WESTERN AUSTRAL I A. Year 9: Our community: My responsibility. Report Crime Anonymously. The West Australian. Sponsored by

Transcription

1 WESTERN AUSTRAL I A Year 9: Our community: My responsibility Report Crime Anonymously Sponsored by The West Australian

2 Introduction 1 Teacher information 2 Crime Stoppers program overview 3 Lessons 14 Lesson 1: Crime Stoppers Why is it so important? 14 Lesson 2: How did the police system begin? 29 Lesson 3: The history of the Western Australian Police 42 Lesson 4: Citizen: Australian citizenship 56 Lesson 5: Civic responsibility comes with belonging 70 Lesson 6: Active citizenship Shaping our community 84 Lesson 7: The Bystander Effect does it exist? 99 Lesson 8: Australians making a difference 113 Lesson 9: We want change! Crime prevention 126 Lesson 10: Program reflection and review 139 Resources 149 Additional resources 174

3 Crime Stoppers WA Ltd recognises that education is the key to creating change and enhancing community harmony. Teaching staff from the Department of Education and Crime Stoppers WA Ltd have been working together to develop a series of three curriculum resources designed for students in the Early Adolescence phase of schooling. The aim is to educate young people on good citizenship as part of their social and civic responsibility, and raise awareness of the important role that every person, including themselves, can play as a citizen in reducing crime. Kinross College and Southern River College trialled initial materials in 2009 and remained extremely committed to the development of the final program. This exciting new resource has been designed to explicitly show the curriculum connections to the Australian Curriculum and the Western Australian Syllabus. The curriculum design caters for flexible delivery and focuses on developing and enhancing skills through an enquiry based approach. Throughout this program students are provided with opportunities to understand and embrace the qualities of being good citizens, while also being empowered to develop a sense of pride in themselves, their school, their environment and their society. Acknowledgments Crime Stoppers would like to thank the following teachers and schools for their valuable input into this resource: Teachers Matthew George Emma Goggin* Felicity Ivison Luke Job Gordon Middleton Jo Murray Kirsten Nangle Schools Kinross College Southern River College Nicola Newbegin Glenn O'Rourke Everal Pearse Denise Schultz Jo Tabb Keith Turner Selwyn William * denotes major contribution For any inquiries about this resource please Crime Stoppers on crimestoppers@iinet.net.au. Images provided courtesy of WA Police Corporate Communications. Crime Stoppers teacher guide: Our community: My responsibility ISBN: SCIS

4 This Year 9 Crime Stoppers teaching and learning program expands the notion of involvement and taking responsibility in terms of the harmony and cohesiveness of a community. Students explore and gain an understanding of the ways in which they can contribute in a positive way to the community of which they belong. Students apply knowledge in a skills based teaching and learning environment to enhance and refine their understanding and appreciation of active citizenship. The premise is an inquiry based program. The notion of belonging to a community which is valued and protected is paramount. Students are given opportunities to identify how not only Crime Stoppers but how they can play a positive role in protecting society. The Year 9 Crime Stoppers teaching and learning program contains 10 lesson plans and all associated resource sheets. Each lesson plan contains: teaching and learning experiences, resource sheets, assessment items, focus questions and expectations and goals. Over 18 resource sheets are included such as bystander effect explosion chart, campaign planning checklist, crime story map, role play planning and who are you going to call. Lesson 1: Crime Stoppers - Why is it so important? Lesson 2: How did the police system begin? Lesson 3: The history of the Western Australian Police Lesson 4: Citizen: Australian citizenship Lesson 5: Civic responsibility comes with belonging Lesson 6: Active citizenship - Shaping our community Lesson 7: The Bystander Effect does it exist? Lesson 8: Australians making a difference Lesson 9: We want change! Crime prevention Lesson 10: Program reflection and review The teaching and learning experiences are aligned to the Australian Curriculum including the General Capabilities, and the Western Australian Syllabus. Please note that at the time of publishing the Australian Curriculum Civics and Citizenship and Health and Physical Education curriculum are still in draft format. This is signified by an asterisk (*) in the mapping section. Australian Curriculum Civics and Citizenship* History English Health and Physical Education* General Capabilities: o Personal and social capability o Creative and critical thinking o Literacy o Ethical understanding o Information and Communication Technology Western Australian Syllabus Society and Environment Health and Physical Education English The asterisk within Society and Environment, and English denotes *National Consistency In Curriculum Outcomes, Statements of Learning Mapping across multiple learning areas has been purposely included to enable teachers and schools to have choices as to which learning area delivery best suits their school. The opportunity to deliver the program in an integrated or thematic learning approach is also encouraged. The use of ICT is encouraged within the teaching and learning environment and opportunities for students to investigate, communicate, create and design are incorporated. 2

