CIVICS AND CITIZENSHIP YEAR 3 Unit 2: (Semester 2:
Unit Title:
Achievement
Standard
10 X 1 hour)
What Makes Someone a Good Community Member?
By the end of Year 3, students explain how decisions can be made democratically. They recognise the
importance of rules. They describe how people participate in their community as active citizens.
Students pose questions about the society in which they live. They share their views on an issue.
They present their ideas and opinions using civics and citizenship terms.
Civics and
Citizenship Concepts
Content Descriptions
Government and Knowledge and Understandings:
Democracy
Why people participate within communities and how
Laws and
students can actively participate and contribute
Citizens
(ACHCK003)
Citizenship,
diversity and
identity
Assessment (A)
Assessment For Learning
● Discussion on Concepts and ideas
Assessment As Learning
● ‘What is a Community’ Collage
● Class ‘Characteristic of Good Citizen’ Book
● Community Group -Fact Sheet
● Volunteer Profiles
Assessment Of Learning
● Volunteers’ Brochure for local community group
Civics and
Citizenship Bands
Year 3 4 Band
Year 5 6 Band
Skills
Questioning and Research
Analysis
Synthesis and Interpretation
Problem Solving and Decision Making
Communication and Reflections
Learning Framework
Community Contributor
Leader and Collaborator
Cross Curricula
Priorities
Catholic Ethos
Aboriginal and Torres Strait
Islander Histories and Cultures
General Capabilities
Links to other LA’s
Key Questions
Literacy
Critical and Creative Thinking
Intercultural Understanding
English Religion History
1. How does someone get involved in the Community?
2. What makes a good Community member?
Active Investigator
Effective Communicator
Social Emotional Learning
Asia and Australia’s Engagement
with Asia
Numeracy
Ethical Understanding
Designer and Creator
Quality Producer
Inclusive Education
Sustainability Education
ICT
Personal and Social Capability
Learning and Teaching Strategies
Week
1
2
3
4
5
6
7
8
9
10
Cross Curricular Priorities Aboriginal Torres Strait Islander History and cultures Social Emotional Learning Catholic Ethos Inclusive Education
General Capabilities
Engage ⇒
Literacy Critical and creative thinking Ethical Behaviour ICT Personal and Social Competency
Explore ⇒
Explain ⇒
Elaborate ⇒
Engage
Students explore the concept of a citizen and what is a community. Students will realise that they are not future
citizens; rather they are already citizens of a community now.
Activity 1: What is a citizen? Are you a citizen?
1. Explain to students that they will be investigating the question, ‘What makes a good citizen or community
member?’ In order to answer this question, students will need to focus on some preliminary questions first.
2. Write the following questions on the board:
○ What is a citizen?
○ Are you a future citizen or are you already a citizen?
○ What is a community?
○ What community do you belong to?
Use a strategy such as 'Think-Pair-Share', collate and record student response on the board or on sheets of butcher’s
Evaluate
Resources
Youtube:
Kids for Character
Series: Citizenship By
Gary Eisenberg
www.youtube.com/
watch?v=p63JCN5FR
uU
Scootle R6076 video: I
think - ‘All together
now!’
paper the ideas to the 4 questions above.
Activity 2: Definition of a citizen: Write on the board:
A citizen is someone who belongs to a country. To belong to a country you have to be born or naturalised to that
country. Naturalised means we come to live in Australia from another country. As Australian citizens we have rights
and responsibilities that are given to members of the Australian community.
Discuss with students that by being born in a country gives them citizenship to that country. Go around the country
to see if parents or grandparents were born in other countries. Discuss the notion of naturalisation, that when
people come to live in another country, they are given permission by the government to belong to that country even
though they were not born there. They have the same rights and responsibilities as people born in that country.
Some people have dual citizenship. This means they belong to more than one country.
Extension questions:
● What would be the advantages of dual citizenship?
● Do you know anyone that has this?
