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Teaching resources

Important: These resources are aligned to the current Victorian Curriculum F-10 (Version 1.0). For resources to support implementation of the revised curriculum, visit the Victorian Curriculum F-10 Version 2.0 website.

The following resources have been developed to support teachers to implement the F–10 Civics and Citizenship curriculum.

Key concepts in Civics and Citizenship Levels 3–10

These six videos for teachers unpack key concepts in Civics and Citizenship Levels 3–10, highlighting perspectives of current primary and secondary teachers and students.

Teachers can use these resources to deepen their own understanding of the Civics and Citizenship curriculum and as part of professional discussions with other teachers. Each video is accompanied by questions that can be used to prompt discussions to support teachers’ thinking and planning for the curriculum in their teaching and learning program. The first three videos are designed to prompt conversations around how to engage with the content descriptions within the three strands of Civics and Citizenship. The final three videos offer insight into Civics and Citizenship teachers’ pedagogical practices and highlight students’ experiences around student voice and agency in the context of learning about civics and citizenship.

These videos were developed in collaboration with Monash University and Australian Catholic University.

 

Government and Democracy

This video explores the first strand in the Civics and Citizenship curriculum: Government and Democracy. Our conversation with political scientist Dr Zareh Ghazarian introduces the foundations of democracy and key features of the Australian political system.

Discussion questions

  • How do the different levels of government contribute to or affect our daily lives?
  • What are some factors that contribute to voting behaviour and what impact does this have on representation, democracy and policy in Australia?
  • What are democratic values and how are they enacted in the Australian political system?
  • Why is the Australian Constitution important?
  • How does the Australian system, which combines the Westminster system with federal characteristics, provide opportunities for people to shape their community?
  • How do we maintain a resilient democracy?
  • Why is it important to make decisions democratically?
  • How can participating in our democracy contribute to positive change?
  • What opportunities could be offered to students to participate in the Australian system of government and politics while they are at school?

Laws and Citizens

This video explores the second strand of the Civics and Citizenship curriculum: Laws and Citizens. Our conversation with researcher Dr Ellie Foomani provides an introduction to key concepts relating to Australia’s system of laws.

Discussion questions

  • What other rights and responsibilities are applicable to Australian citizens?
  • How does this shape our community?
  • What factors may influence the laws passed by parliament (State or Federal?
  • What is the relationship between the Australian legal system and democratic values, systems and processes?
  • How democratic is law-making in the Australian system of government?
  • Why have Australians been so reluctant to change the Constitution?
  • What are the main differences between the types of laws in Australia? How might each type of law impact on the rights and responsibilities of citizens?

Citizenship, Diversity and Identity

This video explores the third strand of the Civics and Citizenship curriculum: Citizenship, Diversity and Identity. Our conversation with researcher Dr Chiara De Lazzari delves into themes of belonging, social cohesion and characteristics of citizenship.

Discussion questions

  • What are the characteristics and actions of an active and informed citizen?
  • In what ways have individuals participated in issues concerning the local area for your school and what possible impacts has this participation had? What factors served as enablers and barriers?
  • How does Australia, as a diverse society, contribute to a democratic and cohesive society?
  • To what extent is the Australian political and legal system effective in:
    • promoting democratic values
    • protecting human rights and freedoms
    • creating a just society?
  • In what ways can citizenship, diversity and identity be taught in the classroom? What recent examples could serve as useful case studies in teaching this content in practice?

Teaching Civics and Citizenship

In this video, we incorporate the perspectives of teachers and students to explore what it means to teach Civics and Citizenship Levels 3–10 and the importance of civic education for all students. We draw on primary and secondary teaching perspectives and pay special attention to the importance of student voice and agency in the Civics and Citizenship classroom.

Discussion questions

  • Why do we vote to make decisions? How might students be involved in making decisions in a democratic way in the classroom and in their school?
  • How might students be involved in rule-making or law-making in the classroom?
  • What teaching strategies might be used to teach democratic values and principles?
  • How could a class enact and model democratic values?
  • What activities could you use to demonstrate how the media can influence Australians’ political choices?
  • How might students change a school policy or procedure, such as the start and finish time of the school day or the school uniform? What challenges and opportunities might an individual student encounter? Would an organised group of students encounter the same challenges? What process could they follow?

Learning in Civics and Citizenship

In this video, we continue the discussion of teaching and learning in Civics and Citizenship. Teachers and students talk about the ways in which Civics and Citizenship knowledge, pedagogy and student voice and agency are critical aspects for building students’ capacity as active and engaged citizens.