5 Exploring and understanding citizenship LESSON KEY FOCUS CONCEPTS 1 Introduction to Crime Stoppers 2 Why do we need laws? Brainstorm prior knowledge of Crime Stoppers Concept of Crime Stoppers Purpose of anonymity View Crime Stoppers DVD Explore the history and purpose of Crime Stoppers. Why do we need a service like this in our society? Explore Crime Stoppers website Discuss a variety of terms that may be used in this program (eg anonymous, laws, citizen, crime) Use of Crime Stoppers vocabulary in context to demonstrate purpose, understanding and critical awareness Polarising and topical issues Discuss an issue that causes conflict and disharmony Collaborative and cooperative learning task Presenting the problem to the group. Finding a solution for that issue. Selecting a law. Developing a law. Collaborative and cooperative peer review What is a law? What are some issues we have at school? Locally? Do we have laws to combat these? Laws, rules and customs How does this link to Crime Stoppers? minimising risk and enhancing safety 3

6 Swan Gazette - Why does our society need laws? What is anarchy? 3 How do laws protect us Introduce the concept of strange laws. Explore laws and consider why certain strange laws are created. How does Crime Stoppers support protected laws? How does this enhance your safety? Protection of people is important protecting people, law, democracy and the world. Protecting what we value. 4 Types of crime Brainstorm and research types of crimes Categorising types of crimes Ways that society/community attempts to reduce the incidence of crime Emerging trends of crime types and historical crime types Class discussion: Why do people decide to become involved by reporting crime? Why don t they? Levels and consequences of crime Crime scenario story board 5 What are values? What is a value, and how does it affect us? Discuss the Nine Values for Australian Schooling. What connection do I have to these values? Affirming my values Social values and practices How does Crime Stoppers respect and incorporate these values into their program? Could any different values be linked to Crime Stoppers? 4

7 6 What makes a good citizen? Discuss and explore the concept of a citizen and what a good citizen really is Class consensus of a good citizen Requirements to become an Australian citizen Creation of the School citizen s pledge Forecast what our society would be like if we did not have clear views of what a good citizen is Does Crime Stoppers encourage good citizenship and being an active citizen? How can citizens individually or collectively influence Crime Stoppers? What values do I uphold personally? Am I a good citizen at school, home and the community? Which one of my values links to one of the Crime Stoppers campaigns? 7 What values do we admire in others? What values do we admire in others? What are Australia s shared values? Revisit the Nine Values for Australian Schooling, Western Australian Values of Schooling and/or Western Australian Curriculum Framework values Students to select an Australian citizen and research and discuss a value that they admire in that person. How does that person demonstrate and uphold that value? Letter to the editor Action plan 5

8 8 How are rights protected? Rights of children Explore what is meant by the term rights. Discuss and develop an understanding about why rights are important and consider what might happen if these rights were removed. Explore the notion of rights for children and compare to the UN and Unicef s Rights. Create your Rights of a child 9 Social justice Importance of fair and accurate laws for citizens Notion of carefully constructed laws in order to protect the rights of children How do the social values and concerns that people have affect their thoughts and actions? Crime Stoppers and the Police are both influenced by values and concerns. What social values and concerns are important in your community? Research and collect information from your community about an important issue. 10 Program reflection and review A reflective summary of learning (eg journal writing, presentation, create an awareness poster, ICT presentation, topic test) of what you have learnt over the program. What does Crime Stoppers mean to you and your own values? 6

9 Valuing our democratic society LESSON KEY FOCUS CONCEPTS 1 Crime Stoppers and our community What does Crime Stoppers mean to you? Community and Crime Stoppers - positive actions and our community Linking Crime Stoppers with explicit values of Respect, Responsibility, Freedom, Integrity and Care and compassion Why would you or wouldn t you use Crime Stoppers? What makes a good citizen? How does this link to Crime Stoppers? When and how to report information to Crime Stoppers 2 The Australian Nation: Who are we and what do we value? What are the core values for all Australians? How are ideas about Australia s national identity created and sustained? How has the Australian landscape been used to establish certain ideas about national characteristics? How might individuals relate to a national identity and its significance to their sense of belonging in the Australian community? What events in the past have shaped our nation? What does the ANZAC tradition mean today? What does the ANZAC tradition mean to you and your family? Core democratic values written by the Australian Citizenship Council 7

