Civics+and+Citizenship+Resources

[|**http://www.ncetp.org.au/**]
 * __Resource for teachers- jessica bowers__**

This is a website designed for teachers outside canberra, who are planning an excursion to canberra. It details a variety of cultural institutions in the Canberra that provide stimulating educational programs that assist in the teaching of civics and citizenship, history, science, art and culture. it states these are ' aspects of Australian life that every child should experience'. It is currently updated and locates places to stay, lunch time activities and can send you example plans for your trip. It is a resoruces that teachers can use to give them ideas of what to plan in a trip to canberra. However it is important to keep in mind the fact that civics and citizenship need to be the focus of the excursion, conquently links to the programs at the new and old parliment house websites are provided. this is a website that is readily available to all teachers and it may be a website teachers share with their students and as a class active citizenship is shown as together you prepare the excursion. This website is designed for schools and classes outside canberra. However local classroom teachers should continually check the site as it will have current updates on exhibitions.

It also discusses The Parliament and Civics Education Rebate (PACER). This is a subsify for students from years 4 to 12 visiting canberra as part of their civics and citizenship education. The guidelines are included within the website.

Jessica Bowers

Discovering Democracy Queensland - Resources for teaching civics and citizenship education Queensland Government Department of Education and Trainging []
 * Student Parliament**

The resource was created by Centenary State High School in Queensland. It involves students from Years 8-12. Although it focuses on teaching high school students about civics and citizenship education, the program can be adjusted to fit into primary students level. In this resource, the program has set up four school Houses including Curragundi, Jarup, Moolanda and yallambee which represent the Lower House Parliament as well as an Upper House Student Parliament. Each House has different roles from which students can understand the concept of 'system' and experience the operation of Australian democracy system in an authentic leanring environment.

Edited by Constance Chen


 * Teaching Resources[[image:http://www.cleanup.org.au/images/au/news/clean_up_river_headline.jpg width="275" height="234" align="right" caption="external image clean_up_river_headline.jpg" link="@http://cleanup.noco2.com.au/"]]**

@http://www.cleanup.org.au/au/
 * Clearn Up Australia**

@http://www.cleanup.org.au/au/Kids/clean-up-the-river---an-interactive-recycling-game.html
 * Clean Up Australia - An interactive recycling game**

ABC Education Online and the NSW Department of Education and Training []
 * Discovering Democracy**

Museum of Australian Democracy @http://moadoph.gov.au/learning/
 * Learning: Onsite school programs**

Discovering Democracy Queensland - Resources for teaching civics and citizenship education Queensland Government Department of Education and Trainging []
 * Student Parliament**

Edited by Constance chen

**__Resource__**: Hirst, J. (1998). //Discovering Democracy: A Guide to Government and Law in Australia//. Victoria: Curriculum Corporation.
 * __Description__**: This resource is a document that details all points anyone would need to know when investigating the array of components comprised within the Australian Government and its associated democratic and legal systems.

The article posted by Elyce Finney on the //Statements of Learning for Civics and Citizenship// outlines exactly what students (in Year 3 particularly) will focus on when learning about civics and citizenship in the primary school classroom.The learning outcomes are divided under three main headings including: //Government and Law//, //Citizenship in a Democracy// and //Historical Perspectives//

My article on //Civics and Citizenship// specifically focuses on the progression of civics and citizenship education in Australia.It begins by discussing points from the early 1900’s to the importance of civics and citizenship today in Australia’s current curriculum.

Both these articles are closely connected as they focus on the historical and current elements that have shaped civics and citizenship education in Australia.The resource I have chosen provides substantial information on anything a student would need to know in regards to government and law in Australia.The resource covers topics including: //Monarchy//, //Democracy//, and //Common Law// amongst others.