Discussion questions

  • How does the media shape and influence our understanding of politics, democracy and citizenship?
  • What are the challenges to and ways of sustaining a resilient democracy and cohesive society?
  • What can we do to protect and promote democratic values?
  • How would you know a student is demonstrating the Victorian Curriculum Civics and Citizenship achievement standard?

Teaching Contemporary Issues

In this video, we engage in a discussion with a Civics and Citizenship teacher about the importance of using contemporary issues in the classroom and ways to incorporate them into the teaching and learning program. This conversation explores using contemporary issues to enhance student engagement and the application of Civics and Citizenship concepts, and considers opportunities for engaging with issues in ways appropriate for the context.

Discussion questions

  • What have been the dominant political, legal and social issues (nationally and globally) in the last six months?
  • How can these issues be aligned to the content descriptions in the Victorian Curriculum Civics and Citizenship Levels 3–10?
  • How can you incorporate one of these issues into your teaching and learning program?
  • What are the opportunities for student voice when looking at contemporary issues?
  • What are the main sources of news and information for students? How might this impact their understanding of citizenship, diversity and identity?
  • How can you scaffold student understanding of different and competing perspectives on an issue and reasons for these differences?
  • How can contemporary issues be used to allow student to evaluate the effectiveness of Australia’s political and legal systems, institutions and processes?

Contemporary issues in Civics and Citizenship

This professional learning resource aims to support teachers implementing Civics and Citizenship Levels 3–10 in schools. It was designed to be used by individual teachers or teams of teachers.

The resource comprises six professional learning modules, including pre-readings, group activities, discussion questions and prompts, plus other resources. These modules explore research, pedagogies and curriculum implementation to make it easier for teachers to effectively use contemporary issues in the classroom.

Cross-curriculum resources

Linking Civics and Citizenship and the capabilities

This resource will help teachers and schools identify strong links between Civics and Citizenship and the capabilities. It will also help teachers design learning activities.

The resource assumes familiarity with the Civics and Citizenship curriculum. It links aspects of this curriculum with Ethical Capability, Critical and Creative Thinking, Intercultural Capability and Personal and Social Capability.

Note: It is a school decision as to which capabilities are linked to which learning area(s). To help support these decisions, this resource provides general advice on teaching and assessment, as well as specific illustrative advice related to Civics and Citizenship.

Why link learning in Civics and Citizenship to a capability?

The knowledge and skills learnt through the capabilities are highly transferable across learning areas and are applicable throughout schooling and in later life.

The capabilities support the following Civics and Citizenship aims:

  • skills necessary to investigate contemporary civics and citizenship issues, and foster responsible participation in Australia’s democracy
  • the capacities and dispositions to participate in the civic life of their nation at a local, regional and global level.

Identifying a strong link between a capability and Civics and Citizenship supports learning in both curriculum areas. There is strong justification to link a learning area and a capability in instances where:

  • knowledge and skills taught in a capability would deepen students’ understanding of particular knowledge and skills in the learning area
  • the learning area would provide context, background knowledge and other skills for the development of the capability.

How do we find strong links between Civics and Citizenship and the capabilities?

Look for broad links at the strand or sub-strand levels

Looking over each capabilities curriculum, we begin to see broad links between the strands in different capabilities and in aspects of various strands of the Civics and Citizenship curriculum.

Linking the Critical and Creative Thinking strands to Civics and Citizenship

Critical and Creative Thinking consists of three interrelated strands. The table below provides an overview of each strand and how it links to learning in Civics and Citizenship.

Questions and Possibilities

Explore the nature of questioning and a range of processes and techniques to develop ideas

Civics and Citizenship and Critical and Creative Thinking mutually support students to …

develop their understanding of the complexity of contemporary issues and construct effective questions

Reasoning

Explore how to compose, analyse and evaluate arguments and reasoning

Civics and Citizenship and Critical and Creative Thinking mutually support students to …

analyse contemporary issues, make judgments and form conclusions that are well reasoned and supported by evidence

Meta-Cognition

Explore the use of strategies to understand, manage and reflect on thinking, problem-solving and learning processes

Civics and Citizenship and Critical and Creative Thinking mutually support students to …

manage their learning and thinking as they develop their knowledge and skills and apply them to investigating issues and making plans for action

Linking the Ethical Capability strands to Civics and Citizenship

Ethical Capability consists of two interrelated strands. The table below provides an overview of each strand and how it links to learning in Civics and Citizenship.