10 3 Our social values and concerns What are social values and what do they mean to us? What social values and concerns are important to our community? Important values survey Comparing social values with previous generations Comparing social values around the world The effect of social media on values 4 What s so good about democracy? What is a democracy? Why do we have one in Australia? What are democratic values? Values such as freedom, responsibility, justice, respect for the land, leadership qualities, personal values and qualities, and tolerance, inclusion and diversity. Link to the Crime Stoppers campaigns such as Empowerment which encourages responsibility and justice. What freedom means to me. How freedoms change as we get older. 5 Identifying and valuing our democratic freedom Australia s governing structure Voting Who is allowed to vote? When did Indigenous Australians get the right to vote? How Australia is ruled the roles of the Governor General, Senate and House of Representatives Difference between a right and a freedom Compare and contrast Australia s governing style to that of another country The benefits of living in a democratic Australia and the link to Crime Stoppers protecting what we value. 8

11 6 Shared values What is a value? Which value do you feel most strongly about? What happens when our values are compromised? 7 Laws, who needs them? What is the difference between a rule and a law? Types of law criminal and civil Identification of types of law How a law is made in Australia Customary law in Aboriginal and Torres Strait Islander communities What are some rules we have within the school? Do we need them? What laws do we use everyday? (eg road laws) 8 Types of crime How the police are connected to Crime Stoppers? The role of a police officer in society Brainstorm as many crimes as possible When should you/shouldn t you call Crime Stoppers? Review of laws Learn how to categorise crimes View the Western Australian Police website and graph relevant crime statistics Why do different crimes occur at different times of the year? 9

12 Crimes in the news - student discuss the types of crimes that are prevalent in the media Analysis of a media article 9 Graffiti - Art or vandalism? What is graffiti? Compare and contrast urban art or vandalism? Crime Stoppers current graffiti campaign Explore the Goodbye Graffiti website What are the laws relating to graffiti in WA? What is being done to reduce graffiti vandalism and why? What are the intended and unintended consequences of graffiti? Class debate Is graffiti new age art? 10 Positive action: Crime stoppers campaigns Program reflection and review Select one of the Crime Stoppers campaigns. Research and collect data on the campaign. When, where, how, why it started. Include statistics regarding the prevalence of the issue. How do these issues affect the community? Compare to other countries. How do your results compare with these? What is similar? What is different? How would you explain those? After understanding crimes, values and laws, select one that is important to you and write a newspaper article based on this. The use of Crimes Stoppers and the benefits that resulted through its use must be included. 10

13 Our community: My responsibility LESSON KEY FOCUS CONCEPTS 1 Crime Stoppers - Why is it so important? Brainstorm prior knowledge of Crime Stoppers How does a citizen report a crime to Crime Stoppers? Why Crime Stoppers is so important to WA and Australia What is the positive change that Crime Stoppers has had on our society and country? Has Crime Stoppers made society a safer place to live and work? Review all Australian Crime Stoppers websites and campaigns 2 How did the police system begin? The history of police Why was the police force established? Do police play a major part in society? What role does the police force play internationally? Do police differ in countries around the world? 3 The history of the Western Australian Police The history of the WA Police The connection between the WA Police with Crime Stoppers When would you call the Police and when would you call Crime Stoppers? Class discussion: The police are the public and the public are the police. 11

14 4 Citizen: Australian citizenship What is an Australian citizen? The responsibilities and privileges of an Australian citizen Do young citizens have the same responsibilities as adult citizens? Relationship between police and society Class discussion: In order to police effectively and successfully, citizens are required to act dutifully in accordance with the police. 5 Civic responsibility comes with belonging What is citizenship? How to become an Australian citizen Benefits of becoming an Australian citizen The diversity of Australian citizens What is a Citizen of the Year and what should we look for in a 'Citizen of the Year'? 6 Active citizenship - Shaping our community What does a safer neighbourhood mean to you? Problems in your local community and neighbourhood How can people feel safe in our local community? Role play community problems and possible solutions The relationship between local government and the needs of the local community Crime Stoppers links to crime prevention (Eyes on the Street and Neighbourhood Watch) What can you do to help crime prevention? 12

