Civic and Citizenship Education, Bee The Change Our World Needs.

What Children Are Learning Student learning will be guided by the civic and citizenship education achievement standard for year 5 from the Australian Curriculum. The thematic unit is centred around the controversial topic of the declining bee numbers, and the severe implications this could have on food production, and our environment. Students will engage with this controversial issue through evidence based information, to identify the significant role bees play in our society. Following this, students will via multiple sources investigate existing campaigns and laws to identify how people with shared beliefs and values have and can work together to make our world a better place and achieve a common goal. Students will consider the issue from social, economic, ecological and political perspectives, through the eyes of consumers, governments, food producers, environmentalists, in a global, federal, state, and local context. Why They Are Learning  This unit aims to empower students as active citizens by fostering the belief that through informed choices and reflective practises they can contribute and make a positive difference to the evolving world in which they live. The student centred learning approach of this unit will through both inquiry and participatory driven activities, build skills and knowledge to allow students to enact change in their local community. The Australian government through the Melbourne Declaration and the Australian Curriculum has made a commitment to ensure students are educated to become active and informed citizens. This unit aligns with this commitment by building skills and knowledge required through the engagement with an authentic and global issue that can be tackled on a local level. Skills of questioning, evaluating, analysing, researching, reflecting, and communication are pertinent to building knowledge and understanding required for an effective civics and citizenship education unit.  How They Are Learning  Students will follow a sequence of integrated learning activities to achieve outcomes in this unit. Firstly, students will be tuned in by watching the following short film: Students will be introduced and investigate the following inquiry question: Should we be using technology to create robot bees or saving the existing and declining natural bee species? In groups students investigate and conduct research to reveal “why we need bees?”. From here students will develop arguments and hold a debate surrounding the topic. Students will identify groups and what they are doing to raise awareness and campaign for the bees protection. Students will as a class develop a set of questions for experts who will visit the class. Questions will be developed to guide how students can help to save the bees in the local community. Students will design a brochure to distribute, raising awareness and communicating about what can be done in the community to save the bees. Students will plant a garden and construct insect hotels to attract local bee species. How Parents/Carers Can Support Their Child’s Learning I invite you to join your child in this learning experience, and support them to become empowered as active citizens. Your support can be shown in a number of ways. Encourage discussion around the topic we are exploring, you can watch this short film to build a better understanding. Talk to your children about the importance of working together to make a better world.

References  Australian Curriculum, Assessment and Reporting Authority [ACARA], (2013). Australian curriculum, v7.5: civics and citizenship rationale. Retrieved from: http://v7-5.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/rationale Australian Curriculum, Assessment and Reporting Authority, (2015). Australian curriculum: Humanities and social sciences. Retrieved from:http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?layout=1 Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social sciences: history, geography, economics & citizenship (5th Ed.). South Melbourne, Vic: Cengage Learning Australia Pty. Ltd. Ministerial Council on Education, Employment, Training and Youth Affairs, (2008). Melbourne declaration on educational goals for young Australians. Retrieved from: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3rd Ed.). Melbourne, Vic: Oxford University Press. Tudball, L., & Brett, P. (2014). What matters and what's next for civics and citizenship education in Australia? The Social Educator, 32(2) 4-15]. Retrived from: https://mylo.utas.edu.au/content/enforced/178687-AW_EED_16S5_12888_1_0_0_1_1/Whats%20next%20for%20CCE_Tudball%20+%20Brett_Social%20Educator.pdf?_&d2lSessionVal=BrEqTFT2dcTqS9VPETx4Awpov&ou=178687 United Nations Educational, Scientific and Cultural Organisation, (2010). Teaching and learning for a sustainable future: citizenship education. Retrieved from: http://www.unesco.org/education/tlsf/mods/theme_b/mod07.html

x