Understanding Concepts

Understanding and applying key concepts and ideas concerned with ethical issues, outcomes, principles and values

Civics and Citizenship and Ethical Capability mutually support students to …

identify contemporary issues relevant to civic life and how they may sometimes have an ethical dimension; and analyse liberal democratic values and the broader values and ethical principles that underpin democratic communities and responsible participation in civic life

Decision Making and Actions

Understanding ways to respond to ethical problems and factors and challenges that influence ethical decision-making and action, and applying this understanding to different contexts

Civics and Citizenship and Ethical Capability mutually support students to …

develop knowledge and skills to analyse and evaluate different responses to contemporary civic issues involving ethical matters and develop and justify their own response; and to identify, analyse and evaluate ethical and legal obligations of different members and institutions of a liberal democratic society

Linking the Intercultural Capability strands to Civics and Citizenship

Intercultural Capability consists of two interrelated strands. The table below provides an overview of each strand and how it links to learning in Civics and Citizenship.

Cultural Practices

Describing, observing and analysing characteristics of their own cultural identities and those of others; and using critical reflection to better understand the perspectives and actions of individuals and groups in specific situations and how these can be shaped by culture

Civics and Citizenship and Intercultural Capability mutually support students to …

understand cultural practices and expression, the influence of culture on identity and broader factors that contribute to a sense of belonging; and understand the ways intercultural relationships and experiences influence each other in the context of civic life

Cultural Diversity

Understanding the nature of cultural diversity and critically examining the concept of respect, challenges and opportunities created by cultural diversity and the way in which cultural diversity shapes and contributes to social cohesion

Civics and Citizenship and Intercultural Capability mutually support students to …

reflect on the role of the citizen in an interconnected global world; understand the challenges and opportunities created by cultural diversity and consider the role of institutions and citizens in responding to these; and understand the connections between cultural diversity, social cohesion and democratic values

Linking the Personal and Social Capability strands to Civics and Citizenship

Personal and Social Capability consists of two interrelated strands. The table below provides an overview of each strand and how it links to learning in Civics and Citizenship.

Self-Awareness and Management

Develop the knowledge and skills to regulate, manage and monitor their emotions and interpret and assess their personal characteristics in the context of development of resilience

Civics and Citizenship and Personal and Social Capability mutually support students to …

develop self-awareness and foster the capacity to apply personal strengths to take action in response to a challenge; and develop knowledge and skills to work independently and show initiative

Social Awareness and Management

Learn to participate in positive, safe and respectful relationships; critique societal constructs and discrimination; and negotiate with others and work collaboratively

Civics and Citizenship and Personal and Social Capability mutually support students to …

develop sensitivity to others’ experiences; appreciation of diverse perspectives; a capacity to identify and critique stereotypes related to contemporary issues at a local, national, regional and/or global level; skills for collaborative investigation of contemporary issues; and an understanding of the significance of collaboration, conflict resolution, negotiation and respectful relationships in broader civic contexts and how it occurs

 

Identify strong links in the content descriptions

Asking the following questions can be a first step in identifying strong links:

  • Which of the learning area content descriptions reflect concepts or other knowledge and skills in a capability?
  • Would explicit teaching and learning related to the identified link support progress towards the achievement standards for the learning area and/or capability?

The example below identifies a link between a Levels 7 and 8 Civics and Citizenship content description and Levels 7 and 8 Ethical Capability content description. The identified link is the relationship between social cohesion, values and ethical obligation.  

Once a strong link is identified, a learning activity can be designed that enables progression towards the appropriate Civics and Citizenship achievement standard as well as the appropriate capability achievement standard (again, see the example below). This may involve incorporating other relevant content descriptions to create a sequence of learning, for example, to build opportunities to apply this knowledge to active civic participation.

Note: The example activity idea below is adapted from the Citizenship worksheet (Topic: Citizenship, Take action – mapping values) and Student Resource Booklet (Topic 3: Citizenship, Take action – mapping values) in Levels 7 and 8 of the VCAA’s Student-led Civics and Citizenship Classroom Resources.

