CIVICS AND CITIZENSHIP YEAR 4 - Unit 2 Semester 2 - 10 x 1 hour lessons Unit Title: Rules v’s Law Achievement Standard By the end of Year 4, students explain the role of local government and distinguish between and laws. They describe factors that shape a person’s and sense of belonging. Students pose questions about the society in which they live and use information to answer them. They suggest solutions to an identified issue. They develop and present their ideas and opinions on an issue using and terms. Civics and Citizenship Concepts Content Descriptions Assessment (A) Government and Democracy Laws and Citizens Citizenship, diversity and identity Knowledge and Understandings The differences between ‘’ and ‘laws’ Why laws are important Skills Pose questions about the society in which they live Use information to develop a point of view Distinguish facts from opinions in relation to and topics and issues Work in groups to identify issues, possible solutions and a plan for action Interact with others with respect, share views and recognise there are different points of view Present and opinions on and topics and issues using and terms Reflect on their cultural and how it might be similar and different from others Assessment For Learning - Engage - Review of why we have through discussion topics or silent walk. Assessment as Learning - Monitoring of students understanding of the difference between rules and laws and what makes a good law. Assessment Of Learning - Completing checklist of what makes a good law and assessing against own law. trial
Civics and Citizenship Bands Skills Key Questions Year 3 4 Band Year 5 6 Band Questioning and Research Analysis Synthesis and Interpretation Problem Solving and Decision Making Communication and Reflections What is the difference between rules and laws and why are they important? Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Intercultural Understanding Numeracy Ethical Understanding ICT Personal and Social Capability Links to other LA’s History - Ancient Rome English - Dreaming Stories
Civics and Citizenship Metalanguage Assessment Opportunities rule, law, society, punishment, road rules/ road laws, consequences, senior, foreign, migrant, tourist, Link Assessment as Learning - can the students see differences between and law? Reflection Week 1 2 3 4 5 6 7 8 9 10 Curricular Priorities Inclusive Education General Capabilities Personal Social Capability Engage Explore Explain Elaborate Evaluate Explain Resources Activity 1: Pick the rule, Pick the Law * Take students outside, walk around the school and list evidence that students see for rules and laws that operate in the area. For example, Speed limit and 'stop' signs indicate road laws while a canteen sign might indicate a school rule. * Display “Pick the Rule, Pick the Law” on IWB so whole class can see (if IWB not available this could be Teacher Resources Discovering Democracy Units - Rules and Laws Refers to Handout 3 - “Pick the Rule, Pick the Law” and Handout 4 “Rule or Law”
Year 4 Unit 2: Civics and Citizenship Criteria CLASS LAW A B C D E Knowledge and Understanding You are able to demonstrate a very high understanding of the difference between a rule and law. You are able to demonstrate a high understanding of the difference between a rule and law. You are able to demonstrate an understanding of the difference between a rule and law. You are able to demonstrate a limited or confused understanding of the difference between a rule and law. Significant support is required for you to demonstrate understanding of the difference between a rule and law You can identify what makes a “good law” with details, demonstrating a very high level of understanding. You can identify what makes a “good law” with some detail, demonstrating a high understanding. You can identify what makes a “good law”, demonstrating a sound understanding. You can only provide a limited answer on what makes a “good law”. You can not independently provide an explanation of what makes a “good law”. Skills You provided an opinion on whether our class law was good or not with a number of detailed reasons that show a very high level of understanding (including using the metalanguage learnt in this unit.) You provided an opinion on whether our class law was good or not with at least two detailed reasons why/ why not (including using the metalanguage learnt in this unit). You provided a reasoned opinion on whether our class law was good or not (including using some of the metalanguage learnt in this unit). You provided an opinion on whether our class was good or not but needed teacher support to list your reasons why or why not. You provided an opinion on whether our class was good or not without listing any reasons. You were able to list possible solutions to improve our class law with details that show a very high level of understanding. You were able to list possible solutions to improve our class law with some detail. You were able to list at one possible solution to improve our class law. You were able to list possible solutions to improve our class law with teacher support. You were not able to list a solution to improve our law.