citizenship
Version 9.0 Version 9.0
Understand this learning area Understand this subject
• Introduction • Rationale
• Rationale • Aims
• Aims • Structure
• Structure • Key considerations
• Key considerations
• Curriculum elements
Key connections
• Level description
• Resources
• Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Organisation of HASS learning area and changes
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
• Introduction Understand this subject
• Rationale • Rationale
• Aims • Aims
• Structure • Structure
• Key considerations • Key considerations
• Key connections
• Resources Curriculum elements
• Level description
• Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Organisation of Civics and Citizenship and changes
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
• Introduction Understand this subject
• Rationale • Rationale
• Aims • Aims
• Structure • Structure
• Key considerations • Key considerations
• Key connections
• Resources Curriculum elements
• Level description
• Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Outline

Introduction to Australian Curriculum v9.0: Civics

and Citizenship

Understand this learning area and subject

Curriculum elements

Formulating next steps

Organisation of HASS learning area
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
•• Introduction
Introduction Understand this subject
•• Rationale
Rationale • Rationale
•• Aims
Aims • Aims
• Structure • Structure
• Key considerations • Key considerations
• Key connections
• Resources Curriculum elements
• Level description
• Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Organisation of HASS learning area

Source: Quoted verbatim and unaltered from AC https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-learning-area/humanities-and-social-sciences

Organisation of HASS learning area
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
• Introduction Understand this subject
• Rationale • Rationale
• Aims • Aims
•• Structure
Structure • Structure
• Key considerations • Key considerations
• Key connections
• Resources Curriculum elements
• Level description
• Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Structure of HASS learning area: strands
Version 8.4 Version 9.0
Knowledge and understanding Knowledge and understanding
Inquiry and skills Skills
Structure of Knowledge and understanding strand across
the HASS learning area
Civics and Economics and
Economics and
History Geography
Citizenship Business v9.0
Business
Two to four
Two sub-strands Three sub-strands
sub-strands per No sub-strands
per year level per year level
year level

All content
Some sub-strands All sub-strands All sub-strands
descriptions in the
are required are required are required
strand are required

Selection of
topics within
each sub-strand
Structure of Skills strand across the HASS learning area
Civics and Economics
History Geography
Citizenship and Business
Questioning
Questioning and researching Questioning Questioning
and researching using geographical and researching and researching
methods

Interpreting
— Sub-strands —

Analysis,
Using historical and analysing Interpreting
evaluation and
sources geographical data and analysing
interpretation
and information

Historical Civic participation Evaluating,

Concluding and
perspectives and and decision- concluding and
decision-making
interpretations making decision-making

Communicating Communicating Communicating Communicating

Organisation of HASS learning area
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
• Introduction Understand this subject
• Rationale • Rationale
• Aims • Aims
• Structure • Structure
• Key considerations • Key considerations
• Key considerations
• Key connections
• Key connections
• Resources Curriculum elements
• Resources • Level description
• Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Key considerations for the HASS learning area

Protocols for
Meeting the
engaging
needs of diverse learners
First Nations Australians
Key connections

Learning
areas

General
capabilities

Cross-
curriculum
priorities

Source: ACARA, www.v9.australiancurriculum.edu.au/help/website-tour

General capabilities advice and resources

www.qcaa.qld.edu.au/p-10/aciq/version-9/cross-curriculum-priorities
Cross-curriculum priorities advice and resources

www.qcaa.qld.edu.au/p-10/aciq/version-9/cross-curriculum-priorities
Organisation of Civics and Citizenship
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
• Introduction Understand this subject
• Rationale •• Rationale
Rationale
• Aims •• Aims
Aims
• Structure • Structure
• Key considerations • Key considerations
• Key connections
• Resources
Curriculum elements
• Level description
• Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Organisation of Civics and Citizenship
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
• Introduction Understand this subject
• Rationale • Rationale
• Aims • Aims
• Structure •• Structure
Structure
• Key considerations • Key considerations
• Key connections
• Resources
Curriculum elements
• Level description
• Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Civics and Citizenship: Knowledge and understanding
sub-strands

Knowledge and

Strand
understanding

Government and
Civics and
democracy
Citizenship v9.0

Laws and citizens

Sub-strands

Citizenship, diversity
and identity
Structure of Skills strand: v8.4 to v9.0

Civics and Civics and

Citizenship v8.4 Citizenship v9.0

Questioning Questioning
and research and researching

— Sub-strands — Analysis, synthesis and Analysis, evaluation and

interpretation interpretation

Problem-solving and Civic participation and

decision-making decision-making

Communication and
Communicating
reflection
Organisation of Civics and Citizenship
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
• Introduction Understand this subject
• Rationale • Rationale
• Aims • Aims
• Structure • Structure
• Key considerations • Key considerations
• Key considerations
• Key connections
• Resources
Curriculum elements
• Level description
• Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Key considerations for Civics and Citizenship

Inquiry questions Contemporary issues Active citizenship

Protocols for
Meeting the
engaging
needs of diverse
First Nations
learners
Australians
Outline