Example: Linking a Levels 7 and 8 Civics and Citizenship content description and a Levels 7 and 8 Ethical Capability content description

This table includes a selected content description and achievement standard extract for both Civics and Citizenship, Levels 7 and 8, and Ethical Capability, Levels 7 and 8, plus linking notes and an activity idea.
 Civics and Citizenship, Levels 7 and 8Linking notes and activity ideaEthical Capability, Levels 7 and 8

Content description

Identify how values can promote cohesion within Australian society, including the values of freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’ (VCCCC025)

Can both Ethical Capability and Civics and Citizenship help us understand how values promote social cohesion? Yes. Civics and Citizenship can help us identify values strongly connected to social cohesion and Ethical Capability can help us understand the relationship between holding values and the extent of obligation we might feel to put these values into practice to take action to promote social cohesion and contribute to people’s sense of belonging.

Students explore key Australian values and how these influence what it means to be an Australian citizen and put them into practice, including ideas about whether we have more obligation to some people than others and how our sense of obligation influences how we evaluate consequences of actions.

Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)

Achievement
standard extract

By the end of Level 8 students … analyse issues about national identity in Australia and the factors that contribute to people’s sense of belonging.

By the end of Level 8, students … explain different views on the extent of ethical obligation and analyse their implications for the consequences of and duties involved in ethical decision-making and action.

 

How do we assess the capabilities?

Student understanding of a capability’s knowledge and skills is assessed against its achievement standards. The key to formative and summative assessment is explicit teaching of the discrete knowledge and skills underpinning the capability’s content descriptions in such a way that students are supported to progress towards the targeted achievement standard. Explicit teaching builds shared understanding of knowledge and skills, which provides a foundation for setting transparent expectations of what should be shown in student work and for feedback.

For general advice on teaching and assessment and transfer of learning, see General resources for the capabilities.

Examples of learning activities that link Civics and Citizenship and the capabilities

All examples are illustrative only and assume familiarity with the Civics and Citizenship curriculum.

Levels 3 and 4 (Ethical Capability)

Learning activity idea: As part of a sequence of lessons, students consider how and why decisions are made democratically in communities, including voting. As part of understanding reasons for using voting to make a decision, students explore why people sometimes disagree on what the right or better thing to do would be, even if they share some values, and the role of values in ethical decision-making, including the link between fairness and voting.

This activity would strengthen learning in both Civics and Citizenship and Ethical Capability through developing understanding of the relationship between values and decision-making and the need for ways to resolve disagreements (see VCECU006 and VCECD008).

Note: This example is adapted from the Voting worksheet (Topic: Voting, Take action – doing direct democracy) and Student Resource Booklet (Topic 1: Voting, Take action – doing direct democracy) in Levels 3 and 4 of the VCAA’s Student-led Civics and Citizenship Classroom Resources.

Levels 5 and 6 (Personal and Social Capability)

Learning activity idea: As part of a sequence of lessons on how people can work together to achieve shared goals and policy change, students are introduced to various causes of conflict and evaluate possible strategies to address conflicts that might arise when working through a process for change.

This activity would strengthen learning in Civics and Citizenship and Personal and Social Capability through enabling students to understand that one of the reasons for having a decision-making process is to mitigate potential or real conflict and that once a process is underway, conflict might still arise and there are strategies to help manage conflict (see VCPSCSO033).

Note: This example is adapted from the Active Civic Participation worksheet (Topic: Active Civic Participation, Take action – solving Issues) and Student Resource Booklet (Topic 1: Policy, Take action – shaping policy together) in Levels 5 and 6 of the VCAA’s Student-led Civics and Citizenship Classroom Resources.

Levels 7 and 8 (Intercultural Capability)

Learning activity idea: As part of a sequence of lessons that includes understanding and discussing a policy of their local or state government, students consider how cultural groups are represented within the policy and the extent to which the policy demonstrates a valuing of cultural diversity.

This activity would strengthen learning in both Civics and Citizenship and Intercultural Capability through developing understanding of government policy as one way that valuing cultural diversity is demonstrated and understanding that being an informed citizen can involve identifying and engaging with how groups are represented (see VCICCB014 and VCICCD016).

Note: This example is adapted from the Policy worksheet (Topic: Policy, Take action – shaping policy together) and Student Resource Booklet (Topic 1: Policy, Take action – shaping policy together) in Levels 7 and 8 of the VCAA’s Student-led Civics and Citizenship Classroom Resources.

Levels 9 and 10 (Critical and Creative Thinking)

Learning activity idea: As part of a sequence of lessons on influences on people’s electoral choices and how citizens’ electoral choices are shaped, students are introduced to a range of rhetorical devices and cognitive biases used in texts aimed at influencing electoral choices, such as a political party’s social media video posts. Students explore how these can influence thinking and identify ways to mitigate these biases.