Sladjana Jovanovic (u3008543)

__//**Department of Education, Employment and Workplace Relations: Civics and Citizenship website**//__ - @http://www.civicsandcitizenship.edu.au/cce/ This website includes digital resources for teaching Civics and Citizenship. Each include which year level it is aimed at and ideas about how to use it in the classroom. One I particulary liked was The Journey of the Hong Hai (http://www.civicsandcitizenship.edu.au/cce/the_journey_of_the_hong_hai,28878.html) This resource would be useful for explaining the concepts of “asylum seekers”, “boat people”, “illegal immigrants” and “refugees”. These terms are used in the media and can be very emotive. Students should have a clear understanding about their use. This resource could also be an insightful tool for Australian students to gain an appreciation for our country’s democracy as it gives children an opportunity to “recognise the impact that different forms of government can have on people’s lives.” Thank you to Nikki Linsell. Her précis: “Listening to the voices of teachers: How should we define and implement Civics and Citizenship education in the future? Monday, 5 July 2010, 06:58 PM” lead me to find this resource.

-Elise Cummins

Resource: National Museum of Australia – Civics and Citizenship Education [] The National Museum of Australia (and its website) is a great resource and teaching tool for SoSE education – it has a website specifically dedicated to civics and citizenship education that has 10+ units of work available for use. These units of work can either be used as they are, or be modified by the teacher – either way they are a great way to stimulate ideas for lessons, and check the accuracy of information. The units of work are developed for both primary and secondary years and link to the curriculum. Each unit of work also offers resources and links to books, websites etc and some units even have their own interactive website that can be used by the students. The unit topics range from Indigenous education and British colonisation, exploring political cartoons, developing opinions, federation, prime ministers of Australia and much more. (Nikki Linsell)


 * One Destiny**

Discovering Democracy-New South Wales In [|Adnum's article] he also suggested the use of One Destiny CD ROM as teaching resource to teaching students about Civics and Citizenship education. A list of resources can be found at Discovering Democracy website []. The website has been developed as a collaborative project between ABC Education Online and the NSW Department of Education and Training. It has provided some very useful classroom activities that engage students to actively participate in learning Civics and Citizenship.

The precis that I have written based on the Stuart and Noel's article provides an introduction of movement of civics and citizenship education in Australia.
 * In the late 1990s, a national curriculum of citizenship education was produced as the guideline for Australian schools. As the policy of immigration to non-British migrants was opened in mid-twentieth century, muilticulturalism and native title for Aboriginal people were included in the discussion of citizenship education.
 * In 1994, the three-person Civics Expert Group Report has stated the values and attitudes that should be taught in citizenship education. The report place great importance in civics and citizenship included in SOSE and declared that it is as important as English and mathematics in the education system. These values and attitudes include:
 * civility and respect for the law
 * acceptance of cultural diversity in society
 * individual initiative and effort
 * appreciation of Austalia's record of achievement as a democracy
 * appreciation of the importance of democratic decision-making
 * concern for the welfare, rights and dignity of all people
 * recognition of the intrinsic value of the natural environment

Another article written by Dr. Tudball who addresses the issues of Civics and Citizenship Education (CCE) programs that should provide young people with challenging, relevant programs with transformative capacities. Australian government committed funding to implement the new civics and citizenship education in 1995. As a result of this, a program called the Discovering Democracy was launched to implement for the development of CCE resources for every school in Australia. The Discovering Democracy program aimed to:
 * help prepare young people to become effective and responsible citizens,
 * learn about the operation of the Australian system of government and law,
 * explore what it means to be an Australian today, and
 * learn about Australia's democratic heritage and the values uderpinning it, including equality, liberty, fairness, trust, mutual respect and social co-operation (Curriculum Corporation, 1997).

