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A narrated power point presentation on authentic learning in civics and citizenship.

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Civics and citizenship :

Civics and citizenship An Authentic Learning Resource Grade 5 & 6

our topic:

our topic Social Sciences and Humanities History Civics and Citizenship

Aim of this resource :

Aim of this resource Develop students understanding of the Australian government and the levels and layers with in it Learn about Australia’s political history have a broader awareness of global issues, such as human rights and Australia’s relationships with other countries . Develop students knowledge and understanding of the political system, politics and laws in Australia and the impact they have in our country Provide awareness about democracy and the structure of government Provide resources for teachers and students to enhance their knowledge on Civics and Citizenship and the Australian Political System

roles:

roles Group Members Role Cassandra Referencing & student resources Nicole Lesson plans & about page Shannon Authentic learning research Mylize Home page & task page Chloe Presentation

Developing our Resource – week 1:

Developing our Resource – week 1

Developing our resource – week 2 :

Developing our resource – week 2

Developing our resource – week 3:

Developing our resource – week 3

Developing our resource - week 4:

Developing our resource - week 4

Authentic learning:

Authentic learning We considered the nine areas of Jen Herrington's elements of Authentic Learning when developing our resource: Authentic Context Authentic Tasks Expert Performance Multiple Perspectives Collaboration Articulation Reflection Scaffolding Authentic Assessment

Importance of authentic learning:

Importance of authentic learning Provide a safe learning environment Develops students abilities more effectively Provides an equal learning environment for all students no matter their cultural or ethnic background Positively impacts students learning experience and provides the opportunity for students to voice opinions, ask questions and become involved in the classroom community

Lesson plans :

Lesson plans

Lesson 1 :

Lesson 1 Week 1 Day 1 Day 2 Topic Australia's democratic system of government and how it is based on the Westminster System Criteria Watch a video about Democracy  Research terms   Research Australia’s Government Create a report using new found information Add images to their reports and to the work they have done Finish research and add pictures to reports Create a 5-minute video explaining their understanding of Australia’s System – Props, drawings, posters etc. Plan video s cript

Lesson 2:

Lesson 2 Week 2 Day 1 Day 2 Topic The three branches of Government (in Australia); it's roles and responsibilities and the three levels of Government Criteria Watch a video about th e t hree branches of Government Students break off on their own and research the three branches. N ote of the following: What each branch is called  What comes under each branch Levels of government -s eparation of powers. Are they truly separate, why or why not Students add this information to their growing report in paragraph form Creat e a flow chart on the three branches of government. Discuss as a whole class why it is important for Australia to have three levels of government. Students break off on their own and research the three branches. N ote of the following:  What comes under each level Another name for the ‘level’ of government – Division of Powers  Why it is necessary to have three levels of government Students can then add this information to their growing report construct a diagram (poster) of the Three Levels of Government in Australia

Lesson 3:

Lesson 3 Week 3 Day 1 Day 2 Topic Responsibility of electors and representatives in Australia's democracy and key features of the electoral process in Australia Criteria Visit the Australian Electoral Commission (AEC) website and discuss what it states about being an elector. Discuss as a whole class why it is important for people to vote and why it should be compulsory Brainstorm ideas Students research more about the responsibilities of electors in Australia and how it differs in different countries. Compare to America where the right to vote is not compulsory Add information to report Forming small groups students can discuss the roles and responsibilities of representatives in Australia List who some of the representatives are What are the jobs of the representatives  Who are the responsible for Students are to go off on their own and research the electoral process and its key features As a class set out an election and have a role play of the electoral process  Sort out students into different groups House of Representatives and the Senate Voters Counters Summarize with the class

Lesson 4:

Lesson 4 Week 4 Day 1 Day 2 Topi c The shared values of Australian citizenship an the formal rights and responsibilities of Australian citizens Criteria Research formal rights and responsibilities as citizens Students research quality of life of others in countries without formal rights Create a digital poster of formal rights and responsibilities of Australian citizens and life without formal rights Summarise points in paragraphs Students use this lesson to catch up on any work for this project that they haven’t yet completed thus far (from weeks 1-4)

Lesson 5:

Lesson 5 Week 5 Day 1 Day 2 Topic The obligations citizens may consider they have beyond their own national boarders as active and informed global citizens Criteria Discuss what it could mean to be global citizens Discuss what could global obligation mean and consist off Is it possible to have a global responsibility just like how we have a responsibility to vote in Australia Students record all finding on their report in paragraph form Brainstorm concepts 1-5 in defining global citizenship and create a logo or poster, which captures the spirit of the definition of global citizenship Create a poster which values and attitudes that a global citizen has Think back on your behaviour during the past month and fill out the diagram Global citizenship values and attitudes listing examples where you have demonstrated the values and attitudes Students are to add poster to their report

Lesson 6:

Lesson 6 Week 6 Day 1 Day 2 Topic Where ideas for new laws come from and how they become law? Criteria Watch video from PEO website on how laws are made in Australia     http://www.peo.gov.au/teaching/units-of-work/year-6.html     After watching the video, students work individually in researching any further information on how laws are made in Australia and defining terms they did not understand from the video (e.g. Bill) Students are to construct paragraphs explaining the process of law making in Australia and add to their report presentation After researching students are to draw a flow chart using words, images, and arrows on how laws are made in Australia and add to their report presentation Towards the end of lesson students are to develop their own bill which they wish to become law (this will be used in the next lesson). As a class, go through the steps on how to pass a Bill on the PEO website – online interactive lesson Once this task is completed from previous lesson students choose who’s bill they think is the best  Rearrange classroom similar to House of Representatives. Each student has a role: Speaker Prime Minister Opposition leader  Use this bill as a class to perform a role-play of how bills are passed in parliament. F ollowing the same steps as in the interactive online lesson

Lesson 7 :

Lesson 7 Week 7 Day 1 Day 2 Topic Why regulations and laws are enforced? Criteria Students are to create a three different mind maps on one document Why laws are implemented Why is it important to have laws Consequences of having no laws Have students discuss as a class their thoughts about the above three mentioned tasks. Discuss what types of laws they would like to see implemented in Australia and why.  These mind maps are to be added into their report Continuing from the previous lesson students are to discuss the following in small groups: Laws that are created by the Federal Government are followed by who? Laws that are created by the State Governments are followed by who? State Laws that are created in Queensland have to be followed by people living in Western Australia? What type of laws does the Federal Government of Australia create? What type of laws does the State Government create? Students in their groups present this work to the rest of the class and are to also add it to their report presentation

Lesson 8:

Lesson 8 Week 8 Day 1 Day 2 Topic Parliament and how laws are passed Criteria Students research about the Australian Parliament. In students report they right down the use for Parliament and why it is important to have a House of Representatives and a Senate. Students further write down the role and responsibilities of Parliament Students can then compare the Australian Parliament to different parliaments around the world and include this in their report. Students add any images they see appropriate and relevant to the project Following from the previous lesson (lesson 8) students are to research how bills are passed through both houses of Parliament before becoming a law. Students are then to create a flow chart demonstrating all the steps involved in making laws in Australia starting with the idea and ending with the Governor General’s Signature (The Royal Assent) Students add this to their report

Lesson 9:

Lesson 9 Week 9 Day 1 Day 2 Topic Conclusion, finishing touches and Presentation Criteria Students are to write a brief conclusion on what they have learned about Civics and Citizenship in Australia and add to the end of their report. They are then required to finish off any parts of the report they missed. Students are to create a 5 minute video of all they have learned over the past 8 weeks of the projects and present it to the class. The information must be from their own report and include the flowcharts, mind maps, images etc.

Student resource:

Student resource Videos –Laws in Australia, how are they made? Links to facts – Bills and Laws Games – How to pass a bill Animations – How laws are made in Australia Quizzes – Law making quiz

Teachers Resource :

Teachers Resource Links to the Australian Curriculum for grades 5 and 6 Lesson Plans Fact sheets – Amendments, bills and laws Videos – Making a law & passing a bill Assessment Plans

impact of our wiki:

impact of our wiki Provide clear and easy access to reliable information about the topic Provides a credible resource for parents, teachers and students Lesson Plans – Benefit students and teachers learning experience Allows easy access to information about Civics and Citizenship and relative links to the Australian Curriculum Promotes educational use of the internet Develop students researching, communication and teamwork skills through the assessments and group work provided throughout our wiki

conclusion:

conclusion Our wiki was created with team work and communication Development of ideas was a positive and quick process that led to the completion of the project Use of legitimate information and following the curriculum was extremely important in creating the wiki Our group worked well together through: Communication – emails & face book messaging Asking for help if we needed Group meetings Staying on task

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