This activity would strengthen learning in both Civics and Citizenship and Critical and Creative Thinking through developing awareness of why an understanding of cognitive bias and rhetorical devices is important; developing an understanding of the connection between rhetorical devices and reasoning, and between cognitive biases and thinking more generally; and introducing strategies that foster less biased thinking (see VCCCTR046 and VCCCTM051).

Note: This example is adapted from the Student Resource Booklet (Topic 3: Media, Take action – real vs fake) in Levels 9 and 10 of the VCAA’s Student-led Civics and Citizenship Classroom Resources.


 

For more resources to support the teaching of all four capabilities, see the individual capability resources webpages and General resources for the capabilities

Other Civics and Citizenship resources

Teaching and learning units

Civic participation involves the active engagement of students with their communities by connecting classroom learning with community issues and needs. Through the explicit teaching of the Victorian Curriculum Civics and Citizenship students develop the knowledge and understanding of their political and legal systems and the values which underpin a democratic society to become informed and active citizens. This allows students to identify ways that they can participate in society; engage with the values of Australian democracy; identify issues and challenges that affect their community and how to design a plan of action in response.

I belong and can make a difference
This unit of work develops understanding of the concept of belonging and the role they and others can play in their communities through volunteering. Level: 3–4, Approx. delivery time: 4 x 60 minutes.

Who makes rules?
This unit of work will explain the importance of rules and laws and explain their difference. This unit will examine how laws can be changed to improve the local community. Level: 3–4, Approx. delivery time: 4 x 60 minutes.

Australian Citizenship Rights Responsibilities
This unit of work investigates the rights and responsibilities of Australian citizens. Also this unit focus on designing an action plan which will enable students to make a difference in the civic life of the community. Level: 5–6, Approx. delivery time: 7 x 60 minutes.

Making and Enforcing Laws 
This unit of work will explain how laws are made and enforced and investigate how civic participation can influence and shape the development of laws in response to community issues. Level: 5–6, Approx. delivery time: 8 x 60 minutes.

Who are we?
This unit of work will examine different perspectives about Australian identity and values and analyse how this can shape a sense of belonging and the factors that contribute to this within a local community. Level: 7–8, Approx. delivery time: 7 x 70 minutes.

Justice for All Justice and Law in Australia
This unit of work will analyse the concept of justice and explain its application in Australia. Level: 7–8, Approx. delivery time: 6 x 70 minutes.

Are we good global citizens
This unit of work will evaluate the role Australia collectively and individually plays in being a good global citizen by identify issues that affect Australia’s reputation. Level: 9–10, Approx. delivery time: 8 x 60 minutes.

Party Time: Who influences my vote?
This unit of work will explain how civic participation and citizens political choices can shape and are shaped by political parties and the media. Level: 9–10, Approx. delivery time: 12 x 50 minutes.

External resources

The following external links are for teacher reference purposes. They do not constitute VCAA endorsement of the views or materials contained on these sites.

External links

Links to key resources for Civics and Citizenship, and Civic Participation. Resources in this document are organised by Victorian Curriculum level and strand.

The Victorial Electoral Commission (VEC) provides educational resources and programs for teachers and students.

The Australian Electoral Commission (AEC) provides educational resources and programs for teachers and students.

Aboriginal Change Makers
A teaching resource for Victorian schools that presents amazing stories of political and social activity, self-determination and empowerment, as well as the struggle for recognition in the face of another more dominant and colonising society. Topics and concepts are presented with teaching notes and suggested activities to provide a flexible and practical learning guide. Aboriginal Change Makers is available to view online or download as a free eBook

Civics and Citizenship Education
Civics and Citizenship Education contains resources, information, activities and links for teachers, students and parents involved in civics and citizenship education.

Parliamentary Education Office
This website contains a range of resources for Civic and Citizenship. It includes animations and interactives and contains units of work.

Victorian Electoral Commission (VEC)

The Victorian Electoral Commissions’ Passport to Democracy program contains resources and lessons plans for teachers, and activities for students, including How to Run an Election.

Victorian Students' Parliamentary Program (VSPP)
The Victorian Students’ Parliamentary Program (VSPP) aims to provide opportunities that support the civic learning and active participation in democratic processes of all Victorian students through a range of parliamentary Conventions and activities. The program is funded by the Victorian Government Department of Education and is offered online and in-person on set dates throughout the year.