Activity 3: Video - Citizenship: ‘Kids for Character: Citizenship’ by Gary Eisenberg
www.youtube.com/watch?v=p63JCN5FRuU
This is a 6 - 7 min video that outlines what is citizenship. Although American it discusses personal characteristics such
as:
1. Obeying Laws e.g. littering
2. Looking After One another - charity
3. Working together to be safe
Discuss at the end the notion of ‘common good’ - laws and rules that protect everyone in the community. At end ask
students to write their definition of what a citizen is. Ask if they are Australian citizens? Now or later?
You Tube:
What Makes a Good
Community:
PearsonHome School
http://www.youtube.
com/watch?v=bIVVn
6tFK7s
Internet pictures of
communities
Activity 4: What is a community: Scootle video: R6076 - “I think… All Together Now”
● Log on to Scootle - type in R6076 in search bar - This short 3 -4 mins animation piece features 5–9 year old
children discussing the concept of community and civic responsibility. Produced by the Australian Children’s
Television Foundation, it is totally unscripted and supported by colourful Australian Indigenous symbols and
colours.
Students then discuss some of the points presented in video:
● Do you need to live near each other to be in a community
● What layers, types of communities can you belong to?
● Can you belong to more than 1 community? E.g.?
● What things tell you that you belong to a community?
● Is belonging to a small community better than in a larger community like Melbourne? Why? Why Not?
● If we all belong to the world (global) community why do we have enemies and wars?
Activity 5: What are the types of Communities: Video - What Makes a Good Community -by Pearson Home
School
http://www.youtube.com/watch?v=bIVVn6tFK7s
This 4 -5 min video outlines the differences of living in a Rural, suburban or urban community, and the features of
them.
Questions for students after video: (pairs or whole class)
1. What type of community is your local community?
2. What makes a good community?
3. Does a community have to meet your needs?
Write on the board:
A community is a group of people that live together and share common interests together. They cooperate for the
common good. This means they support each other, obey the rules, care for each other and make everyone safe.
There are many types of communities such as rural, suburban and urban communities. We all belong to the Australian
community and world community. You can belong to more than one community.
Activity 6: Picture College
● In small groups or individually make a collage to represent the different sorts of communities you belong to.
Write key words that show what you want from the community. Then each group/student is to make a
statement to the class regarding - this is my community! I am a citizen of the ………. community. These are
things I want from my community.
Civics and Citizenship Metalanguage
Assessment
Opportunities
Assessment as
Learning: Community
Collage
Community Citizenship Citizen cooperation Common good
Understanding, Tolerance and Inclusion
Civics and Citizenship Metalanguage Link
Reflection
Week
1
2
3
4
5
6
Cross Curricular Priorities Catholic Ethos Social Emotional Learning Inclusive Education
7
8
9
10
General Capabilities
Engage ⇒
Literacy Critical and creative thinking Ethical Behaviour Personal and Social Competency
Explore ⇒
Explain ⇒
Elaborate ⇒
Explore
From the last two lesson students are to explore the notion of what makes a good community and citizen.
Activity 1: What makes a good Citizen?
1. In small groups brainstorm a list of characteristics for good citizens using a Y Chart.
What would they:
● Feel like:
● Behave like:
● Say:
Initial responses by students could include:
○ following rules
○ displaying kindness, care and compassion
○ treating everyone equally and with respect
○ making a contribution through community services such as volunteer groups
○ respecting community property.
Discuss as a class and compiling a class chart of characteristics of a good citizen. Note for student’s common
characteristics, which do they see as the top three features?
Activity 2: Video - Being a Good Citizen by Carterelmore1
www.youtube.com/watch?v=x3_REZhqR9g
This is a 2 -3 min book reading that presents what is being a good citizen. Ask students at the end to list all the things
that each person did to make them a good citizen.
Evaluate
Resources
Y Chart
Video - Being a Good
Citizen by
Carterelmore1
www.youtube.com/
watch?v=x3_REZhqR
9g
● Speaking Out
● Following the rules - not littering
● Helping others
● Welcoming all members
● Keeping everyone safe
● Protecting animals and environment
● Voting
● Looking after the small and weak
● Knowing your history
Discussion - What would our community be like if people were not good citizens? Are there places in the world
where people are not good citizens?