Tudball critically points out that Australian young people need to build on the knowledge at the Australian local and national level and also need to develop knowledge at the regional (Asia-Pacific) and global levels. In doing so, Tudball suggests ten key principles for schools to design and implement CCE:
 * A compulsory focus on Indigenous Australians
 * Engage young people in positive action and respond to the realities of youth culture
 * Ecological sustainability and environmental citizenship is a core part of CCE
 * Engage young people in authentic and important contemporary issues
 * Through CCE, provide alternative models to rampant consumerism
 * Elevate CCE to the level of importance of literacy and numeracy in Australian education policy
 * CCE must engage young people in identity formation
 * CCE curriculum must be Multidimensional
 * Utilise a 'whole school' approaches to CCE
 * CCE must involve local, national, regional and global emphases

References: Adnum, J. (2002). //Case study 3 - The civics and citizenship: How do we define it? How do we teach it?// NSW history project: Workshop materials, the University of Sydney, 1-10. Retrieved from []

Stuart, M., & Noel, S. (2009). Consensus and division in Australian citizenhip education. //Citizenship Studies//, 13(2), 121-134. Retrieved from []

Tudball, L. (2009). The shifting sands of civics and citizenship education in Australia: What principles, policies and practices should be enacted in the times ahead? //Ethos//, 9-13. Retrieved from []

Edited by: Constance Chen

**Multi-dimensional model of citizenship.** Samantha Facchin (3016801)

I came across this in my reading from Dejaeghere and Tudball (2007). The model interconnects four dimensions: personal, social, spatial and temporal. They address the integration of personal knowledge, attitudes and identity as a citizen, with civic/community roles of a citizen. I think this would be a good introductory resource for students learning about CCE. It highlights the meaning behind what is a citizen and how they contribute to a society.

2000)
 * Figure 1. Dimensions of Citizenship (adapted from Cogan & Derricott, 1998,

CITIZEN** (a personal capacity for and commitment to a civic ethic characterized by responsible habits of mind, heart and action) ||< **SOCIAL (capacity to live and work together for civic purposes)** || (capacity to see oneself as a member of several overlapping communities – local, regional, national and multinational)** ||  ||< **TEMPORAL (capacity to locate challenges in the past, present to future; a sense of heritage and an eye to the future; in touch with reality)** ||
 * < PERSONAL
 * < **SPATIAL

Resource: Dejaeghere, J.G. & Tudball, L. (2007). Looking Back, Looking Forward; Critical Citizenship as a way ahead for Civics and Citizenship Education in Australia. //Citizenship Teaching and Learning, 3(2), pp. 40-58.//

[] This resource is a series of short videos that allow students to learn about “about rights, asylum seekers, refugees and why people become them”. This resource is very British but it covers many issues that could be quite important to learn about as Australians. It also provides discussion questions and ideas for activities. Libby Tudball article //The shifting sands of civics and citizenship education in Australia// states 10 principals for teaching civics to students. This resource is linked to many particularly those that focus on local and global issues and the values underpinning these issues. I found Tristan Kentwell’s précis on the article //NSW [|History] Project: Workshop Materials. Case Study- Civics and Citizenship // by Judy Adnum to be very interesting. It helped me develop an understanding of civics education, the importance of civics education and how to teach it. The BBC resource could be a good resource to use in conjunction with many of the ideas discussed in Judy’s article.
 * Being a Citizen**

Cameron Love

The NMA (National Museum of Australia) has an awesome excursion program. There are excursions for all year levels and programs that cover numerous topics in civics and citizenship. [] **There are also educational games that can be used in conjunction with a unit of work.** []

Clair Shute U3018286

[] The Department of Education, Employment and Workplace Relations website p rovides a number of teacher resource packs, lesson plans and activities for the teaching and learning of both the students and the teachers through their journey of Civics and Citizenships. The website provides class activities, individual learning and community based research activities ranging from Lower Primary to Upper Secondary.
 * Websites:**
 * Tristan Kentwell**


 * I found this resource for my C & C precis but thought I would post it here too. I hope you find it as useful as I did. - Elise Cummins.**

__Democracy Rules__ [] “Democracy Rules is a suite of teaching and learning materials that assists teachers and students to engage with Australia’s electoral and voting systems, and the principles that underpin them.” Produced by the Australian Electoral Commission (AEC) for primary and secondary school students and available as a CD-Rom or on the AEC website, it focuses on Every Chance to Learn’s ELA 22: The student understands and values what it means to be a citizen within a democracy. This Australian electoral teaching resource includes a Teacher’s Guide, Teacher’s Toolbox and Student Animations and Interactives. Student animations and interactives are high quality, easy to navigate and entertaining for both adults and children.