15 7 The Bystander Effect does it exist? What is the Bystander Effect? What are the origins of the Bystander Effect? Case study: Kitty Genovese article What is the Diffusion of Responsibility? Diffusion of Responsibility in the context of the Bystander Effect How does Crime Stoppers encourage taking positive action in our community? 8 Australians making a difference Explore and review the Gallery of Australian Biographies on the Australian Government s Civics and Citizenship website Select a historical figure from the website or a member of their community who has made a positive difference. Collate research information into a presentation. 9 We want change! Crime prevention Research and create a campaign focussed on enhancing community safety and crime prevention. Elements can include: preventing or reducing crime and anti-social behaviour, bystander effect, improving community safety and security, and reducing the fear of crime. 10 Program reflection and review Review the rationale for engaging in the program Create a reflective summary of learning (eg journal writing, presentation, create an awareness poster, ICT presentation, topic test) of what has been learnt over the program. What does Crime Stoppers mean to you? What do I need to do if I see a crime being committed? 13

16 Our community: my responsibility Lesson 1: Crime Stoppers - why is it so important? Year 9 Lesson focus Explicit values Respect Responsibility Freedom Care and compassion Integrity Expectations and goals Students to revise the role and purpose of Crime Stoppers in society Students are to discuss what positive changes Crime Stoppers has had on our society and our country Learning experiences Focus questions Assessment Resources 1. Introduce the concept of Crime Stoppers to students by having them brainstorm their prior knowledge on the organisation. Provide students with access to the Crime Stoppers KWL chart (Resource 1) and ask them to complete. Refresh students with what Crime Stoppers main aim in society is. Ask students to review the Crime Stoppers website at and show them the Crime Stoppers introductory DVD (if needed). 2. Hold a class discussion around the following questions: How do we as citizen s report to Crime Stoppers? Is it anonymous or do we have to give our details? Do we really need to report information to Crime Stoppers - won t other people do it? When discussing this last point talk about responsibility and placing yourself in someone else s shoes. How do we as citizen s report to Crime Stoppers? Is it anonymous or do we have to give our details? Do we really need to report information to Crime Stoppers - won t other people do it? Why is Crime Stoppers so important to WA and Australia? What has Crime Stoppers achieved for our society? Is society a safer place? In what ways? How could it be adapted to make it better? Should it be a national website instead of separate states? Students to: Complete the Crime story map (Resource 2) Submit the final copy of their crime story Resource 1: Crime Stoppers KWL chart Crime Stoppers website (both local and other states) pers.com.au Crime Stoppers introductory DVD 14

17 Learning experiences Focus questions Assessment Resources 3. Discuss with students some of the positive changes that Crime Stoppers has had on our society and our country. Ask students to create a letter to the head of Crime Stoppers requesting they start another advertising campaign on an issue that is important to you and that you think should be addressed by Crime Stoppers. Tell students to include in their letter their reason why, quoting some crime statistics, personal reasons, laws, and values. 4. Hold a class discussion on the topic, Has Crime Stoppers made society a safer place to live? Pose the following questions to the students: Why, why not? How could it be adapted to make it better? Should it be a national website instead of separate states? 5. Ask students to view all of the Crime Stoppers websites those of WA and other states. Facilitate a class discussion on the websites using the following questions: How do the other Crime Stoppers websites differ from the Western Australian one? Are the types of crimes similar or different? If so, why or why not? Resource 2: Crime story map 15

18 Learning experiences Focus questions Assessment Resources Are the types of crime specific to a certain time of the year? Is there a pattern? Are the campaigns aligned to certain times of the year? 6. Ask students to write a story about crime that is about to be committed by a fictitious character. Instruct them to complete the following steps: Look at the Crime Stoppers website and select one of the crimes that can be reported Draft the story by completing the Crime story map (Resource 2) Review and revise draft copy to complete and submit final copy of the story. This can also include illustrations. 7. Explain the rationale of why students are undertaking this unit of work. The rationale of students undertaking this program is to allow students to develop an understanding of how important they are and how valuable their actions and contributions can be in maintaining and shaping our society. By knowing how to be a good citizen, students are able to enhance their sense of belonging to their society. 16

