What is happening in Year 4 - Civics and citizenship – Identity and Cultural Diversity

Through the integration of Humanities and Social Sciences (HASS) your child will gain knowledge and skills in focusing on  historical, geographical, political, economic and societal issues, and explore how these different factors impact each-other. The HASS curriculum aims to ensure that all students “develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change” which helps them become active and informed citizens (Australian Curriculum, Assessment & Reporting Authority (ACARA), 2016, p. 5). 

Figure 1 - Key ideas in the Humanities and Social Sciences curriculu

Your child will be given opportunities to explore Civics and Citizenship (CC) topics further with a particular focus on identity and cultural diversity within the classroom. Students will assume the role of detectives where they will use prompting questions to investigate their peers to uncover aspects of their cultural background. The class will then join as a group to share aspects of their peer’s cultural backgrounds which can help your child gain a better understanding of how belonging to different groups can shape personal identity (ACHASSK093) (ACARA, 2016). Your child will further participate in discussions about how people within the community participate as active citizens and what factors may contribute to their sense of belonging to the community.  

Video 1 - Civics and Citizen Education

The United Nations Educational, Scientific and Cultural Organization (UNESCO) (1994), states that all children come to school with varying abilities, interests, unique characteristics and learning needs therefore the majority of work your child will participate in will be inquiry based and student centred. Research shows that when students are at the forefront of all their teaching decisions and strategies, they show an increased desire to participate and engage in learning (Sparrow, Sparrow & Swan, 2000). Working collaboratively with your child will see the inclusion of incursions, excursions, community guest speakers and other activities where your child will be exposed to multiple perspectives, therefore enhancing and contextualizing understanding (Buchanan, 2013). These pedagogical approaches can enhance and enrich educational programs and improve student engagement by building links to the world beyond the classroom. Through the exploration of identity and diversity students will have community members visit and share their backgrounds and roles in the community for students to further question and explore. As teachers, our aim is to support your child in their development as independent learners capable of critical and creative thinking.

Students are agents of change, by teaching CC through the HASS Curriculum, we want to give your child opportunities to enhance their personal learning and sense of identity and to develop global consciousness (Gilbert & Hoepper, 2014). By exploring identity and cultural diversity we are emphasising the importance of all children acquiring the knowledge, understanding and appreciation of the past and the significance it has had on the world we live in today (ACARA, 2016). 

Your engagement in your child’s learning is something that is encouraged, and we want to work together with you with the shared goal of optimising your child’s development. We aim to work collaboratively with parents/carers by communicating through regular informal and formal meetings, inviting parents/carers on field trips and to in-class presentations. We also aim to set homework tasks where students can involve the whole family. We believe this contributes to improved student learning, health and wellbeing (State Government of Victoria, Australia, 2017). 

Figure 2 - Links to the Australian Curriculum

References

Australian Curriculum Assessment and Reporting Authority. (2016, December 16). The Australian Curriculum: Humanities and Social Sciences. (Version 8.3), all year levels, all curriculum elements, all curriculum dimensions. Retrieved from http://www.australiancurriculum.edu.au/download/f10

Buchanan, J. (2013), History, Geography and Civics: Teaching and learning in the primary years. Melbourne: Cambridge University Press.

Gilbert, R. & Hoepper, B. (2014). Teaching Humanities and Social Sciences: History, Geography, economics & Citizenship. (5th Ed.) VIC: Cengage Learning Australia.

Social and Environmental Education. (2014, August, 23). Civics & Citizenship Education [Video File]. Retrieved from https://www.youtube.com/watch?v=wY9rp-ikKLE

Sparrow, L., Sparrow, H., & Swan, P. (2000). Student centred learning: Is it possible? Retrieved from http://cea.curtin.edu.au/tlf/tlf2000/sparrow.html

State Government of Victoria, Australia. (2017). School Performance and Improvement. Dimension: Parents and carers as partners. Retrieved from http://www.education.vic.gov.au/school/teachers/management/improvement/Pages/dimension4parents.aspx

United Nations Educational, Scientific and Cultural Organization [UNESCO]. (1994). The salamanca statement and framework for action on special needs education. Retrieved from http://www.inclusive-education.org/publications/salamanca-statement-and-framework-action-special-needs-education