School Aid: ‘Kids helping kids’: http://www.schoolaid.org.au
USEFUL CLASSROOM PROJECTS RESOURCE Contributed by Phoebe-Anna King

The Anderson article I initially used for my precis explored some of the reasons why teachers are reluctant to teach civics and citizenship. It argued that civics and citizenship education in schools is often is propagandistic and aimed to produce compliant citizens, rather than reflecting a democracy where students are free to investigate, accept or reject values. Other reasons included teaching realities and practicalities, with civics and citizenship being boring and not conducive to inquiry learning, particularly within the crowded curriculum. These were very challenging issues raised. Upon further investigation, I came across the Ponder article. This article provided an alternative for each of the negative points raised in Anderson’s article. The main difference was in the attitude and expected delivery of civics and citizenship. Ponder describes an inquiry, project-based investigation of civics and citizenship. It worked from the students understanding, and provided ‘open’ outcomes where students were encouraged to examine their community and discover an issue they wanted to change. They then researched this issue, and developed a plan of action for change. This was student-initiated and led with teacher support. They then went through a process of building partnerships and raising awareness in order to reach their goals. This ‘project’ approach allowed students to investigate and decide on values within a context they were in control of and involved with. The learning was meaningful and engaging, because it was student-led. The nature of the project integrated and made connections across subject areas. The students learnt about systems, values and knowledge of civics and citizenship through direct involvement as change agents.

[|__SchoolAid__]  is a resource which directly reflects Ponder’s project/inquiry model of learning civics and citizenship. It is a national network which has been set up to allow students the opportunity to meet needs in students lives in their own community and around the world. This website is a useful resource for providing a model or framework to base a project around within the community. There are current projects (such as Haiti) or the opportunity for students to recognise a need within their own community to fund-raise for. The SchoolAid website provides a ‘ [|__Project Planning Toolkit__] ’ which has a step-by-step guide for developing and implementing the class project. There are letters, planning steps/goals, roles, contacts, networks and useful links for teachers, students and parents alike. SchoolAid encourages students to reflect on their values and learning along the way and explore being active agents of change. This is a resource that can easily be adapted to a range of projects and inquiry learning tasks, and encompasses a range of subject areas.

**Sources:**  Anderson, R. (2008). Civics and citizenship education: Why is civics and citizenship education unpopular among teachers? //Ethos: The Journal of Social Education in Victoria,// Term 2 (2008), 19-23.

Ponder, J. & Lewis-Ferrell, G. (2009). The Butterfly Effect: The Impact of Citizenship Education. The Social Studies, 129-135.

Schoolaid Website: http://www.schoolaid.org.au

Parliamentary Education Office - [] Brielle Riley

The Tudball article focuses on re-emphasising SoSE into the curriculum back in the 1990’s. This push was aided by Federal government funding in the form of a program named Discovering Democracy. This was also supplemented with teacher professional developments and student participation via school programs. This lead to educators identifying ten key principles, with examples of best practice. Some examples of relevant principles to the teaching of politics include: ‘Engage young people in authentic and important contemporary issues’ ‘Through Civics and Citizenship Education, provide alternate models to rampant consumerism’ These principals demonstrate the need to ensure learners are being engaged in a way that is meaningful to them and on important and relevant issues.

