Civics and Citizenship in practice
Harwood Island Public School
KLA: HSIE and PDHPE
Syllabus: HSIE K-6 and PDHPE K-6
Stage: Stage 2 to Stage 3
Audience: Professional
Description: Civics and citizens unit of work which looks focuses on respecting the rights of others to hold different values and
attitudes from their own.
Learning resource type: Unit of work
Version published: November 2009
2009
YEAR 3-6
Civics and Citizenship
HARWOOD ISLAND SCHOOL
(Taught in conjunction with the PDHE units of work on Values)
OUTCOMES
V2
V3
Respects the rights of others to hold different values and attitudes from their own.
Enjoys a sense of belonging.
DMS2.2 Makes decisions as an individual and as a group member.
responsibility for
PSS2.5 Uses a range of problem-solving strategies.
alternatives when
IRS2.11 Describes how relationships with a range of people
and maintaining
enhance wellbeing
GDS2.9 Describes life changes and associated feelings.
LESSON
1
DMS3.2 Makes informed decisions and accepts
consequences.
PSS3.5 Suggests, considers and selects appropriate
resolving problems.
IRS3.11 Describes roles and responsibilities in developing
positive relationships.
LEARNING EXPERIENCE
RESOURCES
In small groups students write the headings Personal, Family and School on a large Butchers paper
sheet of butchers’ paper.
Art paper
Revisit our meaning of values and then students brainstorm and list some of their
Computers
personal, family and school values.
Share answers with the class and compare differences and similarities.
Discuss how our behaviour is related to the values we hold.
Design a school logo which reflects one of our school values. (freehand or
computer generated)
2
Discuss how the community is an extension of our family and school and many of
our community values are similar.
List some of the common courtesies that we value which help us to get along
smoothly in our community. E.g. simple manners such as please & thank you,
waiting your turn, respect for elderly etc.
Display, then discuss the statement ‘We are all equal and deserve the same rights
and respect no matter what our nationality, skin colour, ability or gender.’
Teacher present a number thought provoking statements, e.g. Only the students
who came a place in the sports carnival are permitted to borrow sports equipment.
Girls may do art twice a week boys only once etc.
Divide the class into groups to discuss the statements and prepare a rebuttal to
share with the class.
3
Brainstorm what students think it means to be an Australian citizen.
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List some of our rights and responsibilities.
Cardboard
Explore the idea that Australia is a multicultural society with a wide range of people
and customs and that to be good citizens we all need to be tolerant and
understanding towards one another.
Discuss that to prevent injustices to our citizens, our communities have set rules we
live by, these are called laws and these are governed by local councils, State and
Federal government.
Research a famous Australian citizen of the Year and outline how they have shown
good citizenship and reasons they have won the award.
Students present research in a poster format.
4
Explore and list all the different aspects of what students think being a good citizen
entails. In groups, students brainstorm different types of discriminations people
come across, especially as they get older and then share their findings with the
class.
The teacher then lists all different types of discriminations on the board.
Explore the various feelings associated with discrimination.
Students divide into groups again to practice and then act out various types of
discrimination scenarios.
Class mates match each scenario under the correct discrimination heading.
Referring to what students have outlined as a good citizen, re do the discrimination
scenarios with good citizens intervening to defuse the situation.
Discuss - In real life would each situation be so easy to solve?
not?
Why?
Why
5
Recognise and acknowledge good citizenship qualities.
In workbooks students list all the types of things that a student could do to get
themselves nominated for a good citizen certificate.
Brainstorm all ideas and come up with a class list of criteria for a good citizenship
of the term award.
Students decorate a nominations box with a collage of pictures of themselves and
people they admire as good citizens.
During the term students fill in a form and nominate other students and reason why
they should receive the term award.
Design the certificate and announce the name of the designer in the school
newsletter and/or in school news in the Local paper.
Teachers will also add into the weekly awards program, a citizenship award for any
worthy deeds.
Computer
Small box
Student photos
Goggle images or
Magazines
Nomination slips
6
Introduce the idea of an end of the year Citizenship Award with a perpetual trophy.
Students work in groups to write up a definition of what a school citizen of the year
award encompasses. Groups come together to share ideas and condense then into
a short paragraph. ( this may be reviewed each year)
Relate these ideas to every day school life and the types of things a person
receiving this award would be doing each day. What type of attitude they would
have towards everyone the type of behaviour they would display etc (refer back to
the list made in the previous lesson) This will then be displayed and promoted in
class as the criteria for receiving the Citizenship award.
Students conduct a class competition to design the end of year School Citizenship
Award Certificate. School then vote on the design choice.
Computer
Trophy
7&8
Divide the class into small groups to brainstorm a list of all the different types of
volunteer groups that are in our community. Eg SES, Rural Fire Service
Each group chose a spokes person to share ideas with the class.
Discuss What are the different types of things they do? Do they get paid? And Why
do you think they do it?
Explore the idea that these people are good citizens donating time energy and
often money to help out others.
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Students share opinions of some volunteer workers that they think show good
citizenship.
Students research a volunteer organisation and present work in a Power Point
format.
Presentation must include name of organisation, main area of concerns of the
organisation, where they are based (locally), examples of some of the things they
do or have done recently and how to join, if there are age limits etc.
Share Power Point presentations with peers and other school members on the
IWB.
9
Brainstorm names of members in our community who students think show good
citizenship qualities. Under names list some of their deeds.
Discuss how each year the Clarence Valley Council hand out various good
Citizenship and good Neighbour awards.
Students discuss amongst themselves and then choose a person from the list they
think is most worthy of an award.
The class then vote to decide on which local community member to nominate for
an award. Class members work in pairs to produce a few paragraphs outlining
reasons for nomination, including all good citizenship deeds.
Class review all and vote on best submission to be sent in.
10
Plan a fundraising day to raise money for a local charity. This can be something as
simple as a non-uniform day, or a cake stall day.
Students pool ideas as to which charity to support and what type of fundraiser, and
then vote to decide.
Students make posters to advertise the event and hold a class competition to
produce a computer generated ad to go into the school newsletter.
Organise the class to vote a team of students to photograph the fundraiser and
write an article for the school newsletter and/or local paper.
Poster paper
Pencils/textas
Camera
11
Hold the class fundraiser for a local charity and notify charity of the donation.
Share power Point presentations with other school members.
School camera
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IWB
Student Assessment
 Observe students’ participation in group tasks and class activities.
 Gather student work samples for assessment folders.
 Student presentation of an Australian Citizen of the Year poster
 Student participation in Scenarios.
 Student participation in student of the Term Awards nominations.
 Designing of Citizenship Award certificates
 Presentation of research work in form of a Power Point format.
 Student participation in fundraising activities.
Unit evaluation
* Were there sufficient opportunities for all students to
participate?
* Do students understand what being a good citizen
entails?
* Was sufficient time allocated for students to
complete activities?
* Were there positive changes in student social
behaviour?