19 Australian Curriculum connections Civics and Citizenship* Strand Sub-strand Content descriptions Civics and Citizenship Knowledge and Understanding Laws and citizens The role of courts, including Aboriginal and Torres Strait Islander Peoples' means of legal governance, to apply and interpret the law, resolve disputes and make law through judgements Citizenship, diversity and identity The influence of traditional and new media in shaping identities and attitudes to diversity Civics and Citizenship Skills Questioning and research Identify, select and evaluate a range of questions to inform an inquiry about Australia's social, political and legal systems Identify, gather and sort information and ideas from a range of sources and reference as appropriate Analysis, synthesis and interpretation Critically analyse information and ideas from a range of relevant sources for stereotype, over-generalisation and misrepresentation and to draw conclusions regarding the reliability and relevance of information Use critical thinking to assess the effectiveness of democratic practices and systems Identify and account for different interpretations and points of view Develop a reasoned argument based on evidence to support a position Problem-solving and decision-making Recognise and accept multiple perspectives and ambiguities; and use strategies to negotiate and resolve contentious issues Use democratic processes to reach consensus as a group on a course of action relating to a civics or citizenship issue and plan for that action Communication and reflection Present civics and citizenship ideas, opinions and positions using subject specific language for an intended purpose, audience, and context 17

20 History Strand Sub-strand Content descriptions Historical skills Historical questions and research Identify and locate relevant sources, using ICT and other methods Identify and select different kinds of questions about the past to inform historical inquiry Analysis and use of sources Identify the origin, purpose and context of primary and secondary sources Evaluate the reliability and usefulness of primary and secondary sources Perspectives and interpretations Identify and analyse different historical interpretations (including their own) Explanation and communication Select and use a range of communication forms (oral, graphic, written) and digital technologies English Strand Sub-strand Content descriptions Literacy Interacting with others Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects Interpreting, analysing, evaluating Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts Creating texts Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features 18

21 Review and edit students own and others texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features Health and Physical Education* Strand Sub-strand Content descriptions Personal, social and community health 10.1 Evaluate factors that shape our identities and analyse how individuals impact on the identities of others PSC, LIT, ICU, EU,AAEA, HC 10.2 Examine the impact of change and transition on relationships with others PSC, LIT, ICT, ICU, EU practising skills to deal with challenging or unsafe situations such as refusal skills, communicating choices, expressing opinions, and initiating contingency plans (AD, FN,MH, RS, S) expressing thoughts, opinions and beliefs to assert their stance on a situation, dilemma or decision that acknowledge the feelings of others (AD,MH, RS, S) assessing behavioural expectations in different relationships and social situations and examining how these expectations can influence decisions and actions 10.3a Plan, rehearse and evaluate options for managing situations where their own or others health, wellbeing and/or safety may be at risk, including first aid and CPR PSC, LIT, ICT, CCT critiquing the appropriateness and effectiveness of help and support services available in the local community for young people (AD, FN,HBPA, MH, RS, S) 10.3b Propose, practise and evaluate responses where external influences may impact on their ability to make healthy and safe choices PSC, LIT, EB, CCT evaluating the influence of personal, social and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing (AD,FN, HBPA, MH,RS, S) 10.5a Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses PSC, LIT, EU proposing strategies for managing emotional responses and resolving conflict in a family situation, social or online environment (MH, RS, S) 10.5b Evaluate and apply health information from a range of sources to health decisions and situations LIT, ICT, CCT, EU 10.6 Implement and critique strategies to enhance the health and wellbeing of their community LIT, CCT, EU, SUS investigating community action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities (AD, FN,HBPA, MH, RS, S) advocating for increased local facilities and resources to support young people to make healthier, safer and more active choices (AD,FN, HBPA, MH, RS, S) 19

22 10.7a Propose and evaluate new and creative interventions that promote their own and others connection to community, natural and built environments CCT, ICU,SUS, HC designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection and belonging with the community (MH, RS) 10.7b Critique contextual factors and behaviours that influence the health and wellbeing of their communities NUM,PSC, LIT, ICU,CCT, EU, SUS examining social, cultural and economic factors that influence the health behaviours of people in their community (AD, FN, HBPA, MH, RS, S) 20

23 Australian Curriculum connections General capabilities Information and Communication Technology Applying social and ethical protocols and practices when using ICT Identify the impacts of ICT in society assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use Investigating with ICT Define and plan information searches select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Select and evaluate data and information develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources Creating with ICT Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Critical and creative thinking Inquiring identifying, exploring and organising information and ideas Pose questions pose questions to critically analyse complex issues and abstract ideas Identify and clarify information and ideas clarify complex information and ideas drawn from a range of sources Organise and process information critically analyse independently sourced information to determine bias and reliability Generating ideas, possibilities and actions Consider alternatives speculate on creative options to modify ideas when circumstances change Seek solutions and put ideas into action assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action Analysing, synthesising and evaluating reasoning and procedures Draw conclusions and design a course of action use logical and abstract thinking to analyse and synthesise complex information to inform a course of action 21

24 Communicating with ICT Collaborate, share and exchange select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge Ethical Understanding Understanding ethical concepts and issues Recognise ethical concepts critique generalised statements about ethical concepts Explore ethical concepts in context distinguish between the ethical and non-ethical dimensions of complex issues Reasoning in decision making and actions Reason and make ethical decisions investigate reasons for clashes of beliefs in issues of personal, social and global importance Consider consequences analyse the objectivity or subjectivity behind decision making where there are many possible consequences Exploring values, rights and responsibilities Examine values analyse and explain the interplay of values in national and international forums and policy making Literacy Comprehending texts through listening, reading and viewing Navigate, read and view learning area texts navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations Listen and respond to learning area texts listen to a range of extended spoken and audio texts, including audio-visual texts, and respond to, interpret and evaluate ideas, information and opinions Interpret and analyse learning area texts interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies Composing texts through speaking, writing and creating Use language to interact with others use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts Grammar knowledge Express opinion and point of view use language that indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgments 22

25 Word knowledge Understand learning area vocabulary use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning 23

26 Western Australian K-10 Syllabus connections Society and Environment Outcome Aspect Content Time, continuity and change Suggested topics: changes to Australian citizenship* (Civics & Citizenship) (eg 1850s Chinese restrictions, the 1901 Immigration Restriction Act, perspectives on citizenship today) Understanding the Past Methods for sequencing the past time is used to sequence the past, identify cause and effect and make comparisons people, events and ideas of a time period can cause turning points and reflect a perspective The interrelationship between people, events and ideas historical recollections reflect a range of people and their perspectives in different contexts* people, events and ideas are interrelated and impact on opinions, actions, values and perspectives* Continuity and Change That change is a feature of all societies the impact of change varies with context and perspective (eg direct or indirect involvement, short-term or long-term impact) Interpretations and Perspectives That interpretations and perspectives of history vary an understanding of perspectives helps to develop empathy with the past and develop an individual perspective* Conducting to locate and select a variety of reliable and relevant sources of historical information that reflect various perspectives how to consider various perspectives* to select formats for recording and organising historical information/evidence Processing and Translating how to draw inferences from evidence (eg in supporting a point of view or interpretation) 24

27 how to link significant people, events and ideas (eg in maintaining continuity or creating change) Applying and Communicating Findings to empathise and account for various perspectives and interpretations Place and Space People and Places That people s views affect their use of places changes in the use of the environment reflect people s changing values* (Civics & Citizenship) (eg plantation timber farms, heritage listed sites or conservation projects) Applying and Communicating Findings ways to share and/or act on informed opinion* (Civics & Citizenship) (eg contact with local newspaper or newsletter, volunteer time with an environmental agency, global web quest) to use forms appropriate to the purpose of communication (eg maps in reports, diagrams in oral presentations, digital presentations) ways to apply findings to make predictions and plan for sustainability* (Civics & Citizenship) (eg ecohouse design, rehabilitation of mine sites, environmental heritage areas) Active Citizenship Students demonstrate active citizenship through their behaviours and practices in accordance with the principles and values of sustainability, social justice and democratic process:* (Civics & Citizenship) that principles and values of social justice help in formulating, guiding and reviewing social action ways to encourage others to take action ways to enhance significant places and draw community attention to them that citizens in a democracy have a role within local, regional and global environmental issues influencing government and nongovernment bodies that active citizenship applies to environmental sustainability, student rights and responsibilities toward the natural environment. Culture Students understand that people form groups because of their shared understandings of the world and, in turn, they are influenced by the particular culture so formed. Beliefs and culture That cultural groups have values and beliefs, characteristics and influences characteristics of a cultural group may be visible and invisible to people outside the group (eg non-material aspects, values, friendships, habits) Australia is a pluralist society which includes influences from a range of ethnic groups* (Civics & Citizenship) 25

28 world views and values of a society are reflected in the political and legal system* (Civics & Citizenship) Cohesion and diversity That cultural groups are both cohesive and diverse and change over time groups respond to dissent or non-conformity in different ways (eg punishment or exclusion) factors may cause conflict and tension between cultural groups (eg religious tensions, trade and economic power, environmental values, prejudice) Personal, Group and Cultural Identity conflict between, and within, groups can be the result of different perspectives on individual rights and responsibilities* (Civics & Citizenship) (eg community action groups) Conducting to locate and select source information that reflects various cultural perspectives Health and Physical Education Context Topic Sub-topic Content Wellness Self understanding o Influences of different beliefs and values on self esteem and self concept Developing respectful relationships o Applying social skills to different situations and relationships o cyberbullying Enhancing resilience as an adolescent o Making connections o Benefits of support Safety Safety me and others o Strategies to keep safe o Identification and protection against unsafe situations o Factors influencing risk taking o Recognising, assessing and responding to risk situations 26