Anderson’s article had a stronger focus on politics and identified the need for stronger political literacy in our schools. He describes political literacy as ‘a minimum ability and knowledge on which democratic practice can be based’. A few main points from his article included: The need to give students understanding as well as knowledge, that is, ‘without this context of ‘understanding’ ‘knowledge’ is effectively devalued and rendered irrelevant’. That understanding and knowledge should be appropriate to the age level of students and focus on four key areas: core values, institutions, processes and issues. Evoke feelings of efficacy. This can be achieved through participation in varying forums such as voting and interest groups. This particular model ‘provides a useful measure of the elements to be expected in considering political literacy...’

The resource I found was the Parliamentary Education Office website (found via the Education link on Australia’s Parliament House website). The Parliamentary Education Office provides services and resources that are invaluable to students, educators and schools. It explains how Australia’s parliamentary system works through a wide variety of resources from excursions and role plays to lesson plans and fact sheets. A useful feature is that there are sections for teachers and students. This would be a useful resource that could be utilised to plan and carry out the whole unit of SoSE work. It is well organised and presents information in a clear manner. I will definitely utilise this website and its resources in my classroom.

Anderson, R. (2008). The Political Approach to Teaching Politics in SoSE courses. //Ethos Vol 16 (4)//. p. 13 – 17. Tudball, L. (2009). The shifting sands of civics and citizenship education in Australia : what principles, policies and practices should be enacted in the time ahead? //Ethos//, //17,// p. 9 – 13.
 * References: **

[|http://www.redcross.org.au/default.asp]**
 * The Australian Red Cross

Stephanie Tully

The article written by Ponder and Lewis-Ferrell, discusses the combination of a civics and citizenship education through a social aspect in order to create a butterfly effect within the students and community through the use of five teaching phases. Through the inquiry project based learning, the students take an active role in their learning, starting from their own understanding, as they research an issue of interest and progress towards developing a plan of action for change.

The article written by Tudball, highlights nine principles that are becoming a future focus for teachers teaching civics and citizenship and how they can be incorporated into our lessons.

Although both articles are very different, combined however, they can produce a more effective teaching method of civics and citizenship. The articles together, highlight the importance of teaching certain principals whilst being able to incorporate a more social and interactive teaching/learning strategy which allows that learning to become more meaningful.

I have decided to include particular organisations such as //The Australian Red Cross// or //Amnesty International Australia//, which teachers can refer to as a social aspect of the learning experience, because it becomes a project in which the students can take an active role in their learning. Within the organisations, you can find out what are the current issues and if any action is required or is being undertaken. With those issues, you can then incorporate it into your lessons by learning about the issue and encouraging the students to become an active citizen by doing something to contribute to the organisation.

This process allows the teacher to achieve the main points that were outlined in both articles.

Ponder, J. & Lewis-Ferrell, G. (2009). //The Butterfly Effect: The Impact of Citizenship Education.// The Social Studies, 129-135. Retrieved from University of Canberra EBSCOHOST. []
 * Sources:**

Tudball, L. (2009). //The Shifting Sands of Civics and Citizenship Education in Australia.// Ethos, 17, 2, 9-13. Retrieved from University of Canberra EBSCOHOST. []


 * The Night of the Bilby**

Emma Thomson 3017013

This is a digital resource aimed at lower primary which teaches students about endangered specied and introduces the concept of taking action. The students investigate what makes an animal endangered, why the Bilby is threatened and what environment they live in. The focus can then be made to groups that assist the protection of threatened species such as the Bilby and what action the students themselves can take to support these animals.