Introduction to Australian Curriculum v9.0: Civics

and Citizenship

Understand this learning area and subject

Curriculum elements

Formulating next steps

Organisation of Civics and Citizenship
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
• Introduction Understand this subject
• Rationale • Rationale
• Aims • Aims
• Structure • Structure
• Key considerations • Key considerations
• Key connections
• Resources
Curriculum elements
•• Level description
Level description
•• Achievement standard
Achievement standard
• Strands and sub-strands
• Content descriptions
• Content elaborations
Achievement standard structure
Version 8.4 Version 9.0
By the end of Year 8, students analyse features of By the end of Year 8, students explain how Australians are
Australian democracy, and explain features of Australia’s informed about and participate in their democracy. They
democracy that enable active participation. They recognise describe the roles of political parties and elected
understanding
Knowledge &

different types of law in Australia and explain how laws are representatives in Australian government. They explain the
made. They identify the diverse belief systems in Australia characteristics of laws, how laws are made and the types of
and analyse issues about national identity and the factors law in Australia. Students identify ways in which Australians
that contribute to people’s sense of belonging. express different aspects of their identity and explain
perspectives on Australia’s national identity.

When researching, students develop a range of questions Students develop questions and locate, select and organise
to investigate Australia’s political and legal systems and relevant information from different sources to investigate
critically analyse information gathered from different political and legal systems, and contemporary civic issues.
sources for relevance. They explain different points of view They analyse information and identify and describe
on civics and citizenship issues. When planning for action, perspectives and challenges related to political, legal or
Skills

students take into account multiple perspectives, use civic issues. They explain the methods or strategies related
democratic processes, and develop solutions to an issue. to civic participation or action. Students use civics and
Students develop and present reasoned arguments on citizenship knowledge, concepts, terms and references to
civics and citizenship issues using appropriate texts, evidence from sources to create descriptions, explanations
subject-specific language and concepts. They identify ways and arguments.
they can be active and informed citizens in different
contexts.
Achievement standard structure: Skills

Year 8 Civics and Citizenship example:

Achievement standard structure: Language
Achievement standard: changes
HASS: Achievement standard structure

www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/curriculum/ac9_hass_civ_cit_yr7-10_as_sequence.pdf
Organisation of Civics and Citizenship
HASS Civics and
Version 9.0 Citizenship
Understand this learning area
Version 9.0
• Introduction Understand this subject
• Rationale • Rationale
• Aims • Aims
• Structure • Structure
• Key considerations • Key considerations
• Key connections
• Resources
Curriculum elements
• Level description
• Achievement standard
•• Strands and
Strands and sub-strands
sub-strands
•• Content descriptions
Content descriptions
•• Content elaborations
Content elaborations
Comparison of AC v8.4 with v9.0 documents

One document for each year level

is available on the QCAA website.

www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/curric
ulum/ac9_civ_cit_yr7_comp.pdf
Comparison of AC v8.4 to v9.0 documents
Same/refined content
Removed content
New content
Moved content
Moved content descriptions: Civics and Citizenship

The characteristics of Australian democracy, including

Year 8 to Year 7 freedom of speech, association, assembly, religion and
movement
The role of political parties and independent representatives in
Year 9 to Year 8 Australia’s system of government, including the formation of
governments

Year 7 to Year 9 The process for constitutional change through a referendum

Outline

Introduction to Australian Curriculum v9.0: Civics

and Citizenship

Understand this learning area and subject

Curriculum elements

Formulating next steps

Australian Curriculum in Queensland (ACiQ)
v9.0 webpages

QCAA website www.qcaa.qld.edu.au/p-10/aciq

The ACiQ v9.0 webpages
These webpages house
advice and resources to
support the three
dimensions of the Australian
Curriculum:
• Learning areas
• General capabilities
• Cross-curriculum
priorities.
Examples of QCAA resources for Civics and Citizenship

• Comparison of AC v8.4 to v9.0 (P–10)

• Sequence of achievement standards
• Sequence of content descriptions
• Achievement standard aligned to content descriptions (P–10)
• Prepopulated curriculum and assessment plans
• Assessment techniques and conditions (P–10)
• Standards elaborations
• QCAA P–10 Planning app
Learning goal Success criteria
Understand the implications You will know you are successful if you:
of changes in the Years 7–10 • have more knowledge about the
Australian Curriculum from intent and structure of the Years 7–
v8.4 to v9.0: Civics and 10 Australian Curriculum v9.0: Civics
Citizenship for planning. and Citizenship
• can identify actions for planning in
your school.
Contact
K–10 Curriculum and Assessment Branch​
​
T +61 7 3120 6102
E [email protected]
W www.qcaa.qld.edu.au
References
Australian Curriculum, Assessment and reporting Authority 2013, The Shape of the Australian Curriculum Version 4.0,
https://docs.acara.edu.au/resources/The_Shape_of_the_Australian_Curriculum_v4.pdf
Acknowledgments
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3. Acknowledgment of Country artwork (2023) ‘Growth through Learning’ by Chern’ee, Brooke and Jesse Sutton,
Kalkadoon. www.cherneesutton.com.au
4. Student and staff images have been used with permission.
5. The three-dimensional curriculum diagram is 'Excluded Material' used under the terms of the Australian Curriculum and
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present, unless otherwise indicated. You may view, download, display, print, reproduce (such as by making photocopies)
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Copyright notice
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