29 English Outcome Aspect Content Writing Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context. Contextual Understandings Purpose Texts are written for different purposes, including: o to entertain, move, question and explore ideas and attitudes, which writers achieve, for example, by writing monologues, stories or poetry* o to inform, inquire, explain, describe or instruct, which writers achieve, for example, by writing reports or news articles* o to persuade, which writers achieve, for example, by writing analytical essays or letters to the editor* Context/Audience writers want readers to empathise with the ideas and emotions expressed or implied in their writing* (eg a letter to an editor may use emotive language) writers create characters and situations which explore ethical dilemmas and which move beyond stereotypes or expectations* writers explore ideas and issues in which they would like to effect change and that the ideas and issues can extend beyond the immediate plot* Conventions Whole Text narrative conventions used for effect such as character construction through dialogue, flashbacks and other time variants, conflict and suspense* (eg varying speech used in dialogue to represent different characters and relationships, and to further the narrative) Processes and Strategies ways to use terminology to interpret the writing process (eg character construction, representation, suspense, irony, hyperlinks, nomination) strategies for researching including sourcing relevant information from a variety of texts on several aspects of a topic* (eg keyword search) strategies to revise and improve writing including peer or teacher conferencing, proofreading, extending (eg adding dialogue), editing and drafting* ways to reflect on and evaluate writing using metalanguage to discuss the choices of text features and the interrelationships of purpose, context and audience* 27

30 Viewing Contextual Understandings Context/Audience ideas, information and concepts are represented by the selection of visual language (eg criticism using irony by juxtaposing happy music with a sad event) Processes and Strategies after-viewing strategies to evaluate personal interpretations of a text (eg retrieval chart for examining values) ways to reflect on and evaluate viewing using metalanguage to explain how the reader is positioned by inclusion/omission of information and the devices used Reading Contextual Understandings Purpose readers read texts that have been written for different purposes including: o to raise complex social issues and make critical social commentary (eg stories, novels, plays) o to present an argument from an alternate point of view on sensitive social issues and persuade readers to adopt the same attitude (eg feature articles) Context/Audience texts can reinforce or challenge readers attitudes, however, readers can resist dominant/intended readings and world views presented (eg reading a typical text from different perspectives) texts can be assessed by their context (eg publication date, author s background, website address and reliability and quality of supporting information) Conventions Text Conventions Information and Argument Texts paragraph structure to cohesively persuade (eg each sentence reinforces topic sentence) Processes and Strategies strategies to identify values and attitudes supported or criticised in a text (eg recognising evaluative vocabulary and adjectival phrases) thinking strategies to critically examine the way values, ideas and information are presented (eg summarising, annotating, comparing relevant reading) 28

31 Our community: my responsibility Lesson 2: How did the police system begin? Year 9 Lesson focus Explicit values Respect Responsibility Freedom Integrity Expectations and goals Students to understand the key factors which led to the establishment of the police force Students to understand the role that the police force plays internationally Learning experiences Focus questions Assessment Resources When did the police Students to: begin internationally? 1. Explain to the class that policing as a profession has been around for many years. Organise students into pairs and provide them with access to What I know about the police: Think-pair-share (Resource 3). Ask them to complete and then discuss their thoughts as a class. 2. Pose the question, Where did the police force begin? Provide students with access to International police force search (Resource 4) and ask them to work with a partner and use the internet to complete. They are to look at each country and research and decipher the history about its police force. 3. Display the Timeline of the police force (Resource 5). As a class discuss and create a timeline from when the police force began to the most recent police force that has been formed. 4. Ask students to each choose one country and create a poster advertising their police force. The poster is to include the following information: when it began, uniforms, jobs in that force, rules, regulations, equality, different sections and any other relevant information. Why did the police service begin? Where did the police force begin? What role does the force play? Do police play a major part in the society of each country? Does it differ from country to country? What makes the police force the same in all countries? Are they regarded higher in Europe rather than Australia? Create a poster advertising a different country s police force Resource 3: What I know about the police: Thinkpair-share Resource 4: International police force search 29

32 Learning experiences Focus questions Assessment Resources 5. Pose the following questions and discuss as a class: Do police play a major part in the ethos and culture of each country? Does it differ from country to country? Is the police force more highly regarded in Europe or Australia? Ask students to create a storyboard to depict their version of a famous international policing event. Resource 5: Timeline of the police force WA Police website: 30

33 Australian Curriculum connections Civics and Citizenship* Strand Sub-strand Content descriptions Civics and Citizenship Knowledge and Understanding Government and democracy How citizens choices are shaped at election time through public debate, the media, social media, opinion polls, advertising and political party campaigns Laws and citizens The role of courts, including Aboriginal and Torres Strait Islander Peoples' means of legal governance, to apply and interpret the law, resolve disputes and make law through judgements The key principles of Australia s justice system, including equality before the law, habeas corpus, impartiality of the law, independent judiciary, fair trial and right of appeal Citizenship, diversity and identity The influence of traditional and new media in shaping identities and attitudes to diversity How ideas about and experiences of Australian identity are influenced by global connectedness and mobility Civics and Citizenship Skills Questioning and research Identify, select and evaluate a range of questions to inform an inquiry about Australia's social, political and legal systems Identify, gather and sort information and ideas from a range of sources and reference as appropriate Analysis, synthesis and interpretation Critically analyse information and ideas from a range of relevant sources for stereotype, over-generalisation and misrepresentation and to draw conclusions regarding the reliability and relevance of information Use critical thinking to assess the effectiveness of democratic practices and systems Identify and account for different interpretations and points of view Develop a reasoned argument based on evidence to support a position 31

34 Problem-solving and decision-making Use democratic processes to reach consensus as a group on a course of action relating to a civics or citizenship issue and plan for that action Communication and reflection Present civics and citizenship ideas, opinions and positions using subject specific language for an intended purpose, audience, and context Reflect on personal identity and commitment to democratic citizenship and what it means for self, for interactions with others and for the community History Strand Sub-strand Content descriptions Historical skills Chronology, terms and concepts Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places Use historical terms and concepts Historical questions and research Identify and locate relevant sources, using ICT and other methods Identify and select different kinds of questions about the past to inform historical inquiry Evaluate and enhance these questions Analysis and use of sources Identify the origin, purpose and context of primary and secondary sources Evaluate the reliability and usefulness of primary and secondary sources Perspectives and interpretations Identify and analyse different historical interpretations (including their own) Explanation and communication Select and use a range of communication forms (oral, graphic, written) and digital technologies 32

35 English Strand Sub-strand Content descriptions Literacy Interacting with others Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects Interpreting, analysing, evaluating Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts Creating texts Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features Review and edit students own and others texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features Health and Physical Education* Strand Sub-strand Content descriptions Personal, social and community health 10.1 Evaluate factors that shape our identities and analyse how individuals impact on the identities of others PSC, LIT, ICU, EU,AAEA, HC analysing the role of family, friends and community in supporting an individual s identities and proposing strategies to enhance their own and others wellbeing 10.2 Examine the impact of change and transition on relationships with others PSC, LIT, ICT, ICU, EU practising skills to deal with challenging or unsafe situations such as refusal skills, communicating choices, expressing opinions, and initiating contingency plans (AD, FN,MH, RS, S) expressing thoughts, opinions and beliefs to assert their stance on a situation, dilemma or decision that acknowledge the feelings of others (AD,MH, RS, S) 33

36 assessing behavioural expectations in different relationships and social situations and examining how these expectations can influence decisions and actions 10.3a Plan, rehearse and evaluate options for managing situations where their own or others health, wellbeing and/or safety may be at risk, including first aid and CPR PSC, LIT, ICT, CCT critiquing the appropriateness and effectiveness of help and support services available in the local community for young people (AD, FN,HBPA, MH, RS, S) 10.3b Propose, practise and evaluate responses where external influences may impact on their ability to make healthy and safe choices PSC, LIT, EB, CCT evaluating the influence of personal, social and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing (AD,FN, HBPA, MH,RS, S) 10.5b Evaluate and apply health information from a range of sources to health decisions and situations LIT, ICT, CCT, EU 10.6 Implement and critique strategies to enhance the health and wellbeing of their community LIT, CCT, EU, SUS investigating community action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities (AD, FN,HBPA, MH, RS, S) advocating for increased local facilities and resources to support young people to make healthier, safer and more active choices (AD,FN, HBPA, MH, RS, S) 34