In both of the articles I used for this interest area, the authors highlighted the importance of student's being involved in civics and citizenship processes beyond the classroom (Holdsworth & Kennelly, 2008). This is so that students can apply their learning and develop important skills that will be used throughout their lives (Tudball, 2009). By using //The Night of the Bilby// as a resource students will be able to go on a learning journey to discover some issues surrounding endangered species and come up with a plan of action to tackle this problem. The resource also contains an "ideas for the classroom" section in which suggestions are made about possible activities that could be conducted to support this resource. One activity that I thought was important was:

This relates to the articles by Holdsworth and Kennelly (2008) and Tudball (2009) who suggest that effective civics and citizenship education should involve authentic and contemporary issues where the students are engaged in meaningful participation and action-based programs. By involving the students in a real-life fundraising activity where they can see results and go through some political processes deepens their understanding of civics and citizenship and how they can contribute to the community.
 * "Ask students to suggest ways in which the class could raise money to support an endangered Australian animal such as the Tasmanian Devil. This activity could be extended by undertaking a fundraising project." (Curriculum Corporation, n.d, pp. 1)

Tudball's (2009, pp. 11) second principle for teaching civics and citizenship highlights the need to "engage young people in positive action and respond to the realities of youth culture." This point suggests that the children of today are surrounded by digital sources and schools need to respond to this by incorporating ICT into the classroom (Tudball, 2009). //The Night of the Bilby// is a good resource for this as it is a digital learning tool that requires students to interact with ICT as part of their study.

//The Night of the Bilby// would be an effective resource to use in the ACT Every Chance To Learn strand of **22 The student understands and values what it means to be a citizen within a democracy.**
 * Curriculum Links:**
 * **22.EC.8** the contributions made in the school and local community by diverse groups (eg. volunteers, community groups, parents, leaders, teachers and students)
 * **22.EC.10** reasons people cooperate in groups
 * **22.EC.11** make decisions in groups to achieve common goals (eg. contribute to the development of class rules)


 * References:**

ACT Department of Education and Training (2006) //Every Chance To Learn.// Canberra: ACT Government Printing

Curriculum Corporation (n.d.) //The Night of the Bilby: Safe Habitat.// Retrieved July 5th 2010 from []

Holdsworth, R. & Kennelly, G. (2008) Learning By Doing Democracy: Social Education, SRCs and Statewide Representation. //Ethos.// pp. 16-18

Tudball, L. (2009) The Shifting Sands of Civics and Citizenship Education in Australia: What principles, policies and practices should be enacted in the times ahead? //Ethos, 17//. pp. 9-13

Books: Clark, R (et.al.) (1997) Education for Resposible Citizenship, Social Ecuation Association Australia Inc, Adelaide I found this book for my week 2 precis, I found it useful as it gave me information as well as example lesson plans for a range of ages and also shows some childrens work as well. I found it in the TEC for anyone who is interested in having a look :)

Eloise Harding 3027404

DVDs/videos:

__**Museum of Australian democracy**__ - Old parliament house

After reading through the precis on [|Civics and Citizenship] I found that majority of the posting referred to 'how to teach Civics and Citizenship'.

I had very limited understanding about civics and citizenship, but I found that there programs are very useful and interesting and I would recommend them to any classroom teacher.

Old parliament house offers great programs for school students from Kindergarten to year 12. They offer 6 different programs.


 * School programs**

Who’s the Boss?
//Years: 5–8// //Maximum: 60// Who rules in a democracy? Journey through time and discover Australia’s democracy in exciting new exhibition activities and historic role-plays.



Franklin River Debate: 1983
//Years: 5–8// //Maximum: 45// Will the Bill pass? Investigate objects, uncover the arguments and become politicians to debate the World Heritage Properties Conservations Bill 1983 in an historic parliamentary chamber. [|Download our Franklin River debate in-class program]



Hands on Democracy
//Years: K-6// //Maximum: 25// Can I make a difference? Be inspired and get involved by engaging with activities and stories of active citizenship told through children’s voices. //Teacher facilitated//.



Our Voices Our Choices
//Years: 9–12// //Maximum: 60// Do you have an opinion? Experience the ways people are heard in a democracy through interactive exhibitions and role-play in historic chambers.



