You are on page 1of 3

FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 week 3 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Civics and Citizenship

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: 1:1 ipads with one set borrowed from the other year six classroom
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1 Who can be an Identify at least Anecdotal Teacher asks the students to think of what
Australian three rights notes rights they think they have because they are
citizen, the Australian Photographs Australians?
formal rights citizens have and videos
and Teacher writes a list of their suggestions on the
responsibilities Identify at least See attached board. For example
, and shared four human rubric - going to school
values of rights the - voting
Australian Australian - choosing where to live
citizenship government - having an Australian passport Whiteboard
(ACHASSK147) protects Markers
The class then begin the lesson from the
Human rights association of the Australian
Describe the government and complete the quiz as a class
difference
between human After the quiz they continue to the next part of
rights and the lesson. What are rights.
citizens rights Students take an ipad each return to their desk
and log on to bubbl.us and create a mind map
Explain why to answer the question. They take a screenshot Smartboard
human rights of their mind map and upload it onto seesaw Teachers ipad
are important to with an explanation of the difference between
being human human rights and government protected rights. https://www.humanrights.gov.au/introhumanrights/

While the students are completing their mind


maps the teacher skips forward to the what are
human rights.
For the think section they create a second mind
map on the questions on the board. They then
screenshot and upload to seesaw. Once they
have completed this they talk to their partner
about what they believe human rights are. One iPad per student
Teacher then asks the class how they think
human rights are part of being an Australian Bubbl.us
citizen (for example the government looks after
their citizens).

The class then think pair share how they think


that the government makes sure our human
rights are protected (freedom of religion, right
to a fair trial- corruption is illegal and have
access to a lawyer, right to equality – women
have the right to do the same as men)
Ipad
To conclude the lesson students, think pair Bubbl.us
share what they think is most important about
our human rights.

Seesaw