CIVIC PARTICIPATION ACTIVITY The civic participation activity explores the concept of 'volunteering' in the context of benefiting members of the school community. CIVICS AND CITIZENSHIP CONTENT STRAND CONTENT DESCRIPTIONS ACHIEVEMENT STANDARDS Citizenship, Diversity and Identity Investigate why and how people participate within communities and cultural and social groups (VCCCC006) Describe the different cultural, religious and/or social groups to which they and others in the community may belong (VCCCC007) Students working at will be able to: (extract only) Describe how people participate in their community as active citizens. Describe the factors that a person’s identity and sense of belonging. Students working at Level 5–6 will be able to: (extract only) Identify various ways people can participate effectively in groups to achieve shared Explain what it means to be an Australian citizen and how people can participate as global citizens. *PRIOR LEARNING: Students understand what being part of a group means. Students understand that they may belong to many groups within their family and community. Assessment tasks are examples only – teachers may choose to use or adapt activities as required. LEARNING ACTIVITIES ASSESSMENT TASKS TEACHING
Lesson 4: (VCCCC007) Prior learning: Students should be able to Identify, describe and use different kinds of question stems to gather information and ideas. Students discuss the motivations of people who contribute to our communities, including not only local community volunteers, but also leaders and elders Introduction: Watch ABC Behind the News documentary, Resource 6 Class Forums: Invite people within the local community who have contributed to communities, for example local community volunteers, leaders and elders to speak to the class. Students prepare questions to explore aspects of the volunteer work i.e. motivations, rewards, constructing and using open and closed questions for different purposes Examples of questions that might be asked: Why were you interested in this job? What is the ‘mission’ of the group, organisation or club? What is your role? What do you do? How does your organisation help others? How does your organisation create a of belonging? Tell us about what tasks you enjoy most and the least. What would be your suggestions for anyone who would like to volunteer? What have you done that has made you proud? Refer to Resource 9: Volunteering Victoria Website has more information for teachers. Individual: Students explain selected or parts of the interview in their own words. Alternatively students could complete a PMI (Plus, Minus, Interesting) about the interview. Group discussion: Discuss the qualities and values of a volunteer (e.g. commitment, giving freely of time, energy, labour, perhaps personal resources). What encourages them to volunteer and what do they achieve? Assessment Task 2: Students describe how people participate in their community as active citizens/volunteers. Each constructs a paragraph of 100–150 words about their volunteer/s and the work they do. A proforma. Our valuable volunteer is available which can be used to record the details collected by the group. See Resource 4. Collate the information from each group, with a photo if possible, and create a class book, eBook or a school Web resource to share with others. Appendix 2: Tool for developing an Assessment Rubric Resource 6 - Volunteer Week, and use the Worksheet 1 (Behind the News teacher resource, taken from Behind the News website); accessed 30 May 2016 Resource 9 - Volunteering Victoria Website accessed 30 May 2016 LEARNING ACTIVITIES TEACHING NOTES
Cultural Diversity Compare a of cultural practices and explain their influence on people’s relationships. Explain what they have learnt about themselves and others from intercultural experiences. explain the role of cultural traditions in the development of various identities Develop critical perspective on and respect for their own and others cultures. Demonstrate an understanding how beliefs and practices can be influenced by culture. Explain how intercultural experiences can influence beliefs and behaviours. Identify the barriers to and means of reaching understandings within and between culturally diverse groups. Identify ways in effective engagement with those groups is promoted or inhibited.