Decision 3sixtyº
//Years: 8–12// //Maximum: 30// Use interactive technology to explore an issue of recurring significance to Australia. Face the challenge of weighing up different perspectives and take on the role of political decision makers. The Environment – Who has the responsibility to make decisions about the environment? Or… Conscription - What are your rights and responsibilities as a citizen?



1975 Prime Minister Dismissed!
//Years: 9–12// //Maximum: 45// How was the Whitlam Government dismissed in 1975? What can this event tell us about Australian democracy? Recreate the drama using authentic speeches in the places where key events happened.

__For further information on the programs offered go to;__ http://moadoph.gov.au/learning/onsite-school-programs/


 * The site also offers useful resources for the classroom**

Getting it Together: From Colonies to Federation
//Getting it Together: From Colonies to Federation// is a resource for teachers in the middle years classroom (years 5 to 8). A series of 7 packages, //Getting it Together// explores each state’s unique journey to Federation. [|Download the packages]



Old Parliament House Resource Kit
Discover the history of Old Parliament House and the people who worked here. This kit can be used to support studies of Civics and Citizenship and Australian History. [|Download the Old Parliament House resource kit]



Classroom Debate: Parliamentary Role Play
Re-live history in your classroom! In a scripted role-play, students take on the roles of federal politicians from 1983 and debate an historic bill which prevented the damming of the Franklin River in Tasmania. [|Download our Franklin River debate in-class program]



National History Challenge
Attention all students! The Australian Prime Ministers Centre at Old Parliament House sponsors a category about Australia’s prime ministers in the National History Challenge. The challenge invites students to act as historians - researching and interpreting the past. Visit the [|2010 National History Challenge web page] for information about this year’s challenge. You can also [|read about last year’s challenge]. [|Visit our 2010 National History Challenge web page]



Webquest — The Petrov Affair: a Nation in Fear?
What can Australia’s reaction to the threat of communism tell us about issues of fear and security? Students investigate The Petrov Affair from the perspectives of the major characters, evaluate its impact and make recommendations about individual and national responses to fear. [|Visit the Petrov Webquest]



Billy Hughes at War
Explore the challenging years of the First World War and the man who led Australia through those turbulent times. Through interactive online activities, students can investigate the arguments for and against conscription, cast their vote and learn how to deconstruct historic political cartoons. [|Visit the Billy Hughes at War website]



Australia’s Prime Ministers: Prime Facts
Do you know which former prime minister was present at the hanging of Ned Kelly? Or which one worked as a miner before becoming prime minister? Discover the answers to these questions and many more little-known facts about our former prime ministers in the Prime Facts series. Prime Facts resources also available for each of our Prime Ministers, there are titles on related topics including Prime Ministers’ wives, Leaders of the Opposition and elections. [|Visit the APMC website]

[|Museum of Democracy]
 * For further information go to;**
 * Ellie Duckett - 3024907

Discovering Democracy Units of work Posted by Cherie Dryburgh u3020860.** I came across some units of work through the Google search engine for teaching civics and citizenship. Although I have learned much about quality teaching of civics and citizenship throughout our week four tutorial exercise I felt that I needed to find more examples of quality teaching examples. The website I found is called Discovering Democracy and the link is [] I had a closer look at one particular unit of work which focuses on a topic I developed an interest in over this Winter term and that is Rules and Laws. I have been making a sincere effort to improve my own content knowledge as well as pedagogical knowledge. There are a list of focus questions that the teacher and students examine in regards to rules and laws, and has been written for Middle primary age. There is also a list of the content that is covered through looking at these questions and I thought that this website was a great example of inquiry learning for SOSE. There are also sections on activities, assessment and teacher preparation notes and step by step instructions on how to implement the learning activities. This resource was easy to navigate online and easy to understand. It also provided me with more of an awareness on how useful the internet can be in providing teachers with quality teaching resources. I hope you all enjoy the website and it is helpful in informing your future teaching of Civics and Citizenship.