Years X–X band plan — Australian Curriculum: Civics and Citizenship

How to use this template: Replace highlighted instructions (like this text) using either of two methods.

Method 1 — retain instructions until you have finished working

Place your cursor in the space below highlighted instructions. Type your text. When you have finished, select the highlighted instructions. Press Backspace or Delete to delete text and blue shading.

Method 2 — remove instructions at the start

Read a highlighted instruction. Select the text. Press Backspace or Delete to delete text and blue shading. Type your text.

Implementation year:	School name:

This band plan has been developed in consultation with the Curriculum into the Classroom project team.

Identify curriculum	Humanities and social sciences learning area	Humanities and social sciences is the study of human behaviour and interaction in social, cultural, environmental, economic, and political contexts. Humanities and social sciences have a historical and contemporary focus, from personal to global contexts, and consider challenges for the future. In the Australian Curriculum, the humanities and social sciences learning area comprises four subjects: history, geography, economics and business, and civics and citizenship. Each subject has been conceptualised in ways appropriate for that subject area: history focuses on evidence, change and continuity, cause and effect, significance, empathy, perspectives, and contestability geography focuses on place, space, environment, interconnection, sustainability, scale, and change civics and citizenship focuses on government and democracy, law and citizens, and citizenship, diversity and identity economics and business focuses on resource allocation and making choices, the business environment, consumer and financial literacy, work and work futures. Through studying humanities and social sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic, and societal factors involved, and how these different factors interrelate. The humanities and social science subjects provide a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high-level skills needed for the 21st century.
Phase curriculum focus	Insert Phase curriculum focus for the phase of learning that is identified in the organisation of the Australian Curriculum: Civics and Citizenship
Year-level descriptions	Insert Year level descriptions from the Australian Curriculum: Civics and Citizenship
Identify curriculum	Achievement standard	Insert Achievement standards from the Australian Curriculum: Civics and Citizenship
Course organisation	The Australian Curriculum: Civics and Citizenship is organised in two related strands — civics and citizenship knowledge and understanding, and civics and citizenship skills. The two strands are to be integrated in the development of a teaching and learning program. The knowledge and understanding strand provides the content focus through which particular skills are to be developed. The sequencing and description of the civics and citizenship skills in two-year bands (3–4, 5–6, 7–8, 9–10) may assist in multi-age programming by providing a common skills focus for the teaching and learning of the knowledge and understanding content. The band plan for civics and citizenship is organised to: provide flexibility when making decisions about how the subject will be implemented, based on the local context and needs of students in schools align with the Australian Curriculum: Civics and Citizenship, which is organised in year levels for the achievement standard and for knowledge and understanding content descriptions, and in bands that span two years for skills content descriptions provide a course structure and content that includes a sequence of teaching and learning and identification of opportunities for assessment and feedback, organised in units according to year levels, and developed using the Australian Curriculum: Civics and Citizenship content descriptions and achievement standards. The band plan course organisation allows schools to implement the Australian Curriculum: Civics and Citizenship: in a term or a semester in only one year of a two-year band (not in every year from Years 3 to 8) as an elective stand-alone subject in Years 9 and 10 (which may involve additional school-based content).
Teaching and learning	Unit overview	Unit 1 — x Unit title x	Unit 2 — x Unit title x
Time allocation Unit 1: xx% of the total teaching time. Unit 2: xx% of the total teaching time.	Outline the curriculum focus for the unit. Refer to the key inquiry questions and the content descriptions across the two strands of Civics and Citizenship Knowledge and Understanding and Civics and Citizenship Skills to identify the learning experiences that students may undertake in this unit.	Outline the curriculum focus for the unit. Refer to the key inquiry questions and the content descriptions across the two strands of Civics and Citizenship Knowledge and Understanding and Civics and Citizenship Skills to identify the learning experiences that students may undertake in this unit.
General capabilities and cross-curriculum priorities	Copy and paste symbols, from the general capabilities and cross-curriculum priorities key (below), relevant to the unit.	Copy and paste symbols, from the general capabilities and cross-curriculum priorities key (below), relevant to the unit.
Key	Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Develop assessment	Assessment	Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.
Unit 1 — x Unit title x	Unit 2 — x Unit title x
Provide information about the assessment techniques, formats and categories for each assessment.	Provide information about the assessment techniques, formats and categories for each assessment.
Making judgments and feedback	Consistency of teacher judgments	Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and ensure consistency.	Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and ensure consistency.

Content descriptions for Years X–X Civics and Citizenship

Concepts Knowledge and understanding Unit 1 Unit 2 Indicate the concepts for developing Civics and Citizenship Knowledge and Understanding Insert the content descriptions from the Australian Curriculum: Civics and Citizenship	Civics and citizenship skills Unit 1 Unit 2 Questioning and research Insert the content descriptions from the Australian Curriculum: Civics and Citizenship Analysis, synthesis and interpretation Problem solving and decision making Communication and reflection