Activity 3: Characteristics of a good citizen - Book
List the major characteristics of being a good citizen on the board:
● Cooperating and helping others - Charity/volunteering
● Free and fair elections - Voting
● Participating in democratic decision-making - Speaking Out
● Following and respecting the rules set for everyone - Obeying the Rules
● Promoting harmony and inclusiveness - Welcoming everyone
● Being actively involved in the community - Active Member
Each student is to select one characteristic that they believe makes a good citizen and that is important to them and
illustrate the example. When finished the illustrations can be put together in a class book similar to the example in
video. You may also choose to use Book Creator for this task.
Civics and Citizenship Metalanguage
Assessment
Opportunities
Volunteer Community group Civics and Citizenship Metalanguage Link
Assessment As
Learning: Class
Characteristic Book
Reflection
Week
1
2
3
4
5
6
7
8
9
10
Cross Curricular Priorities Catholic Ethos Social Emotional Learning Inclusive Education
General Capabilities
Engage ⇒
Literacy Critical and Creative Thinking Ethical Behaviour Personal and Social competency
Explore ⇒
Explain ⇒
Elaborate ⇒
Explain
Activity 1: Class Discussion - What is a volunteer and who are they in our school?
Ask students - What is a volunteer? Discuss ideas. Ask them to remember the book and a quality of a good citizen
was one who helped others or animals in need. Ask students? Do they get paid for this? Write on the board: a
person who helps others and animals without getting paid for their time are called volunteers.
Ask students: Who volunteers around our school? Compile a school list of people who help around the school.
Evaluate
Resources
Discovering Democracy
Unit Handouts for
Community groups:
http://www1.curriculu
m.edu.au/ddunits/unit
● clean up the school
● help at special school days: a tree planting day
● help with tuckshop
● help students with their reading or school work
● join the parents' and friends' committee
● help on excursions
● help on school camps
● Help at sports days
Why do people volunteer? Have students discuss the qualities and values of a school volunteer. List them on the
board:
E.g. commitment, helping others - Charity, Feeling good, giving freely of time, something to do.
Activity 2: Why do people volunteer?
Watch video: Power of Volunteering by Volunteer Centre:
http://www.youtube.com/watch?feature=player_detailpage&v=aS-mAz34NA0
This 6 min video discusses main reasons why people volunteer. At end discuss with students and list main ones for
students.
Alternative Video: Why Volunteer by Daisys 7
http://www.youtube.com/watch?feature=player_detailpage&v=dkHbQrlQ7yE
This 3 -4 min video outlines the various groups who rely on volunteers. May be more suited for year 3 than the
other.
Extension Activity: Interview some of the volunteers or ask if they would like to speak to the class about their role
and how they feel.
Activity 3: Concept Map: Who are the volunteers in our Community? Talk about the many roles volunteers take on
(helping out; doing things that wouldn't get done; providing special services). Create a concept map on the IWB with
the students by categorising the different roles of volunteers and groups they may work for. Discuss the concept map
and make a list of the groups in the community that volunteers may help: The purposes of groups in the community
s/mp4fq1acts.htm
Power of Volunteering
by Volunteer Center:
http://www.youtube.c
om/watch?feature=pla
yer_detailpage&v=aSmAz34NA0
Alternative video:
Why Volunteer
http://www.youtube.c
om/watch?feature=pla
yer_detailpage&v=dkH
bQrlQ7yE
Do Something Near
You Organisation
video:
http://www.youtube.c
om/watch?v=IAQk_orG
eP8&feature=player_d
etailpage
are usually based around: Handout links from Discovering Democracy Units -http://www.civicsandcitizenship.edu.au/ will give a brief outline of organisation.
1. Health, welfare and community services: eg Meals on Wheels, Red Cross Australia (Handout 1), RSPCA
(Royal Society for the Prevention of Cruelty to Animals) CWA St Vincent De Paul
2. Emergency and safety services: e.g. State Emergency Services (Handout 2), Bush Fire Bridge
3. Service clubs: e.g. Apex (Handout 3),The Lion’s Club , Rotary Australia Clubs,
4. Environment and conservation: e.g. Landcare (Handout 4), wildlife carers, TREAT, Green Peace
5. Heritage: e.g. local history groups (Handout 5), local museum groups, Chinese Temple
6. Sport and recreation: e.g. Swimming club, Tennis club (Handout 6), Soccer, hockey Basketball
7. The Arts: e.g. Atherton Little Theatre, Drama groups (Handout 7)
8. Culture: e.g. Reconciliation group (Handout 8),
Discuss with class who belongs to groups and what volunteers that are known to students.
Activity 3: Community Groups: Think Pair Share Fact Sheet
Divide students into pairs. Allocate a community group or allow pairs to select a group they belong to or are
interested in. (Add to list if local groups are not listed). As a pair they are to research the Community group and
provide a fact sheet to the class that outlines:
1. What is the group - what do they do?
2. Where are they located - local or world-wide?
3. How you can volunteer - how can you help?
Civics and Citizenship Metalanguage
Volunteer Charity Community group Civics and Citizenship Metalanguage Link
Assessment
Opportunities
Assessment as
Learning: Fact Sheet
Reflection
Week
1
2
3
4
5
6
7
8
9
10
Cross Curricular Priorities Catholic Ethos, Social Emotional Learning, Ethical Behaviour, Personal and Social Competency, Asia and Australia’s
engagement with Asia, inclusive education
General Capabilities
Engage ⇒
Literacy Ethical Behaviour ICT Personal and social competency
Explore ⇒
Explain ⇒
Elaborate ⇒
Elaborate
Case study - Volunteers Abroad - Australian Red Cross in Asia
In this lesson students will look at an agency that relies on volunteers to provide help to overseas countries. If
another agency is more appropriate to your class or location, you may choose to investigate another Australian
Agency.
Activity 1: Australian Red Cross video: Australian Volunteers: Everyday Work, Life Changing workplace by
Australian Red Cross.
http://www.youtube.com/watch?v=NedbHTwzEBw&feature=player_detailpage
This 5 -6 min video shows the type of work the Red Cross does in Asia, the type of assistance volunteers offer to help
other countries.
Extra Activity 2: Caritas Australia - project Compassion 2014 Introduction Video (if this has already been shown to
Evaluate
Resources
Video:
http://www.youtube.c
om/watch?v=NedbHTw
zEBw&feature=player_
detailpage
Caritas Australia Intro
Video:
http://www.youtube.
com/watch?v=2BlLah
Zndkw&feature=play
students through RE leave out or you may choose to reflect on this video from a specific focal point).
http://www.youtube.com/watch?v=2BlLahZndkw&feature=player_detailpage
3 -4 min video that outlines the work of Caritas Australia.
Discuss in small groups/as whole class:
1. Is it important to help other countries? Why?
2. What kind of things do Australian agencies do to help other countries?
3. What type of things do we do as a school to help others?
4. What agencies like Red Cross do we as a Catholic School participate with?
5. How do you think people who volunteer in these organisations feel? What do they get out of it?
Activity 3: Volunteer of the Year 2013 : A Case Study
From the website below you will find various case studies of the nominated volunteers for 2013.
http://volunteeringwa.org.au/assets/awards-2013/volunteer-of-the-year-award-recipients-2013.pdf
Use Google Drive/Weebly or print off one person per sheet and photocopy enough to go around number of groups
(you may add to this group by looking at other states or sports groups to give more people). Divide students into
pairs and give them one volunteer to study. Students are given 4 mins to read their fact sheet and highlight key
words that summarise:
● Who is the volunteer
● What group/area of community did she/he volunteer?
● What made her/him volunteer?
Students write down a few sentences that summarise the answers to these questions. After 5 - 8 mins stop and ask
students to introduce their volunteer of the Year to the class. Create a Hero’s Wall and place the summaries on the
wall.
er_detailpage
WA Australian
Volunteer of the Year
2013:
http://volunteeringw
a.org.au/assets/awar
ds-2013/volunteerof-the-year-awardrecipients-2013.pdf
Civics and Citizenship Metalanguage
Assessment
Opportunities
Volunteer Community Compassion Civics and Citizenship Metalanguage Link
Assessment As
Learning: Volunteer
Profiles
Reflection
Week
1
2
3
4
5
6
7
8
9
10
Cross Curricular Priorities Catholic Ethos Aboriginal Torres Strait Islanders History and Cultures Social Emotional Learning Inclusive education
Sustainability education
General Capabilities
Engage ⇒
Evaluate
Literacy Critical and creative thinking Ethical behaviour ICT personal and social competency
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
Resources
Video: NY resolution:
The next three lessons will allow students to research local groups that need volunteers and design a brochure that will Do something near you
help attract volunteers.
introduction video1:
http://www.youtube.c
om/watch?feature=pla
yer_detailpage&v=NliA
Outline to students: Volunteering means spending some of your free time helping others. You may volunteer to help
eMNWq-0
other people, such as the families who lost their homes after a natural disaster. But you can also volunteer to protect
Video 2: Sunrise video
animals, the environment, or any other cause that you care about. You may already know about volunteering through,
showing how it works.
Sports Clubs, Boy Scouts, or Girl Scouts, Religious organizations, and charity work.
http://www.youtube.c
School is another good place to start if you're looking for volunteer ideas. Ask a teacher, school counsellor, or librarian om/watch?v=wv7WjJ_dnI&feature=playe
for ideas. Your local parks department also might have some suggestions for how kids can volunteer.
r_detailpage
Activity 1: Getting Involved! Being an Active Community Citizen - What can I do?
Some places want volunteers who are 12 or even older, depending on the job. Often kids start volunteering by working
alongside their parents. For instance, you are too young to help the RSPCA where you need to be over 18 years due to Do something near you
website.
public liability.
As a class, list on the interactive whiteboard some things that you could do as a volunteer in your school or local
community: (some ideas to assist)
● Clean up a park or environment or school area
● Plant trees or flowers in your local community.
● Collect donations of clothes for Charity
● Help do jobs for elderly neighbours
● Help with younger children at school playtime
● Help teachers or the school/local library
● Coach, score or put equipment away at sports club
Revisit with students: What makes a good community and a good citizen? It is important to get involved in your
community.
www.dosomethingnea
ryou.com.au
Activity 2: Where can I get involved? video: Do Something Near You
Do Something Near You program - two videos each about 2 - 3 min videos that introduce students to the website that
allows people to find out how to volunteer in their local area.
1. Video 1: New Year Resolution
http://www.youtube.com/watch?feature=player_detailpage&v=NliAeMNWq-0
2. Video 2: Sunrise introducing founder of program and shows how it works:
http://www.youtube.com/watch?v=wv7-WjJ_dnI&feature=player_detailpage
Activity 3: Do Something Near You Website:
As a class teacher locate website and type in local area code. Scroll through suggestion for becoming involved.
www.dosomethingnearyou.com.au
The idea is to show student how easy it is to become involved. As a class, compile a list of the groups locally that
require volunteers. Add to this list other organisations such as sports groups, etc. (refer to list from activity 3 explain).
Keep this list for assessment activity.
Activity 4: Assessment Activity: We Need Your Help Brochure
Students are to select one of the community groups they have listed and design a brochure/digital presentation that
could be used by the community group to attract volunteers. Important information to present in the brochure would
be:
1. What is the community group - people involved/Does it belong to a bigger organisation e.g. Australian or
worldwide?
2. Where is it located? Is there a map? or address? Phone contact?
3. What type of activity does it do?
4. Does it have a logo?/Motto?/symbol that is recognised?
5. Who can be a volunteer?
6. Why would you volunteer?
7. How does it help the community?
8. What type of things would you do if you volunteered?
9. Is there are case studies/examples of people helping?
Model to students an example of a brochure( or digital presentation) using one community group e.g. RSPCA - using
many sites available for brochure template. E.g.
http://oakdome.com/k5/lesson-plans/powerpoint/tri-fold-brochure.php
www.vistaprint.com.au/Custom
http://office.microsoft.com/en-au/templates/tri-fold-brochure-blue-TC103133090.aspx
Civics and Citizenship Metalanguage
Civics and Citizenship Metalanguage Link
Reflection
Assessment
Opportunities
Assessment of
Learning: Volunteers
Brochure/digital
presentation
Planning for Differently Abled Students
Student/s
Different Ability
Australian Curriculum
Content Descriptions
being addressed
Learning and Teaching Strategies
Assessment Strategies
School Template
Civics Assessment Task
Student Name:
Year Level:
3
Name of Task:
Community Volunteer Brochure
Teacher:
Learning Area/s:
Civics and Citizenship - Unit 2
Date Commenced:
Date Due:
Oral ☐
Type of Task:
Individual
Written ✓
✓
Pair
Other ☐
☐
Group Work
Task Conditions
In Class ✓
Task Requirements
Length: 1 double sided Presentation/style: Brochure
A4 sheet
Homework
☐
Other
Opportunity to Access:
Books ✓
Notes ✓
Library ✓
Assessed By:
Teacher ✓
Peer ☐
Self
☐
☐__________
Technology ✓
Other
☐
☐
Task Description: Brochure for Volunteers
Procedure: You are to select a community group and research the organisation.
From the information you obtain, prepare a brochure that could be used for volunteers. In
your brochure you need to outline:
1. What is the organisation - what people are involved?
2. Does it belong to a bigger organisation eg Australian or worldwide?
3. Where is it located? Is there a map? or address? Phone contact?
4. What type of activity does it do?
5. Does it have a logo?/Motto?/symbol that is recognised?
6. Who can be a volunteer?
7. Why would you volunteer?
8. What would you do if you volunteered?
Student:
Class:
CRITERIA SHEET
Teacher:
3
Learning Area: Civics/Citizenship
Task being assessed: Volunteers’ Brochure
Assessable Elements
1. Knowledge &
Understanding:
●
●
●
●
Knows what a Community
Group is
Outlines what a volunteer
is and value of
volunteering
Aware of local community
services
Uses civics terminology
Processes & Application
●
●
●
●
Written Presentation:
accuracy & neatness
brochure style - trifold
Visual appeal - colour
creativity images
persuasive language
A
B
C
D
E
The brochure displays
an excellent
understanding of the
community group and
gives very detailed
information for a
volunteer. Explicit
civics terminology is
frequently used in
brochure.
The brochure displays a
good understanding of
the community group
and gives detailed
information for a
volunteer. There is
evidence of use of
important civics
terminology in brochure.
The brochure displays
an adequate
understanding of the
community group and
gives basic information
for a volunteer. Minor
civics words are used
in the brochure.
The brochure displays
a little understanding
of the community
group and gives little
information for a
volunteer. There a few
civics words used in
the brochure
Significant support was
required to create the
brochure and / or
when working
independently no
understanding of the
community group was
provided with
disjointed or
incomplete
Information. No civics
terminology is used in
brochure.
The brochure is
extremely well
designed as a
brochure, very neatly
presented with a great
degree of accuracy. It
has evidence of
frequent use of
persuasive language.
The brochure is well
designed in correct
format, neatly presented
with a good level of
accuracy. It has evidence
of persuasive language.
Design is very colourful
and a good selection of
images.
The brochure is
appropriately designed
in correct format,
mostly neatly
presented with
reasonable accuracy.
It has evidence of
some persuasive
language. Design is
There is an attempt to
design the brochure in
correct format, with
some accuracy. It has
little evidence of
persuasive language.
It is poorly design with
little artistic use of
colour and images
The brochure is
incomplete in design. It
is not neatly presented
and little or no
accuracy. It has no
evidence of persuasive
language. There is no
colour and images.
Design is very colourful
and creative. Images
are well suited to text.
colourful but images
do not always match
text.
Feedback/comments:
Signed: ______________________________________________ Date: __________________